“If history teaches anything, it teaches that self-delusion in the face of unpleasant facts is folly.”

If I Told Him: A Completed Portrait of Picasso (1923). First published in Vanity Fair.

Interview of Robert Kraft by Patrick McCray on August 1-2, 2002 http://www.aip.org/history/ohilist/25490.html, Niels Bohr Library & Archives, American Institute of Physics.

1860s, Fourth of July Address to Congress (1861)
Context: Our popular Government has often been called an experiment. Two points in it our people have already settled — the successful establishing and the successful administering of it. One still remains — its successful maintenance against a formidable internal attempt to overthrow it. It is now for them to demonstrate to the world that those who can fairly carry an election can also suppress a rebellion; that ballots are the rightful and peaceful successors of bullets, and that when ballots have fairly and constitutionally decided there can be no successful appeal back to bullets; that there can be no successful appeal except to ballots themselves at succeeding elections. Such will be a great lesson of peace, teaching men that what they can not take by an election neither can they take it by a war; teaching all the folly of being the beginners of a war.

On her worldly view of poetry in “Poet Lucille Clifton: 'Everything Is Connected'” https://www.npr.org/templates/story/story.php?storyId=124113507 in NPR (2010 Feb 28)

Letter from Prison (21 June 1919), translated by Hamish Henderson, Edinburgh University Student Publications.

Introduction, as translated by H. B. Nisbet (1975)
Variant translation: What experience and history teach is this — that people and governments never have learned anything from history, or acted on principles deduced from it.
Pragmatical (didactic) reflections, though in their nature decidedly abstract, are truly and indefeasibly of the Present, and quicken the annals of the dead Past with the life of to-day. Whether, indeed, such reflections are truly interesting and enlivening, depends on the writer's own spirit. Moral reflections must here be specially noticed, the moral teaching expected from history; which latter has not unfrequently been treated with a direct view to the former. It may be allowed that examples of virtue elevate the soul, and are applicable in the moral instruction of children for impressing excellence upon their minds. But the destinies of peoples and states, their interests, relations, and the complicated tissue of their affairs, present quite another field. Rulers, Statesmen, Nations, are wont to be emphatically commended to the teaching which experience offers in history. But what experience and history teach is this, that peoples and governments never have learned anything from history, or acted on principles deduced from it. Each period is involved in such peculiar circumstances, exhibits a condition of things so strictly idiosyncratic, that its conduct must be regulated by considerations connected with itself, and itself alone. Amid the pressure of great events, a general principle gives no help. It is useless to revert to similar circumstances in the Past. The pallid shades of memory struggle in vain with the life and freedom of the Present.
Lectures on the History of History Vol 1 p. 6 John Sibree translation (1857), 1914
Lectures on the Philosophy of History (1832), Volume 1

Part 4, No. 1. "Transiency"
Zen Mind, Beginner's Mind (1973)

2000s
Source: [Jesus Among Other Gods: The Absolute Claims of the Christian Message, 2002, 9780849943270, 90]