Quotes about beginner (55 quotes) | Quotes of famous people

“Be willing to be a beginner every single morning.”

Meister Eckhart (1260–1328) German theologian

Life , Good Morning

“He expressed the opinion that the world was in a deplorable state. I said, 'Don't talk rot, old Tom Travers.' 'I am not accustomed to talk rot,' he said. 'Then, for a beginner,' I said, 'you do it dashed well.' And I think you will admit, boys and ladies and gentlemen, that that was telling him.”

P.G. Wodehouse book Right Ho, Jeeves

Right Ho, Jeeves (1934)

World , Boy , Thinking

“That is what Castle's work needed: a beginner's eye”

Theodore Roszak book Flicker

Flicker (1991)
Context: That is what Castle's work needed: a beginner's eye—my eye, before it became too schooled and guarded, while it was still in touch with the vulgar foundations of the art, still vulnerably naive enough to receive that faint and flickering revelation of the dark god whose scriptures are the secret history of the movies.

“When asked for advice by beginners. Know your ending, I say, or the river of your story may finally sink into the desert sands and never reach the sea.”

Isaac Asimov (1920–1992) American writer and professor of biochemistry at Boston University, known for his works of science fiction …

Source: I. Asimov

Sea

“In the beginner's mind there are many possibilities, in the expert's there are few.”

Shunryu Suzuki (1904–1971) Japanese Buddhist missionary

Prologue
Zen Mind, Beginner's Mind (1973)
Variant: In the beginner’s mind there are many possibilities, but in the expert’s there are few
Source: Zen Mind, Beginner's Mind: Informal Talks on Zen Meditation and Practice

“There are no classes in life for beginners: right away you are always asked to deal with what is most difficult.”

Rainer Maria Rilke (1875–1926) Austrian poet and writer

Life

“The expert at anything was once a beginner.”

Helen Hayes (1900–1993) actress

“I figured all your classes were stuff like Slaughter 101 and Beheading for Beginners.”

Cassandra Clare book City of Bones

Clary to Jace, pg. 97
Source: The Mortal Instruments, City of Bones (2007)

“They're all weak, all women. They're stupid compared to men. They shouldn't play chess, you know. They're like beginners. They lose every single game against a man. There isn't a woman player in the world I can't give knight-odds to and still beat.”

Bobby Fischer (1943–2008) American chess prodigy, chess player, and chess writer

1960s, Portrait of a Genius As a Young Chess Master (1961)

Women , Men , Stupidity , World

“Young people, who are beginners in everything, cannot yet know love: they have to learn it.”

Rainer Maria Rilke book Letters to a Young Poet

Letter Seven (14 May 1904)
Letters to a Young Poet (1934)

Love , People , Learning

“Perhaps the topic [of this book] will appear fairly difficult to you because it is not yet familiar knowledge and the understanding of beginners is easily confused by mistakes; but with your inspiration and my teaching it will be easy for you to master, because clear intelligence supported by good lessons is a fast route to knowledge.”

Diophantus Arithmetica

Following the dedication to Dionysus as quoted by Paul Drijvers, Secondary Algebra Education (2011)
Arithmetica (c. 250 AD)

Books , Intelligence , Understanding , Support

“When you see someone who is great without God’s character, don’t admire him – pray for him because the beginner is not the owner but the finisher… The beginning and middle are off-record; the end is what will put the record straight.”

T. B. Joshua (1963) Nigerian Christian leader

God

“Young people -it is obvious -cannot achieve such a relationship, but they can, if they understand their life properly, grow up slowly to such happiness and prepare themselves for it. They must not forget, when they love, that they are beginners, bunglers of life, apprentices in love- must learn love, and that like all learning wants peace, patience, and composure.”

Rainer Maria Rilke book Letters to a Young Poet

On young couples who have not yet matured enough to recognize and respect each other's solitude
Letter Seven (14 May 1904)
Letters to a Young Poet (1934)

Love , Life , People , Peace

“The demands which the difficult work of love makes upon our development are more than life-size, and as beginners we are not up to them.”

Rainer Maria Rilke book Letters to a Young Poet

Letter Seven (14 May 1904)
Letters to a Young Poet (1934)
Context: The demands which the difficult work of love makes upon our development are more than life-size, and as beginners we are not up to them. But if we nevertheless hold out and take this love upon us as burden and apprenticeship, instead of losing ourselves in all the light and frivolous play, behind which people have hidden from the most earnest earnestness of their existence — then a little progress and alleviation will perhaps be perceptible to those who come long after us; that would be much.

