In teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are.

The pragmatist turns away from abstraction and insufficiency, from verbal solutions, from bad a priori reasons, from fixed principles, closed systems, and pretended absolutes and origins. He turns toward concreteness and adequacy, towards facts, towards action, and towards power.

It seems the natural thing for us to listen whilst the Europeans talk.

The more rational statement is that we feel sorry because we strike, afraid because we tremble, and not that we cry, strike, or tremble because we are sorry, angry, or fearful as the case may be.

The science of logic never made a man reason rightly, and the science of ethics never made a man behave rightly. The most such sciences can do is to help us to catch ourselves up and check ourselves, if we start to reason or to behave wrongly; and to criticise ourselves more articulately after we have made mistakes.

A good hypothesis in science must have other properties than those of the phenomenon it is immediately invoked to explain, otherwise it is not prolific enough.

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