I would urge that the yeast of education is the idea of excellence, and the idea of excellence comprises as many forms as there are individuals, each of whom develops his own image of excellence. The school must have as one of its principal functions the nurturing of images of excellence.

Stimuli, however, do not act upon an indifferent organism.

We carry with us habits of thought and taste fostered in some nearly forgotten classroom by a certain teacher.

Agency presupposes choice.

We need to conceive of ourselves as "agents" impelled by self-generated intentions.

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.

Passion, like discriminating taste, grows on its use. You more likely act yourself into feeling than feel yourself into action.