Quotes about learning

page 62

Book V, 1303b.19-30
Politics

Source: Awaken the Giant Within (1992), p. 511
Context: Live life fully while you're here. Experience everything. Take care of yourself and your friends. Have fun, be crazy, be weird. Go out and screw up! You're going to anyway, so you might as well enjoy the process. Take the opportunity to learn from your mistakes: find the cause of your problem and eliminate it. Don't try to be perfect; just be an excellent example of being human.

Source: Drenai series, Quest for Lost Heroes, Ch. 1
Context: Why must I have the Piglet?' 'Because you are the best.' 'I do not understand.' 'Teach him.' 'And who teaches me?' ' As an officer, my lord, you will have many men under your command and not all will be gifted. You must learn to use each man to his best advantage...

1960s, Inaugural address (1965)
Context: In each generation, with toil and tears, we have had to earn our heritage again. If we fail now, we shall have forgotten in abundance what we learned in hardship: that democracy rests on faith, that freedom asks more than it gives, and that the judgment of God is harshest on those who are most favored. If we succeed, it will not be because of what we have, but it will be because of what we are; not because of what we own, but, rather because of what we believe. For we are a nation of believers. Underneath the clamor of building and the rush of our day's pursuits, we are believers in justice and liberty and union, and in our own Union. We believe that every man must someday be free. And we believe in ourselves.

Interview in Saturday Evening Post, quoted by USA Today http://www.usatoday.com/life/television/news/2005-08-07-jennings-dies_x.htm?POE=LIFISVA (7 August 2005)
Context: I have never spent a day in my adult life where I didn't learn something, and if there is a born-again quality to me, that's it.

Variant translation: Learning is ever in the freshness of its youth, even for the old.
Source: Oresteia (458 BC), Agamemnon, line 584 ( line 583 of Richmond Lattimore's translation http://books.google.com/books?id=3duN7nP3OQYC&q=%22old+men+are+always+young+enough+to+learn%22&pg=PA40#v=onepage)

An Old Man's Thoughts on Many Things, Of Education I
Context: I have said nothing about religious teaching as one of the means of forming a good character.... I, who am not a teacher of religion, do not presume to say how it should be taught, so taught as to be practical. If you merely teach dogmas dogmatically, you are not teaching in the sense in which I understand teaching... and learning... does not consist merely in knowing: it is not learning unless there is some corresponding doing.

This I Believe (1951)
Context: This reporter’s beliefs are in a state of flux. It would be easier to enumerate the items I do not believe in, than the other way around. And yet in talking to people, in listening to them, I have come to realize that I don’t have a monopoly on the world’s problems. Others have their share, often far bigger than mine. This has helped me to see my own in truer perspective: and in learning how others have faced their problems — this has given me fresh ideas about how to tackle mine.

Language Education in a Knowledge Context (1980)
Context: The meaning I have given here to "language education" represents it as a form of metaeducation. That is, one learns a subject and, at the same time, learns what the subject is made of.... If it be said that such learning will prevent students from assimilating the facts of a subject, my reply is that this is the only way by which the facts can truly be assimilated. For it is not education to teach students to repeat sentences they do not understand so that they may pass examinations. That is the way of the computer. I prefer the student to be a programmer.

Book 1; Befriending the Learned
Variant translation: To enter upon rulership of a country but not preserve its scholars will result in the downfall of the country. To see the worthy but not hasten to them will make the country's ruler less able to perform his duties. To the unworthy is due no attention. The ignorant should remain without inclusion in the state's affairs. To impede the virtuous and neglect the scholarly and still maintain the survival of the state has yet to be, indeed.
Mozi
Context: If one does not preserve the learned in a state he will be injuring the state; if one is not zealous (to recommend) the virtuous upon seeing one, he will be neglecting the ruler. Enthusiasm is to be shown only to the virtuous, and plans for the country are only to be shared with the learned. Few are those, who, neglecting the virtuous and slighting the learned, could still maintain the existence of their countries.

Speech, London (10 March 1880).
Context: Simplicity of life, even the barest, is not a misery, but the very foundation of refinement: a sanded floor and whitewashed walls, and the green trees, and flowery meads, and living waters outside; or a grimy palace amid the smoke with a regiment of housemaids always working to smear the dirt together so that it may be unnoticed; which, think you, is the most refined, the most fit for a gentleman of those two dwellings?
So I say, if you cannot learn to love real art; at least learn to hate sham art and reject it. It is not because the wretched thing is so ugly and silly and useless that I ask you to cast it from you; it is much more because these are but the outward symbols of the poison that lies within them; look through them and see all that has gone to their fashioning, and you will see how vain labour, and sorrow, and disgrace have been their companions from the first — and all this for trifles that no man really needs!

Letter to Darrel Abercrombie in 1987, quoted at Free Malaysia Today http://www.freemalaysiatoday.com/category/opinion/2013/04/19/a-tale-of-two-ms-mahathir-and-margaret/

Address on religious factions (1981)
Context: The religious factions will go on imposing their will on others unless the decent people connected to them recognize that religion has no place in public policy.
They must learn to make their views known without trying to make their views the only alternatives. The great decisions of Government cannot be dictated by the concerns of religious factions. This was true in the days of Madison, and it is just as true today.
We have succeeded for 205 years in keeping the affairs of state separate from the uncompromising idealism of religious groups and we mustn't stop now.
To retreat from that separation would violate the principles of conservatism and the values upon which the framers built this democratic republic.

Dirk Gently's Holistic Detective Agency (1987)

Source: 1840s, Narrative of the Life of Frederick Douglass, An American Slave (1845), Ch. 6
Context: Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. Though conscious of the difficulty of learning without a teacher, I set out with high hope, and a fixed purpose, at whatever cost of trouble, to learn how to read. The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read.

