“Analysis… takes that which is sought as if it were admitted and passes from it through its successive consequences to something which is admitted as the result of synthesis: for in analysis we assume that which is sought as if it were (already) done (ɣϵɣονός) and we inquire what it is from which this results, and again what is the antecedent cause of the latter, and so on, until by so retracing our steps we come upon something already known or belonging to the class of first principles, and such a method we call analysis as being solution backwards”

Source: The Thirteen Books of Euclid's Elements (1908), Ch. IX. §6

Source: In artem analyticem Isagoge (1591), Ch. 1 as quoted by Douglas M. Jesseph, Squaring the Circle: The War Between Hobbes and Wallis (1999) p. 225

A Short History of Greek Mathematics (1884)

Source: In artem analyticem Isagoge (1591), Ch. 1 as quoted by Jacob Klein, Greek Mathematical Thought and the Origin of Algebra (1934-1936) Appendix.

Lecture notes of 1858, quoted in The Life and Letters of Faraday (1870) by Bence Jones, Vol. 2, p. 403
Context: We learn by such results as these, what is the kind of education that science offers to man. It teaches us to be neglectful of nothing, not to despise the small beginnings — they precede of necessity all great things. Vesicles make clouds; they are trifles light as air, but then they make drops, and drops make showers, rain makes torrents and rivers, and these can alter the face of a country, and even keep the ocean to its proper fulness and use. It teaches a continual comparison of the small and great, and that under differences almost approaching the infinite, for the small as often contains the great in principle, as the great does the small; and thus the mind becomes comprehensive. It teaches to deduce principles carefully, to hold them firmly, or to suspend the judgment, to discover and obey law, and by it to be bold in applying to the greatest what we know of the smallest. It teaches us first by tutors and books, to learn that which is already known to others, and then by the light and methods which belong to science to learn for ourselves and for others; so making a fruitful return to man in the future for that which we have obtained from the men of the past.

<p>Schon ist mein Blick am Hügel, dem besonnten,
dem Wege, den ich kaum begann, voran.
So fasst uns das, was wir nicht fassen konnten,
voller Erscheinung, aus der Ferne an—</p><p>und wandelt uns, auch wenn wirs nicht erreichen,
in jenes, das wir, kaum es ahnend, sind;
ein Zeichen weht, erwidernd unserm Zeichen...
Wir aber spüren nur den Gegenwind.</p>
Spaziergang (A Walk) (March 1924)
Alternate translation:
My eyes already touch the sunny hill,
going far ahead of the road I have begun.
So we are grasped by what we cannot grasp;
it has its inner light, even from a distance—<p>and changes us, even if we do not reach it,
into something else, which, hardly sensing it, we already are;
a gesture waves us on, answering our own wave . . .
but what we feel is the wind in our faces.
Selected Poems of Rainer Maria Rilke as translated by Robert Bly (1981)

1910s, The Philosophy of Logical Atomism (1918)

Kant's Inaugural Dissertation (1770), Section V On The Method Respecting The Sensuous And The Intellectual In Metaphysics