Quotes about lesson
page 7

“Roswell Gardiner has never wavered in his faith, from the time when his feelings were awakened by the just view of his own insignificance, as compared to the power of God! He then learned the first, great lesson in religious belief, that of humility; without which no man can be truly penitent, or truly a Christian. He no longer thought of measuring the Deity with his narrow faculties, or of setting up his blind conclusions, in the face of positive revelations. He saw that all must be accepted, or none; and there was too much evidence, too much inherent truth, a morality too divine, to allow a mind like his to reject the gospel altogether. With Mary at his side, he has continued to worship the Trinity, accepting its mysteries in an humble reliance on the words of inspired men.”

James Fenimore Cooper (1789–1851) American author

The Sea Lions or The Lost Sealers (1849)

Men, God, Truth, Faith

“Yet I also appreciate that we cannot win this battle to save species and environments without forging an emotional bond between ourselves and nature as well—for we will not fight to save what we do not love (but only appreciate in some abstract sense). So let them all continue—the films, the books, the television programs, the zoos, the little half acre of ecological preserve in any community, the primary school lessons, the museum demonstrations, even […] the 6:00 A. M. bird walks. Let them continue and expand because we must have visceral contact in order to love. We really must make room for nature in our hearts.”

Stephen Jay Gould book Eight Little Piggies

"Unenchanted Evening", p. 40
Eight Little Piggies (1993)

Love, Books, School, Communication

“The painful experience of many gamblers has taught us the lesson that no system of betting is successful in improving the gambler's chances. If the theory of probability is true to life, this experience must correspond to a provable statement.”

William Feller (1906–1970) Croatian-American mathematician

Source: An Introduction To Probability Theory And Its Applications (Third Edition), Chapter VIII, Unlimited Sequences Of Bernoulli Trials, p. 198.

Life, Pain, Chance, Success

“What earthly use are these Confucian graphs?
Masters and doctors lie curled up and wilt.
Why not take lessons and become a clerk?
At night champagne, at break of day cow's milk!”

Trần Tế Xương (1870–1907) poet

Poem 71 in An Anthology of Vietnamese Poems, trans. Huỳnh Sanh Thông (Yale University Press, 1996), ISBN 978-0300064100
Variant translation:
What good are Chinese characters?
All those Ph.D.'s are out of work.
Much better to be a clerk for the French:
You get milk in the morning and champagne at night.
Source: Understanding Vietnam by Neil L. Jamieson (University of California Press, 1995), ISBN 978-0520916586, p. 55

Lie, Night

“Science alone of all the subjects contains within itself the lesson of the danger of belief in the infallibility of the greatest teachers of the preceding generation.”

Richard Feynman (1918–1988) American theoretical physicist

address " What is Science? http://www.fotuva.org/feynman/what_is_science.html", presented at the fifteenth annual meeting of the National Science Teachers Association, in New York City (1966), published in The Physics Teacher, volume 7, issue 6 (1969), p. 313-320

Teachers, Science

“Gorgik began to learn that most valuable of lessons without which no social progress is possible: If you are to stay in the good graces of the powerful, you had best, however unobtrusively, please the servants of the powerful.”

Samuel R. Delany book Tales of Nevèrÿon

Source: Tales of Nevèrÿon (1979), Chapter 1, “The Tale of Gorgik” Section 2 (p. 15)

Learning

“The universe… doesn't owe us anything but an education, and it gives us lessons every day.”

John Vorhaus

U.S. News & World Report, July 15, 2007
Replace, Wince, Repeat (2007)

Education, Universe

“Intelligence is loose in the galaxy. Power is in our hands, for better or worse. We can modify Nature’s rules, if we dare, but we cannot ignore her lessons.”

David Brin book Glory Season

Introduction to Chapter 2 (p. 32)
Glory Season (1993)

Intelligence, Nature

“It's a real language lesson', said Sarah after a while.
'I'm sorry, miss', Sharpe said.
'You sort of don't notice when you're in the army', Harper explained.
'Do all soldiers swear?'
'All of them', Sharpe said. 'All of the time.”

