But when all is said and done, the fact remains that some teachers have a naturally inspiring presence and can make their exercises interesting, whilst others simply cannot. And psychology and general pedagogy here confess their failure, and hand things over to the deeper spring of human personality to conduct the task.

The discovery of the power of our thoughts will prove to be the most important discovery of our time

Volition . . . takes place only when there are a number of conflicting systems of ideas, and depends on our having a complex field of consciousness.

If it works, it's true.

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.

Philosophy lives in words, but truth and fact well up into our lives in ways that exceed verbal formulation.

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.