Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

The young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition. How much more, then, is this the case with respect to all the technological, artistic, scientific, and moral achievements of humanity!

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned.

There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.

Despite the never ending play of conscious correction and instruction, the surrounding atmosphere and spirit is in the end the chief agent in forming manners.

If we learn not humility, we learn nothing.

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.