I think we owe it to children to let them dig their knowledge, of whatever subject, for themselves out of the "fit" book; and this for two reasons: What a child digs for is his own possession; what is poured into his ear, like the idle song of a pleasant singer, floats out as lightly as it came in, and is rarely assimilated. I do not mean to say that the lecture and the oral lesson are without their uses; but these uses are, to give impulse and to order knowledge; and not to convey knowledge.

Do not let the endless succession of small things crowd great ideals out of sight and out of mind.

Look on education as something between the child's soul and God. Modern Education tends to look on it as something between the child's brain and the standardized test.

Imagination does not stir at the suggestion of the feeble, much diluted stuff that is too often put into children’s hands.

An observant child should be put in the way of things worth observing.

The peculiar value of geography lies in its fitness to nourish the mind with ideas and furnish the imagination with pictures.

I think we owe it to children to let them dig their knowledge, of whatever subject, for themselves out of the "fit" book; and this for two reasons: What a child digs for is his own possession; what is poured into his ear, like the idle song of a pleasant singer, floats out as lightly as it came in, and is rarely assimilated. I do not mean to say that the lecture and the oral lesson are without their uses; but these uses are, to give impulse and to order knowledge; and not to convey knowledge.