“Gandhi is dead, yet his mind pervades the earth. The thought of a gnani pervades humanity and works ceaselessly for good. Being anonymous, coming from within, it is more powerful and compelling. That is how the world improves-the inner aiding and blessing the outer. When gnani dies, he is no more, in the same sense in which a river is no more when it merges in the sea; the name, the shape, are no more, but the water remains and becomes one with the ocean. When a gnani joins the universal mind, all his goodness and wisdom become the heritage of humanity and uplift every human being.”

As quoted in ‘Interview with J. G. Ballard’, Munich Round Up, 100 (1968), with translation by Dan O’Hara http://www.ballardian.com/munich-round-up-interview-with-jg-ballard
Context: I define Inner Space as an imaginary realm in which on the one hand the outer world of reality, and on the other the inner world of the mind meet and merge. Now, in the landscapes of the surrealist painters, for example, one sees the regions of Inner Space; and increasingly I believe that we will encounter in film and literature scenes which are neither solely realistic nor fantastic. In a sense, it will be a movement in the interzone between both spheres.

Death
Source: I am That, P.139.

Bliss and happiness
Source: I am That, P.180-1.

Parerga and Paralipomena (1851), Counsels and Maxims

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 165.

Source: Your Forces and How to Use Them (1912), Chapter 6, p. 91–2

"Life Ahead: On Learning and the Search for Meaning" (1963), Introduction http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=38&chid=331, J.Krishnamurti Online, JKO Serial No. 261, p. 13, 2005 edition
1960s
Context: Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.

Source: Moloka'i