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.

An idea will infect another with its own emotional interest when they have become both associated together into any sort of a mental total.

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.

There is no more miserable human being than one in whom nothing is habitual but indecision.

Ideas are so much flat psychological surface unless some mirrored matter gives them cognitive lustre. This is why as a pragmatistI have so carefully posited 'reality' ab initio, and why throughout my whole discussion, I remain an epistemologist realist.

Romeo wants Juliet as the filings want the magnet; and if no obstacles intervene he moves towards her by as straight a line as they. But Romeo and Juliet, if a wall be built between them, do not remain idiotically pressing their faces against its opposite sides like the magnet and the filings with the card. Romeo soon finds a circuitous way, by scaling the wall or otherwise, of touching Juliet's lips directly. With the filings the path is fixed; whether it reaches the end depends on accidents. With the lover it is the end which is fixed, the path may be modified indefinitely.

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