Even dogs and horses have their actions modified by association with human beings; they form different habits because human beings are concerned with what they do.

Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.

All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.

It is commonplace that a problem stated is well on its way to solution, for statement of the nature of a problem signifies that the underlying quality is being transformed into determinate distinctions of terms and relations or has become an object of articulate thought.

A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring.

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