Nothing takes root in mind when there is no balance between doing and receiving.

Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.

Experience alone cannot deliver to us necessary truths; truths completely demonstrated by reason. Its conclusions are particular, not universal.

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.

A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.

To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.

The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.