There is no greater egoism than that of learning when it is treated simply as a mark of personal distinction to be held and cherished for its own sake. ... [K]knowledge is a possession held in trust for the furthering of the well-being of all

Personality must be educated, and personality cannot be educated by confining its operations to technical and specialized things, or to the less important relationships of life. Full education comes only when there is a responsible share on the part of each person, in proportion to capacity, in shaping the aims and policies of the social groups to which he belongs.

The most important factor in the training of good mental habits consists in acquiring the attitude of suspended conclusion, and in mastering the various methods of searching for new materials to corroborate or to refute the first suggestions that occur.

One can think effectively only when one is willing to endure suspense and to undergo the trouble of searching.

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned.

Nothing takes root in mind when there is no balance between doing and receiving.

The result of the educative process is capacity for further education.