This continuation page contains additional source-backed quotations not shown in the initial 50-quotation overview. Return to the topic guide and browse collection.
“As you succeed in overcoming self you will begin to see things in their right relations.”
For Allen, clearer perception follows disciplined work on one’s own impulses and biases; self-mastery changes not only conduct but the proportions in which problems are seen.
The Way of Peace; Allen links self-mastery with clearer perception and a less distorted relationship to circumstances and other people.
“The end of meditation is, therefore, direct knowledge of Truth, God, and the realization of divine and profound peace.”
Allen describes meditation as a disciplined route toward direct understanding and settled inward peace rather than as passive daydreaming or escape.
The Way of Peace, “The Power of Meditation”; Allen closes his account of meditation by connecting sustained contemplation with knowledge of truth and profound peace.
“The only malady I could conclude I had not got was housemaid’s knee.”
After reading through a medical reference alphabetically, the narrator is disappointed to find only one illness missing, making hypochondria funny through impossible comprehensiveness.
Three Men in a Boat, Chapter I; after reading disease symptoms at the British Museum, the narrator concludes housemaid’s knee is the sole exception.
“I was a hospital in myself. All they need do would be to walk round me, and, after that, take their diploma.”
The narrator exaggerates imagined illness into an entire teaching hospital, using absurd scale to expose how thoroughly he has mistaken reading symptoms for medical diagnosis.
Three Men in a Boat, Chapter I; the narrator imagines medical students using his supposedly comprehensive collection of illnesses for training.
“Secrets lurk on all sides.”
The brief line frames observation as discovery: familiar landscapes still contain details that reward patience, questions, and repeated looking.
Wake-Robin; the phrase belongs to Burroughs’s description of the naturalist’s expectant attention to the world nearby.
“There is everywhere the vigorous and masculine winter air, and the impalpable sustenance the mind draws from all natural forms.”
Burroughs describes winter landscape as mentally sustaining, suggesting that austere natural forms can nourish attention even when seasonal abundance is absent.
Winter Sunshine, “The Exhilarations of the Road.” “Masculine” is Burroughs’s nineteenth-century descriptive adjective in this sentence; this collection preserves rather than modernizes the historical wording.
“Experience is primarily an active-passive affair; it is not primarily cognitive.”
Dewey treats experience as a combination of doing and undergoing consequences, with understanding developing through the relationship between action and what follows from it.
Democracy and Education (1916), Chapter XI, “Experience and Thinking.” Dewey describes experience as a relation between doing and undergoing consequences, then immediately qualifies the active-passive formulation by saying that valuable experience includes cognition insofar as relationships and continuities are perceived. Verified against Project Gutenberg #852 and the scan-backed Wikisource Chapter XI transcription. The sentence is not a denial that cognition matters and is not presented as modern neuroscientific evidence.
“The thinker has to decide, to choose; and there is always a risk.”
Choosing among plausible interpretations necessarily involves uncertainty, so sound thinking requires a cautious selection that remains open to confirmation or correction by later events.
How We Think (1910), Chapter VIII, “Judgment: The Interpretation of Facts,” section 1, printed page 106, Project Gutenberg #37423. Dewey says the thinker must choose among candidate meanings for a perplexing situation and therefore accepts risk; the prudent thinker selects warily and remains answerable to later confirmation or frustration. This is part of Dewey’s historical educational/logical account of reflective judgment, not a modern decision-science finding.
“The judgment when formed is a decision; it closes (or concludes) the question at issue.”
Reflective judgment is not endless suspension: Dewey describes it as the point at which a particular uncertainty is concluded in a way that can also inform later judgments.
How We Think (1910), Chapter VIII, “Judgment: The Interpretation of Facts,” section 1, printed page 107, Project Gutenberg #37423. Dewey identifies a formed judgment as a decision that closes the issue at hand and may help establish a method for analogous later cases. The statement belongs to his early-twentieth-century theory of reflective judgment rather than current clinical, neuroscientific or experimentally settled cognitive science.
“Beauty is truth, truth beauty,—that is all ye know on earth, and all ye need to know.”
The famous closing joins beauty and truth in a deliberately compressed claim that continues to invite debate rather than a single easy reading.
“Ode on a Grecian Urn,” closing lines.
“Our business here is not to know all things, but those which concern our conduct.”
Locke places useful limits around intellectual ambition: human inquiry need not comprehend everything in order to guide life well, and knowing where understanding stops is part of using it responsibly.
