The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.

By reading the characteristic features of any man's castles in the air you can make a shrewd guess as to his underlying desires which are frustrated.

I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.

The empiric easily degenerates into the quack. He does not know where his knowledge begins or leaves off, and so when he gets beyond routine conditions he begins to pretend-to make claims for which there is no justification, and to trust to luck and to ability to impose upon others-to "bluff."

The aim of education is growth: the aim of growth is more growth

All of us have many habits of whose import we are quite unaware, since they were formed without our knowing what we were about. Consequently they possess us, rather than we them. They move us; they control us. Unless we become aware of what they accomplish, and pass judgment upon the worth of the result, we do not control them.

Old ideas give way slowly; for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.