What a teacher needs to know about psychology "might almost be written on the palm of one's hand."

... if we take the universe of 'fitting,' countless coats 'fit' backs, and countless boots 'fit' feet, on which they are not practically fitted; countless stones 'fit' gaps in walls into which no one seeks to fit them actually. In the same way countless opinions 'fit' realities, and countless truths are valid, tho no thinker ever thinks them.

The most ancient parts of truth . . . also once were plastic. They also were called true for human reasons. They also mediated between still earlier truths and what in those days were novel observations. Purely objective truth, truth in whose establishment the function of giving human satisfaction in marrying previous parts of experience with newer parts played no role whatsoever, is nowhere to be found. The reasons why we call things true is the reason why they are true, for to be true means only to perform this marriage-function.

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves.

The greatest revolution of our generation is the discovery that human beings, by changing the inner attitudes of their minds, can change the outer aspects of their lives.

Of course, this has its good side as well as its bad one. As we become permanent drunkards by so may separate drinks, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work. Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keep faithfully busy each hour of the working day, he may safely leave the final result to itself.

There is no worse lie than a truth misunderstood bu those who hear it.