Quotes about learning
page 24

“Now if plurality and difference belong only to the appearance-form; if there is but one and the same Entity manifested in all living things: it follows that, when we obliterate the distinction between the ego and the non-ego, we are not the sport of an illusion. Rather are we so, when we maintain the reality of individuation, — a thing the Hindus call Maya, that is, a deceptive vision, a phantasma. The former theory we have found to be the actual source of the phaenomenon of Compassion; indeed Compassion is nothing but its translation into definite expression. This, therefore, is what I should regard as the metaphysical foundation of Ethics, and should describe it as the sense which identifies the ego with the non-ego, so that the individual directly recognises in another his own self, his true and very being. From this standpoint the profoundest teaching of theory pushed to its furthest limits may be shown in the end to harmonise perfectly with the rules of justice and loving-kindness, as exercised; and conversely, it will be clear that practical philosophers, that is, the upright, the beneficent, the magnanimous, do but declare through their acts the same truth as the man of speculation wins by laborious research … He who is morally noble, however deficient in mental penetration, reveals by his conduct the deepest insight, the truest wisdom; and puts to shame the most accomplished and learned genius, if the latter's acts betray that his heart is yet a stranger to this great principle, — the metaphysical unity of life.”

Arthur Schopenhauer book On the Basis of Morality

Part IV, Ch. 2, pp. 273 https://archive.org/stream/basisofmorality00schoiala#page/273/mode/2up-274 <br class="br">On the Basis of Morality (1840)

Love, Life, Wisdom, Truth

“People must learn more and more that the strength of this country is the democratic power of the trade union movement”

Michael Foot (1913–2010) British politician

The Morning Star (1976).
1970s

People, Country

“b>Night. Two Icelandic Jóns stagger waywardly through a burning city. The learned Grindavíkian is bawling like a child. The farmer from Rein plods silently behind. The fire of Copenhagen is at their heels, driving them on in the direction of Nørreport. The sea of flames turns terrified folk into frantic silhouettes, fleshly phantoms.”

Halldór Laxness (1902–1998) Icelandic author

Íslandsklukkan (Iceland's Bell) (1946), Part III: Fire in Copenhagen

Sea, Night

“I got a new Ford and learned to drive it – I even painted – and I laughed a great deal – I went every place that I had time for – and I am ready to go back East as long as I have to go sometime – If it were not for the Stieglitz [her husband then]] call I would probably never go – but that is strong – so I am on the way... I hope a little of it stays with me till I see you – It is my old way of life – you wouldn't like it – it would seem impossible to you as it does to Stieglitz, probably – but it is mine – and I like it – I would just go dead if I couldn't have it..”

Georgia O'Keeffe (1887–1986) American artist

Source: 1917 - 1929, Letter to Ettie Stettheimer' (August 1929), p. 227

Life, Hope, Way, Strong

“Dreams can be classified in many different ways. We will examine four types. The first concerns dreams that occur as a result of physiological stimulation. […] The second category involves thoughts that are dormant in the subconscious. Whatever you think about often becomes impressed in your subconscious mind. […] The third type of dream concerns the predominating thoughts you have when you are awake. […] The fourth category of dreams involves those that help to work out karma, that is, lessons that are to be experienced in this lifetime. Sometimes, dreams can be used as a medium to play out the karma that one has accumulated. […] This serves two functions: one, it saves time because the dynamics do not have to be played out in the physical realm and two, the lessons learned through the subtle body penetrate the soul more thoroughly, leaving lasting impressions.”

Bhakti Tirtha Swami (1950–2005) American Hindu writer

Source: Books, Spiritual Warrior, Volume I: Uncovering Spiritual Truths in Psychic Phenomena (Hari-Nama Press, 1996), Chapter 1: Dreams: A State of Reality, p. 19-20

Dreams, Way, Soul, Thinking

“In today's volatile world, organizational design is an everyday, ongoing activity and challenge for every executive, whether managing a global enterprise or a small work team. Globalization, worldwide competition, deregulation, and ever-new technologies drive the ongoing reassessment of the organization. The executive response has been many new forms of organizational design: virtual, learning, modular, cellular, network, alliance, or spaghetti – to name a few. New organizational forms challenge old ways of organizing for efficiency and effectiveness. Yet fundamental design principles underlie any well-functioning organization. Organizations still require a formal design.”

Gerardine DeSanctis (1954–2005) American organizational theorist

Richard M. Burton ‎Børge Obel, ‎Gerardine DeSanctis (2011). Organizational Design: A Step-by-Step Approach. p. 3

World, Way

“We can begin, like the Scholastic masters, with an objection: videtur quod non … ""It seems not to be true that…"" And this is the objection: a time like the present [i. e., a few years after the Second World War, in Germany] seems, of all times, not to be a time to speak of leisure. […]
That is no small objection. But there is also a good answer to it. […]
For, when we consider the foundations of Western European culture (is it, perhaps, too rash to assume that our re-building will in fact be carried out in a ""Western"" spirit? Indeed, this and no other is the very assumption that is at issue today), one of these foundations is leisure. We can read it in the first chapter of Aristotle's Metaphysics. And the very history of the meaning of the word bears a similar message. The Greek word for leisure (σχολή) is the origin of Latin scola, German Schule, English school. The names for the institutions of education and learning mean ""leisure.""”

Josef Pieper (1904–1997) German philosopher

Source: Leisure, the Basis of Culture (1948), Leisure, the Basis of Culture, pp. 3–4

War, World, Education, School

“Does one get faith by mere studying of books? Too much reading creates confusion. The Master used to say that one should learn from the scriptures that God alone is real and the world illusory.”

Sarada Devi (1853–1920) Hindu religious figure, spiritual consort of Ramakrishna

[Swami Tapasyananda, Swami Nikhilananda, Sri Sarada Devi, the Holy Mother; Life and Conversations, 348]

God, Books, World, Faith

“My efforts over the years had been successful to the extent, to take an example, that fractals made many mathematicians learn a lot about physics, biology, and economics. Unfortunately, most were beginning to feel they had learned enough to last for the rest of their lives. They remained mathematicians, had been changed by considering the new problems I raised, but largely went their own way.”

Benoît Mandelbrot (1924–2010) Polish-born, French and American mathematician

A Theory of Roughness (2004)

Way, Feeling, Problem, Effort

“Woe to the man whose heart has not learned while young to hope, to love — and to put its trust in life!!”

Joseph Conrad book Victory

Victory: An Island Tale, part IV, Ch. 14

Love, Life, Hope, Heart

“Only by knowledge of that which is not thyself, shall thyself be learned.”

