William James Art Quotations

To improve the golden moment of opportunity, and catch the good that is within our reach, is the great art of life.

It is art that makes life, and I know of no substitute whatsoever for the force and beauty of its process.

The difference between the first and second-best things in art absolutely seems to escape verbal definition -- it is a matter of a hair, a shade, an inward quiver of some kind -- yet what miles away in the point of preciousness!

As the art of reading (after a certain stage in one's education) isthe art of skipping, so the art of being wise is the art of knowing what to overlook.

You make a great, very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use.

The science of logic never made a man reason rightly, and the science of ethics never made a man behave rightly. The most such sciences can do is to help us to catch ourselves up and check ourselves, if we start to reason or to behave wrongly; and to criticise ourselves more articulately after we have made mistakes.

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.

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.

Psychology saves us from mistakes. It makes us more clear as to what we are about. We gain confidence in respect to any method which we are using as soon as we believe that it has theory as well as practice at its back.

The amount of psychology which is necessary to all teachers need not be very great.

What a teacher needs to know about psychology "might almost be written on the palm of one's hand."

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.

Psychology ought certainly to give the teacher radical help.

It is only the fundamental conceptions of psychology which are of real value to a teacher.

Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves.

The art of remembering is the art of thinking. When we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and, if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall.

From the Vedas we learn a practical art of surgery, medicine, music, house building under which mechanized art is included. They are encyclopedia of every aspect of life, culture, religion, science, ethics, law, cosmology and meteorology.

The God of many men is little more than their court of appeal against the damnatory judgment passed on their failures by the opinion of the world.