In object lessons in elementary education and in laboratory instruction in higher education, the subject is often so treated that the student fails to see the forest on account of the trees.
The two limits of every unit of thinking are a perplexed, troubled, or confused situation at the beginning, and a cleared up, unified, resolved situation at the close.
I believe that the school must represent life – life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.
The conception that growth and progress are just approximations to a final unchanging goal is the last infirmity of the mind in its transition from a static to a dynamic understanding of life.