Robert Bulwer-Lytton, 1st Earl of Lytton (1831–1891) English statesman and poet

"Γνωθι Σεαυτον" ("Know Thyself"), in The Poetical Works of Owen Meredith (1867), Vol. I, p. 247.

Knowledge

“…because academics everywhere are forever attacking one another, and I had long since learned that one must never believe what a teacher says of another.”

Gore Vidal (1925–2012) American writer

Source: 1960s, Julian (1964), Chapter 5

Teachers

“We must learn to look at problems all-sidedly, seeing the reverse as well as the obverse side of things. In given conditions, a bad thing can lead to good results and a good thing to bad results.”

Mao Zedong (1893–1976) Chairman of the Central Committee of the Communist Party of China

On the Correct Handling of Contradictions Among the People

Problem

“I feel a great deal of sympathy for the families of the four brave Americans that we lost at Benghazi. And I certainly can’t even imagine the grief that she has for losing her son, but she’s wrong. She’s absolutely wrong. I and everybody in the administration, all the people she named, the president, the vice president, Susan Rice, we were scrambling to get information that was changing, literally by the hour. And when we had information, we made it public. But then sometimes we had to go back and say we have new information that contradicts it. So I testified for 11 hours. … We have captured one of the lead terrorists and he admits it was both a terrorist attack and it was influenced by the video. This was fog of war. This was complicated. The most effective, comprehensive reports and studies demonstrate that. … I deeply regret that we lost four Americans. And I of course sympathize with members of the families who are still, you know, very much grieving. And I wish that there could be an easy answer at the time, but we learned a lot, and the intelligence kept improving, and we learned enough to say what we think happened at Benghazi.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), Democratic Presidential Debate in Miami (March 9, 2016)

War, People, Family, Feeling

“We embark unhesitatingly on the path, in a direction that is absolutely right and urgent, supported by everyone, in the knowledge that this path is but a learning process… We have to keep on learning, creating, applying, by-passing, touching upon, refining and clarifying a number of notions and details that need to be improvised and applied and which, thank God, we cannot foresee. The only rigidity lies in our will, our conviction that we are on the right road and that our initiatives are most pressing.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Source: Jacob Bergen The Mandate http://books.google.co.in/books?id=1N6xXTCGzIMC&pg=PA33, Xulon Press, 1 June 2006, p. 33

God, Support, Knowledge

“We are living in 1937, and our universities, I suggest, are not half-way out of the fifteenth century. We have made hardly any changes in our conception of university organization, education, graduation, for a century - for several centuries. The three or four years' course of lectures, the bachelor who knows some, the master who knows most, the doctor who knows all, are ideas that have come down unimpaired from the Middle Ages. Nowadays no one should end his learning while he lives and these university degrees are preposterous. It is true that we have multiplied universities greatly in the past hundred years, but we seem to have multiplied them altogether too much upon the old pattern.. [A] new university is just another imitation of all the old universities that have ever been. Educationally we are still for all practical purposes in the coach and horse and galley stage.”

H. G. Wells book World Brain

World Brain (1938)

Age, Education, Way, Idea

“I hope that we all agree that the aim is to provide the right education for every child. For some children, that will be an education that is firmly based in learning practical and vocational skills. For others, it will be an education based on academic excellence.”

Theresa May (1956) Prime Minister of the United Kingdom

Maiden speech to Parliament https://www.theyworkforyou.com/debates/?id=1997-06-02a.59.0 (02 June 1997)

Children, Education, Hope

“There are times when a company’s know-how, product range, and labor relations are in harmony with the world around it. The business situations are familiar, the company is well organized, and employees are trained and prepared. During those times, managers do not need to develop and implement new ideas. Their job is to allocate resources to promote growth and development, channeling capital and people to the parts of the organization best positioned to benefit from the current state of affairs. Those parts of the organization then become larger, better established, and more powerful.
But just when the company has organized itself, outside circumstances may change. New technologies come on the scene, markets shift, interest rates fluctuate, consumers’ tastes change, and the company must enter a new phase of life. In order to stay in sync with the outside world, it must be able to alter its marketing strategy, its product range, its organizational form, and where and how it does its manufacturing. And once a company has adapted to a new environment, it is no longer the organization it used to be; it has evolved. That is the essence of learning.”

Arie de Geus (1930) Dutch businessman

Cited in: Richard C. Huseman, Jon P. Goodman (1998), Leading with Knowledge: The Nature of Competition in the 21st Century. SAGE Publications, p. 72.
The Living Company, 1997

Life, People, World, Idea

“We learn only to ask more questions.”

Larry Niven book The Ringworld Engineers

Source: The Ringworld Engineers (1980), p. 59

Question

“Writing stories was not easy. When they were turned into words, projects withered on the paper and ideas and images failed. How to reanimate them? Fortunately, the masters were there, teachers to learn from and examples to follow. Flaubert taught me that talent is unyielding discipline and long patience. Faulkner, that form – writing and structure – elevates or impoverishes subjects. Martorell, Cervantes, Dickens, Balzac, Tolstoy, Conrad, Thomas Mann, that scope and ambition are as important in a novel as stylistic dexterity and narrative strategy. Sartre, that words are acts, that a novel, a play, or an essay, engaged with the present moment and better options, can change the course of history. Camus and Orwell, that a literature stripped of morality is inhuman, and Malraux that heroism and the epic are as possible in the present as is the time of the Argonauts, the Odyssey, and the Iliad.”

Mario Vargas Llosa (1936) Peruvian writer, politician, journalist, and essayist

Nobel Lecture (2010)

History, Literature, Idea, Teachers

“They learn about the kinds of creativity that leads to visionary solutions”

Roger Smith (executive) (1925–2007) CEO

Attributed to Roger Smith in: Seyhan N. Ege et al. (1997) " The university of Michigan undergraduate chemistry curriculum 1. philosophy, curriculum, and the nature of change. http://www-personal.umich.edu/~bcoppola/publications/21.%20p74-83.pdf" Journal of Chemical Education, 74(1), p. 75 <br class="br">S.N. Edge is quoting here Roger B. Smith, then Chairman of General Motors Corporation, who was speaking in October 1985 at the University of Michigan about the question "What is a liberal art?"

“How fast we learn in the day of sorrow! Scripture shines out in a new effulgence; every verse seems to contain a sunbeam, every promise stands out in illuminated splendor; things hard to be understood become in a moment plain.”

Horatius Bonar (1808–1889) British minister and poet

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 555.

“It would be easy for us, if we do not learn to understand the world and appreciate the rights, privileges and duties of al other countries and peoples, to represent in our power the same danger to the world that Facism did.”

