Scientific thought, then, is not momentary; it is not a static instance; it is a process.

The more we try to improve our schools, the heavier the teaching task becomes; and the better our teaching methods the more difficult they are to apply.

It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.

The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done-men who are creative, inventive, and discovers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered.

What we see changes what we know. What we know changes what we see.

Scientific thought, then, is not momentary; it is not a static instance; it is a process.

Equilibrium is the profoundest tendency of all human activity.