Quotes about learning
page 29

“We invite them here to learn basic skills and we have even paid for them to do courses at TPAF because that’s what they said they wanted to do. But after that they just move back on the streets and amongst them are some who are renting out their houses.”

Asenaca Caucau Fijian politician

Statement about beggars, 7 November 2005)

Housing

“We Americans have yet to really learn our own antecedents, and sort them, to unify them. They will be found ampler than has been supposed, and in widely different sources. Thus far, impress'd by New England writers and schoolmasters, we tacitly abandon ourselves to the notion that our United States has been fashion'd from the British Islands only, and essentially form a second England only — which is a very great mistake.”

Walt Whitman (1819–1892) American poet, essayist and journalist

"The Spanish Element in Our Nationality," http://www.bartleby.com/229/5004.html letter to the Philadelphia Press (20 July 1883), later published in The Complete Prose Works of Walt Whitman (1892), part V: November Boughs

“And I to have gained Honour; yet to have learned that Honour doth be but as the ash of Life, if that you not to have Love. And I to have Love. And to have Love is to have all; for that which doth be truly LOVE doth mother Honour and Faithfulness; and they three to build the House of Joy.”

William Hope Hodgson book The Night Land

Source: The Night Land (1912), Chapter 17 (closing words)

Love, Life, Faith, Joy

“Such promises are only for the gulls that accept the ordinary. One who has touched excellence in his learning has no need of that kind of promise.”

Richard Bach book Jonathan Livingston Seagull

Jonathan Livingston Seagull (1970)

“In the big house,
Where the sun lives,
With the walls so white and blue.
In the red soil,
All the green grows.
And the winds blow across your face.
They blow across your heart.
It's the time of the turning and there's something stirring outside.
It's the time of turning and we'd better learn to say our goodbyes.”

Peter Gabriel (1950) English singer-songwriter, record producer and humanitarian

The Time of the Turning
Song lyrics, OVO (2000)

Time, Sun, Heart, Housing

“I am using many other languages, but I never forgot that I have learned and done a lot with Basic.”

Benoît Minisini (1973) French computer programmer

Quoted from the Gambas Website, http://gambas.sourceforge.net/introduction.html http://gambas.sourceforge.net/introduction.html

“My present opinion favors the following disposition of the troops for winter-quarters. The garrison here should consist of Patterson's, Learned's, Clinton's, and the North Carolina brigades, which, I believe, will forma force sufficient for the purpose. If the horse is posted in Connecticut, as seems to be thought on, I think the troops coming from Rhode Island, in con junction with the horse, will form a sufficient covering party for the exposed parts of Connecticut and Westchester. I would only wish Clinton's brigade to be here, because it may interest the inhabitants to furnish supplies in the winter, and to encourage the militia to turn out with spirit, should the enemy make a sudden move towards the post. The connection between the army and country will have an influence in both these respects.”

Nathanael Greene (1742–1786) American general in the American Revolutionary War

Letter to George Washington (November 1779)

Thinking, Winter, Horse, Parting

“I have learned a great deal from Marxism as I do not hesitate to admit… The difference between them and myself is that I have really put into practice what these peddlers and pen pushers have timidly begun. The whole of National Socialism is based on it… National Socialism is what Marxism might have been if it could have broken its absurd and artificial ties with a democratic order.”

Hermann Rauschning (1887–1982) German politician

Source: The Voice of Destruction (1940), p. 186

“To be genuinely civilized means to be able to walk straightly and to live honorably without the props and crutches of one or another of the childish dreams which have so far supported men. That such a life is likely to be ecstatically happy I will not claim. But that it can be lived in quiet content, accepting resignedly what cannot be helped not expecting the impossible, and being thankful for small mercies, this I would maintain. That it will be difficult for men in general to learn this lesson I do not deny. But that it will be impossible I would not admit since so many have learned it already.”

Walter Terence Stace (1886–1967) British civil servant, educator and philosopher.

p. 17

Life, Men, Happiness, Dreams

“The general systems movement has taken up the task of helping scientists unravel complexity, technologists to master it, and others to learn to live with it.”

Gerald M. Weinberg (1933–2018) American computer scientist

Source: Introduction to General Systems Thinking, 1975, p. 3; Quote in: Dieter Spath, Walter Ganz (2008) The Future of Services: Trends and Perspectives. p. 226

Help

“[…] ironically, the jihadis are just as opposed to the theory of evolution as creationists. So they have that in common […] This is an area in which Islamists agree 100% with the Discovery Institute and creationists. If that makes you uncomfortable … well, it should. […] I'm making a very narrowly defined point. The proponents of "intelligent design" are on the same page with radical Islamists, on that issue. And the devaluation of science by Islam, in favor of religion, is largely responsible for the appalling state of the Islamic world today. Western civilization has advanced to its current point because we DO have a strict division between these two disciplines. Science is not religion, and religion is not science. If we lose that clarity, we're in danger of losing everything. As I've tried to say at least 20 different ways, this is not a put down of religion. Religion is a civilizing force, as long it's not allowed to rule people's lives. The intelligent design movement is trying to erase these lines and bring us back into the Dark Ages. We should learn from the failure of Islam, but this is an issue that is obviously not going to rest easy.”

Charles Foster Johnson (1953) American musician

June 16, 2008 http://littlegreenfootballs.com/article/30370_Video-_Bobby_Jindal_Supports_Teaching_Intelligent_Design/comments/

People, Age, World, Religion

“After you think, you act. After you act, you learn. Make decisions, but decisions will have risks of mistakes. But make sure you avoid disastrous mistakes and avoid making the same mistake twice.”

Sukanto Tanoto (1949) Indonesian businessman

Keynote speech, Wharton Global Modular Course, May 25, 2015. http://www.inside-rge.com/Sukanto-Tanoto-Entrepreneur-Journey-2 2015

Thinking, Decision

“Fresh beauty opens one's eyes wherever it is really seen, but the very abundance and completeness of the common beauty that besets our steps prevents its being absorbed and appreciated. It is a good thing, therefore, to make short excursions now and then to the bottom of the sea among dulse and coral, or up among the clouds on mountain-tops, or in balloons, or even to creep like worms into dark holes and caverns underground, not only to learn something of what is going on in those out-of-the-way places, but to see better what the sun sees on our return to common every-day beauty.”

John Muir (1838–1914) Scottish-born American naturalist and author

Source: 1890s, The Mountains of California (1894), chapter 15: In the Sierra Foot-Hills

Beauty, Way, Mountain, Sun

“If the statistics are right, the Jews constitute but one percent of the human race. It suggests a nebulous dim puff of star dust lost in the blaze of the Milky Way. Properly the Jew ought hardly to be heard of, but he is heard of, has always been heard of. He is as prominent on the planet as any other people, and his commercial importance is extravagantly out of proportion to the smallness of his bulk. His contributions to the world's list of great names in literature, science, art, music, finance, medicine, and abstruse learning are also away out of proportion to the weakness of his numbers. He has made a marvellous fight in the world, in all the ages; and has done it with his hands tied behind him. He could be vain of himself, and be excused for it. The Egyptian, the Babylonian, and the Persian rose, filled the planet with sound and splendor, then faded to dream-stuff and passed away; the Greek and the Roman followed, and made a vast noise, and they are gone; other peoples have sprung up and held their torch high for a time, but it burned out, and they sit in twilight now, or have vanished. The Jew saw them all, beat them all, and is now what he always was, exhibiting no decadence, no infirmities of age, no weakening of his parts, no slowing of his energies, no dulling of his alert and aggressive mind. All things are mortal but the Jew; all other forces pass, but he remains. What is the secret of his immortality?”

