To feel the meaning of what one is doing, and to rejoice in that meaning; to unite in one concurrent fact the unfolding of the inner life and the ordered development of material conditions--that is art.

You cannot teach today the same way you did yesterday to prepare students for tomorrow.

The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.

Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.

I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.

Every serious-minded person knows that a large part of the effort required in moral discipline consists in the courage needed to acknowledge the unpleasant consequences of one's past and present acts.

The plea for the predominance of learning to read in early school life because of the great importance attaching to literature seems to be a perversion.