Love , Life

“Beginners learned how to establish parallels, by means of the Game's symbols, between a piece of classical music and the formula for some law of nature. Experts and Masters of the Game freely wove the initial theme into unlimited combinations.”

Hermann Hesse book The Glass Bead Game

The Glass Bead Game (1943)
Context: Under the shifting hegemony of now this, now that science or art, the Game of games had developed into a kind of universal language through which the players could express values and set these in relation to one another. Throughout its history the Game was closely allied with music, and usually proceeded according to musical and mathematical rules. One theme, two themes, or three themes were stated, elaborated, varied, and underwent a development quite similar to that of the theme in a Bach fugue or a concerto movement. A Game, for example, might start from a given astronomical configuration, or from the actual theme of a Bach fugue, or from a sentence out of Leibniz or the Upanishads, and from this theme, depending on the intentions and talents of the player, it could either further explore and elaborate the initial motif or else enrich its expressiveness by allusions to kindred concepts. Beginners learned how to establish parallels, by means of the Game's symbols, between a piece of classical music and the formula for some law of nature. Experts and Masters of the Game freely wove the initial theme into unlimited combinations.

Law , Music , Game , Nature

“In like manner, the beginner who has learned a new language always translates it back into his mother tongue, but he assimilates the spirit of the new language and expresses himself freely in it only when he moves in it without recalling the old and when he forgets his native tongue.”

Karl Marx (1818–1883) German philosopher, economist, sociologist, journalist and revolutionary socialist

The Eighteenth Brumaire of Louis Bonaparte (1852)
Context: Men make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given and transmitted from the past. The tradition of all dead generations weighs like a nightmare on the brains of the living. And just as they seem to be occupied with revolutionizing themselves and things, creating something that did not exist before, precisely in such epochs of revolutionary crisis they anxiously conjure up the spirits of the past to their service, borrowing from them names, battle slogans, and costumes in order to present this new scene in world history in time-honored disguise and borrowed language. Thus Luther put on the mask of the Apostle Paul, the Revolution of 1789-1814 draped itself alternately in the guise of the Roman Republic and the Roman Empire, and the Revolution of 1848 knew nothing better to do than to parody, now 1789, now the revolutionary tradition of 1793-95. In like manner, the beginner who has learned a new language always translates it back into his mother tongue, but he assimilates the spirit of the new language and expresses himself freely in it only when he moves in it without recalling the old and when he forgets his native tongue.
When we think about this conjuring up of the dead of world history, a salient difference reveals itself. Camille Desmoulins, Danton, Robespierre, St. Just, Napoleon, the heroes as well as the parties and the masses of the old French Revolution, performed the task of their time – that of unchaining and establishing modern bourgeois society – in Roman costumes and with Roman phrases.

Learning , Forgetting

“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.”

Abraham Lincoln (1809–1865) 16th President of the United States

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.

Men , War , Peace

“Every search begins with beginner's luck. And every search ends with the victor's being severely tested." The boy remembered an old proverb from his country. It said that the darkest hour of the night came just before the dawn.”

Paulo Coelho book The Alchemist

Source: The Alchemist

Search , Boy , Night , Country

“We do not want to be beginners [at prayer]. but let us be convinced of the fact that we will never be anything but beginners, all our life!”

Thomas Merton (1915–1968) Priest and author

Life

“Every search begins with beginner’s luck. And every search ends with the victor’s being severely tested.”

Paulo Coelho (1947) Brazilian lyricist and novelist

Search

“If your mind is empty, it is always ready for anything, it is open to everything. In the beginner's mind there are many possibilities, but in the expert's mind there are few.”

Shunryu Suzuki (1904–1971) Japanese Buddhist missionary

“You are always naked when you start writing; you are always as if you had never written anything before; you are always a beginner. Shakespeare wrote without knowing he would become Shakespeare”

Erica Jong (1942) Novelist, poet, memoirist, critic

“In boxing, the style has changed over the years from crouching to being more and more vertical. Also people used to jump around, but the modern boxer like Tyson just moves in flat footed to demolish his opponent in a scientific way. In Wing Chun a person does not bob as in boxing. When two beginners fight it doesn't matter how they fight, but against professionals it makes a difference. Even a smaller [person] is better off to keep the body vertical and step back, then to bob and weave. This is because the hand can move faster than the body. Boxing is still like a game because there are rules for how you can hit and how you can't hit. If you attack someone and they bend their head, then in Wing Chun you can still hit them with your hand even without pulling your hand back.”