Written in regard to the Allied destruction of Hamburg and other German cities, p. 437
Memoirs 1925 - 1950 (1967), Germany
Context: Here, for the first time, I felt an unshakable conviction that no momentary military advantage — even if such could have been calculated to exist — could have justified this stupendous, careless destruction of civilian life and of material values, built up laboriously by human hands over the course of centuries for purposes having nothing to do with war. Least of all could it have been justified by the screaming non sequitur: "They did it to us." And it suddenly appeared to me that in these ruins there was an unanswerable symbolism which we in the West could not afford to ignore. If the Western world was really going to make a pretense of a higher moral departure point — of greater sympathy and understanding for the human being as God made him, as expressed not only in himself but in the things he had wrought and cared about — then it had to learn to fight its wars morally as well as militarily, or not fight them at all; for moral principles were a part of its strength. Shorn of this strength, it was no longer itself; its victories were not real victories; and the best it would accomplish in the long run would be to pull down the temple over its own head. The military would stamp this as naïve; they would say that war is war, that when you're in it you fight with every means you have, or go down in defeat. But if that is the case, then there rests upon Western civilization, bitter as this may be, the obligation to be militarily stronger than its adversaries by a margin sufficient to enable it to dispense with those means which can stave off defeat only at the cost of undermining victory.

Teaching as a Subversive Activity (1969)
Context: The new education has as its purpose the development of a new kind of person, one who — as a result of internalizing a different series of concepts — is an actively inquiring, flexible, creative, innovative, tolerant, liberal personality who can face uncertainty and ambiguity without disorientation, who can formulate viable new meanings to meet changes in the environment which threaten individual and mutual survival. The new education, in sum, is new because it consists of having students use the concepts most appropriate to the world in which we all must live. All of these concepts constitute the dynamics of the quest-questioning, meaning-making process that can be called "learning how to learn."

As quoted and paraphrased in "Perfect Record With 'Basket Catch' Says Bob Clemente" http://www.newspapers.com/newspage/41874494/ by John Carroll (UP), in The Connellsville Daily Courier (Tuesday, May 7, 1957), p. 8
Baseball-related, <big><big>1950s</big></big>, <big>1957</big>
Context: "No, I don't learn the basket catch from Mays," Roberto protested in his marked Puerto Rican accent. "It was Luis Olmo and Herman Franks who teach me when I in Dodger chain. That back in 1954 Winter league. Before that, I miss fly ball many time 'cause I try to catch too high. But now no drop one ball since I use basket catch." Clemente said Olmo and Franks instructed him to catch the ball about chest high instead of holding his hands outstretched. Later, he said, It became more natural for him to drop his hands even lower, below his waistline. "It work good for me and I juss keep doing it," he said. "It make it more easy for me to throw too, after I make catch."

The Crosswicks Journal, The Irrational Season (1977)
Context: If our usual response to an annoying situation is a curse, we're likely to meet emergencies with a curse. In the little events of daily living we have the opportunity to condition our reflexes, which are built up out of ordinary things. And we learn to bless first of all by being blessed. My reflexes of blessing have been conditioned by my parents, my husband, my children, my friends

"I Knew a Woman," ll. 22-28
Words for the Wind (1958)
Context: Let seed be grass, and grass turn into hay:
I'm martyr to a motion not my own;
What's freedom for? To know eternity.
I swear she cast a shadow white as stone.
But who would count eternity in days?
These old bones live to learn her wanton ways:
(I measure time by how a body sways.)

Source: A Soldier Reports (1976), p. 21.
Context: While in Sicily, I re-established an earlier acquaintance with a dynamic young colonel commanding one of the 82d Airborne's parachute infantry regiments, James M. Gavin, who later commanded the division. When the war was over, General Gavin asked my transfer to the division to command the 504th Parachute Infantry. Since I had yearned to be a paratrooper ever since serving at Fort Bragg in proximity to the first American airborne units, I was delighted at the assignment. I learned much from General Gavin in his capacity as a division commander, particularly on leadership qualities and maintaining the morale of the troops. More than any other commander under whom I served, he impressed me with the necessity for a commander to be constantly visible to those he leads.

Source: Life, the Truth, and Being Free (2010), p. 78
Context: I've learned that empowered thinking is a choice — a state of mind. It's the ability to enjoy a rose with no mind of the thorn. It's the ability to celebrate a life even though it has passed. It's seeing the flowers even during a rainstorm.

55 min 20 sec
Cosmos: A Personal Voyage (1990 Update), Who Speaks for Earth? [Episode 13]
Context: Since this series' maiden voyage, the impossible has come to pass: Mighty walls that maintained insuperable ideological differences have come tumbling down; deadly enemies have embraced and begun to work together. The imperative to cherish the Earth and protect the global environment that sustains all of us has become widely accepted, and we've begun, finally, the process of reducing the obscene number of weapons of mass destruction. Perhaps we have, after all, decided to choose life. But we still have light years to go to ensure that choice. Even after the summits and the ceremonies and the treaties, there are still some 50,000 nuclear weapons in the world — and it would require the detonation of only a tiny fraction of them to produce a nuclear winter, the predicted global climatic catastrophe that would result from the smoke and the dust lifted into the atmosphere by burning cities and petroleum facilities.
The world scientific community has begun to sound the alarm about the grave dangers posed by depleting the protective ozone shield and by greenhouse warming, and again we're taking some mitigating steps, but again those steps are too small and too slow. The discovery that such a thing as nuclear winter was really possible evolved out of the studies of Martian dust storms. The surface of Mars, fried by ultraviolet light, is also a reminder of why it's important to keep our ozone layer intact. The runaway greenhouse effect on Venus is a valuable reminder that we must take the increasing greenhouse effect on Earth seriously.
Important lessons about our environment have come from spacecraft missions to the planets. By exploring other worlds we safeguard this one. By itself, I think this fact more than justifies the money our species has spent in sending ships to other worlds. It is our fate to live during one of the most perilous and, at the same time, one of the most hopeful chapters in human history.
Our science and our technology have posed us a profound question. Will we learn to use these tools with wisdom and foresight before it's too late? Will we see our species safely through this difficult passage so that our children and grandchildren will continue the great journey of discovery still deeper into the mysteries of the Cosmos? That same rocket and nuclear and computer technology that sends our ships past the farthest known planet can also be used to destroy our global civilization. Exactly the same technology can be used for good and for evil. It is as if there were a God who said to us, “I set before you two ways: You can use your technology to destroy yourselves or to carry you to the planets and the stars. It's up to you.”

