Challenge to the Cold War (1985) Vol. 3, Ch. 14
“Seeing much, suffering much, and studying much, are the three pillars of learning.”
A Welsh triad cited in A Vindication of the Genuineness of the Ancient British Poems of Aneurin, Taliesin, Llywarch Hen, and Merdin (1803), by Sharon Turner, reads, "The three pillars of learning; seeing much, suffering much, and studying much". This was quoted from Turner by Isaac D'Israeli in his The Amenities of Literature (1841) and, through the confusion of father with son, has come to be falsely attributed to Benjamin Disraeli.
Misattributed
2009, A New Beginning (June 2009)
Me siento muy orgullosa de ser Mexicana, yo no tuve la oportunidad de aprender mi Español cuando estaba muy chica, pero ... nunca es tarde para acercarse a sus raíces.
Selena Quintanilla entrevista INEDITA Estadio de Beisbol Monterrey (1994)
Part I, p. 26
A Jewish Writer in America (2011)
“We have to learn to think in a new way.”
1950s, The Russell-Einstein Manifesto (1955)
Context: We have to learn to think in a new way. We have to learn to ask ourselves, not what steps can be taken to give military victory to whatever group we prefer, for there no longer are such steps; the question we have to ask ourselves is: what steps can be taken to prevent a military contest of which the issue must be disastrous to all parties?
2016, DNC Address (July 2016)
Context: That’s what Hillary Clinton understands — this fighter, this stateswoman, this mother and grandmother, this public servant, this patriot — that’s the America she’s fighting for.
And that is why I have confidence, as I leave this stage tonight, that the Democratic Party is in good hands. My time in this office, it hasn’t fixed everything. As much as we’ve done, there’s still so much I want to do. But for all the tough lessons I’ve had to learn, for all the places where I’ve fallen short — I’ve told Hillary, and I’ll tell you, what’s picked me back up every single time: It’s been you. The American people.
Discourses (1967), p. 364.
General sources
Context: One of the most difficult things to learn is to render service without bossing, without making a fuss about it, and without any consciousness of high and low. In the world of spirituality, humility counts at least as much as utility.
“Your learned pandit is my great fool,”
Lunatic. 5
पागल (The Lunatic)
Context: I called the Navab's wine blood, the painted whore a corpse, and the king a pauper. I attacked Alexander with insults, and denounced the so-called great souls. The lowly I have raised on the bridge of praise to the seventh heaven. Your learned pandit is my great fool, your heaven my hell, your gold my iron, friend! Your piety my sin. Where you see yourself as brilliant I find you a dolt. Your rise, friend-my decline. That's the way our values are mixed up, friend! Your whole world is a hair to me. Oh yes, friend, I'm moonstruck through and through- moonstruck! That's just the way I am.
History of the Church, 6:306 (7 April 1844)
1840s, King Follett discourse (1844)
Context: You have to learn how to be Gods yourselves, and be kings and priests to God, the same as all Gods have done before you, namely by going from one small degree to another, and from a small capacity to a great one: from grace to grace FROM EXALTATION TO EXALTATION until you ATTAIN THE RESURRECTION OF THE DEAD.
“True instruction is this: —to learn to wish that each thing should come to pass as it does.”
Golden Sayings of Epictetus
Context: True instruction is this: —to learn to wish that each thing should come to pass as it does. And how does it come to pass? As the Disposer has disposed it. Now He has disposed that there should be summer and winter, and plenty and dearth, and vice and virtue, and all such opposites, for the harmony of the whole. (26).
Source: Man’s Search for Himself (1953), p. 227
Context: The first thing necessary for a constructive dealing with time is to learn to live in the reality of the present moment. For psychologically speaking, this present moment is all we have. The past and future have meaning because they are part of the present: a past event has existence now because you are thinking of it at this present moment, or because it influences you so that you, as a living being in the present, are that much different. The future has reality because one can bring it into his mind in the present. Past was the present at one time, and the future will be the present at some coming moment. To try to live in the "when" of the future or the "then" of the past always involves an artificiality, a separating one's self from reality; for in actuality one exists in the present. The past has meaning as it lights up the present, and the future as it makes the present richer and more profound.
“If you are a man of learning, fight in the skull, kill ideas and create new ones.”
The Saviors of God (1923)
Context: If you are a man of learning, fight in the skull, kill ideas and create new ones. God hides in every idea as in every cell of flesh. Smash the idea, set him free! Give him another, a more spacious idea in which to dwell.
“There is magic within
There is magic without
Follow me and you'll learn
Just what life's all about.”
Song lyrics, Singles and rarities
Context: When the fantasy bells
Of the universe ring
You can fly through the sky
On a dragonfly's wing.
There is magic within
There is magic without
Follow me and you'll learn
Just what life's all about.
Holidays in Hell (1989)
Source: 1950s, My Philosophical Development (1959), p. 110
Context: Some modern philosophers have gone so far as to say that words should never be confronted with facts but should live in a pure, autonomous world where they are compared only with other words. When you say, ‘the cat is a carnivorous animal,’ you do not mean that actual cats eat actual meat, but only that in zoology books the cat is classified among carnivora. These authors tell us that the attempt to confront language with fact is ‘metaphysics’ and is on this ground to be condemned. This is one of those views which are so absurd that only very learned men could possibly adopt them.
