As We Have Seen There Is Some

Teaching Can Be Compared To Selling Commodities. No One Can Sell Unless Someone Buys ... Yet There Are Teachers Who Think They Have Done A Good Day's Teaching Irrespective Of What The Pupils Have Learned.

Selection Aims Not Only At Simplifying But At Weeding Out What Is Undesirable.

Fundamental Modes Of Speech, The Bulk Of The Vocabulary, Are Formed In The Ordinary Intercourse Of Life, Carried On Not As A Set Means Of Instruction But As A Social Necessity.

There Is, I Think, No Point In The Philosophy Of Progressive Education Which Is Sounder Than Its Emphasis Upon The Importance Of The Participation Of The Learner In The Formation Of The Purposes Which Direct His [sic] Activities In The Learning Process, Just As There Is No Defect In Traditional Education Greater Than Its Failure To Secure The Active Cooperation Of The Pupil In Construction Of The Purposes Involved In His Studying.

An Empirical Philosophy Is In Any Case A Kind Of Intellectual Disrobing. We Cannot Permanently Divest Ourselves Of The Intellectual Habits We Take On And Wear When We Assimilate The Culture Of Our Own Time And Place. But Intelligent Furthering Of Culture Demands That We Take Some Of Them Off, That We Inspect Them Critically To See What They Are Made Of And What Wearing Them Does To Us. We Cannot Achieve Recovery Of Primitive Naïveté. But There Is Attainable A Cultivated Naïveté Of Eye, Ear And Thought.