The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.

Art is not the possession of the few who are recognized writers, painters, musicians; it is the authentic expression of any and all individuality.

In England, philosophers are honoured, respected; they rise to public offices, they are buried with the kings... In France warrants are issued against them, they are persecuted, pelted with pastoral letters: Do we see that England is any the worse for it?

We have three approaches at our disposal: the observation of nature, reflection, and experimentation. Observation serves to assemble the data, reflection to synthesise them and experimentation to test the results of the synthesis. The observation of nature must be assiduous, just as reflection must be profound, and experimentation accurate. These three approaches are rarely found together, which explains why creative geniuses are so rare.

The real process of education should be the process of learning to think through the application of real problems.

If the eye is constantly greeted by harmonious objects, having elegance of form and color, a standard of taste naturally grows up.

A book or a letter may institute a more intimate association between human beings separated thousands of miles from each other than exists between dwellers under the same roof.