Book V, 5.69-[2]
History of the Peloponnesian War, Book V
“None of the things they learn, should ever be”
Sec. 73
Some Thoughts Concerning Education (1693)
Context: None of the things they learn, should ever be made a burthen to them, or impos's on them as a task. Whatever is so proposed, presently becomes irksome; the mind takes an aversion to it, though before it were a thing of delight or indifferency. Let a child but be ordered to whip his top at a certain time every day, whether he has or has not a mind to it; let this be but requir'd of him as a duty, wherein he must spend so many hours morning and afternoon, and see whether he will not soon be weary of any play at this rate. Is it not so with grown men?
Card XXI : The World
The Symbolism of the Tarot (1913)
Context: The vision disappeared as suddenly as it appeared. A weird silence fell on me. "What does it mean?" I asked in wonder.
"It is the image of the world," the voice said, "but it can be understood only after the Temple has been entered. This is a vision of the world in the circle of Time, amidst the four principles. But thou seest differently because thou seest the world outside thyself. Learn to see it in thyself and thou wilt understand the infinite essence, hidden in all illusory forms. Understand that the world which thou knowest is only one of the aspects of the infinite world, and things and phenomena are merely hierolgyphics of deeper ideas."
Pg. 306-307
Against Method (1975)
Context: Combining this observation with the insight that science has no special method, we arrive at the result that the separation of science and non-science is not only artificial but also detrimental to the advancement of knowledge. If we want to understand nature, if we want to master our physical surroundings, then we must use all ideas, all methods, and not just a small selection of them. The assertion, however, that there is no knowledge outside science - extra scientiam nulla salus - is nothing but another and most convenient fairy-tale. Primitive tribes has more detailed classifications of animals and plant than contemporary scientific zoology and botany, they know remedies whose effectiveness astounds physicians (while the pharmaceutical industry already smells here a new source of income), they have means of influencing their fellow men which science for a long time regarded as non-existent (voodoo), they solve difficult problems in ways which are still not quite understood (building of the pyramids; Polynesian travels), there existed a highly developed and internationally known astronomy in the old Stone Age, this astronomy was factually adequate as well as emotionally satisfying, it solved both physical and social problems (one cannot say the same about modern astronomy) and it was tested in very simple and ingenious ways (stone observatories in England and in the South Pacific; astronomical schools in Polynesia - for a more details treatment an references concerning all these assertions cf. my Einfuhrung in die Naturphilosophie). There was the domestication of animals, the invention of rotating agriculture, new types of plants were bred and kept pure by careful avoidance of cross fertilization, we have chemical inventions, we have a most amazing art that can compare with the best achievement of the present. True, there were no collective excursions to the moon, but single individuals, disregarding great dangers to their soul and their sanity, rose from sphere to sphere to sphere until they finally faced God himself in all His splendor while others changed into animals and back into humans again. At all times man approached his surroundings with wide open senses and a fertile intelligence, at all times he made incredible discoveries, at all times we can learn from his ideas.
Source: The Autobiography of Fukuzawa Yukichi (1897), Ch. X.
Context: Whatever happens in the country, whatever warfare harasses our land, we will never relinquish our hold on Western learning. As long as this school of ours stands, Japan remains a civilized nation of the world.
St. 9
Michael Robartes and the Dancer (1921), A Prayer For My Daughter http://poetry.poetryx.com/poems/1421/
Context: All hatred driven hence,
The soul recovers radical innocence
And learns at last that it is self-delighting,
Self-appeasing, self-affrighting,
And that its own sweet will is Heaven’s will;
She can, though every face should scowl
And every windy quarter howl
Or every bellows burst, be happy still.
The Inferno (1917), Ch. XIV
Context: I wanted to know the secret of life. I had seen men, groups, deeds, faces. In the twilight I had seen the tremulous eyes of beings as deep as wells. I had seen the mouth that said in a burst of glory, "I am more sensitive than others." I had seen the struggle to love and make one's self understood, the refusal of two persons in conversation to give themselves to each other, the coming together of two lovers, the lovers with an infectious smile, who are lovers in name only, who bury themselves in kisses, who press wound to wound to cure themselves, between whom there is really no attachment, and who, in spite of their ecstasy deriving light from shadow, are strangers as much as the sun and the moon are strangers. I had heard those who could find no crumb of peace except in the confession of their shameful misery, and I had seen faces pale and red-eyed from crying. I wanted to grasp it all at the same time. All the truths taken together make only one truth. I had had to wait until that day to learn this simple thing. It was this truth of truths which I needed.
Not because of my love of mankind. It is not true that we love mankind. No one ever has loved, does love, or will love mankind. It was for myself, solely for myself, that I sought to attain the full truth, which is above emotion, above peace, even above life, like a sort of death. I wanted to derive guidance from it, a faith. I wanted to use it for my own good.
The Glass Bead Game (1943)
Context: Under the shifting hegemony of now this, now that science or art, the Game of games had developed into a kind of universal language through which the players could express values and set these in relation to one another. Throughout its history the Game was closely allied with music, and usually proceeded according to musical and mathematical rules. One theme, two themes, or three themes were stated, elaborated, varied, and underwent a development quite similar to that of the theme in a Bach fugue or a concerto movement. A Game, for example, might start from a given astronomical configuration, or from the actual theme of a Bach fugue, or from a sentence out of Leibniz or the Upanishads, and from this theme, depending on the intentions and talents of the player, it could either further explore and elaborate the initial motif or else enrich its expressiveness by allusions to kindred concepts. Beginners learned how to establish parallels, by means of the Game's symbols, between a piece of classical music and the formula for some law of nature. Experts and Masters of the Game freely wove the initial theme into unlimited combinations.
