Quotes about lesson
page 6

“Death has most awful lessons! It is sad,
Aye, strange, to see even the aged die;
But about youth there is a confidence
In life, that makes it terrible.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

The London Literary Gazette, 1824

Life, Death, Youth, Age

“If there is a lesson in our story it is that the manipulation, according to strictly self-consistent rules, of a set of symbols representing one single aspect of the phenomena may produce correct, verifiable predictions, and yet completely ignore all other aspects whose ensemble constitutes reality…”

Arthur Koestler (1905–1983) Hungarian-British author and journalist

Epilogue
The Sleepwalkers: A History of Man's Changing Vision of the Universe (1959)

Reality

“I am a member of a Liberal Government. I am in association with the Liberal party. I have never swerved from what I conceived to be those truly Conservative objects and desires with which I entered life. I am, if possible, more fondly attached to the institutions of my country than I was when as a boy I wandered among the sand-hills of Seaforth or the streets of Liverpool. But experience has brought with it its lessons. I have learnt that there is wisdom in a policy of trust, and folly in a policy of mistrust. I have not refused to receive the signs of the times. I have observed the effect that has been produced by Liberal legislation, and if we are told…that all the feelings of the country are in the best and broadest sense Conservative,—that is to say, that the people value the country and the laws and institutions of the country; if we are told that, I say honesty compels us to admit that result has been brought about by Liberal legislation.”

William Ewart Gladstone (1809–1898) British Liberal politician and prime minister of the United Kingdom

Speech at Liverpool (18 July 1865), quoted in The Times (19 July 1865), p. 11.
1860s

Life, Wisdom, People, Law

“When we consider the positive evil caused to the disqualified half of the human race by their disqualification — first in the loss of the most inspiriting and elevating kind of personal enjoyment, and next in the weariness, disappointment, and profound dissatisfaction with life, which are so often the substitute for it; one feels that among all the lessons which men require for carrying on the struggle against the inevitable imperfections of their lot on earth, there is no lesson which they more need, than not to add to the evils which nature inflicts, by their jealous and prejudiced restrictions on one another. Their vain fears only substitute other and worse evils for those which they are idly apprehensive of: while every restraint on the freedom of conduct of any of their human fellow-creatures (otherwise than by making them responsible for any evil actually caused by it), dries up pro tanto the principal fountain of human happiness, and leaves the species less rich, to an inappreciable degree, in all that makes life valuable to the individual human being.”

John Stuart Mill The Subjection of Women

Source: The Subjection of Women (1869), Ch. 4

Life, Men, Happiness, Fear

“You can never teach them, except by the slow lesson of habit.”

Anthony Trollope book The Prime Minister

Source: The Prime Minister (1876), Ch. 12

“Some of life's best lessons are learned at the worst times.”

Ani DiFranco (1970) musician and activist

Lost Woman Song
Song lyrics

Life, Learning, Time

“Autonomy means acting on reasons I have chosen; but the lesson of cognitive science is that there is no self to do the choosing. We are far more like machines and wild animals than we imagine. But we cannot attain the amoral selflessness of wild animals, or the choiceless automatism of machines. Perhaps we can learn to live more lightly, less burdened by morality. We cannot return to a purely spontaneous existence. If humans differ from other animals, it is partly in the conflicts of their instincts. They crave security, but they are easily bored; they are peace-loving animals, but they have an itch for violence; they are drawn to thinking, but at the same time they hate and fear the unsettlement thinking brings. There is no way of life in which all these needs can be satisfied. Luckily, as the history of philosophy testifies, humans have a gift for self-deception, and thrive in ignorance of their natures.”

John Gray book Straw Dogs: Thoughts on Humans and Other Animals

The Vices of Morality: Animal virtues (p. 115-6)
Straw Dogs: Thoughts on Humans and Other Animals (2002)

Love, Life, Hate, Fear

“If there is one lesson that I have to teach you, dear reader, remember this: cute boys come and go, but The Dance is forever.”

Kai Cheng Thom (1991) writer

What I learned, loved and lost as a trans Zumba addict (2018)

Boy, Dance

“The emergence of the market model in Eastern Europe, Africa, Latin America, and Asia is no accident. It is not the product of a corporate conspiracy. It is the consequence of hard lessons learned from cold experience.”

Bob Rae (1948) Canadian politician

Source: The Three Questions - Prosperity and the Public Good (1998), Chapter Two, The First Question: Self Interest and Prosperity, p. 21

Learning

“If you or any one else will take the trouble and have the inteligence and paitince to follow and examine every one of my crimes and actions you will find that I have consistently followed one idea thru all my life. I preyed upon the weak the harmless or unsuspecting. Those I have harmed were all either weaklings either mentaly or phisicaly. Those who were strong in either mind or body I first lied to and led into a trap where they were either asleep or drunk or helpless in some way. I always had all the best of it, because I knew ahead of time just what to expect and the others did not. I therefore was strong in my knolledge and stronger in body than those preyed upon. This lesson I was taught by others. Might makes right.”

Carl Panzram (1891–1930) American serial killer

sic
From a undated letter to Henry Lesser, Lustmord: The Writings and Artifacts of Murderers, p. 193, (1997), Brian King, ed. ISBN 096503240X

Life, Way, Idea, Strong

“What we should grasp, however, from the lessons of European history is that, first, there is nothing necessarily benevolent about programmes of European integration; second, the desire to achieve grand utopian plans often poses a grave threat to freedom; and third, European unity has been tried before, and the outcome was far from happy.”

Margaret Thatcher book Statecraft: Strategies for a Changing World

Source: Statecraft: Strategies for a Changing World, p. 327

Happiness, History, Freedom

“Race pride at its highest has been manifested here. Germany has also shown how well nigh impossible it is for Races and cultures, having differences going to the root, to be assimilated into one united whole, a good lesson for use in Hindusthan to learn and profit by.”

M. S. Golwalkar (1906–1973) second head of the Rashtriya Swayamsevak Sangh

[We, or Our Nationhood Defined, 1947, 43, Golwalkar, Madhav Sadashiv]

Learning

“All the lessons of history and experience must be lost upon us if we are content to trust alone to the peculiar advantages we happen to possess.”

Martin Van Buren (1782–1862) American politician, 8th President of the United States (in office from 1837 to 1841)

Inaugural address (1837)

History

“Saviour! teach me, day by day,
Love's sweet lesson to obey;
Sweeter lesson cannot be,
Loving Him who first loved me.
Charity is the very livery of Christ.”

Hugh Latimer (1485–1555) British bishop

Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 395.

Love, Christ

“I wish to point out that there was another sphere of intellectual activity in which the Hindus excelled–the meditative and transcendent–and that here we might learn from them some lessons of life which we ourselves are but too apt to ignore or to despise.”

