I conceive that the leading characteristic of the nineteenth century has been the rapid growth of the scientific spirit, the consequent application of scientific methods of investigation to all the problems with which the human mind is occupied, and the correlative rejection of traditional beliefs which have proved their incompetence to bear such investigation.

It is not who is right, but what is right, that is of importance.

The only objections that have occurred to me are, 1st that you have loaded yourself with an unnecessary difficulty in adopting Natura non facit saltum so unreservedly. . . . And 2nd, it is not clear to me why, if continual physical conditions are of so little moment as you suppose, variation should occur at all. However, I must read the book two or three times more before I presume to begin picking holes.

Education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but people and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws.

As if to demonstrate, by a striking example, the impossibility of erecting any cerebral barrier between man and the apes, Nature has provided us, in the latter animals, with an almost complete series of gradations from brains little higher than that of a Rodent, to brains little lower than that of Man.

The most considerable difference I note among men is not in their readiness to fall into error, but in their readiness to acknowledge these inevitable lapses.

It is not to be forgotten that what we call rational grounds for our beliefs are often extremely irrational attempts to justify our instincts.