"Venerate four characters: the sanguine, who has checked volatility and the rage for pleasure; the choleric, who has subdued passion and pride; the phlegmatic, emerged from indolence; and the melancholy, who has dismissed avarice, suspicion and asperity."

"All great minds sympathize."

"Actions, looks, words, steps, form the alphabet by which you may spell characters."

"If you mean to know yourself, interline such of these aphorisms as affect you agreeably in reading, and set a mark to such as left a sense of uneasiness with you; and then show your copy to whom you please."

"Too much gravity argues a shallow mind."

"Act well at the moment, and you have performed a good action to all eternity."

"Happy the heart to whom God has given enough strength and courage to suffer for Him, to find happiness in simplicity and the happiness of others."

"Never tell evil of a man, if you do not know it for certainty, and if you know it for a certainty, then ask yourself, 'Why should I tell it?'"

"Who in the same given time can produce more than others has vigor; who can produce more and better, has talents; who can produce what none else can, has genius."

"All affectation is the vain and ridiculous attempt of poverty to appear rich."

"Form - as a pattern of perception - can motivate the use of architecture. Architecture provides a complete service for its users, if function (practical purpose) coincides with use motivated by form. (Mit der Gestalt als Wahrnehmungsstruktur lässt sich der Gebrauch einer Architektur motivieren. Wenn die Funktion (der praktische Zweck) mit der (gestaltbezogenen) Motivation zum Gebrauch übereinstimmt, ist die Dienstleistung der Architektur für den Menschen komplett.)"

"Spaces that trigger emotions alter the behaviour of people. Architecture aims at influencing human behaviour by space creations. (Räume, die Empfindungen auslösen, verändern das Verhalten des Menschen. Die Verhaltensbeeinflussung des Menschen durch die gestaltete Umwelt ist eine qualitative Zielsetzung des architektonischen Entwurfs.)"

"The creation of space incorporates the debate about the dialogue between dream and reality. We must use the hidden surrealistic potential of our environment to awaken basic emotions. (Raumgebung beinhaltet die Auseinandersetzung mit dem dialogischen Verhältnis von Traum und Wirklichkeit. Wir müssen das surrealistische Potenzial ausschöpfen, welches in unserer Umwelt verborgen ist. Es lassen sich damit Basisgefühle wecken.)"

"Function and purpose define architecture as a practical arrangement, while form defines architecture as a manifestation of apparition. The world of appariation that we cannot exist without (Max Horkheimer), is a psychological issue related to form. (Funktion und Zweck definieren Architektur als praktisches Bauwerk, die Gestalt definiert Architektur als Erscheinungsform. Die Welt der Erscheinungen, ohne die wir nicht leben können (Max Horkheimer), ist ein gestaltpsychologisches Problem.)"

"Per definition, architecture is a service for the whole human being. As such, architecture includes a material and an immaterial aspect; it has to meet rational and irrational requirements. (Architektur versteht sich als Dienstleistung für den ganzen Menschen. Als solche hat sie eine materielle und eine immaterielle Komponente; es sind rationale und irrationale Bedürfnisse zu befriedigen.)"

"The central problem of architecture is space. Space is essential for the individual and for the community. This is equally true for the small space (the capsule) as well as for the large space (the city)."

"The circle of knowledge commences close round a man and thence stretches out concentrically."

"Das Leben bildet."

"Each of our moral, mental, and bodily powers must have its development based upon its own nature, and not based upon artificial and outside influences. Faith must be developed by exercises in believing and cannot be developed from the knowledge and understanding, only, of what is to be believed; thought must grow from thinking, for it cannot come simply from the knowledge and understanding of what is to be thought, or the laws of thought; love must be developed by loving, for it does not arise merely from a knowledge and understanding of what love is and of what ought to be loved; art, also, can only be cultivated through doing artistic work and acquiring skill, for unending discussion of art and skill will not develop them. Such a return to the true method of Nature in the method of the development of our powers necessitates the subordination of education to the knowledge of the various laws which govern those powers."

"The ultimate end of education is not a perfection in the accomplishments of the school, but fitness for life; not the acquirement of habits of blind obedience, and of prescribed diligence, but a preparation for independent action. We must bear in mind that whatever class of society a pupil may belong to, whatever calling he may be intended for, there are certain faculties in human nature common to all, which constitute the stock of the fundamental energies of man. We have no right to withhold from any one the opportunities for developing all their faculties. It may be judicious to treat some of them with marked attention, and to give up the idea of bringing others to high perfection. The diversity of talent and inclination, of plans and pursuits, is a sufficient proof of the necessity for such a distinction. But I repeat that we have no right to shut out the child from the development of those faculties also, which we may not for the present conceive to be very essential for his future calling or station in life."

"Lead your child by the hand to the great scenes of nature; teach him on the mountain and in the valley. There he will listen better to your teaching; the liberty will give him greater force to surmount difficulties. But in these hours of liberty it should be nature that teaches rather than you. Do not allow yourself to prevail for the pleasure of success in your teaching; or to desire in the least to proceed when nature diverts him; do not take away in the least the pleasure which she offers him. Let him completely realize that it is nature that teaches, and that you, with your art, do nothing more than walk quietly at her side. When he hears a bird warble or an insect hum on a leaf, then cease your talk; the bird and the insect are teaching; your business is then to be silent."

"I would take school instruction out of the hands of the old order of decrepit, stammering, journeymen-teachers as well as from the new weak ones, who are generally no better for popular instruction, and entrust it to the undivided powers of Nature herself, to the light that God kindles and ever keeps alive in the hearts of fathers and mothers, to the interest of parents who desire that their children should grow up in favour with God and man."