Wong Shun Leung (1935–1997) martial artist

Boxing
Source: Comments From Wong Shun Leung and Tsui Shan Ting, by Ray Van Raamsdonk http://www.springtimesong.com/wcqanda.htm

People , Way , Game , Change

“Nothing much could happen
Nothing we can't shake
Oh we're absolute beginners
With nothing much at stake
As long as you're still smiling
There's nothing more I need
I absolutely love you
But we're absolute beginners.
But if my love is your love
We're certain to succeed.”

David Bowie (1947–2016) British musician, actor, record producer and arranger

Absolute Beginners (1986)
Song lyrics

Love , Smile

“I felt that I was like Joan of Arc (at that time my heroine) and that, like her, I was seeing spiritual visions and was consequently set aside for a great work. What it was I could not imagine, but pictured myself as the dramatic and admired teacher of thousands. This is a very common mistake on the part of beginners and I see a lot of it today in connection with various occult groups. People's sincerity and aspiration do succeed in bringing them some inner, spiritual contact and they then interpret it in terms of personality success and importance. A reaction of over-stimulation…”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: The Unfinished Autobiography (1951), Chapter I, Part 2

People , Imagination , Teachers , Time

“I did not teach painting but seeing. I concentrated on the basic courses for beginners. I taught drawing (purposely without nudes), color (without any painting as such) and design (as 'structural organization'). And so the graduate students came 'down' to the basic courses for beginners.”

Josef Albers (1888–1976) German-American artist and educator

Source: Homage to the square' (1964), A conversation with Josef Albers' (1970), p. 459

Color , Drawing , Painting

“We are so accustomed to hear arithmetic spoken of as one of the three fundamental ingredients in all schemes of instruction, that it seems like inquiring too curiously to ask why this should be. Reading, Writing, and Arithmetic—these three are assumed to be of co-ordinate rank. Are they indeed co-ordinate, and if so on what grounds?
In this modern “trivium” the art of reading is put first. Well, there is no doubt as to its right to the foremost place. For reading is the instrument of all our acquisition. It is indispensable. There is not an hour in our lives in which it does not make a great difference to us whether we can read or not. And the art of Writing, too; that is the instrument of all communication, and it becomes, in one form or other, useful to us every day. But Counting—doing sums,—how often in life does this accomplishment come into exercise? Beyond the simplest additions, and the power to check the items of a bill, the arithmetical knowledge required of any well-informed person in private life is very limited. For all practical purposes, whatever I may have learned at school of fractions, or proportion, or decimals, is, unless I happen to be in business, far less available to me in life than a knowledge, say, of history of my own country, or the elementary truths of physics. The truth is, that regarded as practical arts, reading, writing, and arithmetic have no right to be classed together as co-ordinate elements of education; for the last of these is considerably less useful to the average man or woman not only than the other two, but than 267 many others that might be named. But reading, writing, and such mathematical or logical exercise as may be gained in connection with the manifestation of numbers, have a right to constitute the primary elements of instruction. And I believe that arithmetic, if it deserves the high place that it conventionally holds in our educational system, deserves it mainly on the ground that it is to be treated as a logical exercise. It is the only branch of mathematics which has found its way into primary and early education; other departments of pure science being reserved for what is called higher or university instruction. But all the arguments in favor of teaching algebra and trigonometry to advanced students, apply equally to the teaching of the principles or theory of arithmetic to schoolboys. It is calculated to do for them exactly the same kind of service, to educate one side of their minds, to bring into play one set of faculties which cannot be so severely or properly exercised in any other department of learning. In short, relatively to the needs of a beginner, Arithmetic, as a science, is just as valuable—it is certainly quite as intelligible—as the higher mathematics to a university student.”

Joshua Girling Fitch (1824–1903) British educationalist

Source: Lectures on Teaching, (1906), pp. 267-268.

Life , Truth , Education , School

“In the case of a beginner the practice of Yoga is often deliberate and requires great determination. But those who are practicing sincerely for many years are intent on self-realization all the time, whether conscious of it or not. Unconscious sadhana is most effective, because it is spontaneous and steady.”

