Whilst part of what we perceive comes through our senses from the object before us, another part (and it may be the larger part) always comes out of our own mind.

We ought, all of us, to realize each other in this intense, pathetic, and important way. If you say that this is absurd, and that we cannot be in love with everyone at once, I merely point out to you that, as a matter of fact, certain persons do exist with an enormous capacity for friendship and for taking delight in other people's lives; and that such persons know more of truth than if their hearts were not so big.

We must make automatic and habitual, as early as possible, as many useful actions as we can. . . . The more of the details of our daily life we can hand over to the effortless custody of automatism, the more our higher powers of mind will be set free for their own proper work.

The attitude of unhappiness is not only painful, it is mean and ugly.

The whole drift of my education goes to persuade me that the world of our present consciousness is only one out of many worlds of consciousness that exist.

So you see that the process of education, taken in a large way, may be described as nothing but the process of acquiring ideas or conceptions, the best educated mind being the mind which has the largest stock of them, ready to meet the largest possible variety of the emergencies of life. The lack of education means only the failure to have acquired them, and the consequent liability to be 'floored' and 'rattled' in the vicissitudes of experience.

Our beliefs and our attention are the same fact.