The conception that growth and progress are just approximations to a final unchanging goal is the last infirmity of the mind in its transition from a static to a dynamic understanding of life.
In object lessons in elementary education and in laboratory instruction in higher education, the subject is often so treated that the student fails to see the forest on account of the trees.
Nothing is more tragic than failure to discover one’s true business in life, or to find that one has drifted or been forced by circumstance into an uncongenial calling.
