Every walk should offer some knotty problem for the children to think out-"Why does that leaf float on the water, and this pebble sink?" and so on.

Never be within doors when you can rightly be without.

Every common miracle which the child sees with his own eyes makes of him for the moment another Newton.

Children should have the joy of living in far lands, in other persons, in other times - a delightful double existence; and this joy they will find, for the most part, in their story books. Their lessons, too, history and geography, should cultivate their conceptive powers. If the children do not live in the times of his history lesson, be not at home in the climate his geography book describes, why, these lessons will fail of their purpose.

Let them get at the books themselves, and do not let them be flooded with diluted talk from the lips of their teacher. The less the parents 'talk-in' and expound their rations of knowledge and thought to the children they are educating, the better for the children...Children must be allowed to ruminate, must be left alone with their own thoughts.

Of all the joyous motives of school life, the love of knowledge is the only abiding one; the only one which determines the scale, so to speak, upon which the person will hereafter live.

Of the three sorts of knowledge proper to a child, the knowledge of God, of man, and of the universe,--the knowledge of God ranks first in importance, is indispensable, and most happy-making.