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

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.

In general, every stimulus directs activity. It does not simply excite it or stir it up, but directs it toward an object.

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

The aim of education is to enable individuals to continue their education — or that the object and reward of learning is continued capacity for growth.

It is difficult to connect general principles with such thoroughly concrete things as children.

Change as change is mere flux and lapse; it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.