An Essay Concerning Humane Understanding, Book I, Chapter I, section 6, Project Gutenberg #10615. Locke follows his sounding-line analogy by saying that our business is not to know all things but those concerning conduct. The passage belongs to seventeenth-century epistemology and moral reflection, not a modern cognitive-science finding.
“Curiosity in children is but an appetite after knowledge; and therefore ought to be encouraged in them.”
Locke treats curiosity as a natural drive toward knowledge and argues that education should protect and guide it rather than shame sincere questions.
Some Thoughts Concerning Education, Part VIII, section 118. Locke calls children's curiosity an appetite after knowledge and gives practical directions for encouraging questions. The passage remains seventeenth-century educational/parenting counsel rather than contemporary developmental-science or guaranteed learning-outcome evidence.
“Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions.”
Milton treats disagreement as a natural consequence of serious learning: intellectual activity produces competing arguments because knowledge is still being worked out.
Areopagitica, in Milton’s defense of a city actively reading, discussing, and testing ideas.
“The mind is its own place.”
The statement emphasizes how mental framing can alter the experience of circumstances, for good or ill.
Paradise Lost (1667), Book I, line 254; retained legacy short extract from the fuller Satan sentence beginning ‘The mind is its own place’ and continuing into line 255. It is the same underlying passage as the longer catalog record, not a separate fifth passage.
“The mind is its own place, and in itself can make a Heaven of Hell, a Hell of Heaven.”
The line gives mental interpretation enormous power, while its speaker and dramatic context also caution against treating self-deception as wisdom.
Paradise Lost (1667), Book I, lines 254–255; Satan speaks the sentence beginning ‘The mind is its own place.’ This collection retains normalized modern orthography; the scan-backed 1667 transcription reads forms including ‘in it self’ and ‘Heav’n.’ Character context matters because this is Satan’s argument, not Milton speaking autobiographically.
“Ask yourself whether you are happy, and you cease to be so.”
The aphoristic warning concerns excessive self-monitoring: repeatedly testing an experience for happiness can interrupt the very absorption that makes enjoyment possible.
Autobiography, Chapter V; Mill states this within his post-crisis philosophy of pursuing ends beyond happiness itself.
“A pupil from whom nothing is ever demanded which he cannot do, never does all he can.”
The sentence argues that education needs genuine stretch: always keeping demands inside proven ability can leave capacity underused.
Autobiography, Chapter I; Mill reflects critically on his father’s demanding teaching while preserving this principle about intellectual effort.
“The maintenance of a due balance among the faculties now seemed to be of primary importance.”
Mill describes a shift away from developing intellect in isolation toward cultivating a more balanced range of human capacities.
Autobiography, Chapter V; Mill is describing the intellectual and emotional lessons he drew from his mental crisis and recovery.
“Anything which could be found out by thinking I never was told, until I had exhausted my efforts to find it out for myself.”
Mill describes an education built around discovery before explanation, emphasizing active reasoning rather than passive recall.
Autobiography, Chapter I; Mill describes his father’s method of making him attempt a problem independently before being told the solution.
“He who chooses his plan for himself, employs all his faculties.”
Choosing for oneself exercises observation, reasoning, discrimination, and self-command in ways that passive imitation does not.
On Liberty, Chapter III, in Mill’s discussion of individuality and self-directed choice.
“He who lets the world, or his own portion of it, choose his plan of life for him, has no need of any other faculty than the ape-like one of imitation.”
A life copied from convention leaves important human faculties unused; choosing deliberately requires observation, judgment and firmness.
On Liberty, Chapter III; Mill contrasts imitation with actively choosing one’s own plan of life.
“Society in equality is its normal state.”
Mill contrasts relations organized around command and obedience with equal association, presenting equality as the normal direction of an improving society.
The Subjection of Women (1869), Chapter II, printed page 79, Project Gutenberg #27083. Mill contrasts command-and-obedience relations with equal association and states that society in equality is the normal state toward which improving social relations should move.
“The a priori presumption is in favour of freedom and impartiality.”
Mill places the burden of proof on restrictions and unequal privilege rather than treating inherited inequality as self-justifying.
The Subjection of Women (1869), Chapter I, printed page 3, Project Gutenberg #27083. Mill places the burden of proof on restrictions and unequal privilege, stating that the a priori presumption is in favour of freedom and impartiality.
“What women by nature cannot do, it is quite superfluous to forbid them from doing.”
The argument exposes a contradiction in claims about natural incapacity: if an activity were truly impossible by nature, legal prohibition would be unnecessary.