Nisargadatta Maharaj (1897–1981) Indian guru

Sadhana - spiritual practice
Source: "I am That." P.74.

Time , Sincerity

“I may remark that the curious transformations many formulae can undergo, the unsuspected and to a beginner apparently impossible identity of forms exceedingly dissimilar at first sight, is I think one of the chief difficulties in the early part of mathematical studies. I am often reminded of certain sprites and fairies one reads of, who are at one's elbows in one shape now, and the next minute in a form most dissimilar.”

Ada Lovelace (1815–1852) English mathematician, considered the first computer programmer

As quoted in Toole, Betty Alexandra (1998), Ada, the Enchantress of Numbers: Prophet of the Computer Age, Strawberry Press, ISBN 0912647183. p. 99

Mathematics , Thinking , Study , Reading

“There is, I venture to think, no ground for the ordinarily accepted statement of the relation of philosophy to theology and religion. It is usually said that while^hilosophy is the creation of an individual mind, theology or religion is, like folk-lore and language, the product of the collective mind of a people or a race. This is to confuse philosophy with philosophies, a conmion and, it must be admitted, a not unnatural confusion. But while a philosophy is the creation of a Plato, an Aristotle, a Spinoza, a Kant, or a Hegel, ^hilosophy itself is, like religion, folk-lore and language, a product of the collective mind of humanity. It is advanced, as these are, by individual additions, interpretations and syntheses, but it is none the less quite istinct from such individual contributions. philosophy is humanity's hold on Totality, and it becomes richer and more helpful as man's intellectual horizon widens, as his intellectual vision grows clearer, and as his insights become more numerous and more sure. Theology is philosophy of a particular type. It is an interpretation of Totality in terms of God and His activities. In the impressive words of Principal Caird, that philosophy which is theology seeks "to bind together objects and events in the links of necessary thought, and to find their last ground and reason in that which comprehends and transcends all— the nature of God Himself." Religion is the apprehension and the adoration of the Grod Whom theology postulates.
If the whole history of philosophy be searched for material with which to instruct the beginner in what philosophy really is and in its relation to theology and religion, the two periods or epochs that stand out above all others as useful for this purpose are Greek thought from Thales to Socrates, and that interpretation of the teachings of Christ by philosophy which gave rise, at the hands of the Church Fathers, to Christian theology. In the first period we see the simple, clear-cut steps by which the mind of Europe was led from explanations that were fairy-tales to a natural, well-analyzed, and increasingly profound interpretation of the observed phenomena of Nature. The process is so orderly and so easily grasped that it is an invaluable introduction to the study of philosophic thinking. In the second period we see philosophy, now enriched by the literally huge contributions of Plato, Aristotle and the Stoics, intertwining itself about the simple Christian tenets and building the great system of creeds and thought which has immortalized the names of Athanasius and Hilary, Basil and Gregory, Jerome and Augustine, and which has given color and form to the intellectual life of Europe for nearly two thousand years. For the student of today both these developments have great practical value, and the astonishing neglect and ignorance of them both are most discreditable.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

" Philosophy" (a lecture delivered at Columbia University in the series on science, philosophy and art, March 4, 1908) https://archive.org/details/philosophyalect00butlgoog"

Life , God , People , Religion

“On the whole, I do not like the French as well as the Germans; the French are extremely reserved toward strangers… Everybody works for himself without concern for others. All want to instruct, and nobody wants to learn. The most absolute egotism reigns everywhere. The only thing the French look for in strangers is the practical; no one can think except himself, he is the only one who can produce anything theoretical. This is the way he thinks and so you can understand it is really difficult to be noticed, particularly for a beginner.”

Niels Henrik Abel (1802–1829) Norwegian mathematician

Letter to Bernt Michael Holmboe (ca. 1826) as quoted by Øystein Ore, Niels Henrik Abel: Mathematician Extraordinary (1957)

Way , Understanding , Thinking , Learning

“A user interface should be so simple that a beginner in an emergency can understand it within 10 seconds.”

Ted Nelson (1937) American information technologist, philosopher, and sociologist; coined the terms "hypertext" and "hypermedia"

Ted Nelson motto http://sydney.edu.au/news/84.html?newsstoryid=6681

Understanding

“For whan men wene best to have achieved,
Ful ofte it is al newe to beginne:
The werre hath no thing siker, thogh he winne.”

