“One thing is needful — to 'give style' to one's character.”

The School of New York, exhibition catalogue, Perls Gallery, 1951; as quoted in the New York School – the painters & sculptors of the fifties, Irving Sandler, Harper & Row Publishers, 1978, p. 46
1950s

The Problem of Style, Fawcett, New York 1966
General

At Ease: Stories I Tell to Friends (1967); also quoted in Childhood Revisited (1974) by Joel I. Milgram and Dorothy June Sciarra, p. 90
1960s
Context: One circumstance that helped our character development: we were needed. I often think today of what an impact could be made if children believed they were contributing to a family's essential survival and happiness. In the transformation from a rural to an urban society, children are — though they might not agree — robbed of the opportunity to do genuinely responsible work.

Source: Why People Don't Heal and How They Can: A Practical Programme for Healing Body, Mind and Spirit

Tragedy and the Common Man (1949)
Context: I think the tragic feeling is evoked in us when we are in the presence of a character who is ready to lay down his life, if need be, to secure one thing — his sense of personal dignity. From Orestes to Hamlet, Medea to Macbeth, the underlying struggle is that of the individual attempting to gain his "rightful" position in his society.
Sometimes he is one who has been displaced from it, sometimes one who seeks to attain it for the first time, but the fateful wound from which the inevitable events spiral is the wound of indignity and its dominant force is indignation. Tragedy, then, is the consequence of a man's total compulsion to evaluate himself justly.

Le Figaro (1881) as quoted in The Oxford Dictionary of Quotations (1999) by Elizabeth Knowles and Angela Partington, p. 840.

in 'Sketches for a Series', interview with art-critic Rose Slivka; as quoted in 'Elaine de Kooning, Artist and Teacher, Dies at 68', New York Times, Grace Glueck, February 2, 1989
1972 - 1989

Letter to "Micheal" (16 February 1970), Micheal was a 10 year old boy who had inquired in a letter as to whether Fuller was a "doer" or a "thinker".
1970s
Context: The Things to do are: the things that need doing, that you see need to be done, and that no one else seems to see need to be done. Then you will conceive your own way of doing that which needs to be done — that no one else has told you to do or how to do it. This will bring out the real you that often gets buried inside a character that has acquired a superficial array of behaviors induced or imposed by others on the individual.

Part III : Selection on Education from Kant's other Writings, Ch. I Pedagogical Fragments, # 13
The Educational Theory of Immanuel Kant (1904)
Context: There must be a seed of every good thing in the character of men, otherwise no one can bring it out. Lacking that, analogous motives, honor, etc., are substituted. Parents are in the habit of looking out for the inclinations, for the talents and dexterity, perhaps for the disposition of their children, and not at all for their heart or character.