This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties-for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler-men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.

Don't hedge your prose with little timidities. Good writing is lean and confident. . . . Every little qualifier whittles away some fraction of the reader's trust. Readers want a writer who believes in himself and in what he is saying. Don't diminish that belief. Don't be kind of bold. Be bold.

I believe that access to a university education should be based on the ability to learn, not what people can afford. I think there is no more nauseating a sight than politicians pulling up the ladder of opportunity behind them.

The federal government spends about $2.51 per child per day to feed them lunch. Out of that, you have to pay for labor, facilities, and administrative costs, leaving about a dollar for food. Imagine trying to feed yourself a nutritious meal every day with only a dollar. Very difficult.

I believe a kid who is playing is not alone. There is something brought alive during play, and this something, when played with, seems to play back.

Teaching is not filling up a pail, it is lighting a fire.