V, 6
Variation on the middle sentence: A thing is not necessarily true because badly uttered, nor false because spoken magnificently.
Variation on the middle sentence: A thing is not necessarily false because it is badly expressed, nor true because it is expressed magnificently.
Confessions (c. 397)
Context: Already I had learned from thee that because a thing is eloquently expressed it should not be taken to be as necessarily true; nor because it is uttered with stammering lips should it be supposed false. Nor, again, is it necessarily true because rudely uttered, nor untrue because the language is brilliant. Wisdom and folly both are like meats that are wholesome and unwholesome, and courtly or simple words are like town-made or rustic vessels — both kinds of food may be served in either kind of dish.
“You learn about life by the accidents you have, over and over again”
Interviewed by J. Rentilly, "The Best Jokes Are Dangerous" http://www.mcsweeneys.net/2002/09/16vonnegut1.html, McSweeny's (September 2002)
Various interviews
Context: You learn about life by the accidents you have, over and over again, and your father is always in your head when that stuff happens. Writing, most of the time, for most people, is an accident and your father is there for that, too. You know, I taught writing for a while and whenever somebody would tell me they were going to write about their dad, I would tell them they might as well go write about killing puppies because neither story was going to work. It just doesn't work. Your father won't let it happen.
The Sound of Thunder (1957) Pt. I, Ch. 9
1950s
Context: Learning … should be a joy and full of excitement. It is life's greatest adventure; it is an illustrated excursion into the minds of noble and learned men, not a conducted tour through a jail. So its surroundings should be as gracious as possible, to complement it.
Times of India interview (2014)
Context: I'm a friend of the children. No one should see them as pitiable subjects. People often relate childish behaviour to stupidity or foolishness. This needs to change. I want to level the playing field where I can learn from children. I can learn transparency from children. They're innocent and straightforward.
“Learning acquired in youth arrests the evil of old age”
The Notebooks of Leonardo da Vinci (1883), XIX Philosophical Maxims. Morals. Polemics and Speculations.
Context: Learning acquired in youth arrests the evil of old age; and if you understand that old age has wisdom for its food, you will so conduct yourself in youth that your old age will not lack for nourishment.
The Eighteenth Brumaire of Louis Bonaparte (1852)
Context: Men make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given and transmitted from the past. The tradition of all dead generations weighs like a nightmare on the brains of the living. And just as they seem to be occupied with revolutionizing themselves and things, creating something that did not exist before, precisely in such epochs of revolutionary crisis they anxiously conjure up the spirits of the past to their service, borrowing from them names, battle slogans, and costumes in order to present this new scene in world history in time-honored disguise and borrowed language. Thus Luther put on the mask of the Apostle Paul, the Revolution of 1789-1814 draped itself alternately in the guise of the Roman Republic and the Roman Empire, and the Revolution of 1848 knew nothing better to do than to parody, now 1789, now the revolutionary tradition of 1793-95. In like manner, the beginner who has learned a new language always translates it back into his mother tongue, but he assimilates the spirit of the new language and expresses himself freely in it only when he moves in it without recalling the old and when he forgets his native tongue.
When we think about this conjuring up of the dead of world history, a salient difference reveals itself. Camille Desmoulins, Danton, Robespierre, St. Just, Napoleon, the heroes as well as the parties and the masses of the old French Revolution, performed the task of their time – that of unchaining and establishing modern bourgeois society – in Roman costumes and with Roman phrases.
1860s, On Democratic Government (1864)
Context: If the loyal people united were put to the utmost of their strength by the rebellion, must they not fail when divided and partially paralyzed by a political war among themselves? But the election was a necessity. We cannot have free government without elections; and if the election could force us to forego or postpone a national election, it might fairly claim to have already conquered and ruined us. The strife of the election is but human nature practically applied to the facts of the case. What has occurred in this case must ever recur in similar cases. Human nature will not change. In any future great national trial, compared with the men of this, we will have as weak and as strong, as silly and as wise, as bad and as good. Let us, therefore, study the incidents of this as philosophy to learn wisdom from, and none of them as wrongs to be revenged.
The Humanist interview (2012)
Context: It doesn’t surprise me to learn that there is bias and sexism everywhere, just like there are problems of racism and homophobia stemming from the whole notion that we’re arranged in a hierarchy, that we’re ranked rather than linked. I think we’ve learned that we have to contend with these divisions everywhere.
Galen. Margaret Tallmadge May (trans.) On the Usefulness of the Parts of the Body, Ithaca, New York: Cornell U. Press, 1968. p. 502.
Context: A god, as I have said, commanded me to tell the first use also, and he himself knows that I have shrunk from its obscurity. He knows too that not only here but also in many other places in these commentaries, if it depended on me, I would omit demonstrations requiring astronomy, geometry, music, or any other logical discipline, lest my books should be held in utter detestation by physicians. For truly on countless occasions throughout my life I have had this experience; persons for a time talk pleasantly with me because of my work among the sick, in which they think me very well trained, but when they learn later on that I am also trained in mathematics, they avoid me for the most part and are no longer at all glad to be with me. Accordingly, I am always wary of touching on such subjects, and in this case it is only in obedience to the command of a divinity, as I have said, that I have used the theorems of geometry
1910s, Address to the Knights of Columbus (1915)
Context: No man can be a good citizen if he is not at least in process of learning to speak the language of his fellow-citizens. And an alien who remains here without learning to speak English for more than a certain number of years should at the end of that time be treated as having refused to take the preliminary steps necessary to complete Americanization and should be deported. But there should be no denial or limitation of the alien's opportunity to work, to own property, and to take advantage of civic opportunities. Special legislation should deal with the aliens who do not come here to be made citizens. But the alien who comes here intending to become a citizen should be helped in every way to advance himself, should be removed from every possible disadvantage, and in return should be required under penalty of being sent back to the country from which he came, to prove that he is in good faith fitting himself to be an American citizen.