Max Müller (1823–1900) German-born philologist and orientalist

Lecture IV : Objections
India, What Can It Teach Us (1882)

Life, Learning

“More and more American pharmacists are refusing to fill prescriptions for birth control because of their personal moral objections. Hey, you know what would really teach us a lesson? If you took off your pretend doctor jacket and got another job. … Now, of course, I know the other side is saying, yes, but this is a moral issue. Yeah, but the problem is, not everyone gets their morals from the same book. You go by the book that says slavery is okay but sex is wrong until after marriage, at which point it becomes a blessed sacrament between a husband and the wife who is withholding it.
In conclusion, let me say to all the activist pharmacists out there, the ones who think sex is bad probably because sex with them always is. Fellas, a pharmacist is not a law-giver, not even a doctor. In the medical pecking order, you rank somewhere in between a chiropractor and a tree surgeon.
You don't answer to a law above the laws of men. You work for Sav-On. The doctors are the ones who make medical decisions because they went to medical school, whereas you were transferred from the counter where people drop off film.”

Bill Maher (1956) American stand-up comedian

New Rules (2005)

Men, Marriage, People, Books

“What is necessary is for workers and the left to obtain all the lessons the Chilean experience can offer, so that we never again make these errors. That’s why I maintain, that in Chile the left has not failed, socialism has not failed, nor has the revolution failed, nor have workers failed. What came to a tragic end in Chile was the reformist illusion of modifying socio-economic structures and making revolutions before the pasive consent of those to be most affected: the ruling classes.”

Miguel Enríquez (1944–1974) Chilean politician

Answer to the question: "In your opinion does the downfall of the left cancel for a long period the struggle for socialism in Chile?"

Error

“A central lesson of science is that to understand complex issues (or even simple ones), we must try to free our minds of dogma and to guarantee the freedom to publish, to contradict, and to experiment. Arguments from authority are unacceptable.”

Carl Sagan (1934–1996) American astrophysicist, cosmologist, author and science educator

Source: Billions and Billions: Thoughts on Life and Death at the Brink of the Millenium (1997), Chapter 14, "The Common Enemy".

Understanding, Freedom, Science

“There are some who, for varying reasons, would appease Red China. They are blind to history's clear lesson, for history teaches with unmistakable emphasis that appeasement but begets new and bloodier war. It points to no single instance where this end has justified that means, where appeasement has led to more than a sham peace. Like blackmail, it lays the basis for new and successively greater demands until, as in blackmail, violence becomes the only other alternative.”

Douglas MacArthur (1880–1964) U.S. Army general of the army, field marshal of the Army of the Philippines

1950s, Farewell address to Congress (1951)

War, Peace, History, Success

“All the way home Hellfrick was exultant, but the steering wheel was sticky with blood, and once or twice I thought I heard the calf kicking in the back seat…On bunker Hill we turned down our alley and pulled up at the parking space adjacent the hotel wall. Hellfrick got out. "Now I'm going to give you a lesson in butchering."”

John Fante book Ask the Dust

Ask the Dust (1939)

Way, Home

“In childhood, the impetus of conversation is curiosity. The child talks to ask questions. But one of its first lessons, as it advances, is that a question is an intrusion, and an answer a deceit.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

The Monthly Magazine

Question, Childhood

“We know that the real lesson to be taught is that the human person is precious and unique; but we seem unable to set it forth except in terms of ideology and abstraction.”

Iris Murdoch Sartre: Romantic Rationalist

Source: Sartre: Romantic Rationalist (1953), Ch. 10, p. 148 (the concluding sentence of the book)

Personality

“Always have a book at hand, in the parlor, on the table, for the family; a book of condensed thought and striking anecdote, of sound maxims and truthful apothegms. It will impress on your own mind a thousand valuable suggestions, and teach your children a thousand lessons of truth and duty. Such a book is a casket of jewels for your household.”

Tryon Edwards (1809–1894) American theologian

Source: A Dictionary of Thoughts, 1891, p. 464.

Children, Truth, Books, Family

“"The last thing we expect of you, General, is a lesson in geometry!"”

Pierre-Simon Laplace (1749–1827) French mathematician and astronomer

"La dernière chose que nous attendions de vous, Général, est une leçon de géométrie !"
Laplace to Napoléon, after the latter had reported on some new elementary geometry results[citation needed]

“The unsuspecting fish, who knew nothing but a life in the river, went about its routine like any other day, but in an instant was ripped out of its reality to meet with death. Like that fish, we routinely live our lives hardly aware that, at the least expected moment, the yellow-eyed hawk of fate in the form of crises, tragedy or even death, may wrench us out of our comfortable environment. We regularly hear of it in the news or see it around us but rarely take seriously that it could happen to us. Perhaps the lesson here is to guard against complacency and give a higher priority to our spiritual needs. If the fish swam deeper, the hawk would not be able to reach it. Similarly, if we go deeper into our connection to God, we will find an inner reality so deep and satisfying that it lifts the consciousness to a place where we could deal with the effects of unforeseeable fate with a stable, detached mind.”

Radhanath Swami (1950) Gaudiya Vaishnava guru

?
The Journey Home: Autobiography of an American Swami (Tulsi Books, 2010)

Life, Death, God, Fate

“Here in this country, although our political divisions were deep, in time of need we were able to transcend them in the interests of the whole community. Throughout the British Commonwealth and Empire there were immense diversities of race, colour, creed, and degrees of civilization, yet the links that united all together, though often intangible, proved strong as steel in the day of trial. This was because, despite many shortcomings and failures to implement fully the ideals which we held, the British Commonwealth and Empire had stood for freedom and justice, and because we had learnt through long centuries the lesson of how to live together without attempting to exact regimented uniformity.”

Clement Attlee (1883–1967) Former Prime Minister of the United Kingdom

Speech in Carmarthen, Wales (3 September 1943), quoted in The Times (4 September 1943), p. 2.
1940s

Justice, Communication, Failure, Freedom

“The importance of the lesson which this Society was formed to teach would be hard to overestimate. Its main purpose is to impress upon the people the necessity for reverence. This is the beginning of a proper conception of ourselves, of our relationship to each other, and our relationship to our Creator. Human nature cannot develop very far without it. The mind does not unfold, the creative faculty does not mature, the spirit does not expand, save under the influence of reverence. It is the chief motive of an obedience. It is only by a correct attitude of mind begun early in youth and carried through maturity that these desired results are likely to be secured. It is along the path of reverence and obedience that the race has reached the goal of freedom, of self-government, of a higher morality, and a more abundant spiritual life.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Authority and Religious Liberty (1924)

Life, People, Youth, Motivation

“In retrospect these years form not only the least agreeable, but the only barren and unhappy period of my life. I was happy as a child with my toys in my nursery. I have been happier every year since I became a man. But this interlude of school makes a sombre grey patch upon the chart of my journey. It was an unending spell of worries that did not then seem petty, of toil uncheered by fruition; a time of discomfort, restriction and purposeless monotony. This train of thought must not lead me to exaggerate the character of my school days … Harrow was a very good school … Most of the boys were very happy … I can only record the fact that, no doubt through my own shortcomings, I was an exception. … I was on the whole considerably discouraged … All my contemporaries and even younger boys seemed in every way better adapted to the conditions of our little world. They were far better both at the games and at the lessons. It is not pleasant to feel oneself so completely outclassed and left behind at the very beginning of the race.”

