Quotes about learning

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"On Works of Mercy and Compassion, Considered as The Proofs of True Religion", St. 6
Miscellaneous Poems (1773)
Context: Here, all ye learned, full of all Dispute,
Of true and false Religion lies the Root.
The Mind of Christ, when He became a Man,
With all Its Tempers, forms its real Plan,
The Sheep from Goats distinguishing full well; —
His Love is Heav'n, and Want of It is Hell.

Address at the Rameswaram Temple on Real Worship
Context: Let me tell you again that you must be pure and help any one who comes to you, as much as lies in your power. And this is good Karma. By the power of this, the heart becomes pure (Chitta-shuddhi), and then Shiva who is residing in every one will become manifest. He is always in the heart of every one. If there is dirt and dust on a mirror, we cannot see our image. So ignorance and wickedness are the dirt and dust that are on the mirror of our hearts. Selfishness is the chief sin, thinking of ourselves first. He who thinks, "I will eat first, I will have more money than others, and I will possess everything", he who thinks, "I will get to heaven before others I will get Mukti before others" is the selfish man. The unselfish man says, "I will be last, I do not care to go to heaven, I will even go to hell if by doing so I can help my brothers." This unselfishness is the test of religion. He who has more of this unselfishness is more spiritual and nearer to Shiva. Whether he is learned or ignorant, he is nearer to Shiva than anybody else, whether he knows it or not. And if a man is selfish, even though he has visited all the temples, seen all the places of pilgrimage, and painted himself like a leopard, he is still further off from Shiva.

Rolling Stone interview (1968)
Context: Everything I've learned in life I've learned either by doing it or watching the changes other people go through. And when you're famous, you don't get to meet people — because they want you to like them when they present themselves to you, present the best sides of themselves, and you don't see the real people. Which is why I don't really go anywhere. And when I do, I put on my silly face and do what they expect me to do. Actually, I never do what they expect me to do. It's the only way I could go on doing what I have to do. I do whatever I… you know, I didn't even comb my hair today. I didn't know we were taking pictures but when I found out, it didn't change my mind any.

In Quest of Democracy (1991)
Context: Weak logic, inconsistencies and alienation from the people are common features of authoritarianism. The relentless attempts of totalitarian regimes to prevent free thought and new ideas and the persistent assertion of their own rightness bring on them an intellectual stasis which they project on to the nation at large. Intimidation and propaganda work in a duet of oppression, while the people, lapped in fear and distrust, learn to dissemble and to keep silent. And all the time the desire grows for a system which will lift them from the position of 'rice-eating robots' to the status of human beings who can think and speak freely and hold their heads high in the security of their rights.

Source: The Zahir (2005), p. 65.
Context: I learned something recently: our true friends are those who are with us when the good things happen. They cheer us on and are pleased by our triumphs. False friends only appear at difficult times, with their sad, supportive faces, when, in fact, our suffering is serving to console them for their miserable lives...

Source: Funky Business Forever, 2007, p. 184
Context: Gallery visitors did not tell Picasso to invent cubism. Jazz fanatics did not suggest that should work with hip-hoppers. Moviegoers did not propose to Lars von Trier, the Danish film director, that he make Breaking the Waves. And customers sure as hell did not come up with the idea for CDNow or Amazon. com. If you want to do something really interesting and revolutionary, learn to ignore your customers.

On the Mindless Menace of Violence (1968)
Context: Yet we know what we must do. It is to achieve true justice among our fellow citizens. The question is not what programs we should seek to enact. The question is whether we can find in our own midst and in our own hearts that leadership of humane purpose that will recognize the terrible truths of our existence. We must admit the vanity of our false distinctions among men and learn to find our own advancement in the search for the advancement of others. We must admit in ourselves that our own children's future cannot be built on the misfortunes of others. We must recognize that this short life can neither be ennobled or enriched by hatred or revenge.

"On Medical Education" (1870) http://aleph0.clarku.edu/huxley/CE3/MedEd.html
1870s
Context: I can assure you that there is the greatest practical benefit in making a few failures early in life. You learn that which is of inestimable importance — that there are a great many people in the world who are just as clever as you are. You learn to put your trust, by and by, in an economy and frugality of the exercise of your powers, both moral and intellectual; and you very soon find out, if you have not found it out before, that patience and tenacity of purpose are worth more than twice their weight of cleverness.

As quoted in French Writers of the Past (2000) by Carol A. Dingle, p. 126
Context: The final lesson a writer learns is that everything can nourish the writer. The dictionary, a new word, a voyage, an encounter, a talk on the street, a book, a phrase learned.

About the removal of a book from libraries for political reasons. Arun Shourie: Hideaway Communalism (Indian Express, February 5, 1989) Quoted from Goel, Sita Ram (editor) (1993). Hindu temples: What happened to them. Volume I.
Context: A case in which the English version of a major book by a renowned Muslim scholar, the fourth Rector of one of the greatest centres of Islamic learning in India, listing some of the mosques, including the Babri Masjid, which were built on the sites and foundations of temples, using their stones and structures, is found to have the tell-tale passages censored out; The book is said to have become difficult to get;... Evasion, concealment, have become a national habit. And they have terrible consequences...
It was a long, discursive book, I learnt, which began with descriptions of the geography, flora and fauna, languages, people and the regions of India. These were written for the Arabic speaking peoples, the book having been written in Arabic.... A curious fact hit me in the face. Many of the persons who one would have normally expected to be knowledgeable about such publications were suddenly reluctant to recall this book. I was told, in fact, that copies of the book had been removed, for instance from the Aligarh Muslim University Library. Some even suggested that a determined effort had been made three or four years ago to get back each and every copy of this book..... Such being the eminence of the author, such being the greatness of the work, why is it not the cynosure of the fundamentalists’’ eyes? The answer is in the chapter “Hindustan ki Masjidein”, “The Mosques of Hindustan”.... Each reference to each of these mosques having been constructed on the sites of temples with, as in the case of the mosque at Benaras, the stones of the very temple which was demolished for that very purpose have been censored out of the English version of the book! Each one of the passages on each one of the seven mosques! No accident that..... why would anyone have thought it necessary to remove these passages from the English version-that is the version which was more likely to be read by persons other than the faithful? Why would anyone bowdlerise the book of a major scholar in this way?... Their real significance- and I dare say that they are but the smallest, most innocuous example that one can think of on the mosque-temple business-lies in the evasion and concealment they have spurred. I have it on good authority that the passages have been known for long, and well known to those who have been stoking the Babri Masjid issue. That is the significant thing; they have known them, and their impulse has been to conceal and bury rather than to ascertain the truth.... The fate of Maulana Abdul Hai’s passages-and I do, not know whether the Urdu version itself was not a conveniently sanitised version of the original Arabic volume-illustrates the cynical manner in which those who stoke the passions of religion to further their politics are going about the matter. Those who proceed by such cynical calculations sow havoc for all of us, for Muslims, for Hindus, for all. Those who remain silent in the face of such cynicism, such calculations help them sow the havoc. Will we shed our evasions and concealments? Will we at last learn to speak and face the whole truth?