“More important, from this total questioning of what has previously been unquestioned, we learn.”
Tragedy and the Common Man (1949)
Context: Only the passive, only those who accept their lot without active retaliation, are "flawless." Most of us are in that category.
But there are among us today, as there always have been, those who act against the scheme of things that degrades them, and in the process of action everything we have accepted out of fear of insensitivity or ignorance is shaken before us and examined, and from this total onslaught by an individual against the seemingly stable cosmos surrounding us — from this total examination of the "unchangeable" environment — comes the terror and the fear that is classically associated with tragedy. More important, from this total questioning of what has previously been unquestioned, we learn.
“The most important lesson I've learned in this business is how to say no.”
Cinema.com interview (2001)
Context: The most important lesson I've learned in this business is how to say no. I have said no to a lot of temptations, and I am glad I did.
Remarks by the President on the Iran Nuclear Deal at American University in Washington, D.C. (August 05, 2015) https://www.whitehouse.gov/the-press-office/2015/08/05/remarks-president-iran-nuclear-deal
2015
Context: But how can we in good conscience justify war before we’ve tested a diplomatic agreement that achieves our objectives; that has been agreed to by Iran; that is supported by the rest of the world; and that preserves our options if the deal falls short? How could we justify that to our troops? How could we justify that to the world or to future generations? In the end, that should be a lesson that we’ve learned from over a decade of war. On the front end, ask tough questions. Subject our own assumptions to evidence and analysis. Resist the conventional wisdom and the drumbeat of war. Worry less about being labeled weak; worry more about getting it right.
A Hero of Our Time (1840; rev. 1841)
2008, A World that Stands as One (July 2008)
Context: History reminds us that walls can be torn down. But the task is never easy. True partnership and true progress requires constant work and sustained sacrifice. They require sharing the burdens of development and diplomacy; of progress and peace. They require allies who will listen to each other, learn from each other and, most of all, trust each other.
Listen, Little Man! (1948)
Context: You are different from the really great man in only one thing: The great man, at one time, also was a very little man, but he developed one important ability: he learned to see where he was small in his thinking, and actions. Under the pressure of some task which was dear to him he learned better and better to sense the threat that comes from his smallness and pettiness. The great man, then, knows when and in what he is a little man.
Address to the United Nations (1963)
Context: The Charter of the United Nations expresses the noblest aspirations of man: abjugation of force in the settlement of disputes between states; the assurance of human rights and fundamental freedoms for all without distinction as to race, sex, language or religion; the safeguarding of international peace and security.
But these, too, as were the phrases of the Covenant, are only words; their value depends wholly on our will to observe and honour them and give them content and meaning. The preservation of peace and the guaranteeing of man's basic freedoms and rights require courage and eternal vigilance: courage to speak and act — and if necessary, to suffer and die — for truth and justice; eternal vigilance, that the least transgression of international morality shall not go undetected and unremedied.
These lessons must be learned anew by each succeeding generation, and that generation is fortunate indeed which learns from other than its own bitter experience. This Organization and each of its members bear a crushing and awesome responsibility: to absorb the wisdom of history and to apply it to the problems of the present, in order that future generations may be born, and live, and die, in peace.
Remarks by President Obama and Daw Aung San Suu Kyi of Burma in Joint Press Conference at Aung San Suu Kyi Residence in Rangoon, Burma on November 14, 2014 http://www.whitehouse.gov/the-press-office/2014/11/14/remarks-president-obama-and-daw-aung-san-suu-kyi-burma-joint-press-confe
Context: Our struggle for democracy has been carried out with a strong grasp on the principle of nonviolence. And also, we believe in the rule of law. So if you ask how do we propose to resolve all of these problems of violence between communities, between different ethnic groups, we've got to start with rule of law. People have to feel secure before they can start talking to one another. We cannot achieve harmony without security. People who feel threatened are not going to sit down and sort out their problems. So I would like to recommend, as the chair of the Rule of Law and Tranquility Committee -- don't forget that tranquility is also included -- that the government should look to rule of law. It is the duty of the government to make all our people feel secure, and it is the duty of our people to learn to live in harmony with one another.
The Problem of Peace (1954)
Context: We have learned to tolerate the facts of war: that men are killed en masse — some twenty million in the Second World War — that whole cities and their inhabitants are annihilated by the atomic bomb, that men are turned into living torches by incendiary bombs. We learn of these things from the radio or newspapers and we judge them according to whether they signify success for the group of peoples to which we belong, or for our enemies. When we do admit to ourselves that such acts are the results of inhuman conduct, our admission is accompanied by the thought that the very fact of war itself leaves us no option but to accept them. In resigning ourselves to our fate without a struggle, we are guilty of inhumanity.
“Isn't it a pleasure to study and practice what you have learned?”