Winston S. Churchill (1874–1965) Prime Minister of the United Kingdom

Source: My Early Life: A Roving Commission (1930), Chapter 3 (Examinations).

Life, Happiness, World, School

“With respect to those works which, from unscientific design, give way during or immediately after their erection, I shall say little; for with all their evils, they add to our experimental knowledge, and convey a lesson, though a costly one.”

William John Macquorn Rankine (1820–1872) civil engineer

p, 125
"On the Harmony of Theory and Practice in Mechanics" (Jan. 3, 1856)

Way, Knowledge, Evil

“The last six years afforded me much time and food for thought. I came to the conclusion that the human race is not divided into two opposing camps of good and evil. It is made up of those who are capable of learning and those who are incapable of doing so. Here I am not talking of learning in the narrow sense of acquiring an academic education, but of learning as the process of absorbing those lessons of life that enable us to increase peace and happiness in our world. Women in their role as mothers have traditionally assumed the responsibility of teaching children values that will guide them throughout their lives. It is time we were given the full opportunity to use our natural teaching skills to contribute towards building a modern world that can withstand the tremendous challenges of the technological revolution which has in turn brought revolutionary changes in social values.”

Aung San Suu Kyi (1945) State Counsellor of Myanmar and Leader of the National League for Democracy

Opening Keynote Address at NGO Forum on Women, Beijing China (1995)

Life, Women, Happiness, Children

“I have learnt through bitter experience the one supreme lesson to conserve my anger, and as heat conserved is transmuted into energy, even so our anger controlled can be transmuted into a power which can move the world.”

Mahatma Gandhi (1869–1948) pre-eminent leader of Indian nationalism during British-ruled India

Young India (15 September 1920), reprinted in Collected Works of Mahatma Gandhi, Vol. 21 (electronic edition), p. 252.
1920s

World, Anger

““I asked participants who claimed to be "strong followers of Jesus" whether Jesus spent time with the poor. Nearly 80 percent said yes. Later in the survey, I sneaked in another question, I asked this same group of strong followers whether they spent time with the poor, and less than 2 percent said they did. I learned a powerful lesson: We can admire and worship Jesus without doing what he did. We can applaud what he preached and stood for without caring about the same things. We can adore his cross without taking up ours. I had come to see that the great tragedy of the church is not that rich Christians do not care about the poor but that rich Christians do not know the poor.”

Shane Claiborne The Irresistible Revolution

The Irresistible Revolution (2006)

Question, Strong, Learning, Time

“Listen what happened to me when I was in the fifth form (ca. 1904), in the drawing lesson. An old-timer in the front row, the one who pinched me the most often, suddenly showed me a sketch on tissue paper, copied from the magazine "Niva": The Smoker. In this pandemonium! Leave me alone. I don't remember very well but this drawing, done not by me but by that fathead, immediately threw me into a rage. It roused a hyena in me. I ran to the library, grabbed that big volume of "Niva" and began to copy the portrait of the composer Rubinstein, fascinated by his crow's-feet and his wrinkles, or by a Greek woman and other illustrations; maybe I improvised some too, I hung them all up in my bedroom..”

Marc Chagall (1887–1985) French artist and painter

Quote in Marc Chagall - the Russian years 1906 – 1922, editor Christoph Vitali, exhibition catalogue, Schirn Kunsthalle Frankfurt, 1991, pp. 24-25
1920's, My life (1922)

Rage, Drawing

“That classical theory had catastrophic implications for the constitution of matter was barely appreciated by Planck and others at the turn of the century, and played no substantial role in the development of quantum theory until Bohr's work 13 years later.
The lesson that could be drawn from this, and also from the development of general relativity, is that a crisis will only become creative if it is formulated in a mathematically precise manner. This conclusion has an echo in Bell's insistence on having quantum mechanics "fully formulated in mathematical terms, with nothing left to the discretion of the theoretical physicist", but what it really calls for is a critique of the "orthodox" theory fully formulated in mathematical terms with nothing left to the discretion of the critic.”

Kurt Gottfried (1929) American physicist

Does quantum mechanics carry the seeds of its own destruction? (1991)

Mathematics

“I was a miracle in that I could have taken her out of her life and into a life she would have liked a lot. It never happened, but that doesn’t mean it wasn’t there to happen. All of that has been a brutal lesson to me in not overlooking or misunderstanding what is actually there, in your hands, now. We always think the thing we need to transform everything– the miracle– is elsewhere, but often it is right next to us. Sometimes it is us, ourselves.”

Jeanette Winterson (1959) English writer

Source: Why Be Happy When You Can Be Normal? (2011), p.31

Life, Thinking

“It is only in folk tales, children's stories, and the journals of intellectual opinion that power is used wisely and well to destroy evil. The real world teaches very different lessons, and it takes willful and dedicated ignorance to fail to perceive them.”

Noam Chomsky (1928) american linguist, philosopher and activist

Talk titled "The World After September 11th", AFSC Conference at Tufts University, Massachusetts, December 8, 2001 https://web.archive.org/web/20011230091612/http://www.zmag.org/chomskyafter911.htm. Quotes 2000s, 2001

Children, World, Evil

“The child who has been taught to realise the claims that God's lower creatures have upon him, whose heart has been touched by lessons of kindness and mercy, under their sweet influence will grow to be a large-hearted, tender-hearted, manly man. Then let the children be trained, their hands, their intellects, and above all their hearts. Let them be taught to have pity for the animals that are at our mercy, that cannot protect themselves, that cannot explain their weakness, their pain, or their suffering, and soon this will bring to their recognition that higher law, the moral obligation of man as a superior being to protect and care for the weak and defenceless. Nor will it stop here, for this in turn will lead them to that highest law—man's duty to man.”

Ralph Waldo Trine (1866–1958) American author

Source: Every Living Creature (1899), p. 8

God, Pain, Children, Law

“Here is a list of some of the questions and their short answers (…) The interesting thing is to recognize how totally unavoidable they are, provided you place your confidence in science to provide the answers
Is there a God? No.
What is the nature of reality? What physics says it is.
What is the purpose of the universe? There is none.
What is the meaning of life? Ditto.
Why am I here? Just dumb luck.
Does prayer work? Of course not.
Is there a soul? Is it immortal? Are you kidding?
Is there free will? Not a chance!
What happens when we die? Everything pretty much goes on as before, except us.
What is the difference between right and wrong, good and bad? There is no moral difference between them.
Why should I be moral? Because it makes you feel better than being immoral.
Is abortion, euthanasia, suicide, paying taxes, foreign aid, or anything else you don't like forbidden, permissible, or sometimes obligatory? Anything goes.
What is love, and how can I find it? Love is the solution to a strategic interaction problem. Don't look for it; it will find you when you need it.
Does history have any meaning or purpose? It's full of sound and fury, but signifies nothing.
Does the human past have any lessons for our future? Fewer and fewer, if it ever had any to begin with.”