Ernest Hemingway (1899–1961) American author and journalist

Introduction to Treasury of the Free World (1946)

People, World, Understanding, Country

“Against all these assertions Grotius published to the world a demonstration that no such rights could exist. His whole argument was mainly a development of two postulates. The first of these was that the right of nations to communicate with one another had been universally recognized; that it was based on a fundamental law of humanity; that the liberty of the sea being necessary to enable nations to communicate with one another, it could not be taken away by any power whatever. The second was that every attempt to make an ocean highway a monopoly of any single nation is forbidden by the immensity of the sea, its lack of stability, its want of fixed limits. This argument in places seemed thin. The book [Mare Liberum], after the custom of the time, was filled with an array—far more than sufficient—of learned citations; but its most significant feature—that which went to make it the herald of a new epoch—was that it took its stand upon the inalienable rights of mankind,—that it mainly deduced these rights neither from revelation nor from national enactments, but from natural law as ascertained by human reason.”

Andrew Dickson White (1832–1918) American politician

Source: Seven Great Statesmen in the Warfare of Humanity with Unreason (1915), p. 61

Books, World, Law, Communication

“One’s ears are weary of the voice of the art teacher who sits like the parrot on his perch, learning the jargon of the studios, making but poor copy and calling it criticism. We have had enough of their omniscience, their parade of technical knowledge, and their predilection for the wrong end of the stick.”

Aubrey Beardsley (1872–1898) English illustrator and author

The Art of the Hoarding (1894)

Art, Knowledge, Teachers

“As a teenager I started to learn about what was on my plate – where it came from and what it was doing to my body. I became vegetarian then later on vegan. … Each and every person who decides to be vegan makes a massive difference. From literally saving animals from suffering and death, to improving their health and the environmental benefits – being vegan means seeing the bigger picture and saying I'm going to do what I can and take a stand. … I'm motivated by being the best example I can of what can be achieved physically and ethically. I strive to excel in what I love doing and don't believe in the idea that I can't be strong and muscular because I'm vegan, that I can't be fast or flexible because I'm a bodybuilder, and that one person can't make a difference.”

Billy Simmonds (1980)

"Interview with Billy Simmonds: Vegan Body Builder" https://web.archive.org/web/20160201195350/http://www.vivalavegan.net/articles/467-interview-with-billy-simmonds-vegan-body-builder.html, Viva La Vegan! (2016).

Love, Death, Health, Motivation

“If I have learned anything as a scientist it is that one should not make things complicated when a simple explanation will do.”

Ivar Giaever (1929) Norwegian physicist

Nobel lecture (1973)

“We simply must speak to each other honestly about all these hard truths. In the words of Dr. King, 'We must learn to live together as brothers or we will all perish together as fools.”

James Comey (1960) American lawyer and the seventh director of the Federal Bureau of Investigation (FBI)

2010s, Hard Truths: Law Enforcement (2015)

Truth, Fools

“Happily for the busy lunatics who rule over us, we are permanently the United States of Amnesia. We learn nothing because we remember nothing.”

Gore Vidal (1925–2012) American writer

"The State of the Union," The Nation (13 September 2004)
2000s

Business

“Chinese is the easiest language when it is learned at ease, dwelling on its spirit rather than on the individual expression. But for inquisitive questioners, this language provides vain pitfalls.”

Richard Wilhelm (1873–1930) German sinologist

Chinesisch ist die leichteste Sprache, wenn sie unbefangen gelernt wird, vom Sinn her eher als vom Einzelausdruck. Aber für neugierige Frager bietet die Sprache eitel Tücken.
Die Seele Chinas. Berlin, Hobbing, 1926

Question

“Men's thoughts, are much according to their inclination; their discourse and speeches, according to their learning and infused opinions; but their deeds, are after as they have been accustomed.”

Francis Bacon book Essays

Of Custom and Education
Essays (1625)

Men

“It's one thing to remember history and to put up historical markers that get it right. It's quite another thing to commemorate someone and to name stuff for him. You don't learn anything from driving the Jefferson Davis Highway about Jefferson Davis except that he was a great man and should be honored. And it's precisely that last little bit - should be honored - that we need to take away from him.”

James W. Loewen (1942) American historian

As quoted in "Rejection Of Flag Exposes Larger Truths About The Confederacy" http://www.npr.org/2015/07/02/419554834/rejection-of-flag-exposes-larger-truths-about-the-confederacy (2 July 2015), by Robert Siegel, NPR <br class="br">2015

History

“Most kids today slap the puck. The backhand takes time to learn. It's not something you do naturally. But it is an effective shot.”

Dave Keon (1940) Canadian ice hockey player

Quoted in Kevin Shea, "One on One with Dave Keon," http://www.legendsofhockey.net/html/spot_oneononep198602.htm Legends of Hockey.net (2002-04-15)

Nature, Time

“The central thing I learned was that reformism was a rational strategy for workers. It was in the interest of workers to support capitalist democracy. An electoral victory of pure workers’ parties was not historically feasible, because the assumption that manual workers in industry and transportation would one day become the overwhelming majority of the population in industrializing countries was mistaken.”

Adam Przeworski (1940) Polish-American academic

interview by Gerardo Munck on February 24, 2003, published in Passion, Craft, and Method in Comparative Politics edited by Gerardo L. Munck and Richard Snyder

Democracy, Support, Victory, Country

“Yet the fact remains that there is a dream reality with a "structure," "landscape" and images that appear to be made of matter -- but matter that obeys different rules than those with which we are familiar. Dreams are not just psychological events. There is a dimension of reality (an "objective" dimension, if you prefer), in which all dream events happen. There are rules: Seth calls them root-assumptions that operate in all realities, our own included. We have to learn what root-assumptions govern dream reality.”

Jane Roberts (1929–1984) American Writer

Source: Seth, Dreams & Projections of Consciousness, (1986), p. 195

Dreams, Reality, Appearance

“It was a world which granted privileges to some and imposed prohibitions on others…Endowed with strength and eager to learn, one had to drag himself in a narrow prison cell when he could see an open field, a vast horizon in the distance; when he could feel the beatings of a heart; and when he believed himself entitled to enjoy the beauty of a dream.”

José Rizal (1861–1896) Filipino writer, ophthalmologist, polyglot and nationalist

"Laughter and Tears", an essay (c.1884)

World, Beauty, Dreams, Feeling

“Out of too much learning become mad.”

