Source identified
“All men by nature desire to know.”
Aristotle treats the desire for knowledge as a basic human tendency, giving curiosity a foundational place in the movement from perception toward understanding.
Source note: Metaphysics, Book I, chapter 1, W. D. Ross translation; the work opens with this claim before discussing sensation, memory, experience, art, and knowledge.
Source identified
“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.
Source note: Thoughts on the Education of Daughters; the sentence summarizes Wollstonecraft’s preference for understanding over decorative instruction.
Source identified
“education ought to do more for a boy”
Washington rejects an overly narrow definition of schooling and asks whether education can improve the practical conditions and responsibilities of life.
Source note: Working With the Hands, Chapter I; Project Gutenberg #64504. This short excerpt precedes Washington’s discussion of poverty, family responsibility and practical education.
Source identified
“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.
Source note: The Vanity of Human Wishes (1749), Johnson’s imitation of Juvenal’s Tenth Satire; the line introduces a section on the hazards and disappointments surrounding learned ambition.
Source identified
“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.
Source note: The American Scholar; Emerson argues that books should awaken independent thought rather than replace it.
Source identified
“Prejudices must be removed by outside influences or not at all.”
Voice: Dialogue speaker · Old Man
The Old Man argues that entrenched assumptions change through encounters, teaching, experience, and other influences rather than simply disappearing by private command.
Source note: 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.