Education must be understood as growth, or the facilitation of growth.

What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.

Giving and taking of orders modifies actions and results, but does not of itself effect a sharing of purposes, a communication of interests.

The development occurs through reciprocal give-and-take, the teacher taking but not being afraid also to give.

Teaching can be compared to selling commodities. No one can sell unless someone buys ... yet there are teachers who think they have done a good day's teaching irrespective of what the pupils have learned.

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!

That the great majority of those who leave school should have some idea of the kind of evidence required to substantiate given types of belief does not seem unreasonable. Nor is it absurd to expect that they should go forth with a lively interest in the ways in which knowledge is improved and a marked distaste for all conclusions reached in disharmony with the methods of scientific inquiry.