Robert Burton book The Anatomy of Melancholy

Section 4, member 1, subsection 2.
The Anatomy of Melancholy (1621), Part III

Madness

“Wind is a flowing wave of air, moving hither and thither indefinitely. It is produced when heat meets moisture, the rush of heat generating a mighty current of air. That this is the fact we may learn from bronze eolipiles, and thus by means of a scientific invention discover a divine truth lurking in the laws of the heavens. Eolipiles are hollow bronze balls, with a very small opening through which water is poured into them. Set before a fire, not a breath issues from them before they get warm; but as soon as they begin to boil, out comes a strong blast due to the fire. Thus from this slight and very short experiment we may understand and judge of the mighty and wonderful laws of the heavens and the nature of winds.”

Vitruvius book De architectura

Source: De architectura (The Ten Books On Architecture) (~ 15BC), Book I, Chapter VI, Sec. 2

Truth, Law, Understanding, Nature

“I had this sense that ideas about democracy, theories of democracy which I had learned about of course from graduate school on, from Aristotle and Plato onward, that they were inadequate. I don’t want to diminish them; I have always retained a great respect for classical and medieval and eighteenth-century theory, but meanwhile a whole new kind of political system emerged to which the term democracy became attached, and for which democracy remained an ideal, even though classical democracy as an ideal was so far removed from reality. The gap between that ideal and the actual political institutions that had developed, particularly from about the sixteenth, seventeenth century on, was just enormous. And what we didn’t have enough of, had very little of, was an adequate description of what the actual institutions of so-called democracy, modern democracy, representative democracy, were.”

Robert A. Dahl (1915–2014) American political scientist

A Conversation with Robert A. Dahl (2009)

School, Democracy, Idea, Reality

“It was a wise and useful provision of the ancients to transmit their thoughts to posterity by recording them in treatises, so that they should not be lost, but, being developed in succeeding generations through publications in books, should gradually attain in later times, to the highest refinement of learning.”

Vitruvius book De architectura

Introduction, Sec. 1
De architectura (The Ten Books On Architecture) (~ 15BC), Book VII

Books, Time

“I'd like to say that people people can change anything they want to; and that means everything in the world. Show me any country and there'll be people in it. And it's the people that make the country. People have got to stop pretending they're not on the world. People are running about following their little tracks. I am one of them. But we've all gotta stop just stop following our own little mouse trail. People can do anything; this is something that I'm beginning to learn. People are out there doing bad things to each other; it's because they've been dehumanized. It's time to take that humanity back into the centre of the ring and follow that for a time. Greed… it ain't going anywhere! They should have that on a big billboard across Times Square. Think on that. Without people you're nothing.”

Joe Strummer (1952–2002) British musician, singer, actor and songwriter

Joe Strummer: The Future Is Unwritten (2007).

People, World, Thinking, Change

“There is no god but God and Muhammad (aws) is God’s prophet and messenger;
the purpose of life is to establish a loving relationship with The One through a hermeneutic engagement with God’s signs (ayat) in revelation, creation, and in the human mind and heart;
such a purpose requires a wholehearted commitment to learning in all its forms…”

Yakoub Islam

The Muslim Anarchist Charter (20 June 2005) http://archives-lepost.huffingtonpost.fr/article/2009/12/20/1849641_the-muslim-anarchist-charter-la-charte-anarchiste-musulmane.html

Love, Life, God, Heart

“Laymen learn to read photographs the way they do headlines, skipping over them quickly to get the gist of what is being said. Photographers, on the other hand, study them with the care and attention to detail one might give to a difficult scientific paper or a complicated poem.”

Howard S. Becker (1928) American sociologist

Becker (1978) in: Creative Camera No.163-174. p. 70.

Way, Study, Reading

“Händel is the unattained master of all masters. Go and learn from him how to achieve vast effects with simple means.”

George Frideric Handel (1685–1759) German, later British Baroque composer

Criticism

“As a dreamer of dreams and a travelin' man,
I have chalked up many a mile.
Read dozens of books about heroes and crooks,
And I've learned much from both of their styles.”

Jimmy Buffett (1946) American singer–songwriter and businessman

Son of a Son of a Sailor
Song lyrics, Son of a Son of a Sailor (1978)

Books, Dreams, Reading

“I had different views in the '70s. As a human being, I've learned… I have more culture now. I was dumb as a rock when I wrote 'Okie from Muskogee'. That's being honest with you at the moment, and a lot of things that I said … I sing with a different intention now. My views on marijuana have totally changed. I think we were brainwashed and I think anybody that doesn't know that needs to get up and read and look around, get their own information. It's a cooperative government project to make us think marijuana should be outlawed.”

Merle Haggard (1937–2016) American country music song writer, singer and musician

As quoted in "Merle Haggard - Branded man", in No Depression magazine (31 October 2003) http://nodepression.com/article/merle-haggard-branded-man

Thinking, Change, Singing, Reading

“A Ku Klux Klan member would be mortified to learn that he was actually a Black man. Many people’s reaction to learning that they are actually animals, or actually apes, is the same.”

Steve Stewart-Williams (1971)

Source: Darwin, God and the Meaning of Life: How Evolutionary Theory Undermines Everything You Think You Know (2010), p. 156

People, Animals

“My teachers helped guide and motivate me; but the responsibility of learning was left with me.”

Joseph E. Stiglitz (1943) American economist and professor, born 1943.

Autobiographical Essay (2001)

Motivation, Teachers, Help

“What guides us is children's response, their joy in learning to dance, to sing, to live together. It should be a guide to the whole world.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Source: Tessa Souter Anything I Can Do... You Can Do Better: How to unlock your creative dreams and change your life http://books.google.co.in/books?id=GJzWPzwI79kC&pg=PA156, Random House, 31 July 2011, p. 156

Children, World, Singing, Joy

“The clear and philosophical views of Fracastoro were disregarded, and the talent and argumentative powers of the learned were doomed for three centuries to be wasted in the discussion of these two simple and preliminary questions: first, whether fossil remains had ever belonged to living creatures; and secondly, whether, if this be admitted, all the phenomena could be explained by the Noachian deluge.”

Charles Lyell book Principles of Geology

Chpt.3, p. 27
Principles of Geology (1832), Vol. 1

Question

“With just enough of learning to misquote.”

George Gordon Byron English Bards and Scotch Reviewers

Source: English Bards and Scotch Reviewers (1809), Line 66.

“When I finally gathered, invented, stole, simplified, borrowed, and found a publisher for a clutch of reasonably foolproof recipes, I learned I had friends I hadn't known about—more proof that a mutual dislike can be quite as sound a basis for friendship as a mutual devotion.”

Peg Bracken (1918–2007) American writer

I Didn't Come Here to Argue, "My Feud With Food," page 22.

Friendship

“The learned are said to have seeing eyes;
The unlearned have only two sores on their faces.”