Source: Structures (or, Why Things Don't Fall Down) (1978), Chapter 15, A Chapter of accidents
Context: In the course of a long professional life spent, or misspent, in the study of the strengths of materials and structures, I have had cause to examine a lot of accidents, many of them fatal. I have been forced to the conclusion that very few accidents just "happen" in a morally neutral way. Nine out of ten accidents are caused, not by more or less abstruse technical effects, but by old-fashioned human sin — often verging on plain wickedness. Of course I do not mean the more gilded and juicy sins like deliberate murder, large-scale fraud, or Sex. It is squalid sins like carelessness, idleness, won't-learn-and-don't-need-to-ask, you-can't-tell-me-anything-about-my-job, pride, jealousy and greed that kill people.

"Prayer For The Dying"
Seal (1994)
Context: Crossing that bridge,
With lessons I've learned.
Playing with fire,
And not getting burned.
I may not know what you're going through.
But time is the space,
Between me and you.
Life carries on... it goes on.

Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

to actually try doing the task or activity. Great learnings can come when you face challenge and difficulty and when you might not succeed.
Page 214
Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), Successful Recruitment in a Week (2012) https://books.google.ae/books?idp24GkAsgjGEC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIGjAA#vonepage&qnigel%20cumberland&ffalse, Managing Teams in a Week (2013) https://books.google.ae/books?idqZjO9_ov74EC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIIDAB#vonepage&qnigel%20cumberland&ffalse, Secrets of Success at Work – 50 techniques to excel (2014) https://books.google.ae/books?id4S7vAgAAQBAJ&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIJjAC#vonepage&qnigel%20cumberland&ffalse

Second inaugural address (January 20, 1997)
1990s
Context: Our rich texture of racial, religious and political diversity will be a Godsend in the 21st century. Great rewards will come to those who can live together, learn together, work together, forge new ties that bind together.

Part I : The History of Opinions Relating to Jesus Christ,
An History of the Corruptions of Christianity (1782)
Context: As the greatest things often take their rise from the smallest beginnings, so the worst things sometimes proceed from good intentions. This was certainly the case with respect to the origin of Christian Idolatry. All the early heresies arose from men who wished well to the gospel, and who meant to recommend it to the Heathens, and especially to philosophers among them, whose prejudices they found great difficulty in conquering. Now we learn from the writings of the apostles themselves, as well as from the testimony of later writers, that the circumstance at which mankind in general, and especially the more philosophical part of them, stumbled the most, was the doctrine of a crucified Saviour. They could not submit to become the disciples of a man who had been exposed upon a cross, like the vilest malefactor. Of this objection to Christianity we find traces in all the early writers, who wrote in defence of the gospel against the unbelievers of their age, to the time of Lactantius; and probably it may be found much later. He says, "I know that many fly from the truth out of their abhorrence of the cross." We, who only learn from history that crucifixion was a kind of death to which slaves and the vilest of malefactors were exposed, can but very imperfectly enter into their prejudices, so as to feel what they must have done with respect to it. … Though this circumstance was "unto the Jews a stumbling-block, and unto the Greeks foolishness," it was to others "the power of God and the wisdom of God." 1 Cor. i. 23, 24. For this circumstance at which they cavilled, was that in which the wisdom of God was most conspicuous; the death and resurrection of a man, in all respects like themselves, being better calculated to give other men an assurance of their own resurrection, than that of any super-angelic being, the laws of whose nature they might think to be very different from those of their own. But, "since by man came death, so by man came also the resurrection of the dead."
Later Christians, however, and especially those who were themselves attached to the principles of either the Oriental or the Greek philosophy, unhappily took another method of removing this obstacle; and instead of explaining the wisdom of the divine dispensations in the appointment of a man, a person in all respects like unto his brethren, for the redemption of men, and of his dying in the most public and indisputable manner, as a foundation for the clearest proof of a real resurrection, and also of a painful and ignominious death, as an example to his followers who might be exposed to the same … they began to raise the dignity of the person of Christ, that it might appear less disgraceful to be ranked amongst his disciples.

As quoted in Myth and Religion in Mircea Eliade (2002) by Douglas Allen, p. 90.
Context: It is above all the valorizing of the present that requires emphasizing. The simple fact of existing, of living in time, can comprise a religious dimension. This dimension is not always obvious, since sacrality is in a sense camouflaged in the immediate, in the "natural" and the everyday. The joy of life discovered by the Greeks is not a profane type of enjoyment: it reveals the bliss of existing, of sharing — even fugitively — in the spontaneity of life and the majesty of the world. Like so many others before and after them, the Greeks learned that the surest way to escape from time is to exploit the wealth, at first sight impossible to suspect, of the lived instant.

Afterword to his short story "The Children's Story" (1963).
The Children's Story (1982)
Context: I asked all kinds of people of every age, "You know the 'I pledge allegiance…'" but before I could finish, at once they would all parrot it, the words almost always equally blurred. In every case discovered that not one teacher, ever — or anyone — had ever explained the words to any one of them. Everyone just had to learn it to say it. The Children's Story came into being that day. It was then that I realized how completely vulnerable my child's mind was — any mind for that matter — under controlled circumstances. Normally I write and rewrite and re-rewrite, but this story came quickly — almost by itself. Barely three words were changed. It pleases me greatly because it keeps asking me questions … Questions like what's the use of "I pledge allegiance" without understanding? Like why is it so easy to divert thoughts and implant others? Like what is freedom and why is it so hard to explain? The Children's Story keeps asking me all sorts of questions I cannot answer. Perhaps you can — then your children will…

Love is not a feeling ~ The Article (1995)
Context: In other words, to be enlightened of the acquired burden every spiritual belief and notion has to be abandoned, every reference to what any spiritual teacher or master has ever said must be set aside. What does that leave? Your own experience. Not your historical or memorable experience, for that's the problem. Your own experience is your self-knowledge of life. Let's establish once and for all what this means now. Forget everything I've said in this article except this question: Do I want to suffer or not suffer NOW? That's the only truth for you. There's no tradition, no past, no discussion in it. It's all you need. Keep it with you and at the next temptation to suffer it will prevent you suffering. But only if you've learned in your own experience what causes you to suffer. If you haven't learned that, you're still attached to suffering and will unwittingly embrace it. In that case you have to read on, take more time and ask yourself more questions.

