Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

The most important attitude that can be formed is that of desire to go on learning.

The development occurs through reciprocal give-and-take, the teacher taking but not being afraid also to give.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

To be interested is to be absorbed in, wrapped up in, carried away by, some object. To take an interest is to be on the alert, to care about, to be attentive.

I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.

As societies become more complex in structure and resources, the need of formal or intentional teaching and learning increases.

Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.

What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.