Alexander Rosenberg (1946) American philosopher

The Atheist's Guide to Reality (2011)

Love, Life, God, Feeling

“With a rush of joy, I realized that this Darwinist stance would appeal neither to secular Marxists, for whom moral lessons lay exclusively within history’s brute curriculum, nor to evangelical Christians, for whom a naturalist ethics was a contradiction in terms, nor to middle-class mystics, who detested any argument smacking of biological determinism. A philosophical position that could simultaneously antagonize the collectivist left, the God-besotted right, and the Aquarian fringe must, I decided, have a lot going for it.”

James K. Morrow (1947) (1947-) science fiction author

Source: The Philosopher's Apprentice (2008), Chapter 1 (p. 4)

God, History, Joy

“I come fresh from the street,
fast on my feet, kind a lean and lazy;
not much meat on my bones, and a whole lot alone,
and more than a little bit crazy.
The old six string was all I had
to keep my belly still,
and for each full hour lesson I gave
I got a crisp ten dollar bill.”

Harry Chapin (1942–1981) American musician

I Wanna Learn a Love Song
Song lyrics, Verities & Balderdash (1974)

“It seems to me that today the Surrealist crisis is the central problem in French art. It is essential for future development that this crisis should be solved… The principal error in the aesthetic program of Surrealism is that it is too literary. Painters have experimented with visions, images, dreams, but not with painting, not with color... The unpainterliness of Surrealism has inevitably produced a reaction among younger painters. [Jorn is thinking here of French painters such as Bazaine, Esteve, Lapique, Singier, Le Moal, and he suggests there should be reciprocity]... These artists cannot get any further unless they absorb the lessons of Surrealism into their painting, just as Surrealists can only advance if they adopt the painterly methods of the other group.”

Asger Jorn (1914–1973) Danish artist

Quote in a writing of Jorn on modern art in Paris, 1947; as cited on the website of the Jorn Museum. 'Articles' by Jorn http://www.museumjorn.dk/en/article_presentation.asp?AjrDcmntId=255, 1940 - 1948, Various sources

Dreams, Art, Color, Error

“If there are any lessons to be learned from history, it is that we should be skeptical of all points of view, including those of the skeptics. No one is infallible, and no one can claim a monopoly on truth or virtue. It would be contradictory for skepticism to seek to translate itself into a new faith. One must view with caution the promises of any new secular priest who might emerge promising a brave new world—if only his path to clarity and truth is followed. Perhaps the best we can hope for is to temper the intemperate and to tame the perverse temptation that lurks within.”

Paul Kurtz (1925–2012) American professor of philosophy

Source: Multi-Secularism: A New Agenda, (2014), p. 338

Truth, World, Faith, Hope

“From the wild Irish slums of the 19th century Eastern seaboard, to the riot-torn suburbs of Los Angeles, there is one unmistakable lesson in American history; a community that allows a large number of men to grow up in broken families, dominated by women, never acquiring any stable relationship to male authority, never acquiring any set of rational expectations about the future -- that community asks for and gets chaos. Crime, violence, unrest, disorder -- most particularly the furious, unrestrained lashing out at the whole social structure -- that is not only to be expected; it is very near to inevitable. And it is richly deserved.”

Daniel Patrick Moynihan (1927–2003) American politician

The Negro Family: The Case for National Action (1965)

Women, Men, Family, Angels

“We have to be careful to cast our gaze as widely as possible. If we only look for the lessons that reinforce decisions we have already made, we will run into trouble.”

Margaret MacMillan (1943) Canadian historian

p.154

Decision

“The pages I've turned are the lessons I've learned.”

Anastacia (1968) American singer-songwriter

Welcome to My Truth
Anastacia (2004)

Learning

“…there is something larger that’s looming out there. A force that remains patient and silent. An entity that waits to teach a lesson that we have yet to grasp. It is much better to just lie there and let it roll over you like some immense army of unquestionable wonder.”

Matthew Good (1971) Canadian singer-songwriter

At Last There is Nothing Left to Say

Lie, Waiting

“hurts I have are my fault but I'm sure gonna learn from it and hopefully anyone reading this will too. the lesson: stay aware on a bicycle and look up the road in front of you at all times to make sure you can deal w/what's coming and the condition of the road you're gonna be rolling down!”

Mike Watt (1957) musician, songwriter

Statement on bicycling safety after an accident, on his blog " a hoot and a holler http://www.hootpage.com/hoot_news.html" (20 December 2003).

Learning, Time, Reading, Hurt

“I’ll have to learn to snowshoe. I had my first lesson this morning and cut a ludicrous figure. I’ll be virtually a prisoner until I learn my way around. But any price is worth paying to get away from the thought-destroying din and soul-killing routine of the city!”

Fritz Leiber (1910–1992) American writer of fantasy, horror, and science fiction

“Diary in the Snow” (p. 203); originally published in the first edition of Night's Black Agents (1947)
Short Fiction, Night's Black Agents (1947)

Way, Soul, Learning

“It is natural for government and business leaders to want to make the best of a bad situation. For example, articles on Watergate postulated that we are now better off because the crisis demonstrated the strength of a democracy. Some contend that the Exxon Valdez oil spill had a good side in that there were many "lessons learned". THIS IS UNACCEPTABLE! I do not subscribe to the "I have to fail to learn and improve" theory. A set-back leading to "experience and growth" is one thing; total failure is another. Few corporations could sustain as much bad press as Exxon, not to mention the opportunity cost of billions of dollars that could have been applied more profitably elsewhere. An organization's most precious resources are its time, energy (individual and corporate) and capital. They should be directed toward increasing profit, providing better service and improving the organization's reputation. They should not be wasted on damage control. Yet we continue to hear stories of crisis situations that drain organizations of that valuable energy and focus.”

Wheeler L. Baker (1938) President of Hargrave Military Academy

Source: Crisis Management: A Model For Managers (1993), p. 4-5

Democracy, Failure, Business, Nature

“This is the most valuable lesson one can teach a fanatic: that fanaticism is self-defeating.”

Matthew Stover book Traitor

Vergere, p. 291
Traitor (2002)

“Make it thy business to know thyself, which is the most difficult lesson in the world.”

Miguel de Cervantes (1547–1616) Spanish novelist, poet, and playwright

Source: Don Quixote de la Mancha (1605–1615), Part II (1615), Book III, Ch. 42.

World, Business

“To be a child is something one learns, as one learns the names of rivers or the kings of France. Childhood, for a child, is a sort of falseness, woodenness, stoniness, a lesson recited. Many children are aware of this — that is, aware of being children as a special, prosy condition: "We can't do that! We're children!" Playing children is a long boring game with occasional exciting moments.”

