There is only one subject-matter for education, and that is Life in all its manifestations.
In a sense, knowledge shrinks as wisdom grows: for details are swallowed up in principles.
The merely well-informed man is the most useless bore on God's earth.
Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas.
Let the main ideas which are introduced into a child's education be few and important, and let them be thrown into every combination possible.
If education is not useful, what is it?
Education is the acquisition of the art of the utilization of knowledge.
In education, as elsewhere, the broad primrose path leads to a nasty place.
The problem of education is to make the pupil see the wood by means of the trees.
Duty arises from our potential control over the course of events.
The importance of knowledge lies in its use, in our active mastery of it—that is to say, it lies in wisdom.
It is in respect to the activity of knowledge that an over-vigorous discipline in education is so harmful. The habit of active thought, with freshness, can only be generated
by adequate freedom. Undiscriminating discipline defeats its own object by dulling the mind.
The environment within which the mind is working must be carefully selected. It must, of course, be chosen to suit the child's stage of growth, and must be adapted to
It must never be forgotten that education is not a process of packing articles in a trunk. . . . Its nearest analogue is the assimilation of food by a living organism: and we all know how necessary to health is palatable food under suitable conditions. When you have put your boots in a trunk, they will stay there till you take them out again; but this is not at all the case if you feed a child with the wrong food.
An unskillful practitioner can easily damage a sensitive organism.
It is necessary in life to have acquired the habit of cheerfully undertaking imposed tasks.
I am sure that one secret of a successful teacher is that he has formulated quite clearly in his mind what the pupil has got to know in precise fashion.
The secret of success is pace, and the secret of pace is concentration.
The habit of the active utilisation of well-understood principles is the final possession of wisdom.
Unless the pupils are continually sustained by the evocation of interest, the acquirement of technique, and the excitement of success, they can never make progress, and will certainly lose heart.