„Each thinking mind is a political mind.“

Quelle: Behrooz Wolf (aka The Proteus Trilogy), Proteus In The Underworld (1995), Chapter 3 (p. 23)

May 29, 1940; Vol. 1, p. 73.
Diary (1939 - 1945)

Quelle: Jefferson the Virginian

Charles Cooley (1927). Life and the Student: Roadside Notes on Human Nature, Society, and Letters. p. 200

Part I, Essay 23: Of The Standard of Taste
Essays, Moral, Political, and Literary (1741-2; 1748)
Quelle: Of the Standard of Taste and Other Essays
Kontext: Beauty is no quality in things themselves: It exists merely in the mind which contemplates them; and each mind perceives a different beauty. One person may even perceive deformity, where another is sensible of beauty; and every individual ought to acquiesce in his own sentiment, without pretending to regulate those of others.

Pearls of Wisdom

Quelle: Your Forces and How to Use Them (1912), p. 284

V, p.55
Science and the Unseen World (1929)

Ich habe nichts dagegen wenn Sie langsam denken, Herr Doktor, aber ich babe etwas dagegen wenn Sie rascher publizieren als denken.
As quoted in The Harvest of a Quiet Eye : A Selection of Scientific Quotations (1977) by Alan Lindsay Mackay, p. 117

Letter to H.P. Bremmer, 17-11-1930, City Archive The Hague, as quoted in Bram van Velde, A Tribute, Municipal Museum De Lakenhal Leiden, Municipal Museum Schiedam, Museum de Wieger, Deurne 1994 (English translation: Charlotte Burgmans)
1930's

Tel Quel (1943)

War with Honour http://books.google.com/books?id=QmQDAAAAMAAJ&q="I+wrote+somewhere+once+that+the+third+rate+mind+was+only+happy+when+it+was+thinking+with+the+majority+the+second+rate+mind+was+only+happy+when+it+was+with+the+minority+and+a+first+rate+mind+was+only+happy+when+it+was+thinking", Macmillan War Pamphlets, Issue 2 (1940).

Introductory
The Grammar of Science (1900)

Harold Kelley and John W. Thibaut. "Group problem solving." The handbook of social psychology 4 (1969): 1-101; p. 69-70

Harold Kelley and John W. Thibaut. "Group problem solving." The handbook of social psychology 4 (1969): 1-101; p. 69-70

Proposals Relating to the Education of Youth in Pensilvania (1749), p. 22 http://dewey.library.upenn.edu/sceti/printedbooksNew/index.cfm?textID=franklin_youth&PagePosition=1; the statement relates to the teaching of History as a subject, and the last quoted paragraph concludes with the footnote "†": Public Disputes warm the Imagination, whet the Industry, and strengthen the natural Abilities.
Kontext: History will also afford frequent Opportunities of showing the Necessity of a Publick Religion, from its Usefulness to the Publick; the Advantage of a Religious Character among private Persons; the Mischiefs of Superstition, &c. and the Excellency of the above all others antient or modern.
History will also give Occasion to expatiate on the advantage of Civil Orders and Constitutions, how men and their properties are protected by joining in Societies and establishing Government; their Industry encouraged and rewarded, Arts invented, and Life made more comfortable: the Advantages of Liberty, Mischiefs of Licentiousness, Benefits arising from good Laws and a due Execution of Justice &c. Thus may the first Principles of sound Politics be fixed in the minds of youth.
On Historical occasions, Questions of Right and Wrong, Justice and Injustice, will naturally arise, and may be put to Youth, which they may debate in Conversation and in Writing. When they ardently desire of Victory, for the Sake of the Praise attending it, they will begin to feel the want, and be sensible of the use of the Use of Logic, or the Art of Reasoning to discover Truth, and of Arguing to defend it, and convince adversaries.

Quelle: Life, the Truth, and Being Free (2010), p. 78
Kontext: I've learned that empowered thinking is a choice — a state of mind. It's the ability to enjoy a rose with no mind of the thorn. It's the ability to celebrate a life even though it has passed. It's seeing the flowers even during a rainstorm.

November, 1933
Diary entries (1914 - 1974)