Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.

Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.

Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.‎

Every society gets encumbered with what is trivial, with dead wood from the past, and with what is positively perverse.

It may be said that an education which does not succeed in making poetry a resource in the business of life as well as in its leisure, has something the matter with it.

Our historic imagination is at best slightly developed. We generalise and idealise the past egregiously. We set up little toys to stand as symbols for centuries and the complicated lives of countless individuals.

Every great advance in science has issued from a new audacity of imagination. What are now working conceptions, employed as a matter of course because they have withstood the tests of experiment and have emerged triumphant, were once speculative hypotheses.