The opening of the Analects and thus the first phrase of Chapter I after which the Chinese title of this book is named 學而.
The Analects, Chapter I
Context: Isn't it a pleasure to study and practice what you have learned? Isn't it also great when friends visit from distant places? If one remains not annoyed when he is not understood by people around him, isn't he a sage?
Source: The God of Jane: A Psychic Manifesto (1981), p. 4
Context: I don't feel "possessed" or "invaded during sessions. I don't feel that some superspirit has "taken over" my body. Instead I feel as if I am practicing some precise psychological art, one that is ancient and poorly understood in our culture; or as if I'm learning a psychological science that helps me map the contours of consciousness itself.
Letter to Christian Northoff (1497), as translated in Collected Works of Erasmus (1974), p. 114
“The real leap is learning to receive, which is as difficult as learning to give.”
Psychomagic: The Transformative Power of Shamanic Psychotherapy (2010)
Context: To transform oneself one must give, but to transform oneself one must also learn. One closes oneself off and does not admit love from another, the tenderness or the help of another. The real leap is learning to receive, which is as difficult as learning to give. And it is necessary to learn to ask for what one needs: justice is to give to oneself what one deserves. This is why the gospels say, "Knock and the door will be opened." If I ask for a long life, it is because I have the right to ask for it. If I ask that we will use an energy other than oil, it is because I have the right to ask for it. We have to learn to ask for what is just and to not ask for what it is not necessary to ask.
The Erasmus Reader (1990), p. 141.
Handbook of the Christian Soldier (1503)
Purification
One Minute Wisdom (1989)
Context: The Master insisted that what he taught was nothing, what he did was nothing.
His disciples gradually discovered that Wisdom comes to those who learn nothing, unlearn everything.
That transformation is the consequence not of something done, but of something dropped.
“Much learning does not teach understanding.”
Fragment 40
Numbered fragments
Maxim no .1.
The Maxims of Ptahhotep (c. 2350 BCE)
Context: Do not be arrogant because of your knowledge, but confer with the ignorant man as with the learned. For knowledge has no limits, and none has yet achieved perfection in it. Good speech is more hidden than malachite, yet it is found in the possession of women slaves at the millstones.
Source: Tomorrow Is Now (1963), p. xv
Context: We face the future fortified with the lessons we have learned from the past. It is today that we must create the world of the future. Spinoza, I think, pointed out that we ourselves can make experience valuable when, by imagination and reason, we turn it into foresight.
“Become an internationalist and learn to respect all life.”
The "Steal Yourself Rich" Book (1971), p. v.
Context: Become an internationalist and learn to respect all life. Make war on machines. And in particular the sterile machines of corporate death and the robots that guard them.
Variant translations:
Zeus has led us on to know,
the Helmsman lays it down as law
that we must suffer, suffer into truth.
We cannot sleep, and drop by drop at the heart
the pain of pain remembered comes again,
and we resist, but ripeness comes as well.
From the gods enthroned on the awesome rowing-bench
there comes a violent love.
Robert Fagles, The Oresteia (1975)
God, whose law it is
that he who learns must suffer.
And even in our sleep, pain that cannot forget
falls drop by drop upon the heart,
and in our own despite, against our will,
comes wisdom to us by the awful grace of God.
Edith Hamilton, The Greek Way (1930), pp. 61 and 194 ( Google Books https://books.google.com/books?id=D3QwvF3GWOkC&lpg=PA61&ots=BacvHvGm6e&dq=%22And%20in%20our%20own%20despite%2C%20against%20our%20will%2C%20Comes%20wisdom%22%20-kennedy&pg=PA194#v=onepage&q=%22our%20own%20despite%22&f=false)
Robert F. Kennedy quoted these lines in his speech announcing the assassination of Martin Luther King, Jr. on 4 April 1968. His version http://www.americanrhetoric.com/speeches/rfkonmlkdeath.html:
Even in our sleep, pain which cannot forget
falls drop by drop upon the heart
until, in our own despair, against our will,
comes wisdom through the awful grace of God.
Variant translations of πάθει μάθος:
By suffering comes wisdom.
The reward of suffering is experience.
Wisdom comes alone through suffering.
Source: Oresteia (458 BC), Agamemnon, lines 176–183, as translated by Ian Johnston ( Google Books https://books.google.com/books?id=qz1HpBZ1fTwC&lpg=PA13&ots=C7aohrZRF1&dq=Drips%20in%20our%20hearts%20as%20we%20try%20to%20sleep%2C&pg=PA13#v=onepage&q=Drips%20in%20our%20hearts%20as%20we%20try%20to%20sleep,&f=false)
“Bred a scholar he made his learning subservient only to the cause of truth.”
Epitaph, as translated from the Latin.
Context: Stop Traveller! Near this place lieth John Locke. If you ask what kind of a man he was, he answers that he lived content with his own small fortune. Bred a scholar he made his learning subservient only to the cause of truth. This thou will learn from his writings, which will show thee everything else concerning him, with greater truth, than the suspect praises of an epitaph. His virtues, indeed, if he had any, were too little for him to propose as matter of praise to himself, or as an example to thee. Let his vices be buried together. As to an example of manners, if you seek that, you have it in the Gospels; of vices, to wish you have one nowhere; if mortality, certainly, (and may it profit thee), thou hast one here and everywhere.
