Man is merely a frequent effect, a monstrosity is a rare one, but both are equally natural, equally inevitable, equally part of the universal and general order. And what is strange about that? All creatures are involved in the life of all others, consequently every species... all nature is in a perpetual state of flux. Every animal is more or less a human being, every mineral more or less a plant, every plant more or less an animal... There is nothing clearly defined in nature.

The real process of education should be the process of learning to think through the application of real problems.

Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others. But they are also interested, and chiefly interested upon the whole, in entering into the activities of others and taking part in conjoint and cooperative doings. Otherwise, no such thing as a community would be possible.

As a child lives today, he will live tomorrow.

Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.

Schools should take an active part in directing social change, and share in the construction of a new social order

Only in education, never in the life of farmer, sailor, merchant, physician, or laboratory experimenter, does knowledge mean primarily a store of information aloof from doing.