To have an idea of a thing is not just to get certain sensations from it. It is to be able to respond to the thing in view of its place in an inclusive scheme of action; it is to foresee the drift and probable consequence of the action of the thing upon us and of our action upon it.

What the best and wisest parent wants for his own child, that must the community want for all of its children.

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.‎

Of what use, educationally speaking, is it to be able to see the end in the beginning?

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.

Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.

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.