If we trace the progress of our minds, and with attention observe how it repeats, adds together, and unites its simple ideas received from sensation or reflection, it will lead us farther than at first, perhaps, we should have imagined.

Where there is no property there is no injustice.

Nothing is in the intellect that was not first in the senses.

Let the awe [the teacher] has upon [children's] minds be so tempered with the constant marks of tenderness and good will, that affection may spur them to their duty, and make them find a pleasure in complying with his dictates. This will bring them with satisfaction to their tutor; make them hearken to him, as to one who is their friend, that cherishes them, and takes pains for their good; this will keep their thoughts easy and free, whilst they are with him, the only temper wherein the mind is capable of receiving new information, and of admitting into itself those impressions.

Curiosity in children is but an appetite for knowledge.

Struggle is nature's way of strengthening it

Long discourses, and philosophical readings, at best, amaze and confound, but do not instruct children. When I say, therefore, that they must be treated as rational creatures, I mean that you must make them sensible, by the mildness of your carriage, and in the composure even in the correction of them, that what you do is reasonable in you, and useful and necessary for them; and that it is not out of caprichio, passion or fancy, that you command or forbid them any thing.