Intelligence is not merely the capacity which enables us to profit by experience; it is the function of personality which gives experience its past, … - Eduard C. Lindeman

Intelligence is goodness in the sense that one cannot purposefully or positively experience the good unless conscious experimentation in the realm of values accompanies activity. Habitual goodness lacks dynamic qualities—is in fact not goodness in any real or living sense.

Education within the vicious circle becomes not a joyous enterprise but rather something to be endured because it leads to a satisfying end. But there can be no genuine joy in the end if means are irritating, painful.

Generally therefore those who have "completed" a standardized regimen of education promptly turn their faces in the opposite direction. Humor, but more of pathos lurks in the caricature of the college graduate standing in cap and gown, diploma in hand, shouting: "Educated, b'gosh!" Henceforth, while devoting himself to life, he will think of education as a necessary annoyance for succeeding youths. For him, this life for which he has suffered the affliction of learning will come to be a series of dull, uninteresting, degrading capitulations to the stereotyped pattern of his "set." Within a single decade he will be out of touch with the world of intelligence, or what is worse, he will still be using the intellectual coins of his college days; he will find difficulty in reading serious books; he will have become inured to the jargon of his particular profession and will affect derision for all "highbrows"; he will, in short, have become a typical adult who holds the bag of education—the game of learning having long since slipped by him.