In education, the instinct of ownership is fundamental, and can be appealed to in many ways. In the house, training in order and neatness begins with the arrangement of the child’s own personal possessions. In the school, ownership is particularly important in connection with one of its special forms of activity, the collecting impulse. An object possibly not very interesting in itself, like a shell, a postage stamp, or a single map or drawing, will acquire an interest if it fills a gap in a collection or helps to complete a series. Much of the scholarly work of the world, so far as it is mere bibliography, memory, and erudition (and this lies at the basis of all our human scholarship), would seem to owe its interest rather to the way in which it gratifies the accumulating and collecting instinct than to any special appeal which it makes to our cravings after rationality. A man wishes a complete collection of information, wishes to know more about a subject than anybody else, much as another may wish to own more dollars or more early editions or more engravings before the letter than anybody else.
—William James (Talks to Teachers, p. 746)