Assistance
Poetry quotes, New Thought Pastels (1913)
Context: Look to the Great Eternal Cause
And not to any man, for light.
Look in; and learn the wrong, and right,
From your own soul's unwritten laws.
And when you question, or demur,
Let Love be your Interpreter.

"Afterthoughts," p. 217-218
What Do You Care What Other People Think? (1988)
Context: The only way to have real success in science, the field I’m familiar with, is to describe the evidence very carefully without regard to the way you feel it should be. If you have a theory, you must try to explain what’s good and what’s bad about it equally. In science, you learn a kind of standard integrity and honesty.

The Art and Practice of the Learning Organization (1990)
Context: Real learning gets to the heart of what it means to be human. Through learning we re-create ourselves. Through learning we become able to do something we never were able to do. Through learning we reperceive the world and our relationship to it. Through learning we extend our capacity to create, to be part of the generative process of life. There is within each of us a deep hunger for this type of learning.

"No End of Fun"
Poems New and Collected (1998), No End of Fun (1967)
Context: He has only just learned to tell dreams from waking;
only just realized that he is he;
only just whittled with his hand né fin
a flint, a rocket ship;
easily drowned in the ocean's teaspoon,
not even funny enough to tickle the void:
sees only with his eyes;
hears only with his ears;
his speech's personal best is the conditional;
he uses his reason to pick holes in reason.
In short, he's next to to one,
but his head's full of freedom, omniscience and the Being
beyond his foolish meat —
did you ever!

New Scientist interview (2004)
Context: The Mandelbrot set is the modern development of a theory developed independently in 1918 by Gaston Julia and Pierre Fatou. Julia wrote an enormous book — several hundred pages long — and was very hostile to his rival Fatou. That killed the subject for 60 years because nobody had a clue how to go beyond them. My uncle didn't know either, but he said it was the most beautiful problem imaginable and that it was a shame to neglect it. He insisted that it was important to learn Julia's work and he pushed me hard to understand how equations behave when you iterate them rather than solve them. At first, I couldn't find anything to say. But later, I decided a computer could take over where Julia had stopped 60 years previously.

1880s, Reminiscences (1881)
Context: This worthy man, whose nephew is still minister of Eskdalemuir (and author of a book on the Jews), proved the greatest blessing to that household. My father would, in any case, have saved himself. Of the other brothers, it may be doubted whether William Brown was not the primary preserver. They all learned to he masons from him, or from one another; instead of miscellaneous laborers and hunters, became regular tradesmen, the best in all their district, the skilfullest and faithfullest, and the best-rewarded every way. Except my father, none of them attained a decisive religiousness. But they all had prudence and earnestness, love of truth, industry, and the blessings it brings.

An Old Man's Thoughts on Many Things, Of Education I
Context: Could not a boy be taught the elements of astronomy at the sole cost of using his eyes and his brain; taught slowly, certainly, and not wearied with too much at once? Some would learn more than others; but all would learn something. This is real science, real knowledge, which will make a boy wiser, and probably better too. He will learn to observe carefully, and not to be deceived, as we sometimes are, by appearances.

D. E. W. Wormell, in The Penguin Companion to Literature (1969) vol. 4, p. 47
Criticism

What I Believe (1938)
Context: The people I respect most behave as if they were immortal and as if society was eternal. Both assumptions are false: both of them must be accepted as true if we are to go on eating and working and loving, and are to keep open a few breathing-holes for the human spirit. No millennium seems likely to descend upon humanity; no better and stronger Ieague of Nations will be instituted; no form of Christianity and no alternative to Christianity will bring peace to the world or integrity to the individual; no "change of heart" will occur. And yet we need not despair, indeed, we cannot despair; the evidence of history shows us that men have always insisted on behaving creatively under the shadow of the sword; that they have done their artistic and scientific and domestic stuff for the sake of doing it, and that we had better follow their example under the shadow of the aeroplanes. Others, with more vision or courage than myself, see the salvation of humanity ahead, and will dismiss my conception of civilization as paltry, a sort of tip-and-run game. Certainly it is presumptuous to say that we cannot improve, and that Man, who has only been in power for a few thousand years, will never learn to make use of his power. All I mean is that, if people continue to kill one another as they do, the world cannot get better than it is, and that, since there are more people than formerly, and their means for destroying one another superior, the world may well get worse. What is good in people — and consequently in the world — is their insistence on creation, their belief in friendship and loyalty for their own sakes; and, though Violence remains and is, indeed, the major partner in this muddled establishment, I believe that creativeness remains too, and will always assume direction when violence sleeps. So, though I am not an optimist, I cannot agree with Sophocles that it were better never to have been born. And although, like Horace, I see no evidence that each batch of births is superior to the last, I leave the field open for the more complacent view. This is such a difficult moment to live in, one cannot help getting gloomy and also a bit rattled, and perhaps short-sighted.

Therefore I have signed you up to build homes for the homeless during your entire summer vacation. Your Christmas will be spent serving food at a battered women’s shelter and Easter is designated to reading stories to children in the pediatric cancer ward. Four months out of 16years dedicated to human beings other than yourself, you have gotten off easy. Oh and honey expand your horizons; your world is a bigger oyster than your low self-esteem wants you to believe. Love yourself; think of others and be grateful. I love you, I believe in you, and I look forward to respecting you.

Me. You. Us

P.S. Follow your dreams, not your boyfriends.
Anderson's letter to her teenage self — from Dear Me: More Letters To My Sixteen-Year-Old Self http://www.dearme.org/excerpt/GA/?iframe=true&width=750&height=100%/, edited by Joseph Galliano. (June 19, 2011)
2010s

The Almost Perfect State (1921)
Context: Of middle age the best that can be said is that a middle aged person has likely learned how to have a little fun in spite of his troubles.
It is to old age that we look for reimbursement, the most of us. And most of us look in vain. For the most of us have been wrenched and racked, in one way or another, until old age is the most trying time of all.
In the Almost Perfect State every person shall have at least ten years before he dies of easy, carefree, happy living... things will be so arranged economically that this will be possible for each individual.

O interview (2003)
Context: I came here and realized how truly limited my English was, and it was very scary. I soon realized it wasn't going to be hard to learn — it was going to be nearly impossible. My accent was horrible. In Mexico, nobody says, "You speak English with a good accent." You either speak English or you don't: As long as you can communicate, no one cares. But the word accent became such a big word in my life. And they thought I was crazy in Mexico when I said, "I'm going to Hollywood." Nobody thought I could make it.

Jack
Titanic (1997)
Context: I got everything I need right here with me. I got air in my lungs, a few blank sheets of paper. I mean, I love waking up in the morning not knowing what's gonna happen or, who I'm gonna meet, where I'm gonna wind up. Just the other night I was sleeping under a bridge and now here I am on the grandest ship in the world having champagne with you fine people. I figure life's a gift and I don't intend on wasting it. You don't know what hand you're gonna get dealt next. You learn to take life as it comes at you... to make each day count.