Mary McCarthy (1912–1989) American writer

"Everybody's Childhood"
The Writing on the Wall and Other Literary Essays (1970)

Children, Game, Learning, Childhood

“Matins, he reads the lesson,
A chasuble of plumage on.
His cry from a grove, his brightshout
Over countrysides rings out,
Hill prophet, maker of moods,
Passion's bright bard of glenwoods.”

Dafydd ap Gwilym (1320–1380) Welsh poet

Plygain y darllain deirllith,
Plu yw ei gasul i'n plith.
Pell y clywir uwch tiroedd
Ei lef o lwyn a'i loyw floedd.
Proffwyd rhiw, praff awdur hoed,
Pencerdd gloyw angerdd glyngoed.
"Y Ceiliog Bronfraith" (The Thrush), line 7; translation from Anthony Conran and J. E. Caerwyn Williams (trans.) The Penguin Book of Welsh Verse (Harmondsworth: Penguin, 1967) p. 145.

Mood, Passion, Reading, Cry

“The lesson one can learn from Firbank is that of inconsequence. There is the vein which he tapped and which has not yet been fully exploited.”

Cyril Connolly book Enemies of Promise

Source: Enemies of Promise (1938), Part 1: Predicament, Ch. 5: Anatomy of Dandyism (p. 36)

Learning

“O Life! how pleasant is thy morning,
Young Fancy's rays the hills adorning!
Cold-pausing Caution's lesson scorning,
We frisk away,
Like schoolboys at th' expected warning,
To joy and play.”

Robert Burns (1759–1796) Scottish poet and lyricist

Epistle to James Smith.
Bartlett's Familiar Quotations, 10th ed. (1919)

Life, Joy

“The master will not keep His hand under our arms when we go on forbidden ground. Presumptuous Peter needed a sharp lesson, and he got it. That bitter cry at the foot of the stairs bespoke an awful fall. How many such are rising daily into God's listening ears.”

Theodore L. Cuyler (1822–1909) American minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 21.

God, Cry

“It seems to me that life's circumstances, being ephemeral, teach us less about durable truths than the fictions based on those truths; and that the best lessons of delicacy and self-respect are to be found in novels where the feelings are so naturally portrayed that you fancy you are witnessing real life as you read.”

Anne Louise Germaine de Staël book Delphine

Delphine (1802), Preface

Life, Truth, Feeling, Nature

“The poor child, as Charles Lamb so touchingly expresses it, is not brought, but "dragged out," and if the wits are sharpened, so, too, is the soft, round cheek. The crippled limb and broken constitution attest the effects of the over-early struggle with penury; but the child of rich parents suffers, though in another way; there is the heart that is crippled, by the selfishness of indulgence and the habit of relying upon others. It takes years of harsh contact with the realities of life to undo the enervating work of a spoilt and over aided childhood. We cannot too soon learn the strong and useful lessons of exertion and self-dependance.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

Traits and Trials of Early Life (1836)

Life, Way, Reality, Parent

“I told her I could not believe in her movement because it did not promise anything for the future except freedom from the tyranny of the past. I told her that what little philosophy I’d detected driving the movement totally ignored human nature. That if the Rebels ever did manage to topple the empire, whatever replaced it would be worse. That was the lesson of history. New regimes, to make sure they survived, were always nastier than the ones before them.”

Glen Cook book The Silver Spike

Source: The Silver Spike (1989), Chapter 36 (p. 561)

History, Nature, Freedom, Past

“The lesson of History is rarely learned by the actors themselves.”

James A. Garfield (1831–1881) American politician, 20th President of the United States (in office in 1881)

Letter to Professor Demmon (16 December 1871), in The Life and Public Services of James A. Garfield (1881) by E. E. Brown, p. 424 http://books.google.com/books?id=vCAFAAAAYAAJ 1870s

History, Learning

“If something goes wrong in Syria, many countries of the region will feel a negative impact. We can’t support isolation because of the lesson we drew from Libya.”

Sergey Lavrov (1950) Russian politician and Foreign Minister

"We won’t let Syria become 2nd Libya"(November 2011) http://rt.com/politics/syria-libya-russian-stance-285/

Feeling, Support, Country

“The terrible lesson of Palestinian politics is that a leadership that elevates victimhood into the be-all and end-all of politics brings untold suffering and misery upon its own people. Given political power, this kind of a leadership will in turn victimize. This is an iron law of social and political psychology confirmed by any number of recent historical experiences. The insurgents in Iraq fully understand this dynamic; in fact they are counting on it. That is why their goal is not to win over Iraqi hearts and minds; it is rather to inculcate a state of pervasive physical insecurity, conducive to the eruption of the most irrational forms of behavior. Theirs is a politics of fear and intimidation borrowed from that of the former regime which produced them, and it is a politics designed to create a backlash among those very Iraqis who so rightfully today wear the blue-black stain on their right index finger as a badge of honor.”

Kanan Makiya (1949) American orientalist

"The Shiite Obligation", Wall Street Journal (February 7, 2005)

People, Fear, Law, Behavior

“It is rather a pity, considered from the standpoint of the professional politician or opinion-taker, that nobody knows exactly what "credibility" is, or how one acquires it. "Credibility" doesn't stand for anything morally straightforward, like meaning what you say or saying what you mean. Nor does it signify anything remotely quantifiable — any correlation between evidence presented and case made. Suggestively, perhaps, it entered the language as a consensus euphemism during the Vietnam War, when "concerned" members of the Eastern Establishment spoke of a "credibility gap" rather than give awful utterance to the thought that the Johnson administration was systematically lying. To restore its "credibility," that administration was urged — not to stop lying, but to improve its public presentation. At some stage in the lesson learned from that injunction, the era of postmodern politics began. It doesn't seem ridiculous now to have "approval ratings" that fluctuate from week to week, because these are based upon the all-important "perception" factor, which has in turn quite lost its own relationship to the word "perceptive."”

Christopher Hitchens (1949–2011) British American author and journalist

"Credibility Politics: Sado-Monetarist Economics" (1989).
1990s, For the Sake of Argument: Essays and Minority Reports (1993)

War, Lying, Learning

“No teacher has ever been better prepared to teach a lesson.”

Christa McAuliffe (1948–1986) American educator and astronaut

As quoted in American Heroes of Exploration and Flight (1996) by Anne E. Schraff, p. 102

Teachers

“This taught me a lesson, but I’m not sure what it is.”