Under Fire (1916), Ch. 24 - The Dawn
Context: There are all those things against you. Against you and your great common interests which as you dimly saw are the same thing in effect as justice, there are not only the sword-wavers, the profiteers, and the intriguers.
There is not only the prodigious opposition of interested parties — financiers, speculators great and small, armorplated in their banks and houses, who live on war and live in peace during war, with their brows stubbornly set upon a secret doctrine and their faces shut up like safes.
There are those who admire the exchange of flashing blows, who hail like women the bright colors of uniforms; those whom military music and the martial ballads poured upon the public intoxicate as with brandy; the dizzy-brained, the feeble-minded, the superstitious, the savages.
There are those who bury themselves in the past, on whose lips are the sayings only of bygone days, the traditionalists for whom an injustice has legal force because it is perpetuated, who aspire to be guided by the dead, who strive to subordinate progress and the future and all their palpitating passion to the realm of ghosts and nursery-tales.
With them are all the parsons, who seek to excite you and to lull you to sleep with the morphine of their Paradise, so that nothing may change. There are the lawyers, the economists, the historians — and how many more? — who befog you with the rigmarole of theory, who declare the inter-antagonism of nationalities at a time when the only unity possessed by each nation of to-day is in the arbitrary map-made lines of her frontiers, while she is inhabited by an artificial amalgam of races; there are the worm-eaten genealogists, who forge for the ambitious of conquest and plunder false certificates of philosophy and imaginary titles of nobility. The infirmity of human intelligence is short sight. In too many cases, the wiseacres are dunces of a sort, who lose sight of the simplicity of things, and stifle and obscure it with formulae and trivialities. It is the small things that one learns from books, not the great ones.
And even while they are saying that they do not wish for war they are doing all they can to perpetuate it. They nourish national vanity and the love of supremacy by force. "We alone," they say, each behind his shelter, "we alone are the guardians of courage and loyalty, of ability and good taste!" Out of the greatness and richness of a country they make something like a consuming disease. Out of patriotism — which can be respected as long as it remains in the domain of sentiment and art on exactly the same footing as the sense of family and local pride, all equally sacred — out of patriotism they make a Utopian and impracticable idea, unbalancing the world, a sort of cancer which drains all the living force, spreads everywhere and crushes life, a contagious cancer which culminates either in the crash of war or in the exhaustion and suffocation of armed peace.
They pervert the most admirable of moral principles. How many are the crimes of which they have made virtues merely by dowering them with the word "national"? They distort even truth itself. For the truth which is eternally the same they substitute each their national truth. So many nations, so many truths; and thus they falsify and twist the truth.
Those are your enemies. All those people whose childish and odiously ridiculous disputes you hear snarling above you — "It wasn't me that began, it was you!" — "No, it wasn't me, it was you!" — "Hit me then!" — "No, you hit me!" — those puerilities that perpetuate the world's huge wound, for the disputants are not the people truly concerned, but quite the contrary, nor do they desire to have done with it; all those people who cannot or will not make peace on earth; all those who for one reason or another cling to the ancient state of things and find or invent excuses for it — they are your enemies!
They are your enemies as much as those German soldiers are to-day who are prostrate here between you in the mud, who are only poor dupes hatefully deceived and brutalized, domestic beasts. They are your enemies, wherever they were born, however they pronounce their names, whatever the language in which they lie. Look at them, in the heaven and on the earth. Look at them, everywhere! Identify them once for all, and be mindful for ever!
“Do not be guilty of possessing a library of learned books while lacking learning yourself.”
Letter to Christian Northoff (1497), as translated in Collected Works of Erasmus (1974), p. 115
Article in Modern Review (1936) by a pseudonymous author signing himself "Chanakya", later revealed to have been Nehru himself; as quoted in TIME magazine : "Clear-Eyed Sister" (3 January 1955) http://www.time.com/time/printout/0,8816,892893,00.html & "The Uncertain Bellwether" (30 July 1956) http://www.time.com/time/magazine/article/0,9171,867026-8,00.html
Context: The most effective pose is one in which there seems to be the least of posing, and Jawahar had learned well to act without the paint and powder of an actor … What is behind that mask of his? … what will to power? … He has the power in him to do great good for India or great injury … Men like Jawaharlal, with all their capacity for great and good work, are unsafe in a democracy.
He calls himself a democrat and a socialist, and no doubt he does so in all earnestness, but every psychologist knows that the mind is ultimately slave to the heart … Jawahar has all the makings of a dictator in him — vast popularity, a strong will, ability, hardness, an intolerance for others and a certain contempt for the weak and inefficient … In this revolutionary epoch, Caesarism is always at the door. Is it not possible that Jawahar might fancy himself as a Caesar? … He must be checked. We want no Caesars.
Golden Sayings of Epictetus
Context: What wouldst thou be found doing when overtaken by Death? If I might choose, I would be found doing some deed of true humanity, of wide import, beneficent and noble. But if I may not be found engaged in aught so lofty, let me hope at least for this—what none may hinder, what is surely in my power—that I may be found raising up in myself that which had fallen; learning to deal more wisely with the things of sense; working out my own tranquillity, and thus rendering that which is its due to every relation of life…. If death surprise me thus employed, it is enough if I can stretch forth my hands to God and say, “The faculties which I received at Thy hands for apprehending this thine Administration, I have not neglected. As far as in me lay, I have done Thee no dishonour. Behold how I have used the senses, the primary conceptions which Thou gavest me. Have I ever laid anything to Thy charge? Have I ever murmured at aught that came to pass, or wished it otherwise? Have I in anything transgressed the relations of life? For that Thou didst beget me, I thank Thee for that Thou hast given: for the time during which I have used the things that were Thine, it suffices me. Take them back and place them wherever Thou wilt! They were all Thine, and Thou gavest them me.”—If a man depart thus minded, is it not enough? What life is fairer or more noble, what end happier than his? (189).