Source: Seven Great Statesmen in the Warfare of Humanity with Unreason (1915), p. 59
Context: He [Grotius] avoided another danger as serious as his precocity had been. He steered clear of the quicksands of useless scholarship, which had engulfed so many strong men of his time. The zeal of learned men in that period was largely given to knowing things not worth knowing, to discussing things not worth discussing, to proving things not worth proving. Grotius seemed plunging on, with all sails set, into these quicksands; but again his good sense and sober judgment saved him: he decided to bring himself into the current of active life flowing through his land and time, and with this purpose he gave himself to the broad and thorough study of jurisprudence.

Introduction, p. 24
Thinking and Destiny (1946)

Quoted in Atatürk: The Biography of the founder of Modern Turkey, by Andrew Mango; "In a book published in 1928, Grace Ellison quotes [Atatürk], presumably in 1926-27", Grace Ellison Turkey Today (London: Hutchinson, 1928)
Context: I have no religion, and at times I wish all religions at the bottom of the sea. He is a weak ruler who needs religion to uphold his government; it is as if he would catch his people in a trap. My people are going to learn the principles of democracy, the dictates of truth and the teachings of science. Superstition must go. Let them worship as they will; every man can follow his own conscience, provided it does not interfere with sane reason or bid him against the liberty of his fellow-men.

Terry Gilliam's flying circus (2006)
Context: In the end, people have to learn to live together. That is what I didn't like about America — it is so homogeneous. I like places where there are people who are different culturally, physically, in every way. And I like to see how they succeed in living together.

"The People, Yes" (1936)
Context: The people will live on.
The learning and blundering people will live on.
They will be tricked and sold and again sold.
And go back to the nourishing earth for rootholds.

" Take Something Like a Star http://somethingbeautiful.typepad.com/blog/2004/10/robert_frost_to.html" (1949)
General sources
Context: O Star (the fairest one in sight)
We grant your loftiness the right
To some obscurity of cloud —
It will not do to say of night,
Since dark is what brings out your light.
Some mystery becomes the proud.
But to be wholly taciturn
In your reserve is not allowed.
Say something to us that we can learn
By heart and when alone repeat.
Say something! And it says "I burn."

2010s, Commencement speech for Martin Luther King Jr. College Prep graduates (2015)
Context: I’m here tonight because I want to share with you just two fundamental lessons that I’ve learned in my own life, lessons grounded in the courage, love and faith that define this community and that I continue to live by to this day. Now, the first lesson is very simple, and that is, don’t ever be afraid to ask for help. And I cannot stress that enough. [... ] See, when I started my freshman year at Princeton, I felt totally overwhelmed and out of place. I had never spent any meaningful time on a college campus. I had never been away from home for an extended period of time. I had no idea how to choose my classes, to — how to take notes in a large lecture. And then I looked around at my classmates, and they all seemed so happy and comfortable and confident. They never seemed to question whether they belonged at a school like Princeton. [... ] as I got to know my classmates, I realized something important. I realized that they were all struggling with something, but instead of hiding their struggles and trying to deal with them all alone, they reached out. They asked for help. If they didn’t understand something in class, they would raise their hand and ask a question, then they’d go to professor’s office hours and ask even more questions. And they were never embarrassed about it, not one bit. Because they knew that that’s how you succeed in life. See, growing up, they had the expectation that they would succeed, and that they would have the resources they needed to achieve their goals. So whether it was taking an SAT-prep class, getting a math tutor, seeking advice from a teacher or counselor — they took advantage of every opportunity they had. So I decided to follow their lead. I found an advisor who helped me choose my classes. I went to the multicultural student center and met older students who became my mentor. And soon enough, I felt like I had this college thing all figured out. And, graduates, wherever you are headed, I guarantee you that there will be all kinds of folks who are eager to help you, but they are not going to come knocking on your door to find you. You have to take responsibility to find them. [... ] And if someone isn’t helpful, if they are impatient or unfriendly, then just find somebody else. You may have to go to a second, or third, or a fourth person but if you keep asking. And if you understand that getting help isn’t a sign of weakness but a sign of strength, then I guarantee you that you will get what you need to succeed.

Source: Summerhill (1960), p. 12
Context: You cannot make children learn music or anything else without to some degree converting them into will-less adults. You fashion them into accepters of the status quo – a good thing for a society that needs obedient sitters at dreary desks, standers in shops, mechanical catchers of the 8:30 suburban train – a society, in short, that is carried on the shabby shoulders of the scared little man – the scared-to-death conformist.

Teaching as a Subversive Activity (1969)
Context: Conventional "requirements" …are systems of prescriptions and proscriptions intended solely to limit the physical and intellectual movements of students — to "keep them in line, in sequence, in order," etc. They shift focus of attention from the learner (check [Goodwin] Watson again) to the "course." In the process, "requirements" violate virtually everything we know about learning because they comprise the matrix of an elaborate system of punishment, that in turn, comprise a threatening atmosphere in which positive learning cannot occur. The "requirements," indeed, force the teacher — and administrator — into the role of an authoritarian functionary whose primary task becomes that of enforcing the requirements rather than helping the learner to learn. The whole authority of the system is contingent upon the "requirements."

Source: Aeneid (29–19 BC), Book I, Line 630, as translated in The Oxford Dictionary of Quotations (1999); spoken by Dido.

Interview with David Brancaccio (2003)
Context: You know, I learned at a very early age that what kind of social system or political system prevails is very important. Not just for your well-being, but for your very survival. Because, you know, I could have been killed by the Nazis. I could have wasted my life under the Communists. So, that's what led me to this idea of an open society. And that is the idea that is motivating me.

Lecture III: Of the more Important Divisions and Essential Parts of Knowledge
A Course of Popular Lectures (1829)
Context: I must intreat your patience — your gentle hearing. I am not going to question your opinions. I am not going to meddle with your belief. I am not going to dictate to you mine. All that I say is, examine; enquire. Look into the nature of things. Search out the ground of your opinions, the for and the against. Know why you believe, understand what you believe, and possess a reason for the faith that is in you…
But your spiritual teachers caution you against enquiry — tell you not to read certain books; not to listen to certain people; to beware of profane learning; to submit your reason, and to receive their doctrines for truths. Such advice renders them suspicious counsellors. By their own creed, you hold your reason from their God. Go! ask them why he gave it.