John Gower (1330–1408) English writer

"In Praise of Peace", line 117.

Men

“Visual thinking is often driven more strongly by the conceptual knowledge we use to organize our images than by the contents of the images themselves. Chess masters are known for their remarkable memory for the pieces on a chessboard. But it's not because people with photographic memories become chess masters. The masters are no better than beginners when remembering a board of randomly arranged pieces. Their memory captures meaningful relations among the pieces, such as threats and defenses, not just their distribution in space.”

Steven Pinker book How the Mind Works

Source: How the Mind Works (1997), p. 295

People , Knowledge , Thinking , Memory

“Mathematics and philosophy are cultivated by two different classes of men: some make them an object of pursuit, either in consequence of their situation, or through a desire to render themselves illustrious, by extending their limits; while others pursue them for mere amusement, or by a natural taste which inclines them to that branch of knowledge. It is for the latter class of mathematicians and philosophers that this work is chiefly intended j and yet, at the same time, we entertain a hope that some parts of it will prove interesting to the former. In a word, it may serve to stimulate the ardour of those who begin to study these sciences; and it is for this reason that in most elementary books the authors endeavour to simplify the questions designed for exercising beginners, by proposing them in a less abstract manner than is employed in the pure mathematics, and so as to interest and excite the reader's curiosity. Thus, for example, if it were proposed simply to divide a triangle into three, four, or five equal parts, by lines drawn from a determinate point within it, in this form the problem could be interesting to none but those really possessed of a taste for geometry. But if, instead of proposing it in this abstract manner, we should say: "A father on his death-bed bequeathed to his three sons a triangular field, to be equally divided among them: and as there is a well in the field, which must be common to the three co-heirs, and from which the lines of division must necessarily proceed, how is the field to be divided so as to fulfill the intention of the testator?"”

Jean-Étienne Montucla (1725–1799) French mathematician

This way of stating it will, no doubt, create a desire in most minds to discover the method of solving the problem; and however little taste people may possess for real science, they will be tempted to try iheir ingenuity in finding the answer to such a question at this.
Source: Preface to Recreations in Mathematics and Natural Philosophy. (1803), p. ii; As cited in: Tobias George Smollett. The Critical Review: Or, Annals of Literature http://books.google.com/books?id=T8APAAAAQAAJ&pg=PA410, Volume 38, (1803), p. 410

Death , Men , People , Books

“Art, I suppose, is only for beginners, or else for those resolute dead-enders, who have made up their minds to be content with the ersatz of Suchness, with symbols rather than with what they signify, with the elegantly composed recipe in lieu of actual dinner.”

Aldous Huxley book The Doors of Perception

The Doors of Perception (1954)

Art , Dead

“We cannot point to a single definitive solution of any one of the problems that confront us — political, economic, social or moral, that is, having to do with the conduct of life. We are still beginners, and for that reason may hope to improve. To deride the hope of progress is the ultimate fatuity, the last word in poverty of spirit and meanness of mind. There is no need to be dismayed by the fact that we cannot yet envisage a definitive solution of our problems, a resting-place beyond which we need not try to go.”

Peter Medawar (1915–1987) scientist

1960s, Presidential Address, 1969

Life , Hope , Problem

“The Object of this Treatise is—(1) To point out to the student of Mathematics, who has not the advantage of a tutor, the course of study which it is most advisable that he should follow, the extent to which he should pursue one part of the science before he commences another, and to direct him as to the sort of applications which he should make. (2) To treat fully of the various points which involve difficulties and which are apt to be misunderstood by beginners, and to describe at length the nature without going into the routine of the operations.”

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

Source: On the Study and Difficulties of Mathematics (1831), Chapter I. Introductory Remarks on the Nature and Objects of Mathematics.

Mathematics , Nature , Study , Science

“Often, we hear people saying they remain active and light when they do just a little bit of asana practice. When a raw beginner experiences this state of well-being, it is not merely the external or anatomical effects of yoga. It is also about the internal physiological and psychological effects of the practice.”

