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.

My business is to teach my aspirations to confirm themselves to fact, not to try and make facts harmonize with my aspirations.

The antagonism between science and religion, about which we hear so much, appears to me to be purely factitiousfabricated, on the one hand, by short-sighted religious people who confound a certain branch of science, theology, with religion; and, on the other, by equally short-sighted scientific people who forget that science takes for its province only that which is susceptible of clear intellectual comprehension; and that, outside the boundaries of that province, they must be content with imagination, with hope, and with ignorance

I cannot but think that he who finds a certain proportion of pain and evil inseparably woven up in the life of the very worms, will bear his own share with more courage and submission.

Thoughtfulness for others, generosity, modesty, and self-respect are the qualities which make a real gentleman or lady.

That which endures is not one or another association of living forms, but the process of which the cosmos is the product, and of which these are among the transitory expressions.