The Subjection of Women (1869), Chapter I, printed page 48, Project Gutenberg #27083. Mill argues that if an activity were truly contrary to women’s nature, legal or social prohibition would be superfluous; the sentence belongs to his case for free development and open competition.
“Each of you is right, and none of you is wrong.”
The parable resists a simple either-or verdict by showing that apparently competing explanations can each describe part of a larger movement.
The Forerunner, “The Two Learned Men”; the line concludes a parable about different explanations of motion and perspective.
“My friend, I am not what I seem.”
The outward persona is not treated as the whole self, reminding readers that appearances and social roles can conceal a much larger private inner life.
The Madman, “My Friend”; the speaker contrasts the visible self with the quieter self that remains inaccessible.
“Why dispute what we shall be, when we know not even what we are.”
Speculation about future identity becomes less certain when present self-knowledge is incomplete, making humility a reasonable response to confident predictions about becoming.
The Madman, parable of the pomegranate; the line closes a dispute among voices imagining different futures.
“Your hearts know in silence the secrets of the days and the nights.”
In the work’s poetic frame, inward knowledge exists before it is fully verbalized; the line values listening closely to one’s own interior understanding without claiming that intuition is automatically infallible.
The Prophet, section “Self-Knowledge.” A man asks Almustafa to speak about self-knowledge, and Almustafa answers with this line before describing the heart’s knowledge and the self as a boundless sea. The represented wording is the 1923 text preserved by Wikisource/Project Gutenberg #58585.
“Imagination and a fixed idea will do a great deal, and we were sure we knew the direction a dragon would naturally take.”
Grahame humorously shows childhood imagination turning ambiguous tracks into convincing evidence, illustrating how expectation can organize perception before the facts are settled.
Dream Days, “The Reluctant Dragon,” Project Gutenberg #270. The child narrator and Charlotte are following uncertain tracks in snow and imagining a dragon; the sentence is playful literary narration about imagination and fixed expectations.
“For God hath not given us the spirit of fear; but of power, and of love, and of a sound mind.”
Fear is contrasted with capacities for strength, care, and disciplined judgment, encouraging action that is not governed solely by anxiety.
2 Timothy 1:7 in the King James Version; the verse contrasts fear with power, love, and disciplined-mindedness.
“Take therefore no thought for the morrow.”
The teaching redirects attention from imagined future trouble toward responsibilities that actually belong to today.
Matthew 6:34 in the King James Version; the opening sentence is quoted here.
“The excellence of the mind is in abysmal stillness.”
The water analogy extends inward: excellence of mind is associated with depth and stillness rather than constant display, rivalry, or restless reaction.
Tao Teh King, chapter 8, James Legge translation; the line is one element in a broader comparison between highest excellence and water.
“The farther that one goes out (from himself), the less he knows.”
The paradox warns that outward accumulation can become a distraction from direct understanding; more movement is not automatically the same as deeper knowledge.
Tao Teh King, chapter 47, James Legge translation; the sentence belongs to a passage about knowing without compulsive outward searching.
“Who can (make) the muddy water (clear)? Let it be still, and it will gradually become clear.”
The muddy-water image makes stillness a condition for clarity: agitation can keep disturbance suspended, while enough quiet allows what is clouding perception to settle without force.
Tao Teh King, Chapter 15, James Legge translation, Project Gutenberg #216. The next sentence asks how the condition of rest is secured and answers through the gradual relation between movement and rest; the passage belongs to Taoist philosophy, not a clinical relaxation technique.
“To know and yet (think) we do not know is the highest (attainment); not to know (and yet think) we do know is a disease.”
The chapter values an awareness of the limits of knowledge and treats false certainty as a disorder of judgment, making intellectual humility a form of protection against confident ignorance.
Tao Teh King, Chapter 71, James Legge translation, Project Gutenberg #216.
“What am I? A part of the infinite.”
Tolstoy frames the self as finite yet participating in something larger, shifting the question of meaning away from isolated individual duration toward a relation with the infinite.
My Confession, Leo Wiener translation; the question appears in Tolstoy’s investigation of how finite human life might be related to an infinite reality.
“I cannot ever endure to write anything to you unless with mind at ease and untroubled and free.”
Marcus links intimate correspondence with mental composure: he wants to write to Fronto from an unhurried and settled state rather than forcing a personal letter while distracted or troubled.
Project Gutenberg #2680, correspondence appendix, reference iii. 21. Marcus explains why he had not written earlier while discussing Fronto’s health. This is a personal letter-writing preference in context, not a general productivity prescription.
“The universe is transformation: life is opinion.”
Change is treated as the condition of the world, while our experience of life is shaped by judgment.