Bernard Cornwell (1944) British writer

Sharpe (Novel Series), Sharpe's Escape (2003)

Time

“It’s been my great fortune to be surrounded by people that have reminded me of how important process is, not outcome. When you’re an actor, or really an artist of a collaborative form, you have so little control of the outcome. And if you are only focused on that…it won’t turn out well. If you’re focused on the outcome, chances are you’re focused on people’s perceptions of the outcome—how much money something makes, how it looks, rather than how it feels. And I think that has been the most valuable—one of the most valuable—lessons I’ve learned is to really appreciate, recognize, and practice the process, not the outcome.”

Zoey Deutch (1994) American actress

Interview with Coveteur Magazine, 2018 http://coveteur.com/2018/05/14/zoey-deutch-talks-beauty-secrets-career/

Money, People, Feeling, Thinking

“To call these riots infantile and imbecilic is to give them a dignity they don't deserve. They can only be described as Islamic. Let me get this straight. We're supposed to show tolerance and respect for a religion that doesn't know the meaning of either word and goes out of its way to prove it every day? We're supposed to amend our values to accommodate a religion that accommodates nothing and nobody? Dream on, people. It's not going to happen, because with Islam it's always a one way street. We've learned that lesson the hard way. We can't afford any more tolerance and respect. We've been sucked dry. And we've become weary of manufactured Islamic grievance. It's such a bore that now when we hear some bearded buffoon or some bag-headed bimbo telling us how offended they are we can't even be bothered to laugh any more.”

Pat Condell (1949) Stand-up comedian, writer, and Internet personality

"A Word To Rioting Muslims" (20 September 2012) http://youtube.com/watch?v=GCXHPKhRCVg · transcript http://dotsub.com/view/72457cbc-fe18-4053-ae3f-6c7639cf4e79/viewTranscript/eng 2012

People, Religion, Dreams, Way

“Let us draw a lesson from nature, which always works by short ways. When the fruit is ripe, it falls.”

Ralph Waldo Emerson book Nature

1840s, Essays: Second Series (1844), Nature

Way, Nature, Drawing

“Ignoring the lessons of our history, Obama’s economic policies of big government, enlarged federal control over our lives and eventually, as even he predicts, increased taxation has garnered a name of its own – “Obamanomics.” Obamanomics is simply the philosophy of socialism, loosely defined as “collective or governmental ownership and administration of the means of production or distribution of goods.””

Roy Moore (1947) American former judge

Nations that embrace socialism inevitably experience stagnation and economic decline. The Flawed Philosophy of Obamanomics http://www.wnd.com/2009/03/92055/ (March 18, 2009)

History

“Goethe, as lately quoted by Matthew Arnold, said those who have science and art have religion; and added, let those who have not science and art have the popular faith; let them have this escape, because the others are closed to them. Without any hold upon the ideal, or any insight into the beauty and fitness of things, the people turn from the tedium and the grossness and prosiness of daily life, to look for the divine, the sacred, the saving, in the wonderful, the miraculous, and in that which baffles reason. The disciples of Jesus thought of the kingdom of heaven as some external condition of splendor and pomp and power which was to be ushered in by hosts of trumpeting angels, and the Son of man in great glory, riding upon the clouds, and not for one moment as the still small voice within them. To find the divine and the helpful in the mean and familiar, to find religion without the aid of any supernatural machinery, to see the spiritual, the eternal life in and through the life that now is--in short, to see the rude, prosy earth as a star in the heavens, like the rest, is indeed the lesson of all others the hardest to learn.”

John Burroughs (1837–1921) American naturalist and essayist

Source: The Light of Day (1900), Ch. IV: Natural Versus Supernatural

Life, People, Faith, Religion

“The flag of our stately battles, not struggles of wrath and greed,
Its stripes were a holy lesson, its spangles a deathless creed:
'T was red with the blood of freemen and white with the fear of the foe;
And the stars that fight in their courses 'gainst tyrants its symbols know.”

Julia Ward Howe (1819–1910) American abolitionist, social activist, and poet

"The Flag" in The Atlantic Monthly (April 1863).