The Education of Henry Adams (1907)
Context: ... education should try to lessen the obstacles, diminish the friction, invigorate the energy, and should train minds to react, not at haphazard, but by choice, on the lines of force that attract their world. What one knows is, in youth, of little moment; they know enough who know how to learn. Throughout human history the waste of mind has been appalling, and, as this story is meant to show, society has conspired to promote it. No doubt the teacher is the worst criminal, but the world stands behind him and drags the student from his course. The moral is stentorian. Only the most energetic, the most highly fitted, and the most favored have overcome the friction or the viscosity of inertia, and these were compelled to waste three-fourths of their energy in doing it.

"The Army of the Discontented," http://ebooks.library.cornell.edu/cgi/t/text/pageviewer-idx?c=nora;cc=nora;g=moagrp;xc=1;q1=The%20Army%20of%20the%20Discontented;rgn=full%20text;cite1=Powderly;cite1restrict=author;view=image;seq=0381;idno=nora0140-4;node=nora0140-4%3A8 North American Review, vol. 140, whole no. 341 (April 1885), p. 377.

Source: The Reader Over Your Shoulder (1943), Ch.4: "The Use and Abuse of Official English"
Context: The chief trouble with the official style is that it spreads far beyond the formal contexts to which it is suited. Most civil servants, having learned to write in this way, cannot throw off the habit. The obscurity of their public announcements largely accounts for the disrepute into which Departmental activities have fallen: for the public naturally supposes that Departments are as muddled and stodgy as their announcements.
The habit of obscurity is partly caused by a settled disinclination among public servants to give a definite refusal even where assent is out of the question; or to convey a vigorous rebuke even where, in private correspondence, any person with self-respect would feel bound to do so. The mood is conveyed by a polite and emasculated style — polite because, when writing to a member of the public, the public servant is, in theory at least, addressing one of his collective employers; emasculated because, as a cog in the Government machine, he must make his phrases look as mechanical as possible by stripping them of all personal feeling and opinion.

Preface
The Substitution of Similars, The True Principles of Reasoning (1869)
Context: The new and wonderful results of the late Dr. Boole's mathematical system of Logic appear to develop themselves as most plain and evident consequences of the self-same process of substitution, when applied to the Primary Laws of Thought. Should my notion be true, a vast mass of technicalities may be swept from our logical text-books, and yet the small remaining part of logical doctrine will prove far more useful than all the learning of the Schoolmen.

"Learning and Science", speech at a dinner of the Harvard Law School Association in honor of Professor C. C. Langdell (June 25, 1895); reported in Speeches by Oliver Wendell Holmes (1896). p. 67-68.
1890s

Interview with Stanley Koehler (April 1962), in The Paris Review : Writers at Work, 3rd series, Viking Penguin, p. 29
General sources
Context: The art of the poem nowadays is something unstable; but at least the construction of the poem should make sense; you should know where you stand. Many questions haven't been answered as yet. Our poets may be wrong; but what can any of us do with his talent but try to develop his vision, so that through frequent failures we may learn better what we have missed in the past.

Source: Hainish Cycle, The Telling (2000), Ch. 4, §3 (pp. 90–91)
Context: One of the historians of Darranda said: To learn a belief without belief is to sing a song without the tune.
A yielding, an obedience, a willingness to accept these notes as the right notes, this pattern as the true pattern, is the essential gesture of performance, translation, and understanding. The gesture need not be permanent, a lasting posture of the mind or heart, yet it is not false. It is more than the suspension of disbelief needed to watch a play, yet less than the conversion. It is a position, a posture in the dance.

An Old Man's Thoughts on Many Things, Of Education I
Context: The amount of our school learning can never be very great, and the value of it is allowed by all good judges to be in the discipline by which we learn, in the strengthening of the mental powers, and in the formation of character. He who learns even one thing well acquires a measure by which he may estimate himself and others: he knows what he does know, and he knows that he does not know that which he does not know. He is not deceived about himself, nor does he attempt to deceive others, nor is he likely to be deceived by others. He has attained the one sure element out of which improvement will come. All the knowledge, which we attempt to acquire and which we do really acquire, is the foundation of our character and the safe foundation on which must rest all that we shall learn afterwards and all that we shall do.

1989 Chairman's Letter http://www.berkshirehathaway.com/letters/1989.html
Letters to Shareholders (1957 - 2012)
Context: After 25 years of buying and supervising a great variety of businesses, Charlie and I have not learned how to solve difficult business problems. What we have learned is to avoid them. To the extent we have been successful, it is because we concentrated on identifying one-foot hurdles that we could step over because we acquired any ability to clear seven-footers.

1830s, Literary Ethics (1838)
Context: You will hear every day the maxims of a low prudence. You will hear, that the first duty is to get land and money, place and name. "What is this Truth you seek? What is this Beauty?" men will ask, with derision. If, nevertheless, God have called any of you to explore truth and beauty, be bold, be firm, be true. When you shall say, "As others do, so will I. I renounce, I am sorry for it, my early visions; I must eat the good of the land, and let learning and romantic expectations go, until a more convenient season." — then dies the man in you; then once more perish the buds of art, and poetry, and science, as they have died already in a thousand thousand men. The hour of that choice is the crisis of your history; and see that you hold yourself fast by the intellect. … Bend to the persuasion which is flowing to you from every object in Nature, to be its tongue to the heart of man, and to show the besotted world how passing fair is wisdom.

Vol. I, Ch. 1 : A Man of His Day, p. 8
New Grub Street : A Novel (1891)
Context: I am learning my business. Literature nowadays is a trade. Putting aside men of genius, who may succeed by mere cosmic force, your successful man of letters is your skilful tradesman. He thinks first and foremost of the markets; when one kind of goods begins to go off slackly, he is ready with something new and appetising. He knows perfectly all the possible sources of income. Whatever he has to sell he'll get payment for it from all sorts of various quarters; none of your unpractical selling for a lump sum to a middleman who will make six distinct profits.