B.K.S. Iyengar (1918–2014) Indian yoga teacher and scholar

Light on Life: B.K.S. Iyengar's Yoga Insights

People , Light

“The student of the Differential Calculus may… be brought to think it possible that the terms and ideas which that science requires may exist in his own mind in the same rude form as that of a straight line in the conceptions of a beginner in geometry. …he must be prepared to stop his course until he can form exact notions, acquire precise ideas, both of resemblance between those things which have appeared most distinct, and of distinction between those which have appeared most alike. To do this… formal definitions would be useless; for he cannot be supposed to have one single notion in that precise form which would make it worth while to attach it to a word. One reason of the great difficulty which is found in treatises on this subject… the tacit assumption that nothing is necessary previously to actually embodying the terms and rules of the science, as if mere statement of definitions could give instantaneous power of using terms rightly. We shall here attempt… a wider degree of verbal explanation than is usual with the view of enabling the student to come to the definitions in some state of previous preparation.”

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

The Differential and Integral Calculus (1836)

Idea , Thinking , Appearance , Science

“I strongly suspect that most of the great knowers of Suchness paid very little attention to art.… (To a person whose transfigured and transfiguring mind can see the All in every this, the first-rateness or tenth-rateness of even a religious painting will be a matter of the most sovereign indifference.) Art, I suppose, is only for beginners, or else for those resolute dead-enders, who have made up their minds to be content with the ersatz of Suchness, with symbols rather than with what they signify, with the elegantly composed recipe in lieu of actual dinner.”

Aldous Huxley book The Doors of Perception

The Doors of Perception (1954)

Art , Painting , Personality , Dead

“To Lincoln, slavery undercut the free labor outlook on the world because it denied advancement and self-improvement. For Lincoln, the great attraction of any economic regime was the degree to which it permitted accumulation and self-promotion. He once described the ideal system as being one where the penniless beginner starts out working for somebody else, accumulates capital on his own by dint of savings, goes into business for himself, and then eventually becomes so successful that he hires others, who in turn continue the cycle. And he spoke of that as being the order of things in a society of equals. For him, the very notion of equality is a matter of equality of openness, aspiration, and opportunity.”

Allen C. Guelzo (1953) American historian

2010s, Interview with Tom Mackaman (2013)

World , Business , Success

“She's not a legend. She's a beginner. What is this 'legend'? She can't be a legend at whatever age she is. She can't be a legend, you have to be older.”

Lauren Bacall (1924–2014) American actress, model

As quoted in numerous reports of a response she made to a question by Jenni Falconer during joint interview sessions http://film.guardian.co.uk/venice/story/0,15051,1300356,00.html with Nicole Kidman at the Venice Film Festival (8 September 2004) She, Kidman and others have indicated that the remarks were inaccurately quoted and taken out of context. (see also the Larry King interview)

Age

“What nobody tells people who are beginners — and I really wish someone had told this to me... is that all of us who do creative work, we get into it because we have good taste. But there is this gap. For the first couple years you make stuff, and it’s just not that good. It’s trying to be good, it has potential, but it’s not.
But your taste, the thing that got you into the game, is still killer. And your taste is why your work disappoints you. A lot of people never get past this phase. They quit. Most people I know who do interesting, creative work went through years of this. We know our work doesn’t have this special thing that we want it to have. We all go through this. And if you are just starting out or you are still in this phase, you gotta know it’s normal and the most important thing you can do is do a lot of work. Put yourself on a deadline so that every week you will finish one story.
It is only by going through a volume of work that you will close that gap, and your work will be as good as your ambitions. And I took longer to figure out how to do this than anyone I’ve ever met. It’s gonna take awhile. It’s normal to take awhile. You’ve just gotta fight your way through.”

Ira Glass (1959) American radio personality

The Taste Gap: Ira Glass on the Secret of Creative Success, Animated in Living Typography http://www.brainpickings.org/2014/01/29/ira-glass-success-daniel-sax/ at brainpickings.org
This American Life

People , Disappointment , Way , Game

“By the late eighteenth century, there is a sad and permanent decline in the quality of music written for young performers or beginners: one has only to compare Bach's Album for Anna Magdalena Bach and the Two-Part Inventions with anything that came later. No composer of importance between Bach and Schumann turned his hand to writing for children, and Schumann's essays came after his years of greatest inspiration for piano writing had gone. (Mozart is the odd exception, but then he was, in fact, almost incapable of writing really easy pieces: he no doubt believed that his Sonata in D Major, K.576, was easy, perhaps because all the hard passages in the first movement were in simple two-part counterpoint, one voice in each hand, but he was wrong.)”