Meditations, Book IV, in George Long’s translation.
“Therefore the mind which is free from passions is a citadel.”
A disciplined mind is compared with a fortress because its judgments provide a place of refuge that external events cannot directly occupy.
Meditations, Book VIII, section 48, George Long translation.
“Think not so much of what thou hast not as of what thou hast.”
Attention to what is already present can reduce the restless comparison created by constantly measuring life against what is missing.
Meditations, Book VII, section 27, George Long translation.
“Say nothing more to thyself than what the first appearances report.”
The instruction separates observation from added interpretation, helping prevent an initial event from becoming a larger story of injury or fear.
Meditations, Book VIII, section 49, George Long translation.
“Be cheerful also, and seek not external help nor the tranquillity which others give.”
Marcus places steadiness inside the governing mind rather than in reassurance supplied by other people, emphasizing an internal source of composure while still writing within a larger Stoic ethic of social duty.
Meditations, Book III, section 5, George Long translation; Project Gutenberg #6920/#15877. The sentence immediately precedes “A man then must stand erect, not be kept erect by others,” making the inward-reliance context explicit.
“Take away thy opinion, and then there is taken away the complaint, “I have been harmed.””
The statement asks whether part of suffering is sustained by the story attached to an event rather than by the event alone.
Meditations, Book IV, in George Long’s translation.
“Liberty is the experimental condition for studying the phenomena of the child's attention.”
Montessori argues that attention can be studied meaningfully only when children have enough freedom for spontaneous patterns of attention to become visible.
Spontaneous Activity in Education, discussion of attention. The surrounding physiological terminology is early-twentieth-century educational psychology and is preserved as historical theory rather than modern clinical evidence.
“These authors write pictures and frame rhapsodies, and lesser men follow and see with the author's eyes instead of their own, and speak with his tongue.”
Twain criticizes derivative travel writing in which later visitors repeat earlier descriptions instead of observing, judging, and describing the place for themselves.
The Innocents Abroad (1869), Chapter XLVIII. Twain criticizes travel writers who frame rhapsodic pictures and later pilgrims who see through those authors’ eyes and speak with their language instead of observing independently. Verified against the scan-backed 1869 first edition.
“No man ever originates anything.”
This deliberately extreme claim summarizes the Old Man’s thesis that thought is assembled from inherited experience and external influence rather than created from nothing.
What Is Man?, Old Man speaking in the opening dialogue. This collection treats the sentence as a provocative deterministic position inside the dialogue, not as settled psychology.
“You can’t yourself, but exterior influences can do it.”
The Old Man claims that opinions can change, but attributes the change to new evidence, conversation, study, and other influences entering from outside the individual.
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.
“Prejudices must be removed by outside influences or not at all.”
The Old Man argues that entrenched assumptions change through encounters, teaching, experience, and other influences rather than simply disappearing by private command.
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.
“A rational mind will be employ’d, it will never be satisfy’d in doing nothing, and if you neglect to furnish it with good materials, ’tis like to take up with such as come to hand.”
Astell argues that the mind naturally seeks occupation, so denying people serious intellectual material does not make the mind inactive; it leaves it to whatever material happens to be available.
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.
“If God had not intended that women should use their reason, He would not have given them any, for He does nothing in vain.”
Within her Christian framework, Astell argues that women’s capacity for reason implies a responsibility to exercise it rather than surrender judgment to others.
The Christian Religion, as Profess'd by a Daughter of the Church of England (1705), opening section, first-edition Google Books scan, around p. 6 before the p. 7 heading represented in the scan’s contents. The first edition uses period spelling/capitalization (“Women shou’d use their Reason … wou’d”), while the frozen catalog record modernizes those forms. Astell’s argument is explicitly Christian and concerns women’s rational agency in religion; it is not a modern empirical finding.
“Nothing is so painful to the human mind as a great and sudden change.”
Abrupt change can overwhelm the mind because adaptation requires time, making disruption painful even before its long-term consequences are understood.
Frankenstein; the narrator reflects on the psychological strain created by sudden changes in circumstances.
“truth, in morals, has ever appeared to me the essence of the sublime; and, in taste, simplicity the only criterion of the beautiful.”
Wollstonecraft makes moral truth and aesthetic simplicity standards of seriousness, rejecting ornate politeness when it conceals what a writer actually believes.
A Vindication of the Rights of Men, opening letter to Edmund Burke, second edition (1790); this sentence follows Wollstonecraft’s refusal to disguise her sentiments behind courtly politeness.