6A:11, as translated by Wing-tsit Chan in A Source Book in Chinese Philosophy (1963), p. 58
The Mencius

A Preliminary Discourse on the Study of Natural Philosophy (1831)
Context: We must never forget that it is principles, not phenomena, — laws not insulated independent facts, — which are the objects of inquiry to the natural philosopher. As truth is single, and consistent with itself, a principle may be as completely and as plainly elucidated by the most familiar and simple fact, as by the most imposing and uncommon phenomenon. The colours which glitter on a soapbubble are the immediate consequence of a principle the most important, from the variety of phenomena it explains, and the most beautiful, from its simplicity and compendious neatness, in the whole science of optics. If the nature of periodical colours can be made intelligible by the contemplation of such a trivial object, from that moment it becomes a noble instrument in the eye of correct judgment; and to blow a large, regular, and durable soap-bubble may become the serious and praise-worthy endeavour of a sage, while children stand round and scoff, or children of a larger growth hold up their hands in astonishment at such waste of time and trouble. To the natural philosopher there is no natural object unimportant or trifling. From the least of nature's works he may learn the greatest lessons. The fall of an apple to the ground may raise his thoughts to the laws which govern the revolutions of the planets in their orbits; or the situation of a pebble may afford him evidence of the state of the globe he inhabits, myriads of ages ago, before his species became its denizens.
And this, is, in fact, one of the great sources of delight which the study of natural science imparts to its votaries. A mind which has once imbibed a taste for scientific inquiry, and has learnt the habit of applying its principles readily to the cases which occur, has within itself an inexhaustible source of pure and exciting contemplations. One would think that Shakspeare had such a mind in view when he describes a contemplative man as finding

Saraïde, in Book Seven : What Saraïde Wanted, Ch. XLVII : Economics of Saraïde
The Silver Stallion (1926)
Context: Life is a pageant that passes very quickly, going hastily from one darkness to another darkness with only ignes fatui to guide; and there is no sense in it. I learned that, Kerin, without moiling over books. But life is a fine ardent spectacle; and I have loved the actors in it: and I have loved their youth and high-heartedness, and their ungrounded faiths, and their queer dreams, my Kerin, about their own importance and about the greatness of the destiny that awaited them, — while you were piddling after, of all things, the truth!

Preface (Scribner edition, 1872) <!-- New York, Scribner pp xxiv - xxv -->
Chips from a German Workshop (1866)
Context: It is necessary that we too should see the beam in our own eyes, and learn to distinguish between the Christianity of the nineteenth century and the religion of Christ. If we find that the Christianity of the nineteenth century does not win as many hearts in India and China as it ought, let us remember that it was the Christianity of the first century in all its dogmatic simplicity, but with its overpowering love of God and man, that conquered the worId and superseded religions and philosophies, more difficult to conquer than the religious and philosophical systems of Hindus and Buddhists. If we can teach something to the Brahmans in reading with them their sacred hymns, they too can teach us something when reading with us the gospel of Christ. Never shall I forget the deep despondency of a Hindu convert, a real martyr to his faith, who had pictured to himself from the pages of the New Testament what a Christian country must be, and who when he came to Europe found everything so different from what he had imagined in his lonely meditations at Benares!

Lecture notes of 1858, quoted in The Life and Letters of Faraday (1870) by Bence Jones, Vol. 2, p. 403
Context: We learn by such results as these, what is the kind of education that science offers to man. It teaches us to be neglectful of nothing, not to despise the small beginnings — they precede of necessity all great things. Vesicles make clouds; they are trifles light as air, but then they make drops, and drops make showers, rain makes torrents and rivers, and these can alter the face of a country, and even keep the ocean to its proper fulness and use. It teaches a continual comparison of the small and great, and that under differences almost approaching the infinite, for the small as often contains the great in principle, as the great does the small; and thus the mind becomes comprehensive. It teaches to deduce principles carefully, to hold them firmly, or to suspend the judgment, to discover and obey law, and by it to be bold in applying to the greatest what we know of the smallest. It teaches us first by tutors and books, to learn that which is already known to others, and then by the light and methods which belong to science to learn for ourselves and for others; so making a fruitful return to man in the future for that which we have obtained from the men of the past.

Journal entry (26 August 1938); later published in The Wartime Journals (1970)
Context: The readiness to blame a dead pilot for an accident is nauseating, but it has been the tendency ever since I can remember. What pilot has not been in positions where he was in danger and where perfect judgment would have advised against going? But when a man is caught in such a position he is judged only by his error and seldom given credit for the times he has extricated himself from worse situations. Worst of all, blame is heaped upon him by other pilots, all of whom have been in parallel situations themselves, but without being caught in them. If one took no chances, one would not fly at all. Safety lies in the judgment of the chances one takes. That judgment, in turn, must rest upon one's outlook on life. Any coward can sit in his home and criticize a pilot for flying into a mountain in fog. But I would rather, by far, die on a mountainside than in bed. Why should we look for his errors when a brave man dies? Unless we can learn from his experience, there is no need to look for weakness. Rather, we should admire the courage and spirit in his life. What kind of man would live where there is no daring? And is life so dear that we should blame men for dying in adventure? Is there a better way to die?

Source: Aeneid (29–19 BC), Book XII, Lines 435–436 (tr. Robert Fitzgerald)

Source: The Geological Evidences of the Antiquity of Man (1863), Ch.20, p. 406
Context: No one can believe in transmutation who is not profoundly convinced that all we know in paleontology is as nothing compared to what we have yet to learn, and they who regard the record as so fragmentary, and our acquaintance with the fragments which are extant as so rudimentary, are apt to be astounded at the confidence placed by the progressionists in data which must be defective in the extreme. But exactly in proportion as the completeness of the record and our knowledge of it are overrated, in that same degree are many progressionists unconscious of the goal towards which they are drifting. Their faith in the fullness of the annals leads them to regard all breaks in the series of organic existence, or in the sequence of the fossiliferous rocks, as proofs of original chasms and leaps in the course of nature, signs of the intermittent action of the creational force, or of catastrophes which devastated the habitable surface; and they are therefore fearless of discovering any continuity of plan (except that which must have existed in the Divine mind) which would imply a material connection between the outgoing organisms and the incoming ones.

Jokes and their Relation to the Cognitive Unconscious (1980)
Context: All intelligent persons also possess some larger-scale frame-systems whose members seemed at first impossibly different — like water with electricity, or poetry with music. Yet many such analogies — along with the knowledge of how to apply them — are among our most powerful tools of thought. They explain our ability sometimes to see one thing — or idea — as though it were another, and thus to apply knowledge and experience gathered in one domain to solve problems in another. It is thus that we transfer knowledge via the paradigms of Science. We learn to see gases and fluids as particles, particles as waves, and waves as envelopes of growing spheres.

Source: The Nature and Authority of Scripture (1995), p. 22
Context: Ramakrishna possessed a deep aversion to formal learning and education. Learned persons were likened by him to kites and vultures, which soar to great heights in the sky but whose eyes are forever focused on the decaying carcasses below. They were also described as similar to foolish people in an orchard who count the leaves and fruit and argue to estimate their value instead of plucking and relishing the juicy fruit. Reason and the intellectual life received little attention or recognition in his teachings.

Source: Aeneid (29–19 BC), Book VI, Line 620 (H. Rushton Fairclough)

Paris Review interview (1986)
Context: I feel that after working a long time, I’ve really learned how to do what I do. I enjoy it. I don’t think there’s anything more satisfying than turning out a good stanza or a good piece of prose. And when you’re satisfied enough, you want to show it to other people. That’s called publication.

Introduction (November 1970).
Deschooling Society (1971)
Context: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education — and also to those who seek alternatives to other established service industries.

"Proceedings in Memory of Justice Brandeis" (1942).
Extra-judicial writings
Context: The day has clearly gone forever of societies small enough for their members to have personal acquaintance with one another, and to find their station through the appraisal of those who have first hand knowledge of them. Publicity is an evil substitute and the art of publicity is a black art; but it has come to stay, every year adds to its potency and to the finality of its judgments. The hand that rules the press, the radio, the screen and the far-spread magazine, rules the country whether we like it or not, we must learn to accept it.

The Master and Lyra, in Ch. 4 : The Alethiometer
His Dark Materials, The Golden Compass (1995)
Context: "Lyra, I'm going to give you something, and you must promise to keep it private. Will you swear to that?"
"Yes," Lyra said.
He crossed to the desk and took from a drawer a small package wrapped in black velvet. When he unfolded the cloth, Lyra saw something like a large watch or a small clock: a thick disk of gold and crystal. It might have been a compass or something of the sort.
"What is it?" she said.
"It's an alethiometer. It's one of only six that were ever made. Lyra, I urge you again: keep it private. It would be better if Mrs. Coulter didn't know about it. Your uncle — "
"But what does it do?"
"It tells you the truth. As for how to read it, you'll have to learn by yourself. Now go — it's getting lighter — hurry back to your room before anyone sees you."

tr. in Goldstein-Jackson 1983, p. 163 http://books.google.com/books?q=isbn%3A9780389203933+%22A+man+may+learn+wisdom+even+from+a+foe%22+Aristophanes
Birds, line 375-382 (our emphasis on 375 and 378-379 and 382)
Compare the later: "We can learn even from our enemies", Ovid, Metamorphoses, IV, 428.
Birds (414 BC)

Quantum Psychology : How Brain Software Programs You and Your World (1990), p. 45
Context: Obviously, the faster we process information, the more rich and complex our models or glosses — our reality-tunnels — will become.
Resistance to new information, however, has a strong neurological foundation in all animals, as indicated by studies of imprinting and conditioning. Most animals, including most domesticated primates (humans) show a truly staggering ability to "ignore" certain kinds of information — that which does not "fit" their imprinted/conditioned reality-tunnel. We generally call this "conservatism" or "stupidity", but it appears in all parts of the political spectrum, and in learned societies as well as in the Ku Klux Klan.

Source: The Story of My Life (1903), Ch. 6
Context: I had now the key to all language, and I was eager to learn to use it. Children who hear acquire language without any particular effort; the words that fall from others' lips they catch on the wing, as it were, delightedly, while the little deaf child must trap them by a slow and often painful process. But whatever the process, the result is wonderful. Gradually from naming an object we advance step by step until we have traversed the vast distance between our first stammered syllable and the sweep of thought in a line of Shakespeare.

Source: The History of Rasselas, Prince of Abissinia (1759), Chapter 31
Context: “That the dead are seen no more,” said Imlac, “I will not undertake to maintain against the concurrent and unvaried testimony of all ages and of all nations. There is no people, rude or learned, among whom apparitions of the dead are not related and believed. This opinion, which perhaps prevails as far as human nature is diffused, could become universal only by its truth: those that never heard of one another would not have agreed in a tale which nothing but experience can make credible. That it is doubted by single cavillers can very little weaken the general evidence, and some who deny it with their tongues confess it by their fears.
“Yet I do not mean to add new terrors to those which have already seized upon Pekuah. There can be no reason why spectres should haunt the Pyramid more than other places, or why they should have power or will to hurt innocence and purity. Our entrance is no violation of their privileges: we can take nothing from them; how, then, can we offend them?”

Source: What Men Live By (1881), Ch. IV
Context: Go — take the mother's soul, and learn three truths: Learn What dwells in man, What is not given to man, and What men live by. When thou hast learnt these things, thou shalt return to heaven.

"Autism: the knowledge" (27 November 2011) <!-- http://www.steampunkshariah.info/?p=15268 -->
Captain Jul's Mission Blog (2011 - 2013)
Context: Learning is something I’m good at, given the right conditions. Drop me in the middle of an academic subject I care about, and that has relatively clearly defined boundaries, and I can do "expert" more quickly and more comprehensively than most. It’s not vacuous memorization: I’m no savant. What I do is create a schema of fundamental knowledge and understandings, usually over-learned using SQ3R, and that schema then becomes a powerful magnet for related information.

Preface
The Story of Civilization (1935–1975), VI - The Reformation (1957)
Context: I feel for all faiths the warm sympathy of one who has come to learn that even the trust in reason is a precarious faith, and that we are all fragments of darkness groping for the sun. I know no more about the ultimates than the simplest urchin in the streets.

Source: The Yellow Book, 1974, p.55

The Dance of Change (1999)
Context: Mutual reflection. Open and candid conversation. Questioning of old beliefs and assumptions. Learning to let go. Awareness of how our own actions create the systemic structures that produce our problems. Developing these learning capabilities lies at the heart of profound change.

Stanislaus Grumman in Ch. 10 : The Shaman
His Dark Materials, The Subtle Knife (1997)
Context: People here cannot conceive of worlds where dæmons are a silent voice in the mind and no more. Can you imagine my astonishment, in turn, at learning that part of my own nature was female, and bird-formed, and beautiful?

1920s, The Aims of Education (1929)
Context: The universities are schools of education, and schools of research. But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularization of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased. The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning.

Thea, in Part VI, Ch. 7
The Song of the Lark (1915)
Context: I keep my mind on it. That's the whole trick, in so far as stage experience goes; keeping right there every second. If I think of anything else for a flash, I'm gone, done for. But at the same time, one can take things in — with another part of your brain, maybe. It's different from what you get in study, more practical and conclusive. There are some things you learn best in calm, and some in storm. You learn the delivery of a part only before an audience.

Praeterita, volume I, chapter IX (1885-1889).
Context: My entire delight was in observing without being myself noticed,— if I could have been invisible, all the better. I was absolutely interested in men and their ways, as I was interested in marmots and chamois, in tomtits and trout. If only they would stay still and let me look at them, and not get into their holes and up their heights! The living inhabitation of the world — the grazing and nesting in it, — the spiritual power of the air, the rocks, the waters, to be in the midst of it, and rejoice and wonder at it, and help it if I could, — happier if it needed no help of mine, — this was the essential love of Nature in me, this the root of all that I have usefully become, and the light of all that I have rightly learned.

