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.

Action is the catalyst that creates accomplishments. It is the path that takes us from uncrafted hopes to realized dreams.

I believe that history might be, and ought to be, taught in a new fashion so as to make the meaning of it as a process of evolution intelligible to the young.

Any one who has studied the history of science knows that almost every great step therein has been made by the "anticipation of Nature," that is, by the invention of hypotheses, which, though verifiable, often had very little foundation to start with; and, not unfrequently, in spite of a long career of usefulness, turned out to be wholly erroneous in the long run.

Cosmic evolution may teach us how the good and evil tendencies of man may have come about; but, in itself, it is incompetent to furnish any better reason why what we call good is preferable to what we call evil than we had before. Some day, I doubt not, we shall arrive at an understanding of the evolution of the aesthetic faculty; but all the understanding in the world will neither increase nor diminish the force of the intuition that this is beautiful and that is ugly.

Not only does every animal live at the expense of some other animal or plant, but the very plants are at war.... The individuals of a species are like the crew of a foundered ship, and none but good swimmers have a chance of reaching the land.

What are the moral convictions most fondly held by barbarous and semi-barbarous people? They are the convictions that authority is the soundest basis of belief; that merit attaches to readiness to believe; that the doubting disposition is a bad one, and skepticism is a sin.