“In one sense the whole process of development consists of the formation of habits; for knowledge itself, and the powers of thought, as well as the higher elements in the will, all depend upon the establishment of fixed ways of reacting to given stimuli. Consequently, the general laws of habituation underlie the whole of education. But the term habit is more commonly restricted to those established reactions that act with little or no participation of consciousness, or, in other words, mechanically or automatically. Such habits as these begin to form very early, and constitute a kind of supporting framework for the higher elements of character.”

“The secret of the whole matter is that a habit is not the mere tendency to repeat a certain act, nor is it established by the mere repetition of the act. Habit is a fixed tendency to react or respond in a certain way to a given stimulus; and the formation of habit always involves the two elements, the stimulus and the response or reaction. The indolent lad goes to school not in response to any stimulus in the school itself, but to the pressure of his father's will; when that stimulus is absent, the reaction as a matter of course does not occur.”

“A certain bygone philosophy - which certainly must have quite forgotten all about the real child - used to speak of the child's nature as a tabula rasa, or 'blank page,' upon which experience and training might write what they pleased. As a matter of fact, the child’s nature at birth, like that of a calf or a chick, is pretty well scribbled over by the experience of its ancestors. It is far from being blank, for as soon as the little organism comes into the world, it begins to do certain things and do them with much zeal and determination, as every one knows who knows real children.”

“Good is good and bad is bad, and nowhere is the difference between good and bad so wide and so fateful as in human character. For character makes destiny in the individual and in the race.”