Fear, Star, Fight

“Then came the journey up to London through Birmingham and the Black District, another lesson, which needed much more to be rightly felt. The plunge into darkness lurid with flames; the sense of unknown horror in this weird gloom which then existed nowhere else, and never had existed before, except in volcanic craters; the violent contrast between this dense, smoky, impenetrable darkness, and the soft green charm that one glided into, as one emerged — the revelation of an unknown society of the pit — made a boy uncomfortable, though he had no idea that Karl Marx was standing there waiting for him, and that sooner or later the process of education would have to deal with Karl Marx much more than with Professor Bowen of Harvard College or his Satanic free-trade majesty John Stuart Mill.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Black District was a practical education, but it was infinitely far in the distance. The boy ran away from it, as he ran away from everything he disliked.
The Education of Henry Adams (1907)

Education, Boy, Idea, Sense

“His [Bhagwan Dass'] teaching seemed to be no teaching because he always taught from within … that is, his lessons aroused in me just affirmation … as if I knew it all already.”

Ram Dass book Be Here Now

Be Here Now (1971)

“Some think that we are approaching a critical moment in the history of Liberalism…We hear of a divergence of old Liberalism and new…The terrible new school, we hear, are for beginning operations by dethroning Gladstonian finance. They are for laying hands on the sacred ark. But did any one suppose that the fiscal structure which was reared in 1853 was to last for ever, incapable of improvement, and guaranteed to need no repair? We can all of us recall, at any rate, one very memorable admission that the great system of Gladstonian finance had not reached perfection. That admission was made by no other person than Mr. Gladstone himself in his famous manifesto of 1874, when he promised the most extraordinary reduction of which our taxation is capable. Surely there is as much room for improvement in taxation as in every other work of fallible man, provided that we always cherish the just and sacred principle of taxation that it is equality of private sacrifice for public good. Another heresy is imputed to this new school which fixes a deep gulf between the wicked new Liberals and the virtuous old. We are adjured to try freedom first before we try interference of the State. That is a captivating formula, but it puzzles me to find that the eminent statesman who urges us to lay this lesson to heart is strongly in favour of maintaining the control of the State over the Church? But is State interference an innovation? I thought that for 30 years past Liberals had been as much in favour as other people of this protective legislation. Are to we assume that it has all been wrong? Is my right hon. friend going to propose its repeal or the repeal of any of it; or has all past interference been wise, and we have now come to the exact point where not another step can be taken without mischief? …other countries have tried freedom and it is just because we have decided that freedom in such a case is only a fine name for neglect, and have tried State supervision, that we have saved our industrial population from the waste, destruction, destitution, and degradation that would otherwise have overtaken them…In short, gentlemen, I am not prepared to allow that the Liberty and the Property Defence League are the only people with a real grasp of Liberal principles, that Lord Bramwell and the Earl of Wemyss are the only Abdiels of the Liberal Party.”

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

Annual presidential address to the Junior Liberal Association of Glasgow (10 February 1885), quoted in 'Mr. John Morley At Glasgow', The Times (11 February 1885), p. 10.

People, School, History, Thinking

“The teacher should use illustrations for the better teaching of the lesson, and never to fill up time, to amuse the class, or to display his own genius.”

John Heyl Vincent (1832–1920) American theologian

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 572.

Teachers, Time

“Moral: To understand economics you need to know not only fundamentals but also its nuances. Darwin is in the nuances. When someone preaches “Economics in one lesson,” I advise: Go back for the second lesson.”

Paul A. Samuelson (1915–2009) American economist

New millennium, An Enjoyable Life Puzzling Over Modern Finance Theory, 2009

Understanding

“John King: FEMA is about to run out of money, and there are some people who say do it on a case-by-case basis and some people who say, you know, maybe we're learning a lesson here that the states should take on more of this role. How do you deal with something like that?
Mitt Romney: Absolutely. Every time you have an occasion to take something from the federal government and send it back to the states, that's the right direction. And if you can go even further and send it back to the private sector, that's even better. Instead of thinking in the federal budget, what we should cut — we should ask ourselves the opposite question. What should we keep? We should take all of what we're doing at the federal level and say, what are the things we're doing that we don’t have to do? And those things we've got to stop doing, because we're borrowing $1.6 trillion more this year than we're taking in. We cannot —
John King: Including disaster relief, though?
Mitt Romney: We cannot — we cannot afford to do those things without jeopardizing the future for our kids. It is simply immoral, in my view, for us to continue to rack up larger and larger debts and pass them on to our kids, knowing full well that we'll all be dead and gone before it's paid off. It makes no sense at all.”

