But it is the bane of psychology to suppose that where results are similar, processes must be the same. Psychologists are too apt to reason as geometers would, if the latter were to say that the diameter of a circle is the same thing as its semi-circumference, because, forsooth, they terminate in the same two points.

So you see that the process of education, taken in a large way, may be described as nothing but the process of acquiring ideas or conceptions, the best educated mind being the mind which has the largest stock of them, ready to meet the largest possible variety of the emergencies of life. The lack of education means only the failure to have acquired them, and the consequent liability to be 'floored' and 'rattled' in the vicissitudes of experience.

A new idea is first condemned as ridiculous and then dismissed as trivial, until finally, it becomes what everybody knows.

For the moment, what we attend to is reality.

...These healers...my intellect has been unable to assimilate their theories....But their facts are patent and startling; and anything that interferes with the multiplication of such facts, and with our freest opportunity of observing and studying them, will, I believe, be a public calamity.

You may not get everything you dream about, but you will never get anything you don't dream about.

Pretend what we may, the whole man within us is at work when we form our philosophical opinions. Intellect, will, taste, and passion co-operate just as they do in practical affairs; and lucky it is if the passion be not something as petty as a love of personal conquest over the philosopher across the way.