Fiction, Hypnos (1922)
Context: Among the agonies of these after days is that chief of torments — inarticulateness. What I learned and saw in those hours of impious exploration can never be told — for want of symbols or suggestions in any language. I say this because from first to last our discoveries partook only of the nature of sensations; sensations correlated with no impression which the nervous system of normal humanity is capable of receiving. They were sensations, yet within them lay unbelievable elements of time and space — things which at bottom possess no distinct and definite existence. Human utterance can best convey the general character of our experiences by calling them plungings or soarings...
1910s, The Progressives, Past and Present (1910)
Context: Fundamentally, our chief problem may be summed up as the effort to make men as nearly as they can be made, both free and equal; the freedom and equality necessarily resting on a basis of justice and brotherhood. It is not possible, with the imperfections of mankind, ever wholly to achieve such an ideal, if only for the reason that the shortcomings of men are such that complete and unrestricted individual liberty would mean the negation of even approximate equality, while a rigid and absolute equality would imply the destruction of every shred of liberty. Our business is to secure a practical working combination between the two. This combination should aim, on the one hand to secure to each man the largest measure of individual liberty that is compatible with his fellows getting from life a just share of the good things to which they are legitimately entitled; while, on the other hand, it should aim to bring about among well-behaved, hardworking people a measure of equality which shall be substantial, and which shall yet permit to the individual the personal liberty of achievement and reward without which life would not be worth living, without which all progress would stop, and civilization first stagnate and then go backwards. Such a combination cannot be completely realized. It can be realized at all only by the application of the spirit of fraternity, the spirit of brotherhood. This spirit demands that each man shall learn and apply the principle that his liberty must be used not only for his own benefit but for the interest of the community as a whole, while the community in its turn, acting as a whole, shall understand that while it must insist on its own rights as against the individual, it must also scrupulously safeguard these same rights of the individual.
1860s, Reply to an Emancipation Memorial (1862)
Context: The subject presented in the memorial is one upon which I have thought much for weeks past, and I may even say for months. I am approached with the most opposite opinions and advice, and that by religious men, who are equally certain that they represent the Divine will. I am sure that either the one or the other class is mistaken in that belief, and perhaps in some respects both. I hope it will not be irreverent for me to say that if it is probable that God would reveal his will to others, on a point so connected with my duty, it might be supposed he would reveal it directly to me; for, unless I am more deceived in myself than I often am, it is my earnest desire to know the will of Providence in this matter. And if I can learn what it is I will do it! These are not, however, the days of miracles, and I suppose it will be granted that I am not to expect a direct revelation. I must study the plain physical facts of the case, ascertain what is possible, and learn what appears to be wise and right.
The subject is difficult, and good men do not agree.
Tape recording to Joe Romersa (1992)
Shadowbox Studio
Context: What I mean by the Principle of Oneness is this:
That we must learn to realize
that there's nothing separate or apart.
That everything is part of everything else.
That there's nothing above us,
or below us, or around us.
All is inherent within us.
Like Jesus said, "The Kingdom is Within."
The Art of Persuasion
“You must learn how to marry and live a married life.”
Rajagopalachari, quoted in: Shiri Ram Bakshi (1990) C. Rajagopalachari, p. 160
Context: You must learn how to marry and live a married life. That is true Home Science. Home is made by ma-ried people and children and the science deals with that subject. Please remember that Home Science is not preparation for a profession or a trade; but it is preparation for marriage.
“I learned very early the difference between knowing the name of something and knowing something.”
"The Making of a Scientist," p. 14 <!-- Feynman used variants of this bird story repeatedly: (1) "What is Science?", presented at the fifteenth annual meeting of the National Science Teachers Association, in New York City (1966) published in The Physics Teacher, volume 7, issue 6 (1969), p. 313-320. (2) Interview for the BBC TV Horizon program "The Pleasure of Finding Things Out" (1981), published in Christopher Sykes, No Ordinary Genius: The Illustrated Richard Feynman (1994), p. 27. -->
What Do You Care What Other People Think? (1988)
Context: You can know the name of that bird in all the languages of the world, but when you're finished, you'll know absolutely nothing whatever about the bird. You'll only know about humans in different places, and what they call the bird. … I learned very early the difference between knowing the name of something and knowing something.
https://twitter.com/BarackObama/status/896523357272911872 Speaking via twitter on August 13, 2017 in response to the 2017 Unite the Right rally in harlottesville, Virginia and quoting Nelson Mandela. Archived via Wayback Machine on August 14, 2017 https://web.archive.org/web/20170814133749/https:/twitter.com/BarackObama/status/896523357272911872. Source: Bipartisan condemnation for 'Unite the Right' rally by CNN's Jennifer Hansler on August 13, 2017 http://edition.cnn.com/2017/08/12/politics/parties-condemn-white-nationalist-rally/index.html. Archived via Wayback Machine on August 14, 2017 https://web.archive.org/web/20170814134330/http://edition.cnn.com/2017/08/12/politics/parties-condemn-white-nationalist-rally/index.html.
