The suspicion is in the air nowadays that the superiority of one of our formulas to another may not consist so much in its literal 'objectivity,' as in subjective qualities like its usefulness, its 'elegance,' or its congruity with our residual beliefs

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 only in the lonely emergencies of life that our creed is tested: then routine maxims fail, and we fall back on our gods.

Feed the growing human being, feed him with the sort of experience for which from year to year he shows a natural craving, and he will develop in adult life a sounder sort of mental tissue, even though he may seem to be 'wasting' a great deal of his growing time, in the eyes of those for whom the only channels of learning are books and verbally communicated information.

It is wrong always, everywhere, and for everyone, to believe anything upon insufficient evidence.

The difference between objective and subjective extension is one of relation to a context solely.

... if we take the universe of 'fitting,' countless coats 'fit' backs, and countless boots 'fit' feet, on which they are not practically fitted; countless stones 'fit' gaps in walls into which no one seeks to fit them actually. In the same way countless opinions 'fit' realities, and countless truths are valid, tho no thinker ever thinks them.