An Old Man's Thoughts on Many Things, Of Education I
Context: By drawing an object the children will also learn a fundamental doctrine of philosophy; but I don't recommend letting them know what the doctrine is. They will discover it some time. We do not draw objects as they are: we draw them as they seem to be. To the eye things are what they seem to be, but they are in reality, if you know what that means, something else.

Letter to Harrison Blake (20 May 1860); published in Familiar Letters (1865)
Context: Men and boys are learning all kinds of trades but how to make men of themselves. They learn to make houses; but they are not so well housed, they are not so contented in their houses, as the woodchucks in their holes. What is the use of a house if you haven't got a tolerable planet to put it on? — If you cannot tolerate the planet that it is on? Grade the ground first. If a man believes and expects great things of himself, it makes no odds where you put him, or what you show him … he will be surrounded by grandeur. He is in the condition of a healthy and hungry man, who says to himself, — How sweet this crust is!

Source: The Nature of Personal Reality (1974), p. 22, Session 614

1980s, A Dream Deferred (1989)
Context: It is a real thrill to be back home. When I was here I was not as endeared to this institution as I am now. You learn in retrospect and appreciate as you move on. I was indeed shaped by my experience at Smith—it was the first time I had to struggle. It was the very first time I learned how to determine and focus very specifically on the things that I felt were important, to strategize and to learn how to go about getting them and making them happen. While it was painful then, I am truly thankful for that experience now.

an epithet characteristic of the silver age of Hebrew literature and of our Anglican Prayer Book, but never once used as an epithet of God by Him who knew Him as He is. By way of compensation, we must lay far more stress on "Wise" and "Good."
Paradosis : Or "In the Night in Which He Was (?) Betrayed" (1904), "Introduction : Paradosis or Delivering Up the Soul", p. 7

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

Variant translation: The more we learn about the world, and the deeper our learning, the more conscious, clear, and well-defined will be our knowledge of what we do not know, our knowledge of our ignorance. The main source of our ignorance lies in the fact that our knowledge can only be finite, while our ignorance must necessarily be infinite.
Conjectures and Refutations: The Growth of Scientific Knowledge (1963)
Context: The more we learn about the world, and the deeper our learning, the more conscious, specific, and articulate will be our knowledge of what we do not know, our knowledge of our ignorance. For this, indeed, is the main source of our ignorance — the fact that our knowledge can be only finite, while our ignorance must necessarily be infinite.

Source: Black Boy (American Hunger) (1991), p. 282

Entry (1981)
Eric Hoffer and the Art of the Notebook (2005)
Context: In all my life I never competed for fortune, for a woman, or for fame. I learned to write in total isolation. My first work was also my best, and the first thing published. I never belonged to a circle or clique. I did not know I was writing a book until it was written. When my first book was published there was no one near me, an acquaintance let alone a friend, to congratulate me. I have never savored triumph, never won a race.

"Free and Happy Student" in The Phi Delta Kappan (September 1973); later published in Reflections on Behaviorism and Society (1978).
Context: Many instructional arrangements seem "contrived", but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious.
It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.

What Is Anarchism? (1929), Ch. 26: "Preparation" http://libcom.org/library/what-is-anarchism-alexander-berkman-26
Context: If your object is to secure liberty, you must learn to do without authority and compulsion. If you intend to live in peace and harmony with your fellow-men, you and they should cultivate brotherhood and respect for each other. If you want to work together with them for your mutual benefit, you must practice cooperation. The social revolution means much more than the reorganization of conditions only: it means the establishment of new human values and social relationships, a changed attitude of man to man, as of one free and independent to his equal; it means a different spirit in individual and collective life, and that spirit cannot be born overnight. It is a spirit to be cultivated, to be nurtured and reared, as the most delicate flower it is, for indeed it is the flower of a new and beautiful existence.

Journals 1A 68 (29 July 1835)
1830s, The Journals of Søren Kierkegaard, 1830s
Context: In order to learn true humility (I use this expression to describe the state of mind under discussion), it is good for a person to withdraw from the turmoil of the world (we see that Christ withdrew when the people wanted to proclaim him king as well as when he had to walk the thorny path), for in life either the depressing or the elevating impression is too dominant for a true balance to come about. Here, of course, individuality is very decisive, for just as almost every philosopher believes he has found the truth, just as almost every poet believes he has reached Mount Parnassus, just so we find on the other hand many who link their lives entirely to another, like a parasite to a plant, live in him, die in him (for example, the Frenchman in relation to Napoleon). But in the heart of nature, where a person, free from life's often nauseating air, breathes more freely, here the soul opens willingly to every noble impression. Here one comes out as nature's master, but he also feels that something higher is manifested in nature, something he must bow down before; he feels a need to surrender to this power that rules it all. (I, of course, would rather not speak of those who see nothing higher in nature than substance — people who really regard heaven as a cheese-dish cover and men as maggots who live inside it.) Here he feels himself great and small at one and the same time, and feels it without going so far as the Fichtean remark (in his Die Bestimmung des Menschen) about a grain of sand constituting the world, a statement not far removed from madness.

41
Ki Sayings (2003)
Context: You must not think of what you learned as belonging to you. Your learning was only possible because of the people who taught you. If you forget this, before you know it you fall under the illusion that you are the only one who can do it, or the only one who understands. This is called being full of yourself. It is wrong to think, ‘I am strong’, because this strength is nothing but weakness turned inside out. You must think how to act within universal principles.

Reflections on his earlier life, written when he was 27 (December 1862), published in Letters and Journal of W. Stanley Jevons (1886), edited by Harriet A. Jevons, his wife, p. 11.
Context: When quite young I can remember I had no thought or wish of surpassing others. I was rather taken with a liking of little arts and bits of learning. My mother carefully fostered a liking for botany, giving me a small microscope and many books, which I yet have. Strange as it may seem, I now believe that botany and the natural system, by exercising discrimination of kinds, is the best of logical exercises. What I may do in logic is perhaps derived from that early attention to botany.

