Learning Quotes About Curiosity, Study & Experience — Page 3

The Innocents Abroad (1869), Conclusion (Wikisource Chapter LXII). Twain argues from the completed excursion that travel is fatal to prejudice, bigotry and narrow-mindedness. Verified against the scan-backed 1869 first edition; this remains Twain’s nineteenth-century retrospective travel argument rather than a modern causal social-science finding.

What Is Man?, Old Man replying to the Young Man’s question about changing an automatic opinion; this is dialogic determinism, not neutral cognitive science.

What Is Man?, opening dialogue between the Old Man and Young Man; this sentence belongs to the Old Man’s deterministic argument about education and outside influence.

What Is Man?, opening machine-and-metal analogy; the Old Man uses iron and gold to argue for limits within his deterministic model of human development.

What Is Man?, discussion of a timid man learning courage; the sentence belongs to the Old Man’s argument for the formative power of training and influence.

A Serious Proposal to the Ladies, Part I, printed page 56 in the represented 1697 two-part edition, Project Gutenberg #54984. Astell writes that a rational mind will be employed while arguing that women denied serious intellectual education may be driven toward inferior materials. Original spelling is retained; the passage belongs to her explicitly religious and educational proposal, not contemporary educational-outcome research.

A Vindication of the Rights of Woman; Wollstonecraft argues that deliberately narrowing women’s education preserves dependence and obedience.

A Vindication of the Rights of Woman; the statement immediately precedes Wollstonecraft’s insistence on reason rather than opinion as authority.

Thoughts on the Education of Daughters (1787), “MORAL DISCIPLINE,” beginning on printed page 22, Project Gutenberg #67466. “I wish them to be taught to think” follows Wollstonecraft’s recommendation that children compare similar and different ideas; the sentence continues into the next printed page and remains historical educational reform argument.

Thoughts on the Education of Daughters (1787), “READING,” printed page 49, Project Gutenberg #67466. “Judicious books enlarge the mind and improve the heart” appears in Wollstonecraft’s case for carefully chosen reading that joins intellectual cultivation with moral formation; the passage remains historical educational and conduct writing.

Thoughts on the Education of Daughters (1787), “THE BENEFITS WHICH ARISE FROM DISAPPOINTMENTS,” printed page 111, Project Gutenberg #67466. Wollstonecraft says reflection forms habits and fixes principles while opening a religious-moral discussion of disappointment, self-examination and character.

Thoughts on the Education of Daughters (1787), “READING,” printed page 49, Project Gutenberg #67466. Wollstonecraft calls reading the most rational employment when people seek food for the understanding, contrasting reflective reading with merely collecting words or quotations; this is eighteenth-century educational argument rather than a current evidence-based teaching prescription.

Discourses in America, Preface, Project Gutenberg #44919. Arnold argues that England’s inherited energy, courage and moral conduct are insufficient without intellectual “light,” concluding that transformation requires more understanding. This is Victorian cultural-political criticism and metaphorical rhetoric, not a scientific or therapeutic claim.

Essays of Montaigne, Book II, Chapter VI, “Use Makes Perfect,” Charles Cotton translation, W. C. Hazlitt 1877 edition, Project Gutenberg #3600. “My trade and art is to live” occurs while Montaigne defends speaking from his own sense, experience and practice. It remains early-modern autobiographical essay and moral reflection rather than modern therapeutic or behavioral-science evidence.

The Professor at the Breakfast-Table, Project Gutenberg #2665. The sentence appears in a reflection on young poets whose sensitivity can seem older than their years; it is literary-philosophical observation by the book’s conversational persona, not a measurable law of learning.

Laws, Book I, Benjamin Jowett English translation. The Athenian Stranger says this while explaining why childhood play and practical imitation should prepare future capacities; it is a program of civic upbringing, not a present-day evidence-based educational standard.

Laws, Book V, Benjamin Jowett English translation. Explicit excerpt: an ellipsis omits the intervening phrase about domestic economy, politics and the arts; the surrounding passage praises arithmetic while warning against separating skill from moral aims.

Laws, Book VII, Benjamin Jowett English translation. The Athenian Stranger asks Cleinias this question as they begin discussing how children should be raised; it is dialogue, not a detached modern prescription for health or schooling.

Laws, Book II, Benjamin Jowett English translation. The Athenian Stranger opens a longer definition linking early instincts and pleasure or pain with later rational understanding; this quotation preserves the opening clause and its original semicolon.

Plato, Meno, approximately Stephanus 89a; Socrates is questioning Meno after connecting the usefulness of virtues with wise guidance. The conclusion is provisional and is challenged shortly afterwards when they examine the absence of recognized teachers of virtue. Exact complete sentence in Benjamin Jowett English, Project Gutenberg #1643, dialogue proper (not translator introduction); the historical Plato is not the speaking character.

