Nature in her unfathomable designs had mixed us of clay and flame, of brain and mind, that the two things hang indubitably together and determine each other's being but how or why, no mortal may ever know.

A remarkable parallel, which I think has never been noticed, obtains between the facts of social evolution on the one hand, and of zological evolution as expounded by Mr. Darwin on the other.

In the dim background of our mind we know meanwhile what we ought to be doing: getting up, dressing ourselves, answering the person who has spoken to us, trying to make the next step in our reasoning. But somehow we cannot start.

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.

The teacher's prime concern should be to ingrain into the pupil that assortment of habits that shall be most useful to him throughout life. Education is for behavior, and habits are the stuff of which behavior consists.

The deepest principle in human nature is the craving to be appreciated.

In all this process of acquiring conceptions, a certain instinctive order is followed. There is a native tendency to assimilate certain kinds of conception at one age, and other kinds of conception at a later age.