Mark Twain book Concerning the Jews

Concerning the Jews (Harper's Magazine, Sept. 1899)

People, Secret, Age, World

“Dear brothers and sisters … we cannot but recall the crimes of these criminal [Jews] throughout history. … Why did France, in 1253, expel and uproot the Jewish entity which was represented by the ghetto? Why did they expel them? Because they sucked the blood of the French, because they shed the blood of the French, slaughtered them, stole their money, and conspired against them. At the end of the day, the French had no choice but to expel them in 1253. … The series of expulsions continues to this day, … and Allah willing, their expulsion from Palestine in its entirety is certain to come. We are no weaker or less honourable than the peoples that expelled and annihilated the Jews. The day we expel them is drawing near. … We extend our hands to feed these hungry dogs and wild beasts, and they devoured our fingers. We have learned the lesson: there is no place for you among us, and you have no future among the nations of the world. You are headed to annihilation.”

Mahmoud al-Zahar (1945) Co-founder of Hamas

Speech on Al-Aqsa TV, Video with English captions http://www.youtube.com/watch?v=5UT6grrx8do (5th November 2012)

Money, People, World, Dogs

“Our anti-Communism came to us neither as the fruit of a special wisdom nor as a humiliating awakening from a prolonged deception, but as a natural event, the product of chance and propinquity. One thing followed another, and the will had little to say about it. For my part, during that year, I realized, with a certain wistfulness, that it was too late for me to become any kind of Marxist. Marxism, I saw, from the learned young man I listened to at Committee meetings, was something you had to take up young, like ballet dancing.”

Mary McCarthy (1912–1989) American writer

"My Confession", p. 102
On the Contrary: Articles of Belief 1946–1961 (1961)

Wisdom, Communication, Nature, Chance

“Remember a networked learning machine's most basic rule: strengthen the connections to those who succeed, weaken them to those who fail.”

Howard Bloom (1943) American publicist and author

Source: Global Brain: The Evolution of Mass Mind from the Big Bang to the 21st Century (2000), Ch.9 The Conformity Police

“For the school of grammar has primacy: it is the fairest foundation of learning, the glorious mother of eloquence.”
Prima enim grammaticorum schola est fundamentum pulcherrimum litterarum, mater gloriosa facundiae.

Cassiodorus Variae

Bk. 9, no. 21; p. 122.
Variae

School

“Well, the New York Times editorial board, that reliable abettor of all the liars, haters, and fantasists, aka Democrats, who detest the American South and lust to rewrite America's history into party-serving fiction, has endorsed dumping Andrew Jackson in favor of rewarding a woman with his place on the twenty dollar bill. So fundamentally important to the nation is this switch that the Board’s reputedly adult members have decided that the only group sober and knowledgeable enough to decide how to destroy another piece of American history and further persecute the South is 'the nation's schoolchildren' who should be made to 'nominate and vote on Jackson’s replacement. Why not give them another reason to learn about women who altered history and make some history themselves by changing American currency?' Why of course, what geniuses! And, then, why not let these kids — who cannot figure out that the brim of baseball cap goes in the front — go on to decide other pressing national issues. Maybe they can replace General Washington on the $1 bill with a Muslim woman and thereby end America's war with Islam. As the saying goes, you could not make this stuff up. Now Andrew Jackson was not the most unblemished of men, but he risked his life repeatedly for his country; killed its enemies; expanded U. S. territory in North America; defeated the British at New Orleans; was twice elected president; and faced down and was prepared to hang the South Carolina nullifiers when he believed they were seeking to undermine and break the Union. Jackson is one of those southern fellows, and so he is now a target for banishment from our currency and eventually our history because he did not treat slaves and Indians as if they were his equals and, indeed, inflicted pain on both. But he also was, along with Thomas Jefferson, another insensitive chap toward blacks and Indians, the longtime icon of the Democratic Party and its great self-praising and fund-raising feast, the annual 'Jefferson-Jackson Day Dinner', which was, of course, a fervent tribute to those that General Jackson would have hanged without blinking.”

Michael Scheuer (1952) American counterterrorism analyst

As quoted in Michael Scheuer's Non-Intervention http://non-intervention.com/1689/democrats-scourge-the-south-after-the-battle-flag-it%e2%80%99s-on-to-old-hickory/ (9 July 2015), by M. Scheuer. 2010s

Life, Women, Men, Pain

“If we assume the pre-Flood world had ideal living conditions, their memory, wisdom, and accumulated knowledge would have been incredible! How much could you learn in 900 years?! Add to that the fact that you can go talk with your great-great-great-great-great-great-grandfather, who is still living. You can learn from them and build on that knowledge. Plus, don’t forget that Methuselah could have known Adam for 243 years and learned from him; and Adam walked and talked with God Himself for maybe 100 years! I suspect the pre-Flood knowledge and maybe even technology and inventions would blow our minds today!”

Kent Hovind (1953) American young Earth creationist

Source: What On Earth Is About To Happen… For Heaven’s Sake? (2013), p. 56

Wisdom, God, World, Knowledge

“It is far easier to learn science first and philosophy later than the other way round!”

Harvey Brown (philosopher) (1950) Philosopher of physics

Physics and Philiosophy in Oxford: a prosperous example of interdisciplinarity, in [Innovation and interdisciplinarity in the university, EDIPUCRS, 2007, 8-574-30677-0, 308 http://books.google.com/books?id=-OGr007TQ0AC&printsec=frontcover#PPA308,M1]

Way, Science

“What does labor want? We want more schoolhouses and less jails; more books and less arsenals; more learning and less vice; more leisure and less greed; more justice and less revenge; in fact, more of the opportunities to cultivate our better natures.”

Samuel Gompers (1850–1924) American Labor Leader[AFL]

The Shoe workers' journal, Volume 16‎ (1915) p. 4
Variant: What does labor want? We want more school houses and less jails. More books and less guns. More learning and less vice. More leisure and less greed. More justice and less revenge. We want more … opportunities to cultivate our better natures.

Books, Justice, Revenge, Nature

“When I look at the number of things which a boy must now learn, or is encouraged to learn, and when I look at the questions in the examination papers, I am quite content that I was brought up in other days; and that if I did not learn much and was taught next to nothing, I have kept to old age the sense, whatever it may be, which came with me into the world.”

George Long (1800–1879) English classical scholar

An Old Man's Thoughts on Many Things, Of Education I

Age, World, Boy, Question

“I was gonna get a candy bar; the button I was supposed to push was "HH", so I went to the side, I found the "H" button, I pushed it twice. Fuckin'…potato chips came out, man, because they had an "HH" button for Christ's sake! You need to let me know. I'm not familiar with the concept of "HH."”

Mitch Hedberg (1968–2005) American stand-up comedian

I did not learn my AA-BB-CC's. God-god dammit-dammit.
Mitch All Together (2003)

God, Christ

“If you expect to continue learning all your life, you will be teaching yourself much of the time. You must learn to learn, especially the difficult topic of mathematics.”

Richard Hamming (1915–1998) American mathematician and information theorist

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)

Life, Mathematics, Time

“There is no royal road to learning; no short cut to the acquirement of any art.”

Anthony Trollope book Barchester Towers

Source: Barchester Towers (1857), Ch. 20; this derives from an expression attributed to Euclid.

Art

“Well, that is one of the three foundations of learning: see much, study much, suffer much.”

Lloyd Alexander The Chronicles of Prydain

Source: The Chronicles of Prydain (1964–1968), Book I: The Book of Three (1964), Chapter 1

Study, Suffering

“Even as a baby I quickly learned to crawl out of my crib. … They'd put up barriers but I learned how to go over them.”

Mary Martin (1913–1990) American actress

As quoted in Mary Martin : Broadway Legend (2008) by Ronald L. Davis. p. 6

Baby

“That is why we give to children a proverb, or that which the Greeks call Chreia, to be learned by heart; that sort of thing can be comprehended by the young mind, which cannot as yet hold more. For a man, however, whose progress is definite, to chase after choice extracts and to prop his weakness by the best known and the briefest sayings and to depend upon his memory, is disgraceful; it is time for him to lean on himself. He should make such maxims and not memorize them. For it is disgraceful even for an old man, or one who has sighted old age, to have a note-book knowledge. "This is what Zeno said." But what have you yourself said? "This is the opinion of Cleanthes." But what is your own opinion? How long shall you march under another man's orders? Take command, and utter some word which posterity will remember. Put forth something from your own stock.”
Ideo pueris et sententias ediscendas damus et has quas Graeci chrias vocant, quia complecti illas puerilis animus potest, qui plus adhuc non capit. Certi profectus viro captare flosculos turpe est et fulcire se notissimis ac paucissimis vocibus et memoria stare: sibi iam innitatur. Dicat ista, non teneat; turpe est enim seni aut prospicienti senectutem ex commentario sapere. 'Hoc Zenon dixit': tu quid? 'Hoc Cleanthes': tu quid? Quousque sub alio moveris? impera et dic quod memoriae tradatur, aliquid et de tuo profer.

Seneca the Younger (-4–65 BC) Roman Stoic philosopher, statesman, and dramatist

Epistulae Morales ad Lucilium (Moral Letters to Lucilius), Letter XXXIII

Children, Books, Age, Knowledge

“What Elizabethan playwrights learned from the Greek classics was not theories of insanity, but dramatic practice — that is, madness is a dandy theatrical element. It focuses the audience's attention and increases suspense, since you never know what a mad person may get up to next; and Shakespeare himself makes use of it in many forms. In King Lear, there's a scene in which one man pretending to be mad, another who has really gone mad, and a third who has probably always been a little addled, are brought together for purposes of comparison, irony, pathos, and tour de force acting. In Hamlet, there are two variations — Hamlet himself, who assumes madness, and Ophelia, who really does go winsomely bonkers. In MacBeth, it's Lady MacBeth who snaps.”

Margaret Atwood (1939) Canadian writer

Ophelia Has a Lot to Answer For (1997)

Personality, Madness

“The ‘Romeo and Juliet’ story, we’re so past that. I have a very deep respect for art, but I also think we have a lot to learn from pop culture. And that is the future. Either you can ignore it and be stuck in the past, or you can learn from it.”

Danny Tidwell (1984) American dancer

In response to critics and ballet fans who say Tidwell "sold-out" by auditioning on So You Think You Can Dance La Rocco Claudia. "TV Viewers Discover Dance, and the Debate Is Joined" http://www.nytimes.com/2007/09/21/arts/dance/21revo.html?ref=dance#, The New York Times, September 21, 2007

Art, Thinking, Past, Future

“Many who have not learned wisdom live wisely, and many who do the basest deeds can make most learned speeches.”

Democritus Ancient Greek philosopher, pupil of Leucippus, founder of the atomic theory

Source Book in Ancient Philosophy (1907), The Golden Sayings of Democritus

Wisdom

“Throughout history, men learned that survival, respect and women’s love were all achieved by making a killing –whether killing animals, killing enemies, or making a killing on Wall Street. Women received the money that men produced by loving. Men came to feel themselves as unlovable without the money, property or the heroism it took to make them equal to a woman’s love. Women came to associate men spending money on them as a statement of how much they were valued—even loved-- by the man. Her ability to love became her source of security: a diamond is a girl’s best friend. Essentially this dynamic is true in almost all societies and all classes throughout history.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Why Men Earn More (2005), p. 135.

Love, Women, Men, Money

“Learn to breathe, learn to speak, but first.. learn to feel.”

Joan Crawford (1904–1977) American actress

Interview, Town Hall (1973)

Feeling

“I would never save her. I looked at the woman mopping up the tea, and it came to me that I could not save her either. Enola or the cat or any of them, lost here in the endless stairways and cul-de-sacs of time. They were already dead a hundred years, past saving. The past is beyond saving. Surely that was the lesson the history department sent me all this way to learn. Well, fine, I’ve learned it. Can I go home now?”

Connie Willis (1945) American science fiction writer

Source: Fire Watch (1982), pp. 129-130 in The Nebula Awards 18 edited by Robert Silverberg

Way, Home, History, Cats

“The mechanism of learning is of course one of the most enthralling and baffling mysteries in the field of biology.”

William Grey Walter (1910–1977) American-born British neuroscientist and roboticist

Source: A machine that learns (1951), p. 60.

“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.”

Richard M. Burton (1939)

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

World, Way

“When they have really learned to love their neighbours as themselves, they will be allowed to love themselves as their neighbours.”

Clive Staples Lewis book The Screwtape Letters

Letter XIV
The Screwtape Letters (1942)

Love

“You'll never make the friendship of nature until you can approach her with the idea of learning all that she has, all that she is, all that she serves from the inner worlds outwards to this physical vestment. The more wildflowers you learn the names of the richer you are. The more birds you can identify the finer character you possess and the more you can love as well as appreciate and seek to protect beauty in every form, the higher and nobler becomes your character. For nature teaches your character to expand and it reaches out to your very soul to make it as pure as it is.”

Flower A. Newhouse (1909–1994) American mystic

Lecture June 8, 1958 Nature's Portals of Instruction
Nature

Love, Friendship, World, Beauty

“This is an earthquake issue. This will change our state forever. Because the immediate consequence, if gay marriage goes through, is that K-12 little children will be forced to learn that homosexuality is normal, natural and perhaps they should try it.”

Michele Bachmann (1956) American politician

2000s

Marriage, Children, Nature, Change

“As the biggest library if it is in disorder is not as useful as a small but well-arranged one, so you may accumulate a vast amount of knowledge but it will be of far less value to you than a much smaller amount if you have not thought it over for yourself; because only through ordering what you know by comparing every truth with every other truth can you take complete possession of your knowledge and get it into your power. You can think about only what you know, so you ought to learn something; on the other hand, you can know only what you have thought about.”

Arthur Schopenhauer book Parerga and Paralipomena

Vol. 2, Ch. 22, § 257 "On Thinking for Yourself" as translated in Essays and Aphorisms(1970) as translated by R. J. Hollingdale
Variant translation: Just as the largest library, badly arranged, is not so useful as a very moderate one that is well arranged, so the greatest amount of knowledge, if not elaborated by our own thoughts, is worth much less than a far smaller volume that has been abundantly and repeatedly thought over.
Parerga and Paralipomena (1851), Counsels and Maxims

Truth, Knowledge, Thinking

“Hindus learn to look at themselves through borrowed eyes. The two approaches, that of self-discovery and creative response and that of self-alienation and imitation, were both inherited from the immediate history of the freedom struggle, though they derive their strength from the deeper sources in the psyche…. For one, the problem is of helping the society to find its roots, for the other to remake it in the image of a chosen pattern. The one serves; the other manipulates…. [The first approach] once formed a powerful current, and the freedom struggle was waged under its auspices. But increasingly its hold became weak, and in our own times it seems to have lost altogether…. Some see in this change a triumph of Nehru over Gandhi…. Nehru represented, in his own way, the response of a defeated nation trying to restore its self-respect and self-confidence through self-repudiation and identification with the ways of the victors. The approach was not altogether unjustified at one time. It had its compulsions and it also had a survival value for us. But its increasing influence can mean no good to us. We, however, believe that deeper Indian nationalism, which is also in harmony with deeper internationalism, may be weak just now, but it has the seed-power and it is bound to come up again under propitious circumstances”

Ram Swarup (1920–1998) Indian historian

Cultural Self-Alienation and Some Problems Hinduism Faces, 1987, p. 4-5

Way, Confidence, History, Problem

“I recall playing practical jokes with John Wayne. I once got a whole bunch of keys and had little tags made that said, "If lost, please return to John Wayne, RKO Studios. Reward." And I just dropped them all over town. [He got a lot of] phone calls, people showing up at the studio. He never learned who did it.”

Laraine Day (1920–2007) American actress

Classic Images Magazine, "Talking with Laraine Day", May 31, 1996.

People

“I know of nothing more terrible than the poor creatures who have learned too much. Instead of the sound powerful judgement which would probably have grown up if they had learned nothing, their thoughts creep timidly and hypnotically after words, principles and formulae, constantly by the same paths. What they have acquired is a spider's web of thoughts too weak to furnish sure supports, but complicated enough to provide confusion.”

Ernst Mach (1838–1916) Austrian physicist and university educator

"On the Relative Educational Value of the Classics and the Mathematico-Physical Sciences in Colleges and High Schools", an address in (16 April 1886), published in Popular Scientific Lectures (1898), as translated by Thomas J. McCormack, p. 367
19th century

Support

“By the time Verily was sixteen, a sturdy and rather good-looking young man of some education and impeccable manners, he had become a thoroughgoing skeptic. If the dogmas about witchery could be so hopelessly wrong, how could any of the teachings of the ministers be relied upon? It left Verily Cooper at loose ends, intellectually speaking, for all his teachers spoke as if religion were the cornerstone of all other learning, and yet all of Verily’s actual studies led him to the conclusion that sciences founded upon religion were uncertain at best, utterly bogus at worst.”

Orson Scott Card (1951) American science fiction novelist

Source: The Tales of Alvin Maker, Alvin Journeyman (1995), Chapter 9.

Education, Religion, Study, Teachers

“I can see the purpose now and all I've learned
All the roads and where they've turned
I can see, I can see everything, the total truth
I'm ready for another youth.”

Happy Rhodes (1965) American singer-songwriter

Going to fly

"Temporary And Eternal"
Equipoise (1993)

Truth, Youth, Flying

“The whole purpose of college is to learn how to deal with difficult situations, not to run away from them. A micro-aggression is exactly that : micro. But in a macro sense, one of the most dangerous places on a college campus is the so-called 'safe space', because it creates a false impression that we can isolate ourselves from those who hold different views. We can't, and we shouldn't try—not in politics or in the workplace. Graduates, in the global economy, and in a democratic society, an open mind is the most valuable asset you can possess.”

Michael Bloomberg (1942) American businessman and politician, former mayor of New York City

Commencement Address given at the Universiy of Michigan, Ann Arbor (30 April 2016), as recorded on Youtube https://www.youtube.com/watch?v=YE0VYRPTUrc Education

Sense, Falseness

“Damn it, when will you learn that refusing to admit you’ve lost isn’t the same as winning?”

Scott Lynch book The Republic of Thieves

Interlude “Striking Sparks” section 2 (p. 233)
The Republic of Thieves (2013)

“After serving about 2 years there I was pronounced by the parole board to be a nice, clean boy of good morals, as pure as lily and a credit to those in authority in the istatution where I had been sent to be reformed. Yes sure I was reformed all right, dam good and reformed too. When I got out of there I knew all about Jesus and the bible so much so that I knew it was all a lot of hot air. But that wasn’t all I knew. I had been taught by christians how to be a hypocrite and I had learned more about stealing, lying, hating, burning and killing. I had learned that a boys penis could be use for something besides to urinate with and that a rectum could be use for other purposes than crepitating. Oh yes I had learned a hell of a lot, from my expert instructors furnished to me free of charge by society in general and the state of Minnesota in particular. From the treatment I recieved while there and the lessons I learned from it, I had fully desided when I left there just how I would live my life. I made up my mind that I would rob, burn, destroy and kill every where I went and everybody I could as long as I lived. That’s the way I was reformed in the Minnesota State Training School. Thats the reasons why.”

Carl Panzram (1891–1930) American serial killer

sic
Lustmord: The Writings and Artifacts of Murderers, p. 172, (1997), Brian King, ed. ISBN 096503240X

Life, Hate, School, Way

“As far as “plot” goes, as I get older I more and more suspect that “plot” is really being used, in the many incarnations of this argument, as a placeholder for a whole cloud of qualities found (or not found) in certain narratives, some of which actually constitute “plot” and many of which do not. What first led me to suspect this is the fact that many of the sternest exponents of “I want novels to have plots, dammit” are also demonstrably fans of, for instance, quite a few Robert A. Heinlein novels whose plots can barely be detected even by advanced scientific equipment. (Not just later Heinlein, either; go back and look at Beyond This Horizon). As it happens, I like some of those books, too, and what I learn from them, and from thousands of other books, is that what matters isn’t the presence of a carefully-engineered, structurally sound “plot.” What matters is whether a book entrances us into reading it or forces us to decode it — and “plot” is just one of several methods of getting us into the reading trance. It’s a good method. It’s not the only one.”

Patrick Nielsen Hayden (1959) American science fiction editor, fanzine publisher, essayist, reviewer, anthologist, and teacher

"Oh No Lev Grossman No", in Making Light (30 August 2009)

Books, Reading

“The existing literature usually stresses the capacity of organizations to learn about and adapt to uncertain, changing environments. We think this emphasis is misplaced. The most important issues about the applicability of evolutionary-ecological theories to organizations concern the timing of changes. Learning and adjusting structure enhance the chance of survival only if the speed of response is commensurate with the temporal patterns of relevant environments.”

Michael T. Hannan (1943) US-American sociologist of Stanford University

Source: Organizational ecology, 1989, p. 70; About structural inertia.

Literature, Thinking, Change, Chance

“What renders a problem definite, and what leaves it indefinite, may best be understood from mathematics. The very important idea of solving a problem within limits of error is an element of rational culture, coming from the same source. The art of totalizing fluctuations by curves is capable of being carried, in conception, far beyond the mathematical domain, 65 where it is first learned. The distinction between laws and coefficients applies in every department of causation. The theory of Probable Evidence is the mathematical contribution to Logic, and is of paramount importance.”

Alexander Bain (1818–1903) Scottish philosopher and educationalist

Source: Education as a Science, 1898, pp. 151-152.

Law, Art, Error, Mathematics

“I soon learned that one must give up everything and not do anything else but write, that one must write write write.”

Henry Miller (1891–1980) American novelist

Henry Miller on Writing (1964)

“To become the ruling class and defeat the bourgeoisie the proletariat must be schooled, because the skill this implies does not come ready-made, The proletariat must do its learning in the struggle, and stubborn, desperate struggle in earnest is the only real teacher. The greater the extremes of the exploiters' resistance, the more vigorously, firmly, ruthlessly and successfully will they be suppressed by the exploited.”

Vladimir Lenin (1870–1924) Russian politician, led the October Revolution

"Fight at the fall of the old and the Fight for the New", Lenin Anthology
Attributions

School, Teachers

“Education is that which remains, if one has forgotten everything he learned in school.”

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

Einstein did write this quote in "On Education" from 1936, which appeared in Out of My Later Years, but it was not his own original quip, he attributed it to an unnamed "wit". Very popular in French: "La culture est ce qui reste lorsque l’on a tout oublié" (Culture is that which remains, if one has forgotten everything). Attributed in French to Édouard Herriot (1872-1957) and, in English, sometimes to Ortega y Gasset. Another French variant is "la culture est ce qui reste lorsqu'on a oublié toutes les choses apprises" (Culture is that which remains if one has forgotten everything one has learned), which appears in the 1912 book Propos Critiques by Georges Duhamel, p. 14 http://books.google.com/books?id=Xpk_AAAAIAAJ&q=%22la+culture+est+ce+qui+reste+lorsqu%27on+a+oubli%C3%A9+toutes+les+choses+apprises%22#search_anchor. And another English variant is "Culture is that which remains with a man when he has forgotten all he has learned" which appears in The Living Age: Volume 335 from 1929, p. 159 http://books.google.com/books?id=tHFRAAAAYAAJ&q=%22Culture+is+that+which+remains+with+a+man+when+he+has+forgotten+all+he+has+learned%22#search_anchor, where it is attributed to "Edouard Herriot, French Minister of Education". Another English variant is "Education is that which remains behind when all we have learned at school is forgotten", which appears in The Education Outlook, vol. 60 p. 532 http://books.google.com/books?id=dNcgAQAAMAAJ&pg=RA1-PA532#v=onepage&q=%22education%20is%20that%20which%20remains%22&f=false (from an issue dated 2 December 1907), where it is attributed to Ralph Waldo Emerson. The saying is found in an 1891 article by Swedish writer Ellen Key https://en.wikipedia.org/wiki/Ellen_Key, "Själamorden i skolorna", which was published in the journal "Verdandi", no. 2, pages 86-98 (the saying is on p. 97). The same article was republished later as a chapter in her 1900 book "Barnets Århundrade". Here is the quote in Swedish ( p. 160 https://archive.org/stream/barnetsrhundrade02ellenkey#page/n167/mode/2up): Men bildning är lyckligtvis icke blott kunskap om fakta, utan enligt en ypperlig paradox: »det, som är kvar, sedan vi glömt allt, vad vi lärt». Here it is from the 1909 English translation of the book ( p. 231 https://archive.org/stream/centurychild00frangoog#page/n246/mode/2up): "But education happily is not simply the knowledge of facts, it is, as an admirable paradox has put it, what is left over after we have forgotten all we have learnt." From the way Ellen Key puts it, she doesn’t take credit for the saying, but rather refers to it as an already known “paradox” that she explicitly puts between quotation marks. Misattributed

Education, School

“In conclusion, we can say that the Indonesian literati had access to all branches of Sanskrit learning and they put these disciplines to the best of use in the emergence of their own creative literature.”

Lokesh Chandra (1927) Indian historian

Sanskrit Studies in Classical Indonesia, by L. Chandra.

Literature

“A psychological space is established for any set of stimuli by determining metric distances between the stimuli such that the probability that a response learned to any stimulus will generalize to any other is an invariant monotonic function of the distance between them. To a good approximation, this probability of generalization (i) decays exponentially with this distance, and (ii) does so in accordance with one of two metrics, depending on the relation between the dimensions along which the stimuli vary. These empirical regularities are mathematically derivable from universal principles of natural kinds and probabilistic geometry that may, through evolutionary internalization, tend to govern the behaviors of all sentient organisms.”

Roger Shepard (1929) American psychologist

Source: "Toward a universal law of generalization for psychological science," 1987, p. 1317

Behavior, Mathematics, Nature, Universe

“The manuscripts in which these early Greek treatises have been preserved to us seem to be derived from an encyclopaedia compiled during the tenth century, at Constantinople, from the works of various alchemists…. The Greek text. now published by M. Berthelot and M. [Ch. Em. ] Ruelle, custodian of the Library of Ste.-Geneviève, is derived from a careful collation of all these sources, and is accompanied with notes by M. Berthelot bringing light and order into the mystical obscurity in which from the beginning the alchemists enveloped their doctrines.
First among these is the 'Physica et Mystica,' ascribed to Democritus of Abdera, a collection of fragments, among which a few receipts for dyeing in purple may be genuine, while the story of magic and the alchemical teaching are evidently spurious. The philosopher is made to state that his studies were interrupted by the death of his master, Ostanes the Magian. He therefore evoked his spirit from Hades, and learned from him that the books which contained the secrets of his art were in a certain temple. He sought them there in vain, till one day, during a feast in the sanctuary, a column opened, and revealed the precious tomes, in which the doctrines of the Master were summed up in the mysterious words: 'Nature rejoices in Nature, Nature conquers Nature, Nature rules Nature.'
The unknown Alexandrian who wrote under the name of Democritus gives not only receipts for making white alloys of copper, but others which, he positively asserts, will produce gold. M. Berthelot, however, shows in his notes that they can only result in making amalgams for gilding or alloys resembling gold or varnishes which will give a superficial tinge to metals”

Osthanes (-500) pen-name used by several pseudo-anonymous authors of Greek and Latin works of alchemy

, Marcellin Berthelot, Ch. Em. Ruelle, "The Alchemists of Egypt and Greece," Art. VIII. (Jan. 1893) in The Edinburgh Review (Jan.-Apr. 1893) Vol. 177, pp. 208-209. https://books.google.com/books?id=GuvRAAAAMAAJ&pg=PA208

Death, Secret, Books, Art

“If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning… If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity”

Jay Lemke (1946) American academic

Jay L. Lemke, " Teaching all the languages of science: Words, symbols, images, and actions http://academic.brooklyn.cuny.edu/education/jlemke/papers/barcelon.htm." Conference on Science Education in Barcelona. 1998.

World, Education, Understanding, Sense

“The postulation of a principle of causality, “to every effect there is a cause,” has been a continuing central problem for philosophy (Popper, 1972). Its role as a source of contention in modern science (Jauch, 1973) is epitomized by Einstein’s remark that, “I can’t believe that God plays dice.” Many of the arguments about the application of the principle are very relevant to systems science and to problems of system identification and machine learning, on the one hand, and to epistemology and behavioural psychology, on the other. In current system science the theory of causal deterministic systems is most well developed and generally applied, while the theory of modeling with alternative structures, e. g., stochastic automata, indeterminate automata, products of asynchronous automata, etc., has not been developed to the same degree.”

Brian R. Gaines (1938) British computer scientist

Introduction.
On the Complexity of Causal Models (1977)

God, Problem, Science

“Service, and the learning that goes with it, fosters citizenship, knowledge, and personal development in everyone, young and old, with disabilities and without. Our partnership with Youth Service America will bring awareness to the fact that youth with disabilities are great assets and can serve as volunteers too.”

Clay Aiken (1978) singer-songwriter, actor, record producer

—U.S. Newswire On Charity Source: U.S. Newswire, Youth Service America press release, 3/24/2005 1:07:00 PM http://releases.usnewswire.com/GetRelease.asp?id=44826 retrieved April 16, 2006

Youth, Knowledge, Personality, Partnership

“The word “loser” is spoken with such contempt these days, a man might like to forget the losses in his own life that taught him something about good judgment. The money he invested in that casino in Atlantic City that went bust, the university course he enrolled in that promised to teach him the secrets of success but instead he wound up unemployed and 40 grand in debt, the candidate whose hat he wore who turned out to be tone-deaf and deluded — dumb, dumb, dumb, and yet his loved ones did not chortle and point and do the nyaa-nyaa. They put an arm around him and said, “This is how we learn.””

Garrison Keillor (1942) American radio host and writer

And it is. "Garrison Keillor: God help us. We’re in trouble down here." in The Washington Post (26 July 2016) https://www.washingtonpost.com/opinions/god-help-us-were-in-trouble-down-here/2016/07/26/989cde08-535d-11e6-b7de-dfe509430c39_story.html

Love, Life, Money, Secret

“Childhood is analogous to language learning. It has a biological basis but cannot be realized unless a social environment triggers and nurtures it, that is, has need of it. If a culture is dominated by a medium that requires the segregation of the young in order that they learn unnatural, specialized, and complex skills and attitudes, then childhood, in one form or another, will emerge, articulate and indispensable.”

Neil Postman (1931–2003) American writer and academic

Source: The Disappearance of Childhood (1982), Ch. 9 : Six Questions

Childhood

“There is so much to be learned by studying how Dr. Ishikawa managed to accomplish so much during a single lifetime. In my observation, he did so by applying his natural gifts in an exemplary way. He was dedicated to serving society rather than serving himself. His manner was modest, and this elicited the cooperation of others. He followed his own teachings by securing facts and subjecting them to rigorous analysis. He was completely sincere, and as a result was trusted completely.”

Joseph M. Juran (1904–2008) Quality guru

Joseph M. Juran (1989), cited in: Russell T. Westcott, "Leave A Legacy". Quality Progress. December 2009. p. 63.

Way, Nature, Study, Sincerity

“The United States has a tremendous responsibility to act according to the measure of our power for good in the world. We have learned that we must earn the peace we seek just as we earned victory in the war, not by wishful thinking but by realistic effort. At no time in our history has unity among our people been so vital as it is at the present time. Unity of purpose, unity of effort, and unity of spirit are essential to accomplish the task before us.”

Harry Truman (1884–1972) American politician, 33rd president of the United States (in office from 1945 to 1953)

Special Message to the Congress on the Threat to the Freedom of Europe (1948)

War, People, World, Peace

“My perspective of veganism was most affected by learning that the veal calf is a by-product of dairying, and that in essence there is a slice of veal in every glass of what l had thought was an innocuous white liquid—milk.”

Rynn Berry (1945–2014) American historian of vegetarianism

Quoted in Joanne Stepaniak, The Vegan Sourcebook, Los Angeles: Lowell House, 1998, p. 40.

“Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:
• to provide an environment in which learning can be intrinsically motivating and fun.
• to allow children to discover, explore and create knowledge.
• to help develop skills of thinking and problem solving.
• to make some of the most powerful ideas of the burgeoning computer culture accessible and tangible to children at an early age.
If you have ever watched a child playing good video games or if you play them yourself, then you know the powerful motivation that graphics displays can create. As I’ve watched children play these games, every bit of their attention focused on the screen, I’ve often thought how wonderful it would be to harness this motivation and channel it toward intellectual growth and learning…”

Michael Friendly (1945) American psychologist

Michael Friendly. Advanced Logo: A Language for Learning. Lawrence Erlbaum Associates, Inc. 1988. Preface

Children, Age, Education, School

“Fools learn wisdom through misfortune.”

Democritus Ancient Greek philosopher, pupil of Leucippus, founder of the atomic theory

Source Book in Ancient Philosophy (1907), The Golden Sayings of Democritus

Wisdom, Fools

“When alone he secretly shook his head. But suddenly he recalled the analysis made by the Party secretary regarding "two kinds of social system, two attitudes, and therefore two different results." He felt as if he had seen a ray of light in the darkness. He said to himself, "Lao Chiu can endure pain of such magnitude, and in spite of his burns he is always thinking of going back to the furnace. He wants to live. Why should he not be able to live?" That moment, suddenly the doctor and the patient were drawn closely together. From then on, the doctor thought of the patient often and also tried to compare himself with Lao Chiu. The more he compared the more he felt ashamed of himself and the more eager he was to do his best for this worker. So, from the very first day the assistant surgeon learned something from his patient.”

Ba Jin (1904–2005) Chinese novelist

A Battle For Life (July 1958)

Pain, Thinking, Light

“In New Mexico he always awoke a young man…Beautiful surroundings, the society of learned men, the charm of noble women, the graces of art, could not make up to him for the loss of those light-hearted mornings of the desert, for that wind that made one a boy again. He had noticed that this peculiar quality in the air of new countries vanished after they were tamed by man and made to bear harvests… That air would disappear from the whole earth in time, perhaps; but long after his day. He did not know just when it had become so necessary to him, but he had come back to die in exile for the sake of it. Something soft and wild and free, something that whispered to the ear on the pillow, lightened the heart, softly, softly picked the lock, slid the bolts, and released the prisoned spirit of man into the wind, into the blue and gold, into the morning, into the morning!”

Willa Cather book Death Comes for the Archbishop

Book IX, Ch. 3
Death Comes for the Archbishop (1927)

Women, Men, Beauty, Art

“Janera:: Do you think then that it’s good that the French are abolishing the headscarves or the yarmulke?
Roubini: I’m not in favor of restricting what people wear. It’s counterproductive and creates more separation. The effect of the French policy is that children will attend a religious school and won’t be exposed to the secular education that France offers. They won’t learn the value of western modern secular values.”

Nouriel Roubini (1958) American economist

Quoted in Janera Soerel, "Talking to Nouriel Roubini," Janera (2007-05-02).

Children, People, Education, School

““I’ll admit, I was disappointed to learn that dragons didn’t exist. That’s a hard lesson for a boy to learn.”
Chronicler smiled. “Honestly, I was a little disappointed myself. I went looking for a legend and found a lizard. A fascinating lizard, but a lizard just the same.””

Patrick Rothfuss book The Name of the Wind

Source: The Name of the Wind (2007), Chapter 6, “The Price of Remembering” (p. 46)

Smile, Disappointment, Boy

“The continued existence of wildlife and wilderness is important to the quality of life of humans. Our challenge for the future is that we realize we are very much a part of the earth's ecosystem, and we must learn to respect and live according to the basic biological laws of nature.”

Jim Fowler (1930–2019) American zoologist

http://www.gcci.org/awe/ema_award1198.html

Life, Law, Nature, Future

“AI and its offshoot, machine learning, will be a foundational tool for creating social good as well as business success.”

Mark Hurd (1957–2019) American businessman, philanthropist and CEO of Oracle

LinkedIn article https://www.linkedin.com/pulse/prof-hawking-all-due-respect-ai-benefit-us-mark-v-hurd (27 December 2017)

Business, Success

“We learn a lot from the mistakes of others, but even more from our own.”

Fausto Cercignani (1941) Italian scholar, essayist and poet

Examples of self-translation (c. 2004), Quotes - Zitate - Citations - Citazioni

“Bin Laden, of course, learned his military skills in Afghanistan, not on the Iran-Iraq border, and, as a result, his methodological approach to waging jihad is marked by a measured manner stressing patience, preparation, and professionalism.”

Michael Scheuer (1952) American counterterrorism analyst

Through Our Enemies' Eyes (p. 71).
2000s

Patience

“I went and saw a lot of them at their daily practice of fencing with bamboo sticks and practicing jiu-jitsu to make themselves strong and active and good-tempered. I say good-tempered because it is very much like boxing; you have to take a good many hard knocks and take them smiling. If a fellow lost his temper at it, everybody would laugh at him and think him a fool. In jiu-jitsu they learn how to exercise and how to develop their muscles, how to catch hold of an enemy in many different ways so as to overpower him, how to throw him and, what is very important, how to fall easily if they get thrown themselves. I expect the Scouts of Japan, if they visit England later on, will be able to show us a thing or two in this line.”

Robert Baden-Powell (1857–1941) lieutenant-general in the British Army, writer, founder and Chief Scout of the Scout Movement

1912 after return from Japan

Smile, Fools, Way, Exercises

“The most general lesson to be learned from the more successful cases is that the change process goes through a series of phases that, in total, usually require a considerable length of time. Skipping steps creates only the illusion of speed and never produces satisfactory results.”

John P. Kotter (1947) author of The heart of Change

John P. Kotter, "Leading change: Why transformation efforts fail." in: Harvard Business Review. March-April 1995. p. 59

Change, Time, Success, Speed

“There is a sense of widespread neglect and decay in the field of indigenous education within a few decades after the onset of British rule. (…) The conclusion that the decay noticed in the early 19th century and more so in subsequent decades originated with European supremacy in India, therefore, seems inescapable. The 1769-70 famine in Bengal (when, according to British record, one-third of the population actually perished), may be taken as a mere forerunner of what was to come. (…) During the latter part of the 19th century, impressions of decay, decline and deprivation began to agitate the mind of the Indian people. Such impressions no doubt resulted from concrete personal, parental and social experience of what had gone before. They were, perhaps, somewhat exaggerated at times. By 1900, it had become general Indian belief that the country had been decimated by British rule in all possible ways; that not only had it become impoverished, but it had been degraded to the furthest possible extent; that the people of India had been cheated of most of what they had; that their customs and manners were ridiculed, and that the infrastructure of their society mostly eroded. One of the statements which thus came up was that the ignorance and illiteracy in India was caused by British rule; and, conversely, that at the beginning of British political dominance, India had had extensive education, learning and literacy. By 1930, much had been written on this point in the same manner as had been written on the deliberate destruction of Indian crafts and industry, and the impoverishment of the Indian countryside.”

Dharampal (1922–2006) Indian historian

Dharmapal: The Beautiful Tree, Indigenous Indian Education in the Eighteenth Century. (1983)

People, Education, Way, Parent

“Graduation was nice. General Clark liked it. The Board of Visitors liked it. Moms and Dads liked it. And the Cadets hated it, for without a doubt it ranked as the most boring event of the year. Thus it was in 1964 that the Clarey twins pulled the graduation classic. When Colonel Hoy called the name of the first twin, instead of walking directly to General Clark to receive his diploma, he headed for the line of visiting dignitaries, generals, and members of the Board of Visitors who sat in a solemn semi-circle around the stage. He shook hands with the first startled general, then proceeded to shake hands and exchange pleasantries with every one on the stage. He did this so quickly that it took several moments for the whole act to catch on. When it finally did, the Corps went wild. General Clark, looking like he had just learned the Allies had surrendered to Germany, stood dumbfounded with Clarey number one's diploma hanging loosely from his hand; then Clarey number two started down the line, repeating the virtuoso performance of Clarey number one, as the Corps whooped and shouted their approval. The first Clarey grabbed his diploma from Clark and pumped his hand vigorously up and down. Meanwhile, his brother was breezing through the hand-shaking exercise. As both of them left the stage, they raised their diplomas above their heads and shook them like war tomahawks at the wildly applauding audience. No graduation is remembered so well.”

Pat Conroy book The Boo

Source: The Boo (1970), p. 33

Hate, War, Exercises, Moms

“Monsieur … I do not believe in God; his existence has been disproved by Science. But in the concentration camp, I learned to believe in men.”

Jean Paul Sartre book Nausea

Nausea (1938)

Men, God, Science

“What might we learn about God and ourselves if our Bible study group gathered outside to stare at the stars in silence?”

Skye Jethani

The Divine Commodity: Discovering A Faith Beyond Consumer Christianity (2009, Zondervan)

God, Star, Study, Silence

“One great part of the joculator's profession was the teaching of bears, apes, horses, dogs, and other animals, to imitate the actions of men, to tumble, to dance, and to perform a variety of tricks, contrary to their nature; and sometimes he learned himself to counterfeit the gestures and articulations of the brutes.”

Joseph Strutt (1749–1802) British engraver, artist, antiquary and writer

pg. 239
The Sports and Pastimes of the People of England (1801), Public entertainment

Men, Dogs, Nature, Animals

“He'd once told me that the art of getting ahead in New York was based on learning how to express dissatisfaction in an interesting way. The air was full of rage and complaint. People had no tolerance for your particular hardship unless you knew how to entertain them with it.”

Don DeLillo book White Noise

White Noise (1984)

People, Art, Way, Rage

“True learning comes from engaging in discourse with those who are profoundly different. Your mind may not be swayed, but the interaction should open up your eyes.”

Edgar Bronfman, Sr. (1929–2013) Canadian-American businessman

http://www.faithstreet.com/onfaith/2012/10/09/bronfman-why-civil-discourse-is-imperative-for-inter-jewish-dialogue/11782.

“They [universities] may be said to resemble antiquated coquettes of the last age, who think everything ridiculous and intolerable but what was in fashion when they were young, and yet are standing proofs of the progress of taste and the vanity of human pretensions. Our universities are, in a great measure, become cisterns to hold, not conduits to disperse knowledge. … they can only be of service as a check-weight on the too hasty and rapid career of innovation. … The unavoidable aim of all corporate bodies of learning is not to grow wise, or teach others wisdom, but to prevent any one else from being or seeming wiser than themselves.”

William Hazlitt (1778–1830) English writer

"On Corporate Bodies" Table Talk: Essays On Men And Manners http://www.blupete.com/Literature/Essays/TableHazIV.htm (1821-1822)

Wisdom, Age, Fashion, Knowledge

“Acosta: This whole notion of they have to learn English before they get to the United States, are we just going to bring in people from Great Britain and Australia?
Miller: I am shocked at your statement, that you think only people from Great Britain and Australia would know English. It actually reveals your cosmopolitan, er, bias, to a shocking degree, that in your mind… No, this an amazing moment…
Acosta: It sounds like you're trying to engineer the racial and ethnic flow of people into this country through this policy.
Miller: Jim, that is one of the most outrageous, insulting, ignorant and foolish things you've ever said, and for you that's still a really… The notion that you think that this is a racist bill is so wrong and so insulting.”

Stephen Miller (1985) political advisor for policy

Exchanges with CNN's Jim Acosta https://www.youtube.com/watch?v=W0izucPBY4k during a briefing on legislation that would seek to curtail legal immigration and create a new points-based green card system (2 August 2017) 2010s

People, Thinking, Country

“When I started writing seriously, I made the major discovery of my life — that I am right and everybody else is wrong if they disagree with me. What a great thing to learn: Don't listen to anyone else, and always go your own way.”

Ray Bradbury (1920–2012) American writer

Playboy interview (1996)

Life, Way

“Don’t come before the orchestra is you have not mastered the score; don’t practise or learn the score ‘on the orchestra”

Pierre Monteux (1875–1964) French conductor

“If we do not learn to regard a war, and the separate campaigns of which it is composed, as a chain of linked engagements each leading to the next, but instead succumb to the idea that the capture of certain geographical points or the seizure of undefended provinces are of value in themselves, we are liable to regard them as windfall profits. In so doing, and in ignoring the fact that they are links in a continuous chain of events, we also ignore the possibility that their possession may later lead to definite disadvantages.”

Carl von Clausewitz book On War

On War (1832), Book 3

War, Idea

“All the men who are now called discoverers, in every matter ruled by thought, have been men versed in the minds of their predecessors, and learned in what had been before them. There is not one exception. I do not say that every man has made direct acquantance with the whole of his mental ancestry… But… it is remarkable how many of the greatest names in all departments of knowledge have been real antiquaries in their several subjects.
I may cite among those… in science, Aristotle, Plato, Ptolemy, Euclid, Archimedes, Roger Bacon, Copernicus, Francis Bacon, Ramus, Tycho Brahe, Galileo, Napier, Descartes, Leibnitz, Newton, Locke.”

Augustus De Morgan (1806–1871) British mathematician, philosopher and university teacher (1806-1871)

A Budget of Paradoxes (1872)

Men, Knowledge, Science

“A few moments ago, the body was treated to a report from the senator from Iowa about his recent trip to Cuba. Sounded like he had a wonderful trip visiting, what he described as, a real paradise. He bragged about a number of things that he learned on his trip to Cuba that I'd like to address briefly. He bragged about their health care system, medical school is free, doctors are free, clinics are free, their infant mortality rate may be even lower than ours. I wonder if the senator, however, was informed, number one, that the infant mortality rate of Cuba is completely calculated on figures provided by the Cuban government. And, by the way, totalitarian communist regimes don't have the best history of accurately reporting things. I wonder if he was informed that before Castro, Cuba, by the way, was 13th in the whole world in infant mortality. I wonder if the government officials who hosted him informed him that in Cuba there are instances reported, including by defectors, that if a child only lives a few hours after birth, they're not counted as a person who ever lived and therefore don't count against the mortality rate.”

Marco Rubio (1971) U.S. Senator from state of Florida, United States; politician

Speech to the United States Senate http://friesian.com/antiam.htm (24 February 2014). 2010s, 2014

Health, World, School, Way

“Jón Hreggviðsson said that he himself never read except when he was forced to do so, though he had learned from his mother all the necessary sagas, ballads, and old genealogies, and he claimed to be descended from Haraldur Hilditönn, the Danish king, on his father's side. He said that he would never forget such excellent ancients as Gunnar of Hlíðarendi, King Pontus, and Örvar-Oddur, who were twelve ells high and could have lived to be three hundred years old if they hadn't run into any trouble, and that if he had such a book he would send it immediately for free to the king and his counts, to prove to them that there had indeed once been real men in Iceland.</b”

Halldór Laxness (1902–1998) Icelandic author

Íslandsklukkan (Iceland's Bell) (1946), Part I: Iceland's Bell

Men, Books, Reading, Forgetting

“Then fail not most carefully to peruse the books of the Greek, Arabian, and Latin physicians, not despising the Talmudists and Cabalists; and by frequent anatomies get thee the perfect knowledge of that other world, called the microcosm, which is man. And at some of the hours of the day apply thy mind to the study of the Holy Scriptures; first, in Greek, the New Testament, with the Epistles of the Apostles;: and then the Old Testament in Hebrew. In brief, let me see thee an abyss and bottomless pit of knowledge; for from henceforward, as thou growest great and becomest a man, thou must part from this tranquillity and rest of study, thou must learn chivalry, warfare, and the exercises of the field, the better thereby to defend my house and our friends, and to succour and protect them at all their needs against the invasion and assaults of evildoers.”

Francois Rabelais book Gargantua and Pantagruel

Source: Gargantua and Pantagruel (1532–1564), Pantagruel (1532), Chapter 8.

Books, World, Exercises, Knowledge

“Memorising notes as one memorises a speech in foreign language is bound to lead to memory lapses. YouTube is an invaluable tool; you can get to study your repertory with the best pianists of all times. Use it. If you are learning a piece, don’t hesitate to put your headphones on and just play along with your favourite recording. No matter how many times you hear the playing you will not grasp all the finer points if not directly measuring your inner hearing of music with the an interpretation you like.”

Valentina Lisitsa (1973) Ukrainian-American classical pianist

pianistmagazine.com https://www.pianistmagazine.com/News-and-Features/161/Exclusive_interview_with_pianist_Valentina_Lisitsa/.

Music, Study, Memory, Time

“The simple organization of a people into a national body, composite or otherwise, is of itself an impressive fact. As an original proceeding, it marks the point of departure of a people, from the darkness and chaos of unbridled barbarism, to the wholesome restraints of public law and society. It implies a willing surrender and subjection of individual aims and ends, often narrow and selfish, to the broader and better ones that arise out of society as a whole. It is both a sign and a result of civilization. A knowledge of the character, resources and proceedings of other nations, affords us the means of comparison and criticism, without which progress would be feeble, tardy, and perhaps, impossible. It is by comparing one nation with another, and one learning from another, each competing with all, and all competing with each, that hurtful errors are exposed, great social truths discovered, and the wheels of civilization whirled onward.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

1860s, Our Composite Nationality (1869)

People, Truth, Law, Error

“All rules for study are summed up in this one: learn only in order to create.”

Friedrich Wilhelm Joseph Schelling (1775–1854) German philosopher (idealism)

Alle Regeln, die man dem Studieren vorschreiben könnte, fassen sich in der einen zusammen: Lerne nur, um selbst zu schaffen. On University Studies (1803), Third Lecture http://www.zeno.org/Philosophie/M/Schelling,+Friedrich+Wilhelm+Joseph/Vorlesungen+%C3%BCber+die+Methode+des+akademischen+Studiums/3.+%C3%9Cber+die+ersten+Voraussetzungen+des+akademischen+Studium. Cited by Patrick Dunleavy, Authoring a PhD (Basingstoke: Hampshire: Palgrave Macmillan, 2003), p. vi. On University Studies (1803)

Study