“I wish to persuade women to endeavour to acquire strength, both of mind and body.”
Wollstonecraft rejects cultivated helplessness and argues for developing women's intellectual and physical capacities so they can stand as rational agents rather than depend on flattering ideals of weakness.
A Vindication of the Rights of Woman, Introduction, Project Gutenberg #3420. The frozen quotation 'I wish to persuade women to endeavour to acquire strength, both of mind and body' is a clause from a longer sentence beginning 'I earnestly wish to point out...' and continuing through Wollstonecraft's criticism of delicacy and weakness as feminine ideals. It remains eighteenth-century feminist political-moral argument rather than a modern clinical or physiological prescription.
“Strengthen the female mind by enlarging it, and there will be an end to blind obedience.”
Education enlarges judgment and weakens obedience based only on power, making intellectual development a condition of genuine independence.
A Vindication of the Rights of Woman; Wollstonecraft argues that deliberately narrowing women’s education preserves dependence and obedience.
“They must only bow to the authority of reason, instead of being the modest slaves of opinion.”
Respectability is grounded in independent reasoning rather than deference to social opinion, making judgment more important than approval.
A Vindication of the Rights of Woman; Wollstonecraft explicitly connects independence of character with the exercise of understanding.
“The contemplation of noble ruins produces a melancholy that exalts the mind.”
Ruins become a prompt for reflective melancholy: visible traces of the past enlarge thought by placing present concerns against time, mortality, and historical change.
Letters Written During a Short Residence in Sweden, Norway, and Denmark, Letter VII; represented Cassell & Company 1889 text in Project Gutenberg #3529. “The contemplation of noble ruins produces a melancholy that exalts the mind” occurs during Wollstonecraft’s visit to a church recess containing long-preserved bodies and her reflections on death, ruins, historical change and mortality. It remains Romantic-era reflective prose rather than a modern psychological finding about melancholy.
“I wish them to be taught to think.”
Education should produce independent judgment rather than polished imitation, so the ability to think becomes more important than accumulating accomplishments for display.
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.
“Judicious books enlarge the mind and improve the heart.”
Good reading can develop both judgment and moral feeling, making intellectual enlargement and character formation parts of the same educational process.
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.
“It is reflection which forms habits, and fixes principles indelibly on the heart.”
Habit formation becomes stronger when action is joined with reflection, because principles understood and revisited are more likely to guide later choices.
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.
“Culture is then properly described not as having its origin in curiosity, but as having its origin in the love of perfection.”
Curiosity becomes more than collecting information when it is directed toward fuller development, better judgment, and a serious desire to improve understanding.
Culture and Anarchy; Arnold distinguishes idle curiosity from the pursuit of intellectual and moral perfection.
“Nothing is so firmly believed, as what we least know.”
Certainty can be strongest where understanding is weakest, so confidence by itself is poor evidence that a belief has been examined well.
Essays of Montaigne, Book I, Chapter XXXI, ‘That a Man Is Soberly to Judge of the Divine Ordinances,’ Charles Cotton translation edited by William Carew Hazlitt (1877); Project Gutenberg Volume 06 #3586 / Complete Essays #3600. The sentence appears in Montaigne’s skeptical warning about confidence concerning unknown things and speculative claims about divine purposes.
“He who fears he shall suffer, already suffers what he fears.”
Anticipatory fear can add suffering before any feared event occurs, effectively extending pain through imagination and expectation.
Essays of Montaigne, Book III, Chapter XIII, “Of Experience,” Charles Cotton translation; Project Gutenberg Volume 19 #3599 / Complete Essays #3600. Montaigne argues that anticipatory fear can add suffering before the feared event arrives.
“I only gathered acquaintance with the public aspect of the city, the same that she shows to the meanest stranger.”
Even after deliberate observation, Montaigne admits that a visitor may know only the public face of a place, making limits of access and outsider perspective part of responsible travel judgment.
The Journal of Montaigne’s Travels in Italy, Volume II, Rome, W. G. Waters translation, Project Gutenberg #70839. Montaigne says this after describing how actively he sought out Roman public life; the point is epistemic modesty about what a stranger can really know, not a claim that travel is futile.
“Right occasion and opportunity have their privileges, and often hold out to ordinary folk what they deny to kings.”
Montaigne observes that access and success do not follow rank mechanically: timing, circumstance and temperament can open an ordinary person’s path even when status or power fails to secure the same result.
The Journal of Montaigne’s Travels in Italy, Volume II, entry for March 6, 1581 during his visit to the Vatican Library, W. G. Waters translation, Project Gutenberg #70839. The sentence follows Montaigne’s surprise that he gained access where the French ambassador had failed; it is first-person journal reflection, not a general law that opportunity always defeats privilege.
