“Habit rules the unreflecting herd.”

Hope, Faith, and Love (c. 1786); also known as "The Words of Strength", as translated in The Common School Journal Vol. IX (1847) edited by Horace Mann, p. 386
Context: There are three lessons I would write, —
Three words — as with a burning pen,
In tracings of eternal light
Upon the hearts of men. Have Hope. Though clouds environ now,
And gladness hides her face in scorn,
Put thou the shadow from thy brow, —
No night but hath its morn. Have Faith. Where'er thy bark is driven, —
The calm's disport, the tempest's mirth, —
Know this: God rules the hosts of heaven,
The habitants of earth. Have Love. Not love alone for one,
But men, as man, thy brothers call;
And scatter, like the circling sun,
Thy charities on all. Thus grave these lessons on thy soul, —
Hope, Faith, and Love, — and thou shalt find
Strength when life's surges rudest roll,
Light when thou else wert blind.

Source: The Moral Judgment of the Child (1932), Ch. 1 : The Rules of the Game, § 8 : Conclusions : Motor Rules and the Two Kinds of Respect
Context: The motor rule. In its beginnings the motor rule merges into habit. During the first few months of an infant's life, its manner of taking the breast, of laying its head on the pillow, etc., becomes crystallized into imperative habits. This is why education must begin in the cradle. To accustom the infant to get out of its own difficulties or to calm it by rocking it may be to lay the foundations of a good or of a bad disposition.
But not every habit will give rise to the knowledge of a rule. The habit must first be frustrated, and the ensuing conflict must lead to an active search for the habitual. Above all, the particular succession must be perceived as regular, i. e. there must be judgment or consciousness of regularity (Regelbewusstseiri). The motor rule is therefore the result of a feeling of repetition which arises out of the ritualization of schemas of motor adaptation. <!-- The primitive rules of the game of marbles (throwing the marbles, heaping them, burying them, etc.) which we observed towards the age of 2-3 are nothing else. The behavior in question starts from a desire for a form of exercise which takes account of the particular object that is being handled. The child begins by incorporating the marbles into one or other of the schemas of assimilation already known to him, such as making a nest, hiding under earth, etc. Then he adapts these schemas to the nature of the object by preventing the marbles from rolling away by putting them in a hole, by throwing them, etc.

Press release for Enigma, as quoted by Lazae Laspina , in Contemporary Musicians http://www.enigmamusic.com/reviews/biography.html Vol. 14 (May 1995).

Source: The Monk Who Sold His Ferrari: A Remarkable Story About Living Your Dreams

On The Algebra of Logic (1885)
Context: Any character or proposition either concerns one subject, two subjects, or a plurality of subjects. For example, one particle has mass, two particles attract one another, a particle revolves about the line joining two others. A fact concerning two subjects is a dual character or relation; but a relation which is a mere combination of two independent facts concerning the two subjects may be called degenerate, just as two lines are called a degenerate conic. In like manner a plural character or conjoint relation is to be called degenerate if it is a mere compound of dual characters.
A sign is in a conjoint relation to the thing denoted and to the mind. If this triple relation is not of a degenerate species, the sign is related to its object only in consequence of a mental association, and depends upon a habit. Such signs are always abstract and general, because habits are general rules to which the organism has become subjected. They are, for the most part, conventional or arbitrary. They include all general words, the main body of speech, and any mode of conveying a judgment. For the sake of brevity I will call them tokens.

1950s, What Desires Are Politically Important? (1950)

Jane (Ch. 10)
Jane Eyre (1847)
Context: School-rules, school-duties, school-habits and notions, and voices, and faces, and phrases, and costumes, and preferences, and antipathies — such was what I knew of existence. And now I felt that it was not enough; I tired of the routine of eight years in one afternoon. I desired liberty; for liberty I gasped; for liberty I uttered a prayer; it seemed scattered on the wind then faintly blowing. I abandoned it and framed a humbler supplication; for change, stimulus: that petition, too, seemed swept off into vague space: "Then," I cried, half desperate, "grant me at least a new servitude!"Here a bell, ringing the hour of supper, called me downstairs.

Source: Freedom of expression - Secular Theocracy Versus Liberal Democracy (1998)