The evolution of culture is ultimately determined by the amount of love, understanding and freedom experienced by its children... Every abandonment, every betrayal, every hateful act towards children returns tenfold a few decades later upon the historical stage, while every empathic act that helps a child become what he or she wants to become, every expression of love toward children heals society and moves it in unexpected, wondrous new directions.

Written history may, in the course of its narrative, use some of the laws established by the various sciences, but its own task remains that of relating the essential sequence of historical action and, qua history, to tell what happened, not why.

I have been accused of being ignorant of economics (although I am the founder and Chairman of the Board of a company which publishes seven professional economic newsletters), of being ignorant of sociology (although I am trained in sociology and was C. Wright Mills' research assistant at Columbia), of being unable to use statistics (although I earned my living as a professional statistician for five years) and of ignoring political factors (although all my graduate training was in political science).

Anthropologists have promulgated the myth of the peaceful savage so effectively that when actual deaths by war are tabulated for prestate simple societies, one is astonished by how such a notion can continue to be taught to students.

Historians are presumed to be unable to "do psychology," which is "mystical" anyway, so they are forced to accept the most "rational" explanations... "and it is on these that history is built.

Psychohistory, like psychoanalysis, is a science in which the researcher's feelings are as much or even more a part of his research equipment than his eyes or his hands. Weighing of complex motives can only be accomplished by identification with human actors, the usual suppression of all feeling preached and followed by most "science" simply cripples a psychohistorian as badly as it would cripple a biologist to be forbidden the use of a microscope. The emotional development of a psychohistorian is therefore as much a topic for discussion as his or her intellectual development.

Whole great chunks of written history are of little value to the psychohistorian, while other vast areas which have been much neglected by historians - childhood history, content analysis of historical imagery, and so on - suddenly expand from the periphery to the center of the psychohistorian's conceptual world, simply because his or her own new questions require material nowhere to be found in history books.