Meno, around Stephanus 97e–98a, Socrates addressing Meno after the Daedalus-statue comparison. The quoted standalone sentence immediately follows Socrates’s argument that right opinions can guide action but need to be tied down by an account of their cause. Benjamin Jowett English translation, Project Gutenberg #1643. The text and translational phrasing are Jowett’s; the dialogue does not treat every true opinion as worthless.

The Republic, Book VII, Jowett translation; Socrates argues that education should draw the mind rather than rely only on compulsion.

Proverbs 22:29, King James Version.

Proverbs 27:17 in the King James Version; the proverb uses sharpening as an image for the way one person can strengthen or refine another.

Essays: First Series, “Friendship” (1841), verified against Project Gutenberg #2944 and the page-numbered 1907 Merrill/Turpin Essays witness in Project Gutenberg #16643, printed page 117. Emerson says “Our intellectual and active powers increase with our affection” before illustrating the claim with a scholar who finds thoughts and language when writing to a friend; it remains literary-philosophical observation rather than a quantified psychological law.

Essay “Progress of Culture,” later collected in Letters and Social Aims.

The American Scholar; Emerson asks what the right use of books is and answers that they should inspire.

The American Scholar, in Emerson’s discussion of the influence and proper use of books.

The Conduct of Life; the line connects knowledge of life with accumulated experience and the lessons that experience makes intelligible.

Two Years Before the Mast, Chapter I, “Departure,” Project Gutenberg #2055. Dana describes his own bewilderment on first going to sea and calls a landsman beginning a sailor’s life uniquely helpless and pitiable. It is first-person maritime memoir shaped by rhetorical exaggeration, not a literal universal ranking of helplessness.

Every Man His Own University, Chapter I, “Every Man’s University,” Project Gutenberg #36955, copyright 1917 witness. Conwell opens the chapter with “A distinct university walks about under each man’s hat” and develops the metaphor through observation, reading and independent thought. It is historical motivational/educational rhetoric, not evidence that formal education is unnecessary.

Rasselas, Chapter X; spoken by Imlac in his account of learning the poet’s craft through broad observation.

Rasselas, Chapter XXX; Imlac argues that studying history helps people understand the sources of present benefits and harms.

Chapter 41; the Astronomer explains why both competence and moral character are needed for trust.

The Vanity of Human Wishes (1749), first-edition scholar passage, Wikisource scan leaf 28. “And pause awhile from Learning to be wise” turns from the ambitious student’s pursuit of knowledge toward Johnson’s satirical warning that learning does not by itself remove grief, danger or error. This is eighteenth-century moral-satirical poetry after Juvenal, not a modern educational rule.

The Vanity of Human Wishes (1749), first-edition scholar passage, Wikisource scan leaf 28. “There mark what Ills the Scholar’s Life assail” is followed by “Toil, Envy, Want, the Garret, and the Jail.” The first-edition transcription uses a comma after “assail”; this collection’s semicolon is a retained punctuation normalization. The couplet remains satirical literary context rather than a forecast of every scholar’s life.

Character, Chapter I, “Influence of Character,” Project Gutenberg #2541. It immediately follows the discussion of small acts and daily discipline, with Smiles describing action, thought and feeling as continuously educating temper, habits and understanding.

Self-Help, Chapter XI, “Self-Culture—Facilities and Difficulties,” Project Gutenberg #935. The passage follows Charles James Fox’s contrast between early success and perseverance after failure, then leads into examples of discoveries and learning produced through mistakes and failed attempts.

Self-Help, Chapter XII, “Example—Models,” Project Gutenberg #935. Smiles argues that character education depends heavily on models because people unconsciously mould themselves after the characters, manners, habits and opinions around them.

The Life of George Stephenson and of his Son Robert Stephenson, Chapter IV, “The Stephensons at Killingworth—Education and Self-Education of Father and Son”; represented 1868 revised edition, Project Gutenberg #46229. The excerpt is Smiles’s narration of Stephenson’s patient arithmetic study under John Wigham.

Thrift, Chapter I, “Industry,” Project Gutenberg #14418. The “they” refers to earlier generations whose tools, fabrics, art and science are presented as an inherited store of useful labour in Smiles’s historical account.

Thrift, Chapter I, “Industry,” Project Gutenberg #14418. The phrase completes Smiles’s account of practical knowledge passing from one generation to another through teaching and example, preserving art, handicraft, tools and materials.

