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.

It's always easier to learn something than to use what you've learned. . . . You're alone when you're learning. But you always use it on other people. It's different when there are other people involved.

What you have been taught by listening to others' words you will forget very quickly; what you have learned with your whole body you will remember for the rest of your life.

We want a book to be a book. We'll have all the interactive bells and whistles but our intent is to engage young people in reading, not to show them a movie.

Kids have little computer bodies with disks that store information. They remember who had to do the dishes the last time you had spaghetti, who lost the knob off the TV set six years ago, who got punished for teasing the dog when he wasn't teasing the dog and who had to wear girls boots the last time it snowed.

Everything we know, we learned from someone else!