“In Maycomb, if one went for a walk with no definite purpose in mind, it was correct to believe one's mind incapable of definite purpose.”

Source: 1930s- 1950s, The Practice of Management (1954), p. 37

Power of the Master Mind
Source: Think & Grow Rich, January 1963, p. 148.

2000

Sayings of Swami Sivanada (1947)

Language Education in a Knowledge Context (1980)
Context: Definitions, like questions and metaphors, are instruments for thinking. Their authority rests entirely on their usefulness, not their correctness. We use definitions in order to delineate problems we wish to investigate, or to further interests we wish to promote. In other words, we invent definitions and discard them as suits our purposes. And yet, one gets the impression that... God has provided us with definitions from which we depart at the risk of losing our immortal souls. This is the belief that I have elsewhere called "definition tyranny," which may be defined... as the process of accepting without criticism someone else's definition of a word or a problem or a situation. I can think of no better method of freeing students from this obstruction of the mind than to provide them with alternative definitions of every concept and term with which they must deal in a subject. Whether it be "molecule," "fact," "law," "art," "wealth," "gene," or whatever, it is essential that students understand that definitions are hypotheses, and that embedded in them is a particular philosophical, sociological, or epistemological point of view.

George Boole (1854), "Address at Cork" as cited in: R. H. Hutton, " Professor Boole http://books.google.com/books?id=pfMEAAAAQAAJ&pg=PA165," (1866), p. 165; Also cited in: Boole, George. Studies in Logic and Probability. 2002. Courier Dover Publications. p. 451
1850s
Context: Perhaps it is in the thought that there does exist an Intelligence and Will superior to our own,—that the evolution of the destinies of our species is not solely the product either of human waywardness or of human wisdom; perhaps, I say, it is in this thought, that the conception of humanity attains its truest dignity. When, therefore, I use this term, I would be understood to mean by it the human race, viewed in that mutual connexion and dependence which has been established, as I firmly believe, for the accomplishment of a purpose of the Divine mind... One eminent instance of that connexion and dependence to which I have referred is to be seen in the progression of the arts and sciences. Each generation as it passes away bequeaths to its successor not only its material works in stone and marble, in brass and iron, but also the truths which it has won, and the ideas which it has learned to conceive; its art, literature, science, and, to some extent, its spirit and morality. This perpetual transmission of the light of knowledge and civilisation has been compared to those torch-races of antiquity in which a lighted brand was transmitted from one runner to another until it reached the final goal. Thus, it has been said, do generations succeed each other, borrowing and conveying light, receiving the principles of knowledge, testing their truth, enlarging their application, adding to their number, and then transmitting them forward to coming generations

Patheos, Philosophistry http://www.patheos.com/blogs/reasonadvocates/2017/04/12/philosophistry/ (April 12, 2017)