Desire for approval and recognition is a healthy motive, but the desire to be acknowledged as better, stronger, or more intelligent than a fellow being or fellow scholar easily leads to an excessively egoistic psychological adjustment, which may become injurious for the individual and for the community.
The aim (of education) must be the training of independently acting and thinking individuals who, however, see in the service to the community their highest life problem.
[There is] a duty in refusing to cooperate in any undertaking that violates the Constitutional rights of the individual. This holds in particular for all inquisitions that are concerned with the private life and the political affiliations of the citizens.
The mere formulation of a problem is far more essential than its solution, which may be merely a matter of mathematical or experimental skills. To raise new questions, new possibilities, to regard old problems from a new angle requires creative imagination and marks real advances in science.
Academic chairs are many, but wise and noble teachers are few; lecture-rooms are numerous and large, but the number of young people who genuinely thirst after truth and justice is small
To a student: Dear Miss - I have read about sixteen pages of your manuscript . . . I suffered exactly the same treatment at the hands of my teachers who disliked me for my independence and passed over me when they wanted assistants. . . . Keep your manuscript for your sons and daughters, in order that they may derive consolation from it and not give a damn for what their teachers tell them or think of them. . . . There is too much education altogether.
The ordinary adult never gives a thought to space-time problems ... I, on the contrary, developed so slowly that I did not begin to wonder about space and time until I was an adult. I then delved more deeply into the problem than any other adult or child would have done.