John McEnroe (1959) US tennis player

On losing to Tim Mayotte in the Ebel US Pro Indoor Championships, NY Times (February 9, 1987)

“But the knowledge of the library is not that of the world; a youth of solitude is bad preparation for a manhood of action; from the earliest age we need to mingle with our kind; the child corrects and instructs the child more than their masters; our equals are the tools wherewith experience works out its lessons; and the play-ground, with its rival interests, its injustices, its necessity for the ready wit and the curbed temper is both miniature and prophesy of the world, which will but bring back the old struggles only with a sterner aspect, and the same successes, but with more than half their enjoyment departed.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

Other Gift Books

Youth, Age, World, Knowledge

“While in Kyoto I tried to learn Japanese with a vengeance. I worked much harder at it, and got to a point where I could go around in taxis and do things. I took lessons from a Japanese man every day for an hour.
One day he was teaching me the word for "see." "All right," he said. "You want to say, 'May I see your garden?' What do you say?"
I made up a sentence with the word that I had just learned.
"No, no!" he said. "When you say to someone, 'Would you like to see my garden?' you use the first 'see.' But when you want to see someone else's garden, you must use another 'see,' which is more polite."
"Would you like to glance at my lousy garden?" is essentially what you're saying in the first case, but when you want to look at the other fella's garden, you have to say something like, "May I observe your gorgeous garden?" So there's two different words you have to use.
Then he gave me another one: "You go to a temple, and you want to look at the gardens…"
I made up a sentence, this time with the polite "see."
"No, no!" he said. "In the temple, the gardens are much more elegant. So you have to say something that would be equivalent to 'May I hang my eyes on your most exquisite gardens?"
Three or four different words for one idea, because when I'm doing it, it's miserable; when you're doing it, it's elegant.
I was learning Japanese mainly for technical things, so I decided to check if this same problem existed among the scientists.
At the institute the next day, I said to the guys in the office, "How would I say in Japanese, 'I solve the Dirac Equation'?"
They said such-and-so.
"OK. Now I want to say, 'Would you solve the Dirac Equation?'”

Richard Feynman (1918–1988) American theoretical physicist

how do I say that?"
"Well, you have to use a different word for 'solve,' " they say.
"Why?" I protested. "When I solve it, I do the same damn thing as when you solve it!"
"Well, yes, but it's a different word — it's more polite."
I gave up. I decided that wasn't the language for me, and stopped learning Japanese.
Part 5: "The World of One Physicist", "Would You Solve the Dirac Equation?", p. 245-246
Surely You're Joking, Mr. Feynman! (1985)

Guy, Idea, Problem, Learning

“It is not too much to say that when the Great War broke out our Generals had the most important lessons of their art to learn. Before they began they had much to unlearn. Their brains were cluttered with useless lumber, packed in every niche and corner.”

David Lloyd George (1863–1945) Former Prime Minister of the United Kingdom

War Memoirs (1938)
War Memoirs

War, Art, Learning

“I too am not one to despise myths, and I am far from rejecting those that have the right tendency; indeed I am of the same opinion as you and your admired, or rather the universally admired, Plato. He also often conveyed a serious lesson in his myths.”

Julian (emperor) (331–363) Roman Emperor, philosopher and writer

The Caesars (c. 361)

Universe

“Tyranny does not impose itself only in the. Therefore, when a woman like me decides to break their dictated norms, she must suffer prison and separation from her children, as an intimidating lesson for other women.”

Narges Mohammadi (1972) Iranian human rights activist

Letter Accepting 2018 Andrei Sakharov Prizefrom (2018)

Women, Children, Suffering

“In the folklore of systems engineering, there are sayings, “If it isn't testable, it isn't a requirement,” and, “If it is not quantifiable, it is not testable.” I had always tended to subscribe to the particle of wisdom in these sayings. One of the many lessons that I learned from the CATIE experience, however, was that systems engineering had to be able to deal directly and purposively with what are usually considered to be strictly qualitative (unquantifiable) aspect of systems, such as quality of life, for example. The agricultural practices of these small farmers in Central America is such a large part of their lives that to change any part of their agricultural practices might be seen as diminishing their quality of life - even with respect to the color of the beans that the new practices might require. But even if we cannot deal directly with quality of life or user friendliness or enmity/sympathy, we can identify quantifiable figures of merit relating to these qualitative aspects and if we find enough figures of merit and combine them suitably, we might eventually obtain agreement that we have captured the essence of the qualitative aspect, at least as far as this particular set of stakeholders is concerned.”

A. Wayne Wymore (1927–2011) American mathematician

Systems Movement: Autobiographical Retrospectives (2004)

Life, Wisdom, Color, Learning

“Cerebus: The valuable lesson is that you can get what you want and still not be very happy…”

Dave Sim (1956) Canadian cartoonist, creator of Cerebus

Source: Church & State volume I (1987), p. 296

Happiness

“Consider the honey-bee. Its treasure is nectar, obtained even from the chilly plant. It is not at the cost of the flower. In fact, its act of extracting honey contributes to the progress of the flowers. You need not learn from Kahlil Gibran, Marx or Gorbachev, not even from Gandhiji. Choose instead to learn your lesson from the honey bees as your silent partners: they will show you how to develop without destroying.”

Baba Amte (1914–2008) Indian freedom fighter, social worker

On Community living
Baba Amte's Words of Wisdom

Flowers, Learning, Bee

“I don't mind a good fight. For reasons known only to God, I've had quite a few tough ones in my life. But I learned an important lesson along the way: In the end, it matters less that you can fight. What you fight for is the real test.”

John McCain (1936–2018) politician from the United States

2000s, 2008, (2008)

Life, God, Way, Learning

“What are those lessons? Instead of building more single-family dwellings, we should build multigenerational, multifamily homes in vibrant eco-villages that share facilities, tools, labor and resources. Instead of designing cities for self-driving, single-person cars, design them for walking, biking, and public transportation with lots of places for people to meet and greet, mix and mingle. Instead of growing an economy dependent on global movements of money, people, and goods to maximize profit uncoupled from place, create economies that bring people together to maximize health and well-being in the place where they live.”

David Korten (1937) writer, sustainability advocate

How the Economy Affects Our Mental Health, September 18, 2018 https://www.yesmagazine.org/new-economy/when-profit-drives-us-community-suffers-20180918

Money, People, Health, Family

“The Bible is God's great lesson book.”

Ellen G. White book Christ's Object Lessons

Source: Christ's Object Lessons (1900), Ch. 8, p. 107

God, Books

“Present party designations have become empty of all contents…Vastly extended State expenditure, vastly increased demands from the taxpayer who has to provide the money, social reform regardless of expense, cash exacted from the taxpayer already at his wits' end—when were the problems of plus and minus more desperate? How are we to measure the use and abuse of industrial organization? Powerful orators find "Liberty" the true keyword, but the I remember hearing from a learned student that of "liberty" he knew well over two hundred definitions. Can we be sure that the "haves" and the "have-nots" will agree in their selection of the right one? We can only trust to the growth of responsibility; we may look to circumstances and events to teach their lesson.”

John Morley, 1st Viscount Morley of Blackburn (1838–1923) British Liberal statesman, writer and newspaper editor

Letter to Sir Francis Webster, president of the Montrose Burghs Liberal Association, quoted in 'Lord Morley On Modern Politics', The Times (11 May 1923), p. 12.

