Although intelligence tests are usually speed tests for the sake of convenience, it is debatable whether speed has any rightful place in the basic concept of intelligence.

We cannot safely assume that other people's minds work on the same principles as our own. All too often, others with whom we come in contact do not reason as we reason, or do not value the things we value, or are not interested in what interests us.

What children need is the conviction that satisfaction can and must be earned. ... Spoiled children do not learn the must.

The visions of the INFJs tend to concern human welfare, and their contributions are likely to be made independent of a mass movement.

[On Jung's theory of psychological types:] My mother, Katharine C. Briggs, introduced it into our family and made it a part of our lives. She and I waited a long time for someone to devise an instrument that would reflect not only one's preference for extraversion or introversion but one's preferred kind of perception and judgment as well. In the summer of 1942 we undertook to do it ourselves.

By developing individual strengths, guarding against weaknesses, and appreciating the strengths of other types, life will be more amusing, more interesting, and more of a daily adventure than it could possibly be if everyone were alike.

In teaching, the other main problem related to type is the students’ interest. Intuitives and sensing types differ greatly in what they find interesting in any subject even if they like, that is, are interested in, the same subjects. Intuitives like the principle, the theory, the why. Sensing types like the practical application, the what and the how.