“For, what other dungeon is so dark as one’s own heart! What jailer so inexorable as one’s self!”
Hawthorne’s narrator turns imprisonment inward, suggesting that guilt, memory and self-judgment can confine a person more relentlessly than an external cell.
The House of the Seven Gables, Project Gutenberg #77. This is Gothic literary narration surrounding Clifford’s long history of confinement and inner suffering; the metaphor is not a clinical account of mental illness.
“Insanity is often the logic of an accurate mind overtasked.”
Holmes’s narrator links mental breakdown with a mind pushed beyond its capacity, reflecting a nineteenth-century literary-medical way of reasoning about distress.
Elsie Venner, represented by Project Gutenberg #2696 and corroborated by Gutenberg’s Holmes quotation index. The sentence belongs to nineteenth-century literary and medical-philosophical discourse; it is not current psychiatric guidance, diagnosis or a clinically validated rule.
“A moment's insight is sometimes worth a life's experience.”
Holmes’s breakfast-table speaker argues that a concentrated moment of perception can sometimes yield understanding that ordinary experience accumulates only slowly.
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.
“The old believe everything: the middle-aged suspect everything: the young know everything.”
The epigram compresses three stereotypes of certainty into one balanced joke, mocking credulity, suspicion, and youthful overconfidence at once.
“Phrases and Philosophies for the Use of the Young,” first published in The Chameleon in 1894.
“The truth is rarely pure and never simple.”
Wilde resists neat moral simplification by reminding the reader that truth often arrives mixed with context and contradiction.
The Importance of Being Earnest, Act I; Algernon Moncrieff. Exact catalog wording is preserved in the scan-backed Samuel French acting text on Wikisource, scan leaf 14 / printed page 12. The acting-text witness is abridged elsewhere, so this record is bound only to its independently verified page.
“All art is at once surface and symbol.”
The aphorism resists a simple choice between appearance and hidden meaning: an artwork can operate through both at the same time.
The Picture of Dorian Gray, 1891 edition, Preface; part of Wilde’s warning about reading beneath artistic surfaces.
“It is not selfish to think for oneself.”
Independent thought is distinguished from selfishness: forming one’s own judgment can protect individuality without requiring indifference to other people.
The Soul of Man under Socialism; Wilde defends individual thought while criticizing social pressure that mistakes conformity for moral virtue.
“If the principle of final causes were a first principle, and a priori, like the principle of causality, we would apply it everywhere and in all circumstances; but it is not so.”
Janet begins by denying that teleological explanation functions as an automatic first principle, making its use something that must itself be examined and justified.
Final Causes, Book I, Chapter I, “The Principle,” opening sentence, William Affleck translation (1878). The represented public-domain scan prints the sentence on p. 17 after Robert Flint’s prefatory matter. Janet begins by denying that finality functions as an automatic a priori principle like causality; this remains nineteenth-century philosophical teleology rather than current scientific consensus.
“And the peace of God, which passeth all understanding, shall keep your hearts and minds through Christ Jesus.”
The verse describes peace as something capable of guarding both feeling and thought even when it cannot be fully reduced to a rational explanation.
Philippians 4:7 in the King James Version.
“I neither know nor think that I know.”
Socrates locates a small advantage in recognizing the boundary of his own knowledge: uncertainty is intellectually healthier than possessing the same ignorance while mistaking it for wisdom.
Plato, Apology, Benjamin Jowett translation, Project Gutenberg #1656. Socrates says this after examining a politician whom others considered wise; the wording is dialogue speech attributed to Socrates within Plato’s work, not a claim that Socrates knew literally nothing.
“The unexamined life is not worth living.”
Socrates links a worthwhile human life with reflection on beliefs, conduct, and reasons rather than unexamined routine.
Apology 38a; wording varies by translation.
“But why, my dear Crito, should we care about the opinion of the many?”
Socrates challenges the idea that widespread approval should decide a moral question, directing attention toward informed judgment rather than numerical popularity.
Crito, Benjamin Jowett translation; Socrates responds to Crito’s concern about public opinion while awaiting execution.
“And is the soul seen or not seen?”
Socrates advances the dialogue by separating what can be perceived directly from what must be examined through argument, preparing the discussion of body and soul.
Phaedo, Benjamin Jowett translation; Socrates asks the question during the dialogue’s argument about visible bodies and the unseen soul.
“Then the soul is more like to the unseen, and the body to the seen?”