Money, Problem, Learning

“A mightier force than ever followed Grant or Lee has leveled both their hosts, raised up an united Nation, and made us all partakers of a new glory. It is not for us to forget the past but to remember it, that we may profit by it. But it is gone; we can not change it. We must put our emphasis on the present and put into effect the lessons the past has taught us.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, The Democracy of Sports (1924)

Change, Past, Forgetting

“I urge everybody to stay inside the Labour Party and fight to ensure that nothing like this ever happens again. There must now be a serious question over whether Frank can hope to beat Steven Norris on May 4 when Londoners will widely perceive the Labour nomination to have been stolen. The lesson of Wales is that our voters will not be taken for granted. A Labour campaign that was dead in the water from day one will limp on to polling day and never allow us to get on to the real issues that matter to Londoners, such as transport, unemployment and crime. In the interests of uniting the Labour party, I hope Frank Dobson will consider his position over the next few days. He must decide whether he is willing to accept this tainted result or stand down in the interests of Labour and London. Over the last six months Londoners have had to listen to politicians. Now it is time for politicians to listen to Londoners, and I shall be saying nothing further until I have had a chance to listen to Londoners.”

Ken Livingstone (1945) Mayor of London between 2000 and 2008

Statement following the London Labour Party ballot for a Mayoral candidate, in which Livingstone was defeated by Frank Dobson due to the electoral system chosen by the party, as quoted in "Winner is challenged to refuse `tainted' victory" in The Guardian (21 February 2000), p. 2.

Hope, Question, Water, Chance

“…a clear lesson I learned in the museum was that outside forces that tend to divide people up inside their country are unbelievably counterproductive. In other words, people came from other countries — I guess you'd call them colonialists — and they pitted one group of people against another.”

George W. Bush (1946) 43rd President of the United States

Press Availability with President Kagame of Rwanda (February 19, 2008) http://georgewbush-whitehouse.archives.gov/news/releases/2008/02/20080219-6.html http://thinkprogress.org/2008/02/20/bush-outside-forces-tend-to-divide-people-up 2000s, 2008

People, Learning, Country

“Lesson #7: Belief and seeing are both often wrong.
Lesson #8: Be prepared to reexamine your reasoning.
Lesson #9: In order to do good, you may have to engage in evil.
Lesson #10: Never say never.
Lesson #11: You can't change human nature…”

Robert S. McNamara (1916–2009) American businessman and Secretary of Defense

Robert S. McNamara (2004), Official Teacher's Guide for The Fog of War, p. 5

Nature, Evil, Change

“Oh God they got you gun shy
You know your skin's as cold as ice
Your eyes are double filtered babe
You're so afraid to be nice
There's no way you're ready
To let your defenses down
Though I won't come on heavy
There is a lesson that I've found.”

Harry Chapin (1942–1981) American musician

If You Want to Feel
Song lyrics, Living Room Suite (1978)

God, Way

“Israel remains and embattled democracy in the midst of authoritarian states, and the birthplace of the kibbutz to which tens of thousands of youth from around the world have turned for a living lesson in human equality.”

Dennis Prager (1948) American writer, speaker, radio and TV commentator, theologian

Source: 2000s, Why the Jews?: The Reason for Antisemitism (2003), p. 195

Youth, World, Democracy

“The next priority of my budget is to do everything possible to protect our citizens and strengthen our nation against the ongoing threat of another attack. Time and distance from the events of September the 11th will not make us safer unless we act on its lessons. America is no longer protected by vast oceans. We are protected from attack only by vigorous action abroad, and increased vigilance at home.”

George W. Bush (1946) 43rd President of the United States

2000s, 2002, State of the Union address (January 2002)

Home, Time

“It is probably well that we had the war when we did. We are better off now than we would have been without it, and have made more rapid progress than we otherwise should have made… But this war was a fearful lesson, and should teach us the necessity of avoiding wars in the future.”

Ulysses S. Grant (1822–1885) 18th President of the United States

Conclusion
1880s, Personal Memoirs of General U. S. Grant (1885)

War, Fear, Future

“As a schoolboy drawing-lessons became my favorite, and that pleasure was not ignited a little when, by the time of my twelfth year, the cityscape-painter B. J. van Hove became our neighbor. Since then I began to long for the moment that I would be allowed to change the school bench for a place in his studio. That desire was already satisfied in the autumn of [18]31.”

Johannes Bosboom (1817–1891) Dutch painter

origineel citaat van Johannes Bosboom, in Nederlands: Als schoolknaap was de teekenles mij de liefste geworden en die lust werd niet weinig aangewakkerd, toen, omstreeks mijn twaalfde jaar, de stadsgezichtschilder B. J. van Hove onze buurman werd. Sinds dien tijd begon ik sterk te verlangen naar het oogenblik, waarop ik de schoolbank tegen een plaatsje in zijn atelier zou mogen verwisselen. Dat verlangen werd reeds bevredigd in het najaar van [18]31.
Source: 1880's, Een en ander betrekkelijk mijn loopbaan als schilder, p. 7

Pleasure, School, Autumn, Change

“I started lessons when I was three and a half. In the beginning I just played a little but, when I was five, I played my first recital, and from that point my parents had high hopes for me; especially my father.”

Lang Lang (1982) Chinese pianist

theguardian.com http://www.theguardian.com/lifeandstyle/2011/may/14/lang-lang-piano-china-father.

Hope, Parent

“Yet the world has never thoroughly learned this lesson It has never been willing entirely to acknowledge this principle. One of the greatest needs of the present day is the establishment and recognition of standards, and holding ourselves up to their proper observance. This cannot be done without constant effort and it will meet constant opposition. Always there have been those who fail to recognize this necessity. Their opposition to it and their philosophy of life were well expressed by Robert Burns in that poem which describes the carousings of a collection of vagabonds, where one of them gave his views: 'A fig for those by law protected! Liberty's a glorious feast! Courts for cowards were erected, Churches built to please the priest.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Authority and Religious Liberty (1924)

Life, World, Law, Effort

“The worst thing to happen to the Jews since Mein Kampf…I can't look at it. It's so horrible. The Israelis that helped make this film were crooks. They never gave us the negative back, they never gave us statements — not that the film was worth anything…The lesson for Big Gus for young people is: Don't listen to anybody. We got lots of advice on that film from older, more experienced people. But the film stunk; it's a disgrace. What you saw was made from a half-inch video that somebody from Israel brought to us…The movie opened in Tel Aviv, but it opened the week of the Seven-Day War. So bombs were raining down outside, but we had a bomb inside the movie theater.”

Lloyd Kaufman (1945) American film director

Village Voice http://www.villagevoice.com/2014-01-15/film/troma-lloyd-kaufman-interview/ January 15, 2014 2014

War, People, Help

“No words used in the Gospels can legitimately be twisted to mean unending punishment, and indeed, such an expression is self-contradictory. The main motive of punishment surely is to reform the sufferer; in school, to make a better scholar; in the State, to make a better citizen. If the punishment goes on forever when does the sufferer benefit by the punishment or use the lesson he has learned so painfully? If Hell were endless it would be valueless.”

