For more than a hundred years much complaint has been made of the unmethodical way in which schools are conducted, but it is only within the last thirty that any serious attempt has been made to find a remedy for this state of things. And with what result? Schools remain exactly as they were.

Not the children of the rich or of the powerful only, but of all alike, boys and girls, both noble and ignoble, rich and poor, in all cities and towns, villages and hamlets, should be sent to school

We are all citizens of one world, we are all of one blood. To hate people because they were born in another country, because they speak a different language, or because they take a different view on this subject or that, is a great folly. Desist, I implore you, for we are all equally human. . . . Let us have but one end in view: the welfare of humanity.

If, in each hour, a man could learn a single fragment of some branch of knowledge, a single rule of some mechanical art, a single pleasing story or proverb (the acquisition of which would require no effort), what a vast stock of learning he might lay by. Seneca is therefore right when he says: "Life is long, if we know how to use it." It is consequently of importance that we understand the art of making the very best use of our lives.

Three things give the student the possibility of surpassing his teacher: ask a lot of questions, remember the answers, teach.

Let the main object... to seek and to find a method of instruction, by which teachers may teach less, but learners learn more.

Boyhood is distracted for years with precepts of grammar that are infinitely prolix, perplexed and obscure.