Within the dialogue’s metaphysical argument, Socrates associates soul with the unseen and body with the visible; the record preserves that historical philosophical context rather than treating it as established fact.
Phaedo, Benjamin Jowett translation; Socrates is reasoning with Cebes about visibility, mortality and the proposed nature of soul and body.
“Do not then suppose that these words are rashly spoken by us, O Protarchus, for they are in harmony with the testimony of those who said of old time that mind rules the universe.”
Socrates invokes earlier thinkers in a discussion of whether intelligence helps order the cosmos. The claim concerns an ancient metaphysical account of mind as a cause, not the modern sense of an individual person’s mental health or an experimentally settled account of the universe.
Plato, Philebus, approximately 30c–d; Socrates addressing Protarchus amid the argument that reason or mind belongs with the ordering cause rather than with limitless pleasure. Benjamin Jowett English, Project Gutenberg #1744, dialogue text.
“the beauty of the mind is more honourable than the beauty of the outward form.”
The ascent described by Diotima shifts attention from outward appearance toward qualities of mind, making intellectual and moral beauty more important within this stage of the dialogue’s argument.
Symposium, Diotima’s ascent toward beauty as recounted by Socrates, Benjamin Jowett translation, Project Gutenberg #1600. This is one stage in an ancient philosophical account of beauty and love, not a modern psychological ranking of attractiveness.
“For herein is the evil of ignorance, that he who is neither good nor wise is nevertheless satisfied with himself: he has no desire for that of which he feels no want.”
Ignorance becomes difficult to correct when a person feels no lack in understanding, because satisfaction with one’s present judgment removes the motivation to seek what is missing.
Symposium, Socrates recounting Diotima’s teaching, Benjamin Jowett translation, Project Gutenberg #1600. Diotima is a reported speaker within the dialogue; the passage is philosophical argument about ignorance and desire for wisdom.
“Knowledge which is acquired under compulsion obtains no hold on the mind.”
Learning forced without engagement may fail to become durable understanding because the learner has not made the knowledge intellectually their own.
The Republic, Book VII, Jowett translation; Socrates argues that education should draw the mind rather than rely only on compulsion.
“Opinion appears to you to be darker than knowledge, but lighter than ignorance?”
Opinion is treated as an intermediate state: it is not complete ignorance, but it also lacks the clarity and stability of knowledge.
The Republic, Book V; Socrates places opinion between knowledge and ignorance in the argument about what each apprehends.
“Is the attempt to determine the way of man’s life so small a matter in your eyes—to determine how life may be passed by each one of us to the greatest advantage?”
In Book I Socrates refuses to treat the dispute about justice as mere verbal sparring, because the argument bears on the kind of life people should choose. He addresses Thrasymachus while challenging whether injustice really benefits a person; his question does not settle that dispute on its own.
Plato, The Republic, Book I, around 344e, Socrates in dialogue with Thrasymachus. Wording verified in Benjamin Jowett, third edition (1888), transcribed in Gutenberg #55201. This is dialogue speech following Thrasymachus’s defence of injustice, not the translator’s prefatory analysis. Edition-specific wording must be preserved.
“And ought not the rational principle, which is wise, and has the care of the whole soul, to rule, and the passionate or spirited principle to be the subject and ally?”
Socrates argues that self-government involves a rational faculty attending to the whole person while spirited impulses support its judgment. The passage is a question within his analogy between a well-ordered city and the three parts of the soul. It does not mean that all emotion should be suppressed or that Plato established a modern psychological theory.
Plato, The Republic, Book IV, approximately 441e–442a; Socrates addressing Glaucon while contrasting the rational, spirited and appetitive parts of the soul. Exact sentence from Benjamin Jowett English, Project Gutenberg #1497, Book IV main dialogue (not introductory editorial matter). The premise belongs to an ancient account of the soul and remains open to philosophical interpretation; not clinical or neuroscientific evidence.
“As in water face answereth to face, so the heart of man to man.”
The comparison suggests that people recognize themselves through other people, making relationship a mirror for character and inner life.
Proverbs 27:19 in the King James Version.
“A hasty judgement is a first step to a recantation.”
Rushing to a conclusion increases the chance that later evidence will force an embarrassing or costly reversal.
The Moral Sayings of Publius Syrus, maxim 8, in Darius Lyman’s 1856 English rendering; maxim order can vary across editions.
“The invariable mark of wisdom is to see the miraculous in the common.”
Emerson connects wisdom with renewed attention, suggesting that curiosity does not always require exotic objects because ordinary experience becomes remarkable when examined closely.
