“I have a theory of my own about what this art of the novel is, and how it came into being. To begin with, it does not simply consist in the author's telling a story about the adventures of some other person. On the contrary, it happens because the storyteller's own experience of men and things, whether for good or ill—not only what he has passed through himself, but even events which he has only witnessed or been told of—has moved him to an emotion so passionate that he can no longer keep it shut up in his heart.”

"105 Years of Illustrated Text" in the Zoetrope All-Story, Vol. 5 No. 1.
105 Years of Illustrated Text

Pupils at Sais (1799)
Context: What has passed with him since then he does not disclose to us. He tells us that we ourselves, led on by him and our own desire, will discover what has passed with him. Many of us have withdrawn from him. They returned to their parents, and learned trades. Some have been sent out by him, we know not whither; he selected them. Of these, some have been but a short time there, others longer. One was still a child; scarcely was he come, when our Teacher was for passing him any more instruction. This child had large dark eyes with azure ground, his skin shone like lilies, and his locks like light little clouds when it is growing evening. His voice pierced through all our hearts; willingly would we have given him our flowers, stones, pens, all we had. He smiled with an infinite earnestness; and we had a strange delight beside him. One day he will come again, said our Teacher, and then our lessons end. — Along with him he sent one, for whom we had often been sorry. Always sad he looked; he had been long years here; nothing would succeed with him; when we sought crystals or flowers, he seldom found. He saw dimly at a distance; to lay down variegated rows skilfully he had no power. He was so apt to break everything. Yet none had such eagerness, such pleasure in hearing and listening. At last, — it was before that Child came into our circle, — he all at once grew cheerful and expert. One day he had gone out sad; he did not return, and the night came on. We were very anxious for him; suddenly, as the morning dawned, we heard his voice in a neighbouring grove. He was singing a high, joyful song; we were all surprised; the Teacher looked to the East, such a look as I shall never see in him again. The singer soon came forth to us, and brought, with unspeakable blessedness on his face, a simple-looking little stone, of singular shape. The Teacher took it in his hand, and kissed him long; then looked at us with wet eyes, and laid this little stone on an empty space, which lay in the midst of other stones, just where, like radii, many rows of them met together.

Persecution and Tolerance, Hulsean Lectures, University of Cambridge (Winter 1893–94)

Source: The Responsible Self: An Essay in Christian Moral Philosophy (1963), pp. 60-61

On the importance of humor in “INTERVIEWS: Stephanie Powell Watts” https://bookpage.com/interviews/21148-stephanie-powell-watts-fiction#.Xe_qN_lKjcs in BookPage (April 2017)

4 Burr. Part IV., 2379.
Dissenting in Millar v Taylor (1769)

Source: The Characteristics of the Present Age (1806), p. 105

Chap. VI.
The Theory of Moral Sentiments (1759), Part III

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 6
Identifying his "destroyed" personality as "Phædrus"
Context: Now I want to begin to fulfill a certain obligation by stating that there was one person, no longer here, who had something to say, and who said it, but whom no one believed or really understood. Forgotten. For reasons that will become apparent I'd prefer that he remain forgotten, but there's no choice other than to reopen his case.
I don't know his whole story. No one ever will, except Phædrus himself, and he can no longer speak. But from his writings and from what others have said and from fragments of my own recall it should be possible to piece together some kind of approximation of what he was talking about.