Source: My Several Worlds (1954), p. 52
Context: I became mentally bifocal, and so I learned early to understand that there is no such condition in human affairs as absolute truth. There is only truth as people see it, and truth, even in fact, may be kaleidoscopic in its variety. The damage such perception did to me I have felt ever since, although damage may be too dark a word, for it merely meant that I could never belong entirely to one side of any question. To be a Communist would be absurd to me, as absurd as to be entirely anything and equally impossible. I straddled the globe too young.

शिक्षा (Education)

In his introduction "Van is Here, But Van is Gone" to Futures Past: The Best Short Fiction of A. E. van Vogt (July 1999) http://www.sfrevu.com/ISSUES/2000/ARTICLES/20000128-03.htm
Context: Alfred E. van Vogt, since the appearance of his first two stories — "Black Destroyer" and "Discord in Scarlet" (Astounding Science Fiction, July and December 1939) the most memorable debut in the long history of the genre — has been a giant. The words seminal and germinal leap to mind. Sadly, at this juncture. the words tragedy and farewell also insinuate themselves. … Van is still with us, as I write this, in June of 1999, slightly less than fifty years since I first encountered van Vogt prose in a January 1950 issue of Startling Stories, but Van is gone. He is no longer with us. … Because the great and fecund mind of A. E. van Vogt has fallen into the clutches of that pulp thriller demon, Alzheimer's. Van is gone. … Anyone's demise or vanishment is in some small way tragic but the word "tragedy" requires greater measure for its use. … Van' s great mind now gone. Tragedy.
The ultimate tragic impropriety visited on as good a man as ever lived. A gentle. soft spoken man who was filled with ideas and humor and courtesy and kindness. Not even those who were not aficionados of Van's writing could muster a harsh word about him as a human being. He was as he remains now, quietly and purposefully, a gentleman.
But make no mistake about this: the last few decades for him were marred by the perfidious and even mean spirited and sometimes criminal acts of poltroons and self-aggrandizing mountebanks and piss-ants into whose clutches he fell just before the thug Alzheimer got him. … I came late to the friendship with Van and Lydia. Perhaps only twenty-five or so years. But the friendship continues, and at least I was able to make enough noise to get Van the Science Fiction Writers of America Grand Master Award, which was presented to him in full ceremony during one of the last moments when he was cogent and clearheaded enough understand that finally, as last, dragged kicking and screaming to honor him, the generation that learned from what he did and what he had created had, at last, fessed up to his importance.
Naturally, others took credit for his getting the award. They postured and spewed all the right platitudes. Some of them were the same ones who had said to me — during the five years it took to get them to act honorably — "we'd have given it to him sooner if you hadn't made such a fuss." Yeah. Sure. And pandas'll fly out of my ass.

Autobiographical Notes (1952)
Context: I began plotting novels at about the time I learned to read. The story of my childhood is the usual bleak fantasy, and we can dismiss it with the restrained observation that I certainly would not consider living it again.

Language Education in a Knowledge Context (1980)
Context: In the development of intelligence nothing can be more "basic" than learning how to ask productive questions. Many years ago, in Teaching as a Subversive Activity, Charles Weingartner and I expressed our astonishment at the neglect shown in school toward this language art.... The "back to the basics" philosophers rarely mention it, and practicing teachers usually do not find room for it in their curriculums. …all our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool… There are at present no reading tests anywhere that measure the ability of students to address probing questions to the particular texts they are reading... What students need to know are the rules of discourse which comprise the subject, and among the most central of such rules are those which govern what is and what is not a legitimate question.

As quoted in his obituary, Daily Telegraph (4 November 2009) http://www.telegraph.co.uk/news/obituaries/science-obituaries/6496558/Claude-Levi-Strauss.html
Context: The idea behind structuralism is that there are things we may not know but we can learn how they are related to each other. This has been used by science since it existed and can be extended to a few other studies — linguistics and mythology — but certainly not to everything.
The great speculative structures are made to be broken. There is not one of them that can hope to last more than a few decades, or at most a century or two.

Man a Machine (1747)
Context: Among animals, some learn to speak and sing; they remember tunes, and strike the notes as exactly as a musician. Others, for instance the ape, show more intelligence... would it be absolutely impossible to teach the ape a language? I do not think so.<!--pp.100-102

Context: Many men, aware of the treatment I received at the hands of Walter Dawson, have asked me why I did not avenge the wrongs he inflicted on me. I am not aware that he did inflict wrong on me … I did some good through being blacklisted. It made me more than determined to perfect an organization that would render blacklisting impossible; it made me mayor of Scranton where I learned that we are all good and bad instead of good or bad. It taught me how to put myself in the place of the vilest, filthiest, lowest-down tramp that comes to me for help. It taught me when men were brought before me for trial how to pierce the veil between cause and effect, between motive and act; it enabled me to come down from the bench as a magistrate, a representative of the law, and before the bar of my own heart, and conscience, place the prisoner then before me on the bench in my stead.

Crucible of Creativity (2005)
Context: Anonymity relieves refactoring friction. Have learned that people want to sign things. But try to write in a way where you don’t have to know who said it. But when someone who is not in a giving mood uses anonymity (spammers), that abuse can drive us away from anonymity. But I hope we can drive the ill-intended out without having to give up the openness.

"Education for Independent Thought" in The New York Times, 5 October 1952. Reprinted in Ideas and Opinions (1954)
1950s
Context: It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community. These precious things are conveyed to the younger generation through personal contact with those who teach, not—or at least not in the main—through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the "humanities" as important, not just dry specialized knowledge in the fields of history and philosophy.