2017
Variant: Madiba reminds us that: “No one is born hating another person because of the color of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart.”
De pueris statim ac liberaliter instituendis declamatio (1529), translated by Beert C. Verstraete as On Education for Children, in The Erasmus Reader (University of Toronto Press: 1990), p. 73
Marmee March to Jo, in Ch. 8 : Jo Meets Apollyon
Little Women (1868)
Context: You think your temper is the worst in the world, but mine used to be just like it. … I've been trying to cure it for forty years, and have only succeeded in controlling it. I am angry nearly every day of my life, but I have learned not to show it; and I still try to hope not to feel it, though it may take me another forty years to do it. … I've learned to check the hasty words that rise to my lips, and when I feel that they mean to break out against my will, I just go away for a minute, and give myself a little shake for being so weak and wicked.
72
Golden Sayings of Epictetus
Variant: It is impossible for a man to learn what he thinks he already knows.
“We must learn how to imitate Cicero from Cicero himself. Let us imitate him as he imitated others.”
in The Erasmus Reader (1990), p. 130.
Ciceronianus (1528)
2016, Memorial Service for Fallen Dallas Police Officers (July 2016)
Context: For all of us, life presents challenges and suffering -- accidents, illnesses, the loss of loved ones. There are times when we are overwhelmed by sudden calamity, natural or manmade. All of us, we make mistakes. And at times we are lost. And as we get older, we learn we don’t always have control of things -- not even a President does. But we do have control over how we respond to the world. We do have control over how we treat one another.
Source: The Montessori Method (1912), Ch. 1 : A Critical Consideration of the New Pedagogy in its Relation to Modern Science, p. 7.
Context: To prepare teachers in the method of the experimental sciences is not an easy matter. When we shall have instructed them in anthropometry and psychometry in the most minute manner possible, we shall have only created machines, whose usefulness will be most doubtful. Indeed, if it is after this fashion that we are to initiate our teachers into experiment, we shall remain forever in the field of theory. The teachers of the old school, prepared according to the principles of metaphysical philosophy, understood the ideas of certain men regarded as authorities, and moved the muscles of speech in talking of them, and the muscles of the eye in reading their theories. Our scientific teachers, instead, are familiar with certain instruments and know how to move the muscles of the hand and arm in order to use these instruments; besides this, they have an intellectual preparation which consists of a series of typical tests, which they have, in a barren and mechanical way, learned how to apply.
The difference is not substantial, for profound differences cannot exist in exterior technique alone, but lie rather within the inner man. Not with all our initiation into scientific experiment have we prepared new masters, for, after all, we have left them standing without the door of real experimental science; we have not admitted them to the noblest and most profound phase of such study, — to that experience which makes real scientists.
My Day (1935–1962)
Context: We should begin in our own environment and in our own community as far as possible to build a peace-loving attitude and learn to discipline ourselves to accept, in the small things of our lives, mediation and arbitration. As individuals, there is little that any of us can do to prevent an accidental use of bombs in the hands of those who already have them. We can register, however, with our government a firm protest against granting the knowledge and the use of these weapons to those who do not now have them. (20 December 1961)
“Let them have what instructions you will, and ever so learned lectures”
Sec. 67
Some Thoughts Concerning Education (1693)
Context: Let them have what instructions you will, and ever so learned lectures of breeding daily inculcated into them, that which will most influence their carriage will be the company they converse with, and the fashion of those about them.
Letter to Christian Northoff (1497), as translated in Collected Works of Erasmus (1974), p. 114
Nobel lecture (2001)
Context: In every great faith and tradition one can find the values of tolerance and mutual understanding. The Qur’a, for example, tells us that "We created you from a single pair of male and female and made you into nations and tribes, that you may know each other." Confucius urged his followers: "when the good way prevails in the state, speak boldly and act boldly. When the state has lost the way, act boldly and speak softly." In the Jewish tradition, the injunction to "love thy neighbour as thyself," is considered to be the very essence of the Torah.
This thought is reflected in the Christian Gospel, which also teaches us to love our enemies and pray for those who wish to persecute us. Hindus are taught that "truth is one, the sages give it various names." And in the Buddhist tradition, individuals are urged to act with compassion in every facet of life.
Each of us has the right to take pride in our particular faith or heritage. But the notion that what is ours is necessarily in conflict with what is theirs is both false and dangerous. It has resulted in endless enmity and conflict, leading men to commit the greatest of crimes in the name of a higher power.
It need not be so. People of different religions and cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what — and who — we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their teachings.
“Much can be learned in play that will afterwards be of use when the circumstances demand it.”
“I’ve had a lot of success; I’ve had failures, so I learn from the failure.”
2000
1978
On his journey as an actor in “Edward James Olmos Reflects on the Legacy of ‘Stand and Deliver,’ Three Decades Later” https://remezcla.com/features/film/edward-james-olmos-stand-and-deliver-30-years/ in Remezcla (2019 May 30)
Ante-Nicene Christian library: v. 3 p. 5
Address to the Greeks
On the Gary Soto Literary Museum in Fresno, California in “Jo Ellen Misakian Interviews Author Gary Soto on His New Books, Writing & the Gary Soto Literary Museum” https://cynthialeitichsmith.com/2011/10/jo-ellen-misakian-interviews-author/ (Cynthia Leitich Smith site)
When You Are Agitated
Autobiography of Swami Sivananda
A Good Start: A Book for Young Men and Women, (1898)