Charles Rosen (1927–2012) American pianist and writer on music

Source: The Romantic Generation (1995), Ch. 6 : Chopin: Virtuosity Transformed

Children , Sadness , Music , Parting

“Now life is the only art that we are required to practice without preparation, and without being allowed the preliminary trials, the failures and botches, that are essential for the training of a mere beginner.”

Lewis Mumford (1895–1990) American historian, sociologist, philosopher of technology, and literary critic

The Conduct Of Life (1951)
Context: Now life is the only art that we are required to practice without preparation, and without being allowed the preliminary trials, the failures and botches, that are essential for the training of a mere beginner. In life, we must begin to give a public performance before we have acquired even a novice's skill; and often our moments of seeming mastery are upset by new demands, for which we have acquired no preparatory facility. Life is a score that we play at sight, not merely before we have divined the intentions of the composer, but even before we have mastered our instruments; even worse, a large part of the score has been only roughly indicated, and we must improvise the music for our particular instrument, over long passages. On these terms, the whole operation seems one of endless difficulty and frustration; and indeed, were it not for the fact that some of the passages have been played so often by our predecessors that, when we come to them, we seem to recall some of the score and can anticipate the natural sequence of the notes, we might often give up in sheer despair. The wonder is not that so much cacophony appears in our actual individual lives, but that there is any appearance of harmony and progression.

Life , Art , Failure , Training

“When you're absolute beginners,
It's a panoramic view”

M. Ward (1973) singer-songwriter and guitarist

"For Beginners"
Hold Time (2009)
Context: When you're absolute beginners,
It's a panoramic view,
From Her Majesty, Mt. Zion,
And the Kingdom is for you.

“Each time you do something, you must return to your beginner’s mind, and give it your best.”

Koichi Tohei (1920–2011) Japanese aikidoka

40
Ki Sayings (2003)
Context: !-- People who are fast learners tend to pick things up so quickly that they lose out on the opportunity for repetitious learning. --> Even if you learn something quickly with your conscious mind, you will easily forget it after you stop practicing. That which is learned with the subconscious mind is not easily forgotten. Therefore to learn something with the subconscious mind, requires months and years of training. Just because you were able to do it before, do not assume that you can do it as well the second time. Each time you do something, you must return to your beginner’s mind, and give it your best.

Time

“I have composed this work neither for the common people, nor for beginners, nor for those who occupy themselves only with the Law as it is handed down without concerning themselves with its principles. The design of this work is rather to promote the true understanding of the real spirit of the Law”

Maimónides book The Guide for the Perplexed

As quoted in The Jewish Encyclopedia (12 vols. 1901-1906) http://www.jewishencyclopedia.com/view.jsp?artid=905&letter=M
Guide for the Perplexed (c. 1190), Introduction
Context: I have composed this work neither for the common people, nor for beginners, nor for those who occupy themselves only with the Law as it is handed down without concerning themselves with its principles. The design of this work is rather to promote the true understanding of the real spirit of the Law, to guide those religious persons who, adhering to the Torah, have studied philosophy and are embarrassed by the contradictions between the teachings of philosophy and the literal sense of the Torah.

People , Law , Understanding

“My observations are those of a beginner.”

René Daumal book Mount Analogue

Mount Analogue (1952)
Context: My observations are those of a beginner. As they are completely fresh in my mind and concern the first difficulties a beginner encounters, they may be more useful to beginners making their first ascents than treatises written by professionals. These are no doubt more methodical and complete, but are intelligible only after a little preliminary experience. The entire aim of these notes is to help the beginner acquire this preliminary experience a little faster.

“Moses and Elijah are redeemers in a single redemption; the beginner and the ender, the opener and closer together fill the unit.”

Abraham Isaac Kook book Orot

LXI : Redemption an Ongoing Process, as translated by Rabbi Bezalel Naor, p. 139 http://www.orot.com/lights.html
Orot
Context: The redemption continues. The redemption from Egypt and the complete redemption of the future are one unending action: the action of the strong hand and outstretched arm, which began in Egypt and works though all eventualities. Moses and Elijah are redeemers in a single redemption; the beginner and the ender, the opener and closer together fill the unit. The spirit of Israel hears the sound of the movements, the redemptive actions, brought about through all eventualities until the sprouting of redemption will be complete, in all its plentitude and [goodness].