Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.

We cannot, even given our most imaginative efforts, construct a concept of Self that does not impute some causal influence of prior mental states on later ones.

Surely knowledge of the natural world, knowledge of the human condition, knowledge of the nature and dynamics of society, knowledge of the past so that one may use it in experiencing the present and aspiring to the future--all of these, it would seem reasonable to suppose, are essential to an educated man. To these must be added another--knowledge of the products of our artistic heritage that mark the history of our esthetic wonder and delight.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

Teaching is the canny art of intellectual temptation

The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field.