Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.‎

That education is not an affair of "telling" and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about.

What the best and wisest parent wants for his own child, that must the community want for all of its children.

We have advanced far enough to say that democracy is a way of life. We have yet to realize that it is a way of personal life and one which provides a moral standard for personal conduct.

Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.

We cannot think of ourselves save as to some extent social being. Hence, we cannot separate the idea of ourselves and our own good from our idea of others and their good.

Good manners come, as we say, from good breeding or rather are good breeding; and breeding is acquired by habitual action, in response to habitual stimuli, not by conveying information.