Leslie Weatherhead (1893–1976) English theologian

Source: The Christian Agnostic (1965), p.286

School, Motivation, Hell, Suffering

“Emerson said to him, "Young man, have you read Plato?" Holmes said he hadn't. "You must. You must read Plato. But you must hold him at arm's length and say, 'Plato, you have delighted and edified mankind for two thousand years. What have you to say to me?'" Holmes said, "That's the lesson of independence." So off he went and read Plato for a few moths or a year, and then wrote a piece doing in Mr. Plato in one of those ephemeral literary things at Harvard. He laid this, as it were, at the feet of Mr. Emerson and awaited the next morning's mail, hoping to get a warm appreciation from Emerson. And the next day and the next and the next — no sign of life. No acknowledgment from Mr. Emerson. Holmes didn't see him again for about a year. When he saw him, this, that, and the other thing was again talked about. Emerson said, "Oh, by the way, I read your piece on Plato. Holmes, when you strike at a king, you must kill him."”

Felix Frankfurter (1882–1965) American judge

Holmes said, "That was the second great lesson — humility."
Source: Other writings, Felix Frankfurter Reminisces (1960), P. 59.

Life, Hope, Way, Reading

“There is something so gratifying to human vanity in fancying ourselves superior to most around us, that we believe few young men attain their majority without imbibing more or less of the taint of unbelief, and passing through the mists of a vapid moral atmosphere, before they come to the clear, manly, and yet humble perceptions that teach most of us, in the end, our own insignificance, the great benevolence as well as wisdom of the scheme of redemption, and the philosophy of the Christian religion, as well as its divinity.
Perhaps the greatest stumbling-block of the young is a disposition not to yield to their belief unless it conforms to their own crude notions of propriety and reason. If the powers of man were equal to analyzing the nature of the Deity, to comprehending His being, and power, and motives, there would be some little show of sense in thus setting up the pretence of satisfying our judgments in all things, before we yield our credence to a religious system. But the first step we take brings with it the instructive lesson of our incapacity, and teaches the wholesome lesson of humility. From arrogantly claiming a right to worship a deity we comprehend, we soon come to feel that the impenetrable veil that is cast around the Godhead is an indispensable condition of our faith, reverence, and submission.”

James Fenimore Cooper (1789–1851) American author

Preface
The Wing-and-Wing (1842)

Wisdom, Men, Faith, Religion

“While parents are naturally in a leadership role, strong families strive to share decision-making. They resolve differences by respecting other viewpoints and accepting compromise solutions. One family decided to spend money on a son's music lessons rather than replace worn carpeting. The compromise was to pitch in and clean the carpet. In another family, everyone but the youngest daughter loved to ski. They rented a vacation condo with plenty of activities for the daughter, and the skiers accepted an hour's drive to the slopes.”

Joyce Brothers (1927–2013) Joyce Brothers

10 Keys to a Strong Family (2002)

Love, Money, Family, Music

“Worthiness in the industrial sphere can have reference to one thing only, namely the contribution of industry to the sum total of human welfare. On this basis only must industry and all its works finally be judged… The lessons of history teach us that no efficiency of procedure will save from ultimate extinction those organizations that pursue a false objective; on the other hand, without such efficient procedure, all human group effort becomes relatively futile.”

James D. Mooney (1884–1957) American businessman

Source: "The principles of organization", 1937, p. 97-98. Cited in: Morgen Witzel (2003) Fifty Key Figures in Management. p. 196

History, Effort, Falseness

“Shortly after 9/11 a French spokesman for the activist group ATTAC quoted the adage: "He who sows the wind shall reap the whirlwind." French prime minister Lionel Jospin seemed to be pointing in this direction when he asked, "What lesson are the Americans going to draw from what has happened?" The lesson, Jospin indicated, should be for the U. S. to moderate her unilateralism. For Cardinal Karl Lehmann, president of the German Bishops' Conference, the lesson to be drawn from terrorism was that "the West must not seek to dominate the rest of the world."”

Jean-François Revel (1924–2006) French writer and philosopher

2000s, Europe's Anti-American Obsession (2003)

World, Quotes, Drawing

“The 1930's taught us a clear lesson: aggressive conduct, if allowed to go unchecked and unchallenged ultimately leads to war.”

John F. Kennedy (1917–1963) 35th president of the United States of America

1962, Cuban Missile Crisis speech

War

“The truth is, that what men demand in life, and miss if they do not find it, is not antagonism and warfare, but struggle, effort, cost, strenuousness. It is not hate and enmity that have ennobled warfare. It is not killing that has made the life of the soldier fruitful in moral lessons. It is the nerve, endurance, hardihood, and courage that we love to see. Of these superb qualities there is likely to be a demand to the end of the human course; for it is out of these things that life is forever being wrought. The grown man conceives the universe, not as two impossible opposites in conflict, but as one harmonious structure; out of his soul, brought into unison with God, all hate has vanished.”

Charles Fletcher Dole (1845–1927) Unitarian minister, speaker, and writer

The Theology of Civilization (May 1899)

Love, Life, Men, God

“Thankfully, life is a university. Everything that you do or experience can teach you something, triggering inside you new thoughts, insights and realizations. You might be inclined to forget or ignore experiences that did not go well. Don’t. Learning from your mistakes and things that cause you pain is invaluable. The greatest lessons can come from the lowest moments in your life.”

Nigel Cumberland (1967) British author and leadership coach

Your Job-Hunt Ltd – Advice from an Award-Winning Asian Headhunter (2003), Successful Recruitment in a Week (2012) https://books.google.ae/books?idp24GkAsgjGEC&printsecfrontcover&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIGjAA#vonepage&qnigel%20cumberland&ffalse, 100 Things Successful People Do: Little Exercises for Successful Living (2016) https://books.google.ae/books?idnu0lCwAAQBAJ&dqnigel+cumberland&hlen&saX&ved0ahUKEwjF75Xw0IHNAhULLcAKHazACBMQ6AEIMjAE

Life, Pain, Learning, Universe

“It seems to me that in understanding MOND and its fundamentals we have only scratched the surface. If the developments of quantum mechanics and relativity are any lesson here, departures of such magnitude from long- and well-tested physics may bring with them completely new concepts, not summarized by mere modifications of the governing actions or the equations of motion. MOND may also turn out to bring in concepts that are presently beyond our ken”

Mordehai Milgrom (1946) Israeli physicist

as hinted perhaps by the cosmological connotations of a0 MOND Theory, p. 5, Mordehai Milgrom, 30 Apr 2014, updated 31 Aug 2014 http://arxiv.org/abs/1404.7661,

Departure, Understanding

“So take your lessons hard and stay with him. And when your car crash comes, don't be misled. ~ "For Nancy ('Cos It Already Is)"”

Pete Yorn (1974) American musician

Song lyrics

Cars

Quotes about lesson page 6

Quotes about lesson
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