A Treatise on Isoperimetrical Problems, and the Calculus of Variations (1810)
Context: The Authors who write near the beginnings of science, are, in general the most instructive: they take the reader more along with them, shew him the real difficulties, and, which is a main point, teach him the subject, the way by which they themselves learned it.<!--Preface p. v-iv

Speech to students at the California Institute of Technology, in "Einstein Sees Lack in Applying Science" http://select.nytimes.com/gst/abstract.html?res=F50A1FFF3F5E1B7A93C5A81789D85F458385F9&scp=4&sq=&st=p, The New York Times (16 February 1931)
1930s
Context: Why does this magnificent applied science which saves work and makes life easier bring us so little happiness? The simple answer runs: Because we have not yet learned to make sensible use of it. In war it serves that we may poison and mutilate each other. In peace it has made our lives hurried and uncertain. Instead of freeing us in great measure from spiritually exhausting labor, it has made men into slaves of machinery, who for the most part complete their monotonous long day's work with disgust and must continually tremble for their poor rations. … It is not enough that you should understand about applied science in order that your work may increase man's blessings. Concern for the man himself and his fate must always form the chief interest of all technical endeavours; concern for the great unsolved problems of the organization of labor and the distribution of goods in order that the creations of our mind shall be a blessing and not a curse to mankind. Never forget this in the midst of your diagrams and equations.

Rolling Stone interview (2005)
Context: So now — cut to 1980. Irish rock group, who've been through the fire of a certain kind of revival, a Christian-type revival, go to America. Turn on the TV the night you arrive, and there's all these people talking from the Scriptures. But they're quite obviously raving lunatics.
Suddenly you go, what's this? And you change the channel. There's another one. You change the channel, and there's another secondhand-car salesman. You think, oh, my God. But their words sound so similar... to the words out of our mouths.
So what happens? You learn to shut up. You say, whoa, what's this going on? You go oddly still and quiet. If you talk like this around here, people will think you're one of those. And you realize that these are the traders — as in t-r-a-d-e-r-s — in the temple.

Getting Started, p. 5
How to Argue and Win Every Time (1995)
Context: While birds can fly, only humans can argue. Argument is the affirmation of our being. It is the principal instrument of human intercourse. Without argument the species would perish. As a subtle suggestion, it is the means by which we aid another. As a warning, it steers us from danger. As exposition, it teaches. As an expression of creativity, it is the gift of ourselves. As a protest, it struggles for justice. As a reasoned dialogue, it resolves disputes. As an assertion of self, it engenders respect. As an entreaty of love, it expresses our devotion. As a plea, it generates mercy. As charismatic oration it moves multitudes and changes history. We must argue — to help, to warn, to lead, to love, to create, to learn, to enjoy justice — to be.

Speech to the Classical Association (8 January 1926), quoted in On England, and Other Addresses (1926), p. 107.
1926
Context: Believing as I do that much of the civilisation and culture of the world is bound up with the life of Western Europe, it is good for us to remember that we Western Europeans have been in historical times members together of a great Empire, and that we share in common, though in differing degrees, language, law, and tradition. That there should be wars between nations who learned their first lessons in citizenship from the same mother seems to me fratricidal insanity.

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."

Review http://www.rogerebert.com/reviews/downfall-2005 of Downfall (11 March 2005)
Reviews, Four star reviews
Context: Admiration I did not feel. Sympathy I felt in the sense that I would feel it for a rabid dog, while accepting that it must be destroyed. I do not feel the film provides "a sufficient response to what Hitler actually did," because I feel no film can, and no response would be sufficient. All we can learn from a film like this is that millions of people can be led, and millions more killed, by madness leashed to racism and the barbaric instincts of tribalism.

17 U.S. (4 Wheaton) 316, 409-411
McCulloch v. Maryland (1819)
Context: [T]he power of creating a corporation is one appertaining to sovereignty, and is not expressly conferred on Congress. This is true. But all legislative powers appertain to sovereignty. The original power of giving the law on any subject whatever is a sovereign power, and if the Government of the Union is restrained from creating a corporation as a means for performing its functions, on the single reason that the creation of a corporation is an act of sovereignty, if the sufficiency of this reason be acknowledged, there would be some difficulty in sustaining the authority of Congress to pass other laws for the accomplishment of the same objects. The Government which has a right to do an act and has imposed on it the duty of performing that act must, according to the dictates of reason, be allowed to select the means, and those who contend that it may not select any appropriate means that one particular mode of effecting the object is excepted take upon themselves the burden of establishing that exception. [... ] The power of creating a corporation, though appertaining to sovereignty, is not, like the power of making war or levying taxes or of regulating commerce, a great substantive and independent power which cannot be implied as incidental to other powers or used as a means of executing them. It is never the end for which other powers are exercised, but a means by which other objects are accomplished. No contributions are made to charity for the sake of an incorporation, but a corporation is created to administer the charity; no seminary of learning is instituted in order to be incorporated, but the corporate character is conferred to subserve the purposes of education. No city was ever built with the sole object of being incorporated, but is incorporated as affording the best means of being well governed. The power of creating a corporation is never used for its own sake, but for the purpose of effecting something else. No sufficient reason is therefore perceived why it may not pass as incidental to those powers which are expressly given if it be a direct mode of executing them.

1990s, Long Walk to Freedom (1995)
Context: I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.

Founding Address (1876), Life and Destiny (1913)
Context: Let us learn from the lips of death the lessons of life. Let us live truly while we live, live for what is true and good and lasting. And let the memory of our dead help us to do this. For they are not wholly separated from us, if we remain loyal to them. In spirit they are with us. And we may think of them as silent, invisible, but real presences in our households.

Uh-Oh: Some Observations from Both Sides of the Refrigerator Door (2001), p. 146
Context: One of life's best coping mechanisms is to know the difference between an inconvenience and a problem. If you break your neck, if you have nothing to eat, if your house is on fire, then you've got a problem. Everything else is an inconvenience. Life is inconvenient. Life is lumpy. A lump in the oatmeal, a lump in the throat and a lump in the breast are not the same kind of lump. One needs to learn the difference.

Context: For many South Koreans today, the Korean War is little more than a tragedy of the past or a tale in abstraction. For others, it is a trauma best forgotten. But on Memorial Day, the South Koreans, as a nation, must not forget the suffering and sacrifice in their national historical experience. The lessons of the most traumatic past must be learned and continually relearned, not only to prevent such a tragedy from repeating itself, but also to honor, as one nation, those who made our freedom possible, and to remember that freedom is certainly never free.

Introduction, Why Study Economics?, p. 5
Economics For Everyone (2008)

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)
Context: This text is organized in the "spiral" for learning. A topic... is returned to again and again, each time higher up in the spiral. The first time around you may not be completely sure of what is going on, but on the repeated returns to the topic it should gradually become clear. This is necessary when the ideas are not simple but require a depth of understanding...

"Flight", pp.125, Harper Row 1966
Native Son (1940)

Impromptu speech at a dinner for visiting East German dignitaries, Moscow (September 17, 1955), as reported by The New York Times (September 18, 1955), p. 19.

" Cargo Cult Science http://calteches.library.caltech.edu/51/2/CargoCult.htm", adapted from a 1974 Caltech commencement address; also published in Surely You're Joking, Mr. Feynman!, p. 342
Context: We've learned from experience that the truth will come out. Other experimenters will repeat your experiment and find out whether you were wrong or right. Nature's phenomena will agree or they'll disagree with your theory. And, although you may gain some temporary fame and excitement, you will not gain a good reputation as a scientist if you haven't tried to be very careful in this kind of work. And it's this type of integrity, this kind of care not to fool yourself, that is missing to a large extent in much of the research in cargo cult science.

1910s, "Law and the Court" (1913)

"Would you like to see a little of it?" said the Mock Turtle. (3 April 2010) http://greygirlbeast.livejournal.com/639337.html
Unfit for Mass Consumption (blog entries), 2010

Ten Times One is Ten (1870)
Context: That day the whole world held festival. All schools were dismissed, — all banks and workshops and factories closed, — all "unnecessary labor suspended," as the great salutes and the great chimes came booming out, which announced the agreement of a world of self-forgetting men. That day, do I say? Every day from that day was festival, — century after century. So soon as the world once learned the infinite blessing of Active Love, and stayed it by Faith, and enjoyed it in Hope, there was no danger that the world should unlearn that lesson.
That lesson — if this vision of a possibility prove true — comes to the world by no change of law; by no new revelation, nor other gospel than the world has now. It comes simply as man after man and woman after woman lead such unselfish lives, as all of us see sometimes, as all would be glad to live...

Ritualization of Progress.
Deschooling Society (1971)
Context: Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.

On life in hiding from Nazi authorities, p. 48
To Save a Life: Stories of Holocaust Rescue (2000)
Context: One of the things I learned, one of the strangest things, is how to think. There was nothing else to do. I couldn't see people, or go for a walk in the forest. All I had was my head and my books, and I thought a lot. I learned, because there was no interruption. I had access to myself, to my thinking. I wouldn't say that I particularly matured. The thinking was physics thinking. I was just short of twenty-two then.
I was in hiding for two years and two months, something like that. In all that time I went out very, very little, just once in a great while, after dark. Once I even took the train to Utrecht, forty miles from Amsterdam, with my yellow star, this star which I still have. Why did I go? I just wanted to visit some friends. I was a little bit crazy, a little bit insane.

Address to Polaroid employees at Symphony Hall in Boston, Massachusetts (5 February 1960), as quoted in Insisting on the Impossible : The Life of Edwin Land (1998) by Victor K. McElheny, p. 198
Context: The world is a scene changing so rapidly that it takes every bit of intuitive ability you have, every brain cell each one of you has, to make the sensible decision about what to do next. You cannot rely upon what you have been taught. All you have learned from history is old ways of making mistakes. There is nothing that history can tell you about what we must do tomorrow. Only what we must not do.

Essay of Dramatick Poesie (1668)
Context: To begin then with Shakespeare; he was the man who of all Modern, and perhaps Ancient Poets, had the largest and most comprehensive soul. All the Images of Nature were still present to him, and he drew them not laboriously, but luckily: when he describes any thing, you more than see it, you feel it too. Those who accuse him to have wanted learning, give him the greater commendation: he was naturally learn'd; he needed not the spectacles of Books to read Nature; he look'd inwards, and found her there. I cannot say he is every where alike; were he so, I should do him injury to compare him with the greatest of Mankind. He is many times flat, insipid; his Comick wit degenerating into clenches; his serious swelling into Bombast. But he is alwayes great, when some great occasion is presented to him: no man can say he ever had a fit subject for his wit, and did not then raise himself as high above the rest of the Poets

Introduction : The Reason for the Examination
A Perplexed Philosopher (1892)
Context: The respect for authority, the presumption in favor of those who have won intellectual reputation, is within reasonable limits, both prudent and becoming. But it should not be carried too far, and there are some things especially as to which it behooves us all to use our own judgment and to maintain free minds. For not only does the history of the world show that undue deference to authority has been the potent agency through which errors have been enthroned and superstitions perpetuated, but there are regions of thought in which the largest powers and the greatest acquirements cannot guard against aberrations or assure deeper insight. One may stand on a box and look over the heads of his fellows, but he no better sees the stars. The telescope and the microscope reveal depths which to the unassisted vision are closed. Yet not merely do they bring us no nearer to the cause of suns and animal-cula, but in looking through them the observer must shut his eyes to what lies about him. That intension is at the expense of extension is seen in the mental as in the physical sphere. A man of special learning may be a fool as to common relations. And that he who passes for an intellectual prince may be a moral pauper there are examples enough to show.

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)
Context: Mathematics, being very different from the natural languages, has its corresponding patterns of thought. Learning these patterns is much more important than any particular result... They are learned by the constant use of the language and cannot be taught in any other fashion.

