Mindset quotes

The Wisdom of Life, T. Bailey Saunders translation; Project Gutenberg #10741. The sentence belongs to a philosophical comparison of personality, possessions and reputation, not financial advice.

My Larger Education, Chapter I, “Learning from Men and Things”; Project Gutenberg #73923. Washington connects repeated problem-solving with strength of mind and clearer judgment, contrasting developed capacity with an untested life of ease.

The Wisdom of Life, T. Bailey Saunders translation; Project Gutenberg #10741. The wording belongs to Schopenhauer’s contrast between intellectual and ordinary forms of leisure.

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.

The Art of Literature, “On Style,” T. Bailey Saunders translation, Project Gutenberg #10714. Schopenhauer’s represented English essay says that conviction in the truth and importance of one’s thoughts supplies the enthusiasm for sustained work toward clearer and stronger expression. The volume rearranges Parerga material and the passage remains nineteenth-century literary counsel, not experimental writing science.

Proverbs 12:1, King James Version.

Up from Slavery, Chapter II, “Boyhood Days,” Project Gutenberg #2376. Washington reflects on the disadvantages surrounding Black childhood after slavery and says achievement should be measured by the obstacles overcome rather than by final position alone.

The Renaissance, Preface; Project Gutenberg #2398. Pater is describing aesthetic criticism, not claiming that personal impression alone settles every factual question.

Poem “Locksley Hall”; the contrast distinguishes readily acquired knowledge from the slower development of judgment and wisdom.

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

The Wisdom of Life, T. Bailey Saunders translation; Project Gutenberg #10741. The simile compares a developing intellectual life with a slowly formed work of art.

Walden, chapter “Reading,” in the discussion of books that can reveal new possibilities and answer enduring questions.

The Souls of Black Folk, “Of the Training of Black Men.” This is the opening clause of a longer sentence in which Du Bois describes the university as an organ connecting real life with growing knowledge of life.

Optimism: An Essay (1903), Project Gutenberg #31622. Keller is reflecting on her own early experience of language and education.

Travels in Alaska, exploration of the Stickeen glaciers; Muir describes glacial processes as continuing creation.

As a Man Thinketh, in the discussion of thought, health, and habit.

The Time Machine, Project Gutenberg #35. The Time Traveller states this while speculating about the evolution of the Eloi and Morlocks; it is fictional evolutionary reasoning in a nineteenth-century scientific romance, not a current biological law.

The Lost Prince; Project Gutenberg #384. Marco says this while explaining that his father had long been preparing him for responsibility within the fictional plot.

Little Women, Chapter 44, “My Lord and Lady,” Project Gutenberg #514. Amy March Laurence says the represented storm/sailing thought while discussing married life with Laurie. The frozen catalog wording expands the source contraction to “I am not afraid of storms,” while the represented #514 text reads “I’m not afraid of storms”; this is a legacy wording variant of the same passage represented by the separate contracted record, not a second independent locus.

The Art of Literature, section “On Style,” T. Bailey Saunders translation; Project Gutenberg #10714. The English volume rearranges material drawn from Schopenhauer’s Parerga.

News from Nowhere, Chapter XV, ‘On the Lack of Incentive to Labour in a Communist Society,’ Project Gutenberg #3261. Old Hammond says the society gained happiness through the absence of artificial coercion, ‘the freedom for every man to do what he can do best,’ and slowly learned knowledge of what labour was wanted. It is fictional utopian dialogue and historical-social argument, not Morris autobiography or settled economic science.

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

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.

News from Nowhere, narrator William Guest observing Morsom’s community; Project Gutenberg #3261. This is narrative description inside a utopian novel.

The Renaissance, Preface; Project Gutenberg #2398. The following sentences extend the point across periods and schools of taste.

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

Counsels and Maxims, T. Bailey Saunders translation; Project Gutenberg #10715. The statement belongs to Schopenhauer’s broader, characteristically pessimistic discussion of age and experience.

Self-Help, Chapter I, “Self-Help—National and Individual,” Project Gutenberg #935. This is the opening chapter’s statement of Smiles’s self-help argument, where individual initiative is presented as a source of personal growth and, in his period framework, national strength.

Signs of Change, lecture “Useful Work versus Useless Toil,” beginning on printed page 141, Project Gutenberg #3053. Morris defines the hope that makes work worth doing as hope of rest, useful product and pleasure in the work itself, then summarizes those three elements in the retained sentence. It remains socialist moral and economic argument about labor, not a universal workplace-satisfaction metric.

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.

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.

Spontaneous Activity in Education, account of work and a subsequent contemplative period. The wording belongs to Montessori’s interpretation of observed classroom behavior, not a controlled modern outcome claim.

The Art of Literature, section “On Thinking for Oneself,” T. Bailey Saunders translation; Project Gutenberg #10714. The library analogy immediately precedes the sentence.

Autobiography, Chapter I; Mill describes his father’s method of making him attempt a problem independently before being told the solution.

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.

On the Art of Writing, Preface, Project Gutenberg #17470. Quiller-Couch states the governing premise of the Cambridge lectures: 'Literature is not a mere Science, to be studied; but an Art, to be practised.' The sentence belongs to his historical writing pedagogy and argument for continued practice, not a scientific classification of literature or a measurable guarantee of writing success.

Counsels and Maxims, T. Bailey Saunders translation; Project Gutenberg #10715. The passage appears in an age-related comparison of intellectual powers and accumulated material.

The Lost Prince, Chapter XVIII, “Cities and Faces,” Project Gutenberg #384. The narrator describes “Another part” of the boys’ secret-game preparation as The Rat training his memory and bringing home nightly proofs by describing, reciting or roughly sketching what he had observed. It remains fictional training narrative, not an experimentally established memory-training prescription.

The Montessori Elementary Material (1917), Arthur Livingston translation, Part IV, Geometry, Chapter I, “Plane Geometry,” beginning on printed page 260 and continuing onto page 261, Project Gutenberg #42869. Montessori links long spontaneous work with the geometric material to reasoning, character and higher cognitions within her method. The passage remains an early-twentieth-century pedagogical/developmental claim and is not presented as a universally established modern cognitive-effect estimate.

Mental Efficiency, discussion of reading and self-development. The short imperative belongs to Bennett’s practical advice about choosing a field for sustained personal study.

“Remembrance,” Project Gutenberg #1019. The line follows the collapse of earlier dreams and is literary reflection on endurance, not a prescription to avoid joy or support.

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.

The History of Tom Jones, a Foundling, concluding authorial reflection, Project Gutenberg #6593. Fielding explains one of the novel’s stated moral aims: prudence can protect virtue from traps that deceit and indiscretion create.

Culture and Anarchy; Arnold distinguishes idle curiosity from the pursuit of intellectual and moral perfection.

Appreciations, with an Essay on Style, essay “Style,” printed page 21 in the Macmillan 1910 Library Edition pagination reproduced by Project Gutenberg #4037. “in literary as in all other art, structure is all-important” introduces Pater’s architectural account of composition, where a work’s end is foreseen in its beginning and each part remains conscious of the rest.

As a Man Thinketh, “Thought and Character.”

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

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.

Little Men; the observation describes the mutual education taking place in the Plumfield household and school rather than a one-way transfer of knowledge.

Counsels and Maxims, T. Bailey Saunders translation; Project Gutenberg #10715. The following geometric analogy describes life as the resultant of circumstances and aims.