(5) Attention should be paid to all childhood needs.
(6) Cooperation should be fostered between school and home.
(7) Progressive schools are laboratories to increase learning.
He equated learning with freedom. He warned against uneducated masses. He opposed dual track education.
"The world in which most of us live is a world in which everyone has a calling and occupation, something to do," he said.
"Some are managers and others are subordinates. But the great thing for one as for the other is that each shall have had the education which enables him to see within his daily work all there is in it of large and human significance."
Education should be more than creating "human capital."
"The inclination to learn from life itself and to make the conditions of life such that all will learn in the process of living is the finest product of schooling."
He believed both in liberal arts and real-world skills teaching. Everyone should have a chance for "large and human significance" in their lives and work.
In 1897, he published his "pedagogic creed." Learning begins "unconsciously almost from birth."
"I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals."
"If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass."
Schools are social institutions, he believed. They should be integrated into community life. "Education is the fundamental method of social progress and reform."
He called the ideal school one that serves individual and institutional needs. He said "the community's duty to education is (a) paramount moral duty."