Nature (first published 1836), Chapter VIII, “Prospects,” in James Munroe and Company’s 1849 new-edition witness represented by Project Gutenberg #29433. “The invariable mark of wisdom is to see the miraculous in the common” appears near the essay’s close during Emerson’s discussion of prayer, study, facts and ideas. This collection retains 1836 as first-publication year while the evidence layer identifies the reviewed 1849 witness; the sentence remains Transcendentalist philosophical rhetoric rather than an experimentally established measure of wisdom.
“A foolish consistency is the hobgoblin of little minds.”
Emerson attacks rigid consistency when it prevents people from revising judgment in the light of new thought.
Essay “Self-Reliance”; Emerson criticizes rigid adherence to past opinions when fresh judgment requires revision.
“There is then creative reading as well as creative writing.”
Reading can be an active intellectual act when the reader interprets, connects, questions, and produces new understanding rather than merely receiving words passively.
The American Scholar; Emerson argues that books should awaken independent thought rather than replace it.
“The optimist has the power of seeing things in their entirety and in their right relations.”
Optimism is defined here as a broader way of interpreting circumstances: the positive outlook is linked to seeing relationships and the whole situation rather than only one discouraging part.
In Tune with the Infinite, Prelude; Project Gutenberg #23559. The sentence belongs to Trine’s philosophical New Thought contrast between optimist and pessimist and should not be treated as a clinical definition.
“Reading is to the mind what exercise is to the body.”
Regular reading is compared with physical exercise because repeated intellectual use can strengthen attention, knowledge, and mental capacity over time.
The Tatler No. 147; the comparison presents reading as a form of regular exercise for the mind.
“We shall never learn the affinities of beauty”
Stevenson treats beauty as deeper than any complete technical explanation, warning that analysis of artistic mechanism does not exhaust why form can move or delight.
Essays in the Art of Writing, “On Some Technical Elements of Style in Literature,” represented by the 1905 Chatto & Windus edition in Project Gutenberg #492. The collection is posthumous; the excerpt concerns literary aesthetics.
“A distinct university walks about under each man's hat.”
Conwell’s metaphor presents each person’s powers of observation and reflection as a continuing source of self-education beyond formal institutions.
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.
“Perhaps he confused cause and effect; the excellent digestion may have been responsible for at least some of the philosophical serenity.”
The narrator humorously reverses a character’s explanation of his calm temperament, using causal inversion to puncture self-satisfied philosophy.
When William Came, represented by Project Gutenberg #14540 from the 1914 John Lane edition. This is the narrator’s satirical aside about Herr von Kwarl; the digestion comparison is literary humor, not medical or psychological advice.
“Customs are not to be changed but for better.”
The maxim sets a burden on reform: novelty alone is not enough; a proposed change should be able to show a practical or rational advantage.
The Idler, No. 90; Johnson is discussing gesture and public speaking, not asserting that every inherited custom should remain untouched.
“We do not indeed so often disappoint others as ourselves.”
Private expectations can exceed what anyone else demands of us, so a life may feel disappointing chiefly by comparison with unfulfilled plans known only to oneself.
The Idler, No. 88; the surrounding paragraph concerns private hopes, proposed tasks and the gap between imagined achievement and lived action.
“And pause awhile from Learning to be wise;”
Johnson distinguishes accumulating learning from exercising judgment, asking the scholar to interrupt pursuit of knowledge long enough to examine what wisdom requires.
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.
“Pour forth thy Fervours for a healthful Mind, Obedient Passions, and a Will resign'd;”
Johnson’s closing prayer prioritizes soundness of mind, governed passions and a will capable of acceptance over many external forms of success.
The Vanity of Human Wishes (1749), explicitly devotional closing movement, Wikisource first-edition scan leaf 41. “Pour forth thy Fervours for a healthful Mind, Obedient Passions, and a Will resign’d” belongs to Johnson’s concluding prayer for inward goods, patience and faith. “Healthful Mind” is preserved as historical religious-moral language and is not presented as modern medical or mental-health advice.
“We suffer more often in imagination than in reality.”
The line distinguishes anticipated suffering from what is actually happening, challenging imagination when it magnifies uncertainty.
Moral Letters to Lucilius, Letter 13, section 4, Richard M. Gummere translation. 'We suffer more often in imagination than in reality' occurs in 'On Groundless Fears' as Seneca distinguishes feared possibilities from harms that have actually arrived. It remains Roman Stoic moral counsel rather than modern anxiety-treatment or clinical evidence.
