“Art lies in understanding some part of the dark forces and bringing them under the direction of reason.”

The Second Part, Chapter 27, p. 152
Leviathan (1651)

Letter to John Benson (5 October 1770); published in Wesley's Select Letters (1837), p. 207
1770s

Poemː God
Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 283.

Novalis (1829)
Context: When we speak of the aim and Art observable in Shakespeare's works, we must not forget that Art belongs to Nature; that it is, so to speak, self-viewing, self-imitating, self-fashioning Nature. The Art of a well-developed genius is far different from the Artfulness of the Understanding, of the merely reasoning mind. Shakspeare was no calculator, no learned thinker; he was a mighty, many-gifted soul, whose feelings and works, like products of Nature, bear the stamp of the same spirit; and in which the last and deepest of observers will still find new harmonies with the infinite structure of the Universe; concurrences with later ideas, affinities with the higher powers and senses of man. They are emblematic, have many meanings, are simple and inexhaustible, like products of Nature; and nothing more unsuitable could be said of them than that they are works of Art, in that narrow mechanical acceptation of the word.

Source: A Distant Mirror (1978), p. 273

Ch. 70 http://hpmor.com/chapter/70
Harry Potter and the Methods of Rationality (2010 - 2015)
Context: "Many boys and girls are heroes in their dreams," Dumbledore said quietly. He did not look at any of the other girls, only at her. "Fewer in the waking world. Many have stood their ground and faced the darkness when it comes for them. Fewer come for the darkness and force it to face them. It is a hard life, sometimes lonely, often short. I have told none to refuse that calling, but neither would I wish to increase their number."

Part I : Contemporary Issues in Science, Ch. 1 : "The Scientist as Rebel"
The Scientist As Rebel (2006)
Context: The progress of science requires the growth of understanding in both directions, downward from the whole to the parts and upward from the parts to the whole. A reductionist philosophy, arbitrarily proclaiming that the growth of understanding must go only in one direction, makes no scientific sense. Indeed, dogmatic philosophical beliefs of any kind have no place in science.