Thiruvalluvar book Tirukkuṛaḷ

Verse XL.3
Tirukkural

“To err is human. AI software modeled after humans will inevitably make mistakes. It is fine as long as the software learns from its errors and improves itself, which is something that humans ought to learn from AI. Aldous Huxley, author of Brave New World, wrote in "Case of Voluntary Ignorance" in Collected Essays (1959): "That men do not learn very much from the lessons of history is the most important of all the lessons that history has to teach."”

Newton Lee American computer scientist

Counterterrorism and Cybersecurity: Total Information Awareness (2nd Edition), 2015

Men, World, Error, History

“If the miser reaches the point of sacrificing his health, his pleasures, and even his very honesty for the love of his money, shall we not succeed in learning to love so noble an aim as intellectual work sufficiently to make us sacrifice our laziness for a few hours every day? … Should not our young people therefore spend at least five hours a day at their work-table in order to assure for themselves, both now and in the future, the manifold joys of intellectual culture?”

Jules Payot (1859–1940) French educationist

Source: The Education of the Will (1920), p. 110

Love, Money, People, Health

“The most of us make our backs ache carrying useless, foolish burdens. We carry luggage and rubbish that are of no earthly use, but which sap our strength and keep us jaded and tired to no purpose. If we could only learn to hold on to the things worthwhile, and drop the rubbish, — let go the useless, the foolish, the silly, the hamperers, the things that hinder, — we should not only make progress but we should keep happy and harmonious.”

Orison Swett Marden (1850–1924) American writer

How to Get What You Want (1917).

Happiness

“I am bound by my own definition of criticism: a disinterested endeavour to learn and propagate the best that is known and thought in the world.”

Matthew Arnold (1822–1888) English poet and cultural critic who worked as an inspector of schools

The Functions of Criticism at the Present Time (1864)

World

“As in any discipline, to become good you need first to learn the rules. To become great, you need to break them.”

Tim Hurson (1946) Creativity theorist, author and speaker

Think Better: An Innovator's Guide to Productive Thinking

“To be “reasonable” means to put oneself into a special, rarely happy relation to the sensuous. “Be reasonable” means, practically speaking, do not trust your impulses, do not listen to your body, learn control, starting with your own sensuousness. But intellect and sensuousness are inseparable. Torless’s outbreak of sweating after two pages of the Critique of Pure Reason contains as much truth as the whole of Kantianism. The understood mutual interaction of physis and logos is philosophy, not what is spoken.”

Peter Sloterdijk (1947) German philosopher

Source: Kritik der zynischen Vernunft [Critique of Cynical Reason] (1983), p. xxxi

Happiness, Truth

“School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave. This was a Catholic School in Munich. I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system?... from the age of twelve I began to suspect authority and distrust teachers. I learned mostly at home, first from my uncle and then from a student who came to eat with us once a week. He would give me books on physics and astronomy. The more I read, the more puzzled I was by the order of the universe and the disorder of the human mind, by the scientists who didn't agree on the how, the when, or the why of creation. Then one day this student brought me Kant's Critique of Pure Reason. Reading Kant, I began to suspect everything I was taught. I no longer believed in the known God of the Bible, but rather in the mysterious God expressed in nature.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Source: William Hermanns, Einstein and the Poet: In Search of the Cosmic Man (1983), First conversation, p. 8

God, Hate, Books, Youth

“This is Orson Welles, ladies and gentlemen, out of character, to assure you that The War of the Worlds has no further significance than as the holiday offering it was intended to be; The Mercury Theatre's own radio version of dressing up in a sheet and jumping out of a bush and saying "Boo!" Starting now, we couldn't soap all your windows and steal all your garden gates by tomorrow night, so we did the next best thing. We annihilated the world before your very ears and utterly destroyed the CBS. You will be relieved, I hope, to learn that we didn't mean it, and that both institutions are still open for business. So goodbye everybody, and remember please for the next day or so the terrible lesson you learned tonight. That grinning, glowing, globular invader of your living room is an inhabitant of the pumpkin patch, and if your doorbell rings and nobody's there, that was no Martian, it's Halloween.”

Orson Welles (1915–1985) American actor, director, writer and producer

The on-air statement he gave at the end of "The War of the Worlds" broadcast, October 30, 1938.

War, World, Hope, Business

“I speak from ignorance.
Who once learned much, but speaks from ignorance now.”

Nathaniel Tarn (1928) American poet, essayist, anthropologist, and translator

Poem Last of the Chiefs published in: Nathaniel Tarn (1965) Old savage, young city. p. 18.

“Philosophy establishes itself as a discourse by opposition to the authority of received opinion, especially the opinions sedimented as cult and as law. Philosophy puts into question the authority of what has been handed down. It is not just that there is a critique of philosophic authorities; rather, philosophy appears to be characterized by rejection of intellectual authority as such. How is philosophy to distinguish, then, a permissible authority from those many impermissible authorities which it must reject if it is to survive?
Perhaps it would be better to avoid the quandary altogether by dismissing authority in order to consider only the "content" of the claims under consideration, regardless of their pretensions. The dismissal fails for at least two reasons. The first is that there are no claims in philosophic texts that are wholly free at least from the implicit constructions of authority. If criticism takes only the content, then it ends up with something other than the texts that have constituted the discourse of philosophy. There is no Platonic "theory of Forms" dissociable from the Platonic pedagogy, that is, from the teaching authority of the Platonic Socrates. The second reason for not being able to dismiss authority altogether is that the very criticism that wants to look only at contents will impose itself as an authority in its choice of procedure. One will still have authority, but an authority that refuses to raise any question about authority.
Perhaps the question about legitimate authority could be avoided, again, by replying that the obvious criterion for claims in philosophy is the truth. The assumption here is that access to the truth is had entirely apart from the authority of philosophical traditions. Yet it is a biographical fact that one is brought into philosophy by education. First principles are learned most often not by simple observation or by the natural light of reason, but under the tutelage of some authoritative tradition.”

Mark D. Jordan (1953)

Authority and persuasion in philosophy (1985)

Truth, Education, Law, Question

“Below the highest sphere four Regents sit
Who rule our world, and under them are zones
Nearer, but high, where saintliest spirits dead
Wait thrice ten thousand years, then live again;
And on Lord Buddha, waiting in that sky,
Came for our sakes the five sure signs of birth
So that the Devas knew the signs, and said
"Buddha will go again to help the World."
"Yea!" spake He, "now I go to help the World.
This last of many times; for birth and death
End hence for me and those who learn my Law.
I will go down among the Sakyas,
Under the southward snows of Himalay,
Where pious people live and a just King."”

Edwin Arnold book The Light of Asia

Book The First.
The Light of Asia (1879)

Death, People, World, Law

“Some young men could not afford to marry or were statutorily forbidden to do so, and then their visits to Japanese brothels engendered guilt as well as VD. The official attitude to taking brown mistresses was always ambivalent. It let the side down, but a sleeping dictionary was the only way to learn the language. Mr Butcher is good on all this, and he gives such tables as one headed ‘Ethnicity of Women from whom European Men Treated at the Sultan Street Clinic Contracted Venereal Disease, 1927-1931.’ The girls of Siam were the great infectresses, but the Malays came a close second. The Japanese, who had regular medical inspections and lived in brothels cleaner than hotels, were down with the Eurasians to 0.4% in 1931. This damnable sex, by no means to be tamed by quinine or cricket. Guilt guilt guilt….”

Anthony Burgess (1917–1993) English writer

Non-Fiction, Homage to QWERT YUIOP: Selected Journalism 1978-1985 (1986)

Women, Men, Disease, Sex

“The clerical work is par for the course. "Keep on file in numerical order" means throw in wastebasket. You'll soon learn the language. "Let it be a challenge to you" means you're stuck with it; "interpersonal relationships" is a fight between kids; "ancillary civic agencies for supportive discipline" means call the cops; "Language Arts Dept." is the English office; "literature based on child's reading level and experiential background" means that's all they've got in the Book Room; "non-academic-minded" is a delinquent; and "It has come to my attention" means you're in trouble.”

Bel Kaufmanová book Up the Down Staircase

Part I, ch. 2 (Bea Schachter)
Up the Down Staircase (1965)

Books, Art, Literature, Support

“One of the beauties of art is that it reflects an artist's entire life. What I've learned over the past 30 years is really beginning to inform what I make. I hope that process continues until I die.”

Andy Goldsworthy (1956) British sculptor and photographer

He's got the whole world in his hands, The Telegraph (24 March 2007)

Life, Beauty, Hope, Art

“He learned this much selling cars: offer the customer something he doesn't want, to make what he half-wants look better.”

John Updike book Rabbit at Rest

Rabbit at Rest (1990)

Cars

“It is the great glory of the quest for human knowledge that, while making some small contribution to that quest, we can also continue to learn and to take pleasure in learning.”

William Alfred Fowler (1911–1995) American nuclear physicist

William A. Fowler's speech at the Nobel Banquet http://nobelprize.org/nobel_prizes/physics/laureates/1983/fowler-speech.html, December 10, 1983.

Pleasure, Knowledge

“It's an unfair position, so you can do one of two things: just shut up, which is something I don't find easy, or just learn an awful lot very fast, which is what I tried to do.”

Jane Fonda (1937) American actress and activist

Leo Lerman, Jane Fonda Talks About. Juxtaposition, 1971, said in reference to media reactions to her learning about Indian affairs.

“What really matters most is your relationship with God. If you hear and heed nothing else in this book, what I hope and pray what you take with you is a renewed sense of trust in the plans and purpose our loving God has for your life. With Him, you will have everything you need to best to live, learn, and lead.”

Don Soderquist (1934–2016)

Don Soderquist “ Live Learn Lead to Make a Difference https://books.google.com/books?id=s0q7mZf9oDkC&lpg=pg=PP1&dq=Don%20Soderquist&pg=PP1#v=onepage&q&f=false, Thomas Nelson, April 2006 p. 174. <br class="br">On Trusting God

Love, Life, God, Books

“The naked body is an altogether suitable object. In art classes I have gradually learned something of it from every angle. But now I will no more project some plan of it: I will proceed so that all its essentials, even those hidden by optical perspective, will appear upon the paper. And thus a little uncontested personal property has already been discovered, a style has been created.”

Paul Klee (1879–1940) German Swiss painter

Quote (June 1902), as cited in Artists on Art, from the 14th – 20th centuries, ed. Robert Goldwater and Marco Treves; Pantheon Books, 1972, London, p. 443
1895 - 1902

Art, Appearance, Personality

“To master this instrument the religious thinker must make a preliminary study of logic, just as the lawyer must study legal reasoning. This is no more heretical in the one case than in the other. And logic must be learned from the ancient masters, regardless of the fact that they were not Muslims.”

Averroes (1126–1198) Medieval Arab scholar and philosopher

The Decisive Treatise
Source: Jon McGinnis, David C. Reisman (2007) Classical Arabic Philosophy: An Anthology of Sources. p. 310

Study

“If you learn "indoor" techniques, you will think narrowly and forget the true Way. Thus you will have difficulty in actual encounters.”

Miyamoto Musashi (1584–1645) Japanese martial artist, writer, artist

Go Rin No Sho (1645), The Ground Book

Way, Thinking, Forgetting

“No man loveth God except the man who has first learned that God loves him.”

Alexander Maclaren (1826–1910) British minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 398.

Love, God

“Man has learned nothing: there are people who are still sanctimonious in their opposition to violence regardless of the state of the world, and who will presumably continue in the same way until the end. Frolicking in peace and love must be sweet – no doubt about that. Yet it is a nonsensical and disastrous attitude. With a smothering shroud of six billion people and all their demands covering the surface of the earth, pacifism is dead.”

Pentti Linkola (1932) Finnish ecologist

Can Life Prevail?: A Revolutionary Approach to the Environmental Crisis. page 169

Love, People, World, Peace

“Over the years, I have learned that every significant invention has several characteristics. By definition it must be startling, unexpected, and must come into a world that is not prepared for it. If the world were prepared for it, it would not be much of an invention.”

Edwin H. Land (1909–1991) American scientist and inventor

"A Talk with Polaroid's Dr. Edwin Land" in Forbes Vol. 115, No. 7 (1 April 1975), p. 50

World

“Love is what we learn on the brink,
after we've archived all our inherited
and acquired science. Love begins late.”

Carlos Drummond de Andrade (1902–1987) Brazilian poet

Amor é o que se aprende no limite,
depois de se arquivar toda a ciência
herdada, ouvida. Amor começa tarde.
"Amor e seu tempo" ["The Time of Love"]
As Impurezas do Branco [Impurities of White] (1973)

Love, Science

“Someone told me that creativity is just learning to do something with a different perspective.”

Ben Carson (1951) 17th and current United States Secretary of Housing and Urban Development; American neurosurgeon

Source: Gifted Hands: The Ben Carson Story (1990), p. 84

“I have to come to think myself in the last lap of life that one should always look back upon the history of the past, study it and meditate upon it. Thus one learns the main line of advance…it is wrong to be bound by the events and commitments of the last few years, unless these are sound and compatible with the main historic line. I am sure the right course is to know as much as possible about all that has happened in the world, and then to act entirely upon the merits from day to day. Of course, my ideal is narrow and limited. I want to see the British Empire preserved for a few more generations in its strength and splendour. Only the most prodigious exertions of British genius will achieve this result.”

Winston S. Churchill (1874–1965) Prime Minister of the United Kingdom

Letter to Lord Linlithgow (3 November 1937), quoted in Martin Gilbert, Prophet of Truth: Winston S. Churchill, 1922–1939 (London: Minerva, 1990), p. 886
The 1930s

Life, World, History, Thinking

“If we would We must self forgo if God we would attain, his grace must in us grow and ease us from all pain God discern,
The world we must despise,
His love and hate must learn,
See all things with His eyes.
And we must self forgo
If God we would attain,
His grace must in us grow
And ease us from all pain.
So shall we sing His praise
And be at one with Him,
In peace our voices raise
In the celestial hymn,
That with quadruple harmony
And all mellifluous melody,
In Heaven resounds eternally.”

John Ruysbroeck (1293–1381) Flemish mystic

Source: The Seven Steps of the Ladder of Spiritual Love, p. 124-5

Love, God, Pain, Hate

“This article was written for those who believe that the spectrum of opinion is more like a circle than a straight line. It was written for those who believe that each of the different perspectives on terrorism has something to add to the whole. In this view, coming up with a solution to terrorism is not a matter of adopting "correct" political beliefs. It is, rather, a matter of learning to listen – really, listen – to everyone in the circle of humankind. And to take their insights into account. For everyone has a true and unique perspective on the whole. Fifteen years ago the burning question was, How radical are you? Hopefully someday soon the question will be, How much can you synthesize? How much do you dare to take in?”

Mark Satin (1946) American political theorist, author, and newsletter publisher

Source: New Options for America (1991), Chapter 19, "Twenty-eight Ways of Looking at Terrorism," pp. 167–68.

Question

“Although I can look a bit grumpy myself, I love it when the sun shines in the water, but besides that I think my country is colored and what I particularly noticed when I came from abroad: our country is colored sappy fat, that's why our beautiful- colored and built cattle, their flesh, milk and butter, nowhere you can find this, but they [the cows] are also fed by that sappy, greasy and colored land - I have often heard strangers say, those Dutch painters all paint gray and their land is green.... the more I observe the more colored and transparent nature becomes and then the air seen altogether, something very different and yet so [strong] in harmony, it is delightful when one has learned to see, because that too must be learned, I repeat, our country is not gray, even not in gray weather, the dunes aren't gray either.”

Paul Gabriël (1828–1903) painter (1828-1903)

translation from the Dutch original: Fons Heijnsbroek
version in original Dutch / citaat van Paul Gabriël, in Nederlands: Alhoewel ik er zelf wat knorrig uit kan zien houd ik er veel van dat het zonnetje in het water schijnt, maar buiten dat ik vind mijn land gekleurd en wat mij bijzonder opviel wanneer ik uit den vreemde kwam: ons land is gekleurd sappig vet, vandaar onze schoone gekleurde en gebouwde runderen, hun vleesch melk en boter, nergens vind men dat zoo maar ze worden ook door dat sappige vette en gekleurde land gevoed - ik heb vreemdelingen dikwijls horen zeggen, die Hollandsche schilders schilderen allemaal grijs en hun land is groen.. ..hoe meer ik opserveer hoe gekleurder en transparanter de natuur word en dan de lucht erbij gezien een heel ander iets en toch zoo in harmonie, het is verrukkelijk wanneer men heeft leeren zien, want ook dat moet geleerd worden, ik herhaal het ons land is niet grijs, zelfs niet bij grijs weer, de duinen zijn ook niet grijs.
written note of Paul Gabriël, 1901; as cited in De Haagse School. Hollandse meesters van de 19de eeuw, ed. R. de Leeuw, J. Sillevis en C. Dumas); exhibition. cat. - Parijs, Grand Palais / Londen, Royal Academy of Arts / Den Haag, Haags Gemeentemuseum, Parijs, Londen, Den Haag 1983, p.183 - 23
after 1900

Love, Beauty, Color, Nature

“It was really evident that what we were learning from a scientific point of view from wolves wasn't very much. The Native Americans I lived with knew far more about wolves than we ever did. I believe it was because they had the time to live alongside these creatures, to share their world.”

Shaun Ellis (1977) American football player, defensive end

Interview with A Man Among Wolves: Shaun Ellis http://incubator.nationalgeographic.com/inside_ngc/2007/04/interview-with-a-man-among-wolves-shaun-ellis.html, Inside NGS, (2007)

World, Time

“From my own kind I only learn
How foolish comfort is”

William Henry Davies (1871–1940) British poet

Comfort.

“I believe that there are very few scientists who deliberately falsify their work, cheat on their colleagues, or steal from their students. On the other hand, I am afraid that a great many scientists deceive themselves from time to time in their treatment of data, gloss over problems involving systematic errors, or understate the contributions of others. These are the 'honest mistakes' of science. The scientific equivalent of the 'little white lie' of social discourse. The scientific community has no way to protect itself from sloppy or deceptive literature except to learn whose work is suspect as unreliable.”

Lewis M. Branscomb (1926) physicist and science policy advisor

(1994, p. 44) cited in: Leonard Brand (1997) Faith, reason, and earth history
Integrity in Science (1985)

Lie, Way, Error, Communication

“District lines assure that the student population is somewhat homogeneous, and that there can be some schools that create an actual learning environment.”

Jeffrey Tucker (1963) American writer

Source: "Jack Kemp, American Socialist" by Jeffrey Tucker, The Rothbard-Rockwell Report, September 1996, UNZ.org, 2016-05-22 http://www.unz.org/Pub/RothbardRockwellReport-1996sep-00001,

School

“The best way to enrich vocabulary is organically, by coming across words in their natural habitat, taking the time to learn about them, their histories, and making lifelong friends with them.”

Anu Garg (1967) Indian author

The Philomath Speaks An Interview with Anu Garg (Dec 15, 2009) http://www.nas.org/articles/The_Philomath_Speaks_An_Interview_with_Anu_Garg

Way, History, Nature, Time

“In chess or in football, the tactic that proves most effective is soon the one that people learn easily to block. Every innovation in attack is soon countered by another in defence.”

