All direction is but re-direction; it shifts the activities already going on into another channel. Unless one is cognizant of the energies which are already in operation, one's attempts at direction will almost surely go amiss.

Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.

We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.

Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.

Of these three words, direction, control, and guidance, the last best conveys the idea of assisting through cooperation the natural capacities of the individuals guided; control conveys rather the notion of an energy brought to bear from without and meeting some resistance from the one controlled; direction is a more neutral term and suggests the fact that the active tendencies of those directed are led in a certain continuous course, instead of dispersing aimlessly.

In a world that has so largely engaged in a mad and often brutally harsh race for material gain by means of ruthless competition, it behooves the school to make ceaseless and intelligently organized effort to develop above all else the will for co-operation and the spirit which sees in every other individual one who has an equal right to share in the cultural and material fruits of collective human invention, industry, skill and knowledge

Of all affairs, communication is the most wonderful.