Alfred Binet Quotes

Thoughts have some characteristics of fancy, of freedom, even of unreality, which are wanting to the prosaicness of heavy material things. Thoughts sport with the relations of time and space; they fly in a moment across the gulf between the most distant objects; they travel back up the course of time; they bring near to us events centuries away; they conceive objects which are unreal; they imagine combinations which upset all physical laws, and, further, these conceptions remain invisible to others as well as to ourselves. They are outside the grip of reality, and constitute a world which becomes, for any one with the smallest imagination, as great and as important as the world called real. One may call in evidence the poets, novelists, artists, and the dreamers of all kinds. When life becomes too hard for us, we fly to the ideal world, there to seek forgetfulness or compensation.

The world is but an assembly of present, past, and possible sensations; the affair of science is to analyze and co-ordinate them by separating their accidental from their constant relations.

When making the analysis of matter we impliedly admitted two propositions: first, that sensation is the tertium quid which is interposed between the excitant of our sensory nerves and ourselves; secondly, that the aggregate of our sensations is all we can know of the outer world, so that it is correct to define this last as the collection of our present, past, and possible sensations.

Since we seek to know what is the physical phenomenon we perceive, we must first enunciate this proposition, which will govern the whole of our discussion: to wit— Of the outer world we know nothing except our sensations.

Comprehension, inventiveness, direction, and criticism: intelligence is contained in these four words.

I have often observed, to my regret, that a widespread prejudice exists with regard to the educability of intelligence. The familiar proverb, "When one is stupid, it is for a long time," seems to be accepted indiscriminately by teachers with a stunted critical judgement. These teacher lose interest in students with low intelligence. Their lack of sympathy and respect is illustrated by their unrestrained comments in the presence of the children: "This child will never achieve anything... He is poorly endowed... He is not intelligent at all." I have heard such rash statements too often. They are repeated daily in primary schools, nor are secondary schools exempt from the charge.