Mitt Romney (1947) American businessman and politician

GOP debate, , quoted in
2011

Money, People, Question, Thinking

“If you want ease and success in this world, the death of a martyr, to be saved on the Day of Loss, a shade on the Day of the burning Qiyamat, and guidance on the Day of going astray, then take lessons from the Qur’an. Surely it is the word of the Merciful, a protection from the Satan, and one of the most weightiest of things for the scale of (good) deeds”

Muhammad (570–632) Arabian religious leader and the founder of Islam

on the Day of Judgement
Jami’ul Akhbar, Page 78
Shi'ite Hadith

Death, World, Loss, Success

“None of us can raise a family, build a business, heal a community or lift a country totally alone. America needs every one of us to lend our energy, our talents, our ambition to making our nation better and stronger. I believe that with all my heart. That's why “Stronger Together” is not just a lesson from our history. It's not just a slogan for our campaign. It's a guiding principle for the country we've always been and the future we're going to build. A country where the economy works for everyone, not just those at the top. Where you can get a good job and send your kids to a good school, no matter what zip code you live in. A country where all our children can dream, and those dreams are within reach. Where families are strong… communities are safe… And yes, love trumps hate. That's the country we're fighting for. That's the future we're working toward.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), 2016 Democratic National Convention (July 28, 2016)

Love, Hate, Children, School

“That [her lessons with Kandinsky] was a new artistic experience; Kandinsky was quite unlike the other teachers, and explained things thoroughly and penetratingly and regarded me as a human being with conscious aspirations, capable of setting myself targets to aim for. It was new to me and impressed me.”

Gabriele Münter (1877–1962) German painter

as quoted by de:Wolf-Dieter Dube, in Expressionism; Praeger Publishers, New York, 1973, p. 121
undated quotes

Teachers

“We think, I’m not a fool today. I’ve learned my lesson. I was a fool yesterday but not this morning. Then tomorrow we find out that, yes, we were a fool today too. I think the only way we can grow and get on in this world is to accept the fact we’re not perfect and live accordingly.”

Ray Bradbury book The Illustrated Man

No Particular Night or Morning (1951)
The Illustrated Man (1951)

World, Fools, Way, Thinking

“Vietnam, Laos, and Cambodia (the whole peninsula of Indochina) present a puzzling picture, enigmatic to most foreigners and especially so to Americans. The very name Vietnam evokes deep emotions and bitter memories in our countrymen. But the tendency to blame Vietnam for our domestic ills has no foundation in fact. The problems of urban decay, racial disharmony, drug abuse, and all the rest were bound to plague us, whether or not we became involved in Vietnam. Indeed, one can argue that in the 1950s, well before we became heavily involved in Vietnam, a sense of national direction and purpose appeared to be lacking in the United States. This book looks at the Vietnam War from the perspective of a senior military professional who held important positions of responsibility during the conflict. Among other things, I will seek to bring out the lessons we have learned or should have learned from the war, and their implications for the future. The severe impact of the war on our armed forces and its almost disastrous effect on the U. S. Army will receive special treatment.”

Bruce Palmer Jr. (1913–2000) United States Army Chief of Staff

Source: The 25-Year War: America's Military Role in Vietnam (1984), p. vii-viii

War, Books, Problem, Sense

“One day she was playing on the swing when her father passed and called to her, "Come and give me a kiss, my little queen." Dérange-toi, Papa! Thérèse replied pertly — an untranslatable compound of "Come for it yourself" and "If you want it, you'll have to go the trouble of getting it", with perhaps even, "Don't be so lazy." Her father went by with a grave expression, but without a word, while Marie said: "You naughty little thing, how can you be so rude to your father?" I got off the swