The first thing the intellect does with an object is to class it along with something else. But any object that is infinitely important to us and awakens our devotion feels to us also as if it must be sui generis and unique. Probably a crab would be filled with a sense of personal outrage if it could hear us class it without ado or apology as a crustacean, and thus dispose of it. 'I am no such thing,' it would say; 'I am MYSELF, MYSELF alone.

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.

Plasticity, then, in the wide sense of the word, means the possession of a structure weak enough to yield to an influence, but strong enough not to yield all at once. Each relatively stable phase of equilibrium in such a structure is marked by what we may call a new set of habits.

The worst thing that can happen to a good teacher is to get a bad conscience about her profession because she feels herself hopeless as a psychologist.

The community stagnates without the impulse of the individual. The impulse dies away without the sympathy of the community.

There are two lives, the natural and the spiritual, and we must lose the one before we can participate in the other.

The ultimate test of what a truth means is the conduct it dictates or inspires.