Language Education in a Knowledge Context (1980)
Context: It is precisely through one's learning about the total context in which the language of a subject is expressed that personality may be altered. If one learns how to speak history or mathematics or literary criticism, one becomes, by definition, a different person. The point to be stressed is that a subject is a situation in which and through which people conduct themselves, largely in language. You cannot learn a new form of conduct without changing yourself.

1880s, Reminiscences (1881)

A Path to Freedom (2010), p. 14
Context: There is no British Government anymore in Ireland. It is gone. It is no longer the enemy. We have now a native government, constitutionally elected, and it is the duty of every Irish man and woman to obey it. Anyone who fails to obey is an enemy of the people and must expect to be treated as such. We have to learn that attitudes and actions which were justifiable when directed against alien administration, holding its position by force, are wholly unjustifiable against a native government which exists only to carry out the people's will, and can be changed the moment it ceases to do so. We have to learn that freedom imposes responsibilities.

The Tragedy of Irene (1749), Act III, Sc. 2
Context: To-morrow's action! Can that hoary wisdom,
Borne down with years, still doat upon tomorrow!
That fatal mistress of the young, the lazy,
The coward, and the fool, condemn'd to lose
A useless life in waiting for to-morrow,
To gaze with longing eyes upon to-morrow,
Till interposing death destroys the prospect
Strange! that this general fraud from day to day
Should fill the world with wretches undetected.
The soldier, labouring through a winter's march,
Still sees to-morrow drest in robes of triumph;
Still to the lover's long-expecting arms
To-morrow brings the visionary bride.
But thou, too old to hear another cheat,
Learn, that the present hour alone is man's.

Introduction
The Common Background of Greek and Hebrew Civilizations (1965 [1962])

The Rev^d Wicks Cherrycoke, Christ and History
Source: Mason & Dixon (1997), Ch. 35

Book III, ch. 19. http://books.google.com/books?id=7e0NAAAAYAAJ&q=%22For+he+who+is+unmusical+is+a+child+in+music+he+who+is+without+letters+is+a+child+in+learning+he+who+is+untaught+is+a+child+in+life%22&pg=PA241#v=onepage
Discourses

First Mansions, Ch. 2 : The Human Soul, as translated by the Benedictines of Stanbrook (1911), revised and edited by Fr. Benedict Zimmerman
Interior Castle (1577)
Context: We shall never learn to know ourselves except by endeavoring to know God; for, beholding His greatness we realize our own littleness; His purity shows us our foulness; and by meditating upon His humility we find how very far we are from being humble.

Part I : Contemporary Issues in Science, Ch. 1 : "The Scientist as Rebel"; this first appeared in New York Review of Books (25 May 1995).
The Scientist As Rebel (2006)
Context: There is no such thing as a unique scientific vision, any more than there is a unique poetic vision. Science is a mosaic of partial and conflicting visions. But there is one common element in these visions. The common element is rebellion against the restrictions imposed by the locally prevailing culture, Western or Eastern as the case may be. It is no more Western than it is Arab or Indian or Japanese or Chinese. Arabs and Indians and Japanese and Chinese had a big share in the development of modern science. And two thousand years earlier, the beginnings of science were as much Babylonian and Egyptian as Greek. One of the central facts about science is that it pays no attention to East and West and North and South and black and yellow and white. It belongs to everybody who is willing to make the effort to learn it. And what is true of science is true of poetry.... Poetry and science are gifts given to all of humanity.

“ Princeton for the Nation's Service http://books.google.com/books?id=9vQtAQAAIAAJ&pg=PA1326&dq=%22It+has+never+been+natural%22” (21 October 1896)
1890s
Context: It has never been natural, it has seldom been possible, in this country for learning to seek a place apart and hold aloof from affairs. It is only when society is old, long settled to its ways, confident in habit, and without self-questioning upon any vital point of conduct, that study can affect seclusion and despise the passing interests of the day.

Foreword, p. xxii
An Essay on Marxian Economics (Second Edition) (1966)
Context: Until recently, Marx used to be treated in academic circles with contemptuous silence, broken only by an occasional mocking footnote. But modern developments in academic theory, forced by modern developments in economic life — the analysis of monopoly and the analysis of unemployment — have shattered the structure of orthodox doctrine and destroyed the complacency with which economists were wont to view the working of laissez-faire capitalism. Their attitude to Marx, as the leading critic of capitalism, is therefore much less cocksure than it used to be. In my belief, they have much to learn from him.

Global Ideas from Pluto's Challenger (May 21, 2009)
Context: The best educators are the ones that inspire their students. That inspiration comes from a passion that teachers have for the subject they're teaching. Most commonly, that person spent their lives studying that subject, and they bring an infectious enthusiasm to the audience.I think many people have that enthusiasm, but they are prevented from being teachers because they didn't go through the teacher mill. Now you have teachers who have been through the teacher mill, yet they have no capacity to inspire anyone at all. It's the inspired student that continues to learn on their own. That's what separates the real achievers in the world from those who pedal along, finishing assignments.

It has no technique and therefore no authority. When you learn about yourself, watch yourself, watch the way you walk, how you eat, what you say, the gossip, the hate, the jealousy — if you are aware of all that in yourself, without any choice, that is part of meditation.
1960s, Freedom From The Known (1969)

Music, Mind, and Meaning (1981)
Context: Of what use is musical knowledge? Here is one idea. Each child spends endless days in curious ways; we call this play. A child stacks and packs all kinds of blocks and boxes, lines them up, and knocks them down. … Clearly, the child is learning about space!... how on earth does one learn about time? Can one time fit inside another? Can two of them go side by side? In music, we find out!

Phlogiston interview (1995)
Context: Well, I decided that as a teenager that I really didn't know enough to describe character well and I was wasting my time. I'd learned as much as I could about story telling techniques and it wasn't a matter of technique any more. It was a matter of substance. As a result I said I was going to wait until I was a lot older and had more experience. So it was that after I got out of college I'd been away from SF for about four years. I'd read SF steadily from when I was eleven until I started college. When I started college I said, "I'm not going to read that while I'm here, I'm going to learn poetry and other things of that sort" in fact I wrote a lot of poetry then.