Passage 1
Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality. The science of logic never made a man reason rightly, and the science of ethics (if there be such a thing) 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. A science only lays down lines within which the rules of the art must fall, laws which the follower of the art must not transgress; but what particular thing he shall positively do within those lines is left exclusively to his own genius.
Labour and mechanizationCognition, attention, and judgmentHabit and self-commandselection and judgment · advancescalculation is insufficient · advancesMeaning, experience, and interpretationCharacter and human developmentEnlarges autonomyIndividualInstitutionalWork and economic orderMind and body
James distinguishes the general constraints supplied by science from the inventive, situated judgment required to act or teach well.
“Psychology and the Teaching Art,” pp. 8–9