Book II, ch. 17.
Discourses

Presidency (1977–1981), The Crisis of Confidence (1979)
Context: In a nation that was proud of hard work, strong families, close-knit communities, and our faith in God, too many of us now tend to worship self-indulgence and consumption. Human identity is no longer defined by what one does, but by what one owns. But we've discovered that owning things and consuming things does not satisfy our longing for meaning. We've learned that piling up material goods cannot fill the emptiness of lives which have no confidence or purpose.
The symptoms of this crisis of the American spirit are all around us. For the first time in the history of our country a majority of our people believe that the next 5 years will be worse than the past 5 years. Two-thirds of our people do not even vote. The productivity of American workers is actually dropping, and the willingness of Americans to save for the future has fallen below that of all other people in the Western world.
As you know, there is a growing disrespect for government and for churches and for schools, the news media, and other institutions. This is not a message of happiness or reassurance, but it is the truth and it is a warning.
These changes did not happen overnight. They've come upon us gradually over the last generation, years that were filled with shocks and tragedy.
We were sure that ours was a nation of the ballot, not the bullet, until the murders of John Kennedy and Robert Kennedy and Martin Luther King, Jr. We were taught that our armies were always invincible and our causes were always just, only to suffer the agony of Vietnam. We respected the Presidency as a place of honor until the shock of Watergate.

Preface http://andromeda.rutgers.edu/~jlynch/Texts/preface.html
A Dictionary of the English Language (1755)
Context: It is the fate of those, who toil at the lower employments of life, to be rather driven by the fear of evil, than attracted by the prospect of good; to be exposed to censure, without hope of praise; to be disgraced by miscarriage, or punished for neglect, where success would have been without applause, and diligence without reward. Among these unhappy mortals is the writer of dictionaries, whom mankind have considered, not as the pupil, but the slave of science, the pioneer of literature, doomed only to remove rubbish and clear obstructions from the paths through which Learning and Genius press forward to conquest and glory, without bestowing a smile on the humble drudge that facilitates their progress. Every other author may aspire to praise; the lexicographer can only hope to escape reproach, and even this negative recompense has been yet granted to very few.

Book II, 1389a.31
Rhetoric

The Nature of Consciousness http://www.erowid.org/culture/characters/watts_alan/watts_alan_article1.shtml; also published as What Is Reality? (1989)

De Abaitua interview (1998)
Context: The magician to some degree is trying to drive him or herself mad in a controlled setting, within controlled laws. You ask the protective spirits to look after you, or whatever. This provides a framework over an essentially amorphous experience. You are setting up your terms, your ritual, your channels – but you deliberately stepping over the edge into the madness. You are not falling over the edge, or tripping over the edge.
When I was a kid, I used to go to the seaside and play in the waves. The thing you learn about waves, is that when you see a big one coming, you run towards it. You try and get out of its way and you’ll end up twenty yards up the beach covered in scratches. Dive into it, and then you can get behind it. You get on top it, you won’t be hurt. It is counter-intuitive, the impulse is to run away, but the right thing to do is to plunge into it deliberately, and be in control when you do it. Magic is a response to the madness of the twentieth century.

On Alan Lee
In the Artist's Studio interview (2010)
Context: From Alan, I learned to take a more instinctive and intuitive approach to pencil work. I used to let my mind get far too far ahead of my pencil, which can be productive, but removes the serendipitous switch of direction when the pencil and hand discover an idea the mind’s eye had missed. Drawing at the right speed is a sort of graphic contrapposto providing what I’d be tempted to call an “intuitional resilience” unobtainable with more energetic methods. I very much enjoyed working with him, a situation of symbiosis between enthusiasm and despair, the former because his work is just so good, the latter because his work is just so good. He is hard to keep up with, but then I believe he says the same of me. He is a dear friend and a wonderful artist.

Dictatorships and Double Standards https://www.commentarymagazine.com/viewarticle.cfm/dictatorships--double-standards-6189?page=all
Context: Traditional autocrats leave in place existing allocations of wealth, power, status, and other re- sources which in most traditional societies favor an affluent few and maintain masses in poverty. But they worship traditional gods and observe traditional taboos. They do not disturb the habitual rhythms of work and leisure, habitual places of residence, habitual patterns of family and personal relations. Because the miseries of traditional life are familiar, they are bearable to ordinary people who, growing up in the society, learn to cope, as children born to untouchables in India acquire the skills and attitudes necessary for survival in the miserable roles they are destined to fill.

A Narrative of Some of the Lord's Dealings with George Müller Written by Himself, First Part.
First Part of Narrative

Nobel lecture (1989)
Context: Because we all share this small planet earth, we have to learn to live in harmony and peace with each other and with nature. That is not just a dream, but a necessity. We are dependent on each other in so many ways, that we can no longer live in isolated communities and ignore what is happening outside those communities, and we must share the good fortune that we enjoy.

Address at the University of Florida, Gainesville, Florida (3 November 1966); published in Gerald R. Ford,Selected Speeches (1973) edited by Michael V. Doyle <!-- p. 114 -->
1960s
Context: Too often critics seem more intent on seeking new ways to alter Congress than to truly learn how it functions. They might well profit from the advice of Thomas Huxley, who said a century ago: "Sit down before facts as a little child, be prepared to give up every preconceived notion — or you shall learn nothing."

QRO Magazine interview (2007)
Context: I enjoyed, and I tried to soak up and learn everything as fast as I could from doing any kind of music. It's good to have a gig. If you're a musician, it's good to be working.
I love doing all of it, but Marry Me is my baby, St. Vincent is my child.

Nobel Peace Prize acceptance (1985)
Context: Alfred Nobel believed that the destructiveness of dynamite would put an end to war. He deeply believed that the tragic reality of mass carnage would achieve results which all the preaching of peace and goodwill had so far failed to achieve. His prophecy now must gain fulfillment. Recoiling from the abyss of nuclear extermination, the human family will finally abandon war. May we learn from barbaric and bloody deeds of the twentieth century and bestow the gift of peace to the next millennium. Perhaps in that way we shall redeem some measure of respect from generations yet to come. Having achieved peace, in the sonorous phrase of Martin Luther King, Jr. spoken here twenty-one years ago, human beings will then "rise to the majestic heights of moral maturity".

The Open Mind interview (1985)
Context: What is … important is that we — number one: Learn to live with each other. Number two: try to bring out the best in each other. The best from the best, and the best from those who, perhaps, might not have the same endowment. And so this bespeaks an entirely different philosophy — a different way of life — a different kind of relationship — where the object is not to put down the other, but to raise up the other.

