We believe as much as we can. We would believe everything if we could.

All the higher, more penetrating ideals are revolutionary. They present themselves far less in the guise of effects of past experience than in that of probable causes of future experience, factors to which the environment and the lessons it has so far taught us must learn to bend.

True ideas are those that we can assimilate, validate, corroborate, and verify. False ideas are those that we cannot

Ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least.

It is as if there were in the human consciousness a sense of reality, a feeling of objective presence, a perception of what we may call something there, more deep and more general than any of the special and particular senses by which the current psychology supposes existent realities to be originally revealed.

Why may we not be in the universe, as our dogs and cats are in our drawingrooms and libraries?

No reception without reaction, no impression without correlative expression, -this is the great maxim which the teacher ought never to forget.