In the present state of the world, it is evident that the control we have gained of physical energies, heat, light, electricity, etc., without having first secured control of our use of ourselves is a perilous affair. Without the control of our use of ourselves, our use of other things is blind; it may lead to anything.

The school must be "a genuine form of active community life, instead of a place set apart in which to learn lessons".

When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled.

Understanding one another means that objects, including sounds, have the same value for both with respect to carrying on a common pursuit.

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

There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.

There is no discipline in the world so severe as the discipline of experience subjected to the tests of intelligent development and direction.