Matt Ridley (1958) economist

Source: The Red Queen (1993), Ch. 3

People, Football

“I’m your apprentice!” Simon protested. “When are you going to teach me something?”
“Idiot boy! What do you think I’m doing? I’m trying to teach you to read and to write. That’s the most important thing. What do you want to learn?”
“Magic!” Simon said immediately. Morgenes stared at him.
“And what about reading…?” the doctor asked ominously.
Simon was cross. As usual, people seemed determined to balk him at every turn. “I don’t know,” he said. What’s so important about reading and letters, anyway? Books are just stories about things. Why should I want to read books?”
Morgenes grinned, an old stoat finding a hole in the henyard fence. “Ah, boy, how can I be mad at you…what a wonderful, charming, perfectly stupid thing to say!” The doctor chuckled appreciatively, deep in his throat.
“What do you mean?” Simon’s eyebrows moved together as he frowned. “Why is it wonderful and stupid?”
“Wonderful because I have such a wonderful answer,” Morgenes laughed. Stupid because…because young people are made stupid, I suppose—as tortoises are made with shells, and wasps with stings—it is their protection against life’s unkindnesses.”
“Begging your pardon?” Simon was totally flummoxed now.
“Books,” Morgenes said grandly, leaning back on his precarious stool, “—books are magic. That is the simple answer. And books are traps as well.”
“Magic? Traps?”
“Books are a form of magic—” the doctor lifted the volume he had just laid on the stack, “—because they span time and distance more surely than any spell or charm. What did so-and-so think about such-and-such two hundred years agone? Can you fly back through the ages and ask him? No—or at least, probably not.
But, ah! If he wrote down his thoughts, if somewhere there exists a scroll, or a book of his logical discourses…he speaks to you! Across centuries! And if you wish to visit far Nascadu or lost Khandia, you have also but to open a book….”
“Yes, yes, I suppose I understand all that.” Simon did not try to hide his disappointment. This was not what he had meant by the word “magic.” “What about traps, then? Why ‘traps’?”

Tad Williams (1957) novelist

Morgenes leaned forward, waggling the leather-bound volume under Simon’s nose. “A piece of writing is a trap,” he said cheerily, “and the best kind. A book, you see, is the only kind of trap that keeps its captive—which is knowledge—alive forever. The more books you have,” the doctor waved an all-encompassing hand about the room, “the more traps, then the better chance of capturing some particular, elusive, shining beast—one that might otherwise die unseen.”
Source: Memory, Sorrow, and Thorn, The Dragonbone Chair (1988), Chapter 7, “The Conqueror Star” (pp. 92-93).

Life, People, Books, Age

“For to pass by those Ancients, the wonderful Pythagoras, the sagacious Democritus, the divine Plato, the most subtle and very learned Aristotle, Men whom every Age has hitherto acknowledged as deservedly honored, as the greatest Philosophers, the Ring-leaders of Arts; in whose Judgments how much these Studies [mathematics] were esteemed, is abundantly proclaimed in History and confirmed by their famous Monuments, which are everywhere interspersed and bespangled with Mathematical Reasonings and Examples, as with so many Stars; and consequently anyone not in some Degree conversant in these Studies will in vain expect to understand, or unlock their hidden Meanings, without the Help of a Mathematical Key: For who can play well on Aristotle’s Instrument but with a Mathematical Quill; or not be altogether deaf to the Lessons of natural Philosophy, while ignorant of Geometry? Who void of (Geometry shall I say, or) Arithmetic can comprehend Plato’s 218 Socrates lisping with Children concerning Square Numbers; or can conceive Plato himself treating not only of the Universe, but the Polity of Commonwealths regulated by the Laws of Geometry, and formed according to a Mathematical Plan?”

Isaac Barrow (1630–1677) English Christian theologian, and mathematician

Source: Mathematical Lectures (1734), pp. 26-27

Men, Children, Age, Law

“They who truly know have had to unlearn hardly less than they have had to learn.”

John Lancaster Spalding (1840–1916) Catholic bishop

Variant: They who can no longer unlearn have lost the power to learn.
Source: Aphorisms and Reflections (1901), p. 90

“The more I study, the more I learn and absorb, the more I realize how truly little I know.”

Steve Maraboli (1975)

Source: Life, the Truth, and Being Free (2010), p. 116

Study

“Here then (belove reader) thou hast this work devided into two treatises, the first is the said introduction and reasoning, for investigation of the true sense of every cheife Theological tearme and date contained in the Revelation, whereby, not onely is it opened, explained and interpreted, but also that same explanation and interpretation is proved, confirmed and demonstrated, by evidente proofe and coherence of scriptures, agreeable with the event of histories. The seconde is, the principall treatise, in which the whole Apocalyps, Chapter by chapter, Verse by verse, and Sentence by sentence, is both Paraphrastically expounded and Historically applyed. …And because this whole work of Revelation concerneth most the discoverie of the Antichristian and Papisticall kingdome, I have therefore (for removing of all suspition) in al histories and prophane matters, taken my authorities and cited my places either out of Ethnick auctors, or then papistical writers, whose testimonies by no reason can be refuted against themselves. But in matters of divinitie, doctrine & interpretation of mysteries (leaving all opinions of men) I take me onely to the interpretation and discoverie thereof, by coherence of scripture, and godly reasons following thereupon; which also not only no Papist, but even no Christian may justly refuse. And forasmuch as our scripturs herein are of two fortes, the one our ordinary text, the other extraordinary citations; In our ordinary text, I follow not altogether the vulgar English translation, but the best learned in the Greek tong, so that (for satisfying the Papists) I differ nothing from their vulgar text of S. Jerome, as they cal it, except is such places, where I prove by good reasons, that hee differeth from the Original Greek. In the extraordinary texts of other scriptures cited by me, I followe ever Jeromes latine translation, where any controverse stands betwixt us and the Papists, and that moveth me in divers places to insert his very latine text, for their cause, with the just English thereof, for supply of the unlearned.”

John Napier (1550–1617) Scottish mathematician

A Plaine Discovery of the Whole Revelation of St. John (1593)

Men, History, Sense

“From a succession of historians we learn of a particularly gruesome component of Carthaginian daily life: the routine and ritualized sacrificing of not just animals—animal sacrifice was a common religious activity of all Mediterranean cultures—but of infants and children. …Greek and Roman historians were unanimous in their abhorrence of the Carthaginian practice…”

Jeffrey H. Schwartz (1948) American anthropologist

What the Bones Tell Us (1997)

Life, Children, Success, Animals

“Our country must be strong enough to solve problems, and that means we must learn how to work together again.”

Gabrielle Giffords (1970) American politician

Comment after winning re-election — [Giffords wins re-election to U.S. House; Kelly says voters have spoken, Sierra Vista Herald, Arizona, November 6, 2010, Bill Hess]

Problem, Strong, Country