Thoughts have some characteristics of fancy, of freedom, even of unreality, which are wanting to the prosaicness of heavy material things. Thoughts s… - Alfred Binet

I wish that people would be persuaded that psychological experiments, especially those on the complex functions, are not improved (by large studies); the statistical method gives only mediocre results; some recent examples demonstrate that. The American authors, who love to do things big, often publish experiments that have been conducted on hundreds and thousands of people; they instinctively obey the prejudice that the persuasiveness of a work is proportional to the number of observations. This is only an illusion.

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.

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.