An impression which simply flows in at the pupil's eyes or ears and in no way modifies his active life, is an impression gone to waste. It is physiologically incomplete... Its motor consequences are what clinch it.

You make a great, very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use.

[T]here is very little difference between one person and another, but what little difference ther eis, is very important.

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

The instant field of the present is at all times what I call the 'pure' experience. It is only virtually or potentially either object or subject as yet.

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

Our volitional habits depend, then, first, on what the stock of ideas is which we have; and, second, on the habitual coupling of the several ideas with action or inaction respectively.