I have endeavoured to show that no absolute structural line of demarcation, wider than that between the animals which immediately succeed us in the scale, can be drawn between the animal world and ourselves; and I may add the expression of my belief that the attempt to draw a physical distinction is equally futile, and that even the highest faculties of feeling and of intellect begin to germinate in lower forms of life.

Though under-instruction is a bad thing, it is not impossible that over-instruction may be worse.

Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not. It is the first lesson that ought to be learned and however early a man's training begins, it is probably the last lesson that he learns thoroughly.

My reflection, when I first made myself master of the central idea of the 'Origin', was, 'How extremely stupid not to have thought of that!'

I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.

There is nothing of permanent value (putting aside a few human affections) nothing that satisfies quiet reflection--except the sense of having worked according to one's capacity and light to make things clear and get rid of cant and shams of all sorts.

The child who has been taught to make an accurate elevation, plan, and section of a pint pot has had an admirable training in accuracy of eye and hand.