Thrift, Chapter I, “Industry,” Project Gutenberg #14418. Smiles applies the chapter’s labour argument to intellectual and creative production, listing study, observation, research and diligent elaboration as the work behind useful and beautiful thought.

Dhammapada 63, Chapter V, “The Fool,” F. Max Müller translation, Project Gutenberg #2017. The verse belongs to a Buddhist canonical collection and remains a textual source voice rather than a modern individual-author quotation.

On Heroes, Hero-Worship, and the Heroic in History, the lecture on the Hero as Man of Letters.

Thomas Hobbes, De Corpore / Elements of Philosophy, Part I, Chapter I, section 6, represented in The English Works of Thomas Hobbes, Project Gutenberg #73877. 'The end of knowledge is power' is immediately developed through the use of theorems for construction and action; it remains Hobbes's seventeenth-century account of philosophy's utility.

Letter from Thomas Jefferson to John Adams, June 10, 1815; the Library of Congress preserves and exhibits the wording.

Thomas Jefferson to John Wyche, May 19, 1809; excerpt from his proposal for local circulating libraries.

Leaves of Grass (1855), untitled first-edition poem later known as “Song of Myself,” printed page 14 (Wikisource scan page 20). The sentence follows Whitman’s warning against taking things at second or third hand and against looking only through another person’s eyes; the reviewed locator is edition-specific.

Appreciations, with an Essay on Style, essay “Wordsworth,” printed page 41 in the Macmillan 1910 Library Edition pagination reproduced by Project Gutenberg #4037. Pater says that the contrast between Wordsworth’s higher and lower poetic moods “makes the reading of Wordsworth an excellent sort of training towards the things of art and poetry.” This remains Pater’s critical judgment about aesthetic training, not an experimentally established educational outcome.

Appreciations, with an Essay on Style, essay “Wordsworth,” printed page 42 in the Macmillan 1910 Library Edition pagination reproduced by Project Gutenberg #4037. The reading-between-the-lines passage follows Pater’s claim that Wordsworth-reading can train aesthetic discrimination; he attributes to receptive readers a habit of inference plus faith in concentration and collectedness of mind. This remains nineteenth-century literary criticism rather than cognitive-science evidence.

Appreciations, with an Essay on Style, essay “Style,” printed page 5 in the standard Macmillan 1910 Library Edition pagination reproduced by Project Gutenberg #4037. “all progress of mind consists for the most part in differentiation...” opens Pater’s argument by distinguishing prose, verse and poetry. This is literary-aesthetic criticism, not a modern experimental claim about cognition or learning.

The Renaissance, Preface; Project Gutenberg #2398. “These impressions” refers to responses produced by art, landscape, personality and other aesthetic objects.

The Renaissance, Conclusion; Project Gutenberg #2398. The line belongs to Pater’s historically controversial conclusion on experience and culture.

The Renaissance, Conclusion; Project Gutenberg #2398. The sentence names Comte, Hegel and one’s own orthodoxy in its immediate continuation.

The Song of the Lark, Part VI, Chapter X, Project Gutenberg #44. ‘Artistic growth is... a refining of the sense of truthfulness’ is narrator reflection immediately after Harsanyi calls passion the artist's ‘open secret’ and as Thea Kronborg comes into fuller command of her mature performance. It belongs to Cather's fictional account of artistic formation and performance, not an empirical measurement of artistic development or a guarantee that all artists mature in the same way.

Pragmatism, Lecture II, “What Pragmatism Means”; Project Gutenberg #5116. Capitalization has been normalized from the represented all-caps sentence while the wording is otherwise preserved.

The Will to Believe, essay “The Will to Believe”; Project Gutenberg #26659. James immediately argues that truth-seeking and error-avoidance are distinct laws rather than two phrasings of one command.

News from Nowhere, Old Hammond’s historical explanation of the utopian society; Project Gutenberg #3261. This is fictional dialogue, not a direct autobiographical maxim by Morris.

A Way of Life, section IV, printed page 14, London: Constable & Company Ltd. (1913), Project Gutenberg #73116. “Concentration is an art of slow acquisition” follows Osler’s advice about steady daily dedication and hour-tight focus. It remains historical educational/professional counsel rather than a quantified modern efficiency rule.

The Tempest, Act 1, Scene 2; Prospero explains how deeply he preferred his library to governing Milan.

The Elements of Style, Chapter III, Rule 10, Project Gutenberg #37134; Strunk immediately qualifies the rule by noting legitimate uses of passive construction.

The Elements of Style, Chapter III, Rule 8, Project Gutenberg #37134; the book discusses exceptions for very short subjects and rapid narrative.

The Tables Turned; two adjacent lines are joined into one sentence.