The Last Lecture (2007)
Context: The best way to teach somebody something is to have them think they're learning something else. I’ve done it my whole career. And the head fake here is that they’re learning to program but they just think they’re making movies and video games.

If you were to say of these men that they are not guilty, it would be as true to say that there has been no war, there are no slain, there has been no crime.
Summation for the Prosecution, July 26, 1946
Quotes from the Nuremberg Trials (1945-1946)

When Churchill was in opposition after 1945, he led the Conservative Party in a debate about the Health Service. As he listened to Aneurin Bevan’s opening speech, he called for some statistics about infant mortality … [which were] supplied, copiously and accurately, by Iain Macleod, then working in the back rooms of the Conservative Research Department. But, in his speech, Churchill made only one bold and sweeping use … [of Macleod’s detailed research]. Encountering MacLeod afterward, Churchill made the above statement. As cited in The Life of Politics (1968), Henry Fairlie, Methuen, pp. 203-204.
Post-war years (1945–1955)
Context: I gather, young man, that you wish to be a Member of Parliament. The first lesson that you must learn is that, when I call for statistics about the rate of infant mortality, what I want is proof that fewer babies died when I was Prime Minister than when anyone else was Prime Minister. That is a political statistic.

R. Buckminster Fuller on Education (University of Massachusetts Press, 1979), p. 130
1970s
Context: Up to the Twentieth Century, reality was everything humans could touch, smell, see, and hear. Since the initial publication of the chart of the electromagnetic spectrum, humans have learned that what they can touch, smell, see, and hear is less than one-millionth of reality. Ninety-nine percent of all that is going to affect our tomorrows is being developed by humans using instruments and working in ranges of reality that are nonhumanly sensible.

O Magazine (January 2007), pages 160 & 217
Context: What I learned at a very early age was that I was responsible for my life. And as I became more spiritually conscious, I learned that we all are responsible for ourselves, that you create your own reality by the way you think and therefore act. You cannot blame apartheid, your parents, your circumstances, because you are not your circumstances. You are your possibilities. If you know that, you can do anything.

On the role of "Superman" in an interview with Gene Siskel (1978), quoted in the "Biography" at Chris Reeve Homepage http://www.chrisreevehomepage.com/biography.html
Context: The key word for me on him is "inspiration." He is a leader by inspiration. He sets an example. It's quite important that people realize that I don't see him as a glad-handing show-off, a one-man vigilante force who rights every wrong. Basically, he's a pacifist, a man who comes along and says, 'What can I do to help?' He stands on the sidelines until there is real trouble. He does not want to get involved unless it's absolutely necessary because he thinks people should learn to make their own decisions.

IV. Defense and Support : Building blocks for the O.T.O. Temple
Parsifal and the Secret of the Graal Unveiled (1914)
Context: Closing Word
Learn to eat of the tree of Knowledge, and of the tree of Life enjoy the fruit. Seek both within yourself, and so you recognize them and know their place, you are come to the highest rung of the 12 step ladder.
Through this will the Divine-Love be awoken that does not have a place in the twisted minds of men, but dwells in his heart, from which the salvational current will be born which gives us the vision of the eternal light and annihilates all falsity.
"The eternal-feminine draws us up?!"

Love is Enough (1872), Song VIII: While Ye Deemed Him A-Sleeping
Context: All wonder of pleasure, all doubt of desire,
All blindness, are ended, and no more ye feel
If your feet treat his flowers or the flames of his fire,
If your breast meet his balms or the edge of his steel.
Change is come, and past over, no more strife, no more learning:
Now your lips and your forehead are sealed with his seal,
Look backward and smile at the thorns and the burning.
— Sweet rest, O my soul, and no fear of returning!

The Quotable Sir John
Context: I have no quarrel with what I learned in the Presbyterian church — I am still an enthusiastic Christian. But why shouldn't I try to learn more? Why shouldn't I go to Hindu services? Why shouldn't I go to Muslim services? If you are not egotistical, you will welcome the opportunity to learn more.

"The World Tomorrow" After the Manner of Great Journalists
The Illiterate Digest (1924)

In Search of Memory (2006)
Context: CREB's opposing regulatory actions provide a threshold for memory storage, presumably to ensure that only important, life-serving experiences are learned. Repeated shocks to the tail are a significant learning experience for an Aplysia, just as, say, practicing the piano or conjugating French verbs are to us: practice makes perfect, repetition is necessary for long-term memory. In principle, however, a highly emotional state... could bypass the normal restraints on long-term memory. In such a situation, enough MAP kinase molecules would be sent into the nucleus rapidly enough to inactivate all of the CREB-2 molecules, thereby making it easy for protein kinase A to activate CREB-1 and put the experience directly into long-term memory.

Speech to Devonshire Conservatives (January 1892), as quoted in The Marquis of Salisbury (1892), by James J. Ellis, p. 185
Variant: The only true lasting benefit which the statesman can give to the poor man is so to shape matters that the greatest possible liberty for the exercise of his own moral and intellectual qualities should be offered to him by law.
As quoted in Salisbury — Victorian Titan (1999) by Andrew Roberts
1890s
Context: We must learn this rule, which is true alike of rich and poor — that no man and no class of men ever rise to any permanent improvement in their condition of body or of mind except by relying upon their own personal efforts. The wealth with which the rich man is surrounded is constantly tempting him to forget the truth, ad you see in family after family men degenerating from the position of their fathers because they live sluggishly and enjoy what has been placed before them without appealing to their own exertions. The poor man, especially in these days, may have a similar temptation offered to him by legislation, but this same inexorable rule will work. The only true lasting benefit which the statesman can give to the poor man is so to shape matters that the greatest possible opportunity for the exercise of his own moral and intellectual qualities shall be offered to him by the law; and therefore it is that in my opinion nothing that we can do this year, and nothing that we did before, will equal in the benefit that it will confer upon the physical condition, and with the physical will follow the moral too, of the labouring classes in the rural districts, that measure for free education which we passed last year. It will have the effect of bringing education home to many a family which hitherto has not been able to enjoy it, and in that way, by developing the faculties which nature has given to them, it will be a far surer and a far more valuable aid to extricate them from any of the sufferings or hardships to which they may be exposed than the most lavish gifts of mere sustenance that the State could offer.

Source: The Lonesome Gods (1983), Ch. 19
Context: She looked at me suddenly. “Johannes? What do you wish to be? What would you like to become?”
I did not know, and I told her so, but the question worried me. Should I know?  “There is time,” she said, “but the sooner you know, the sooner you can plan. To have a goal is the important thing, and to work toward it. Then, if you decide you wish to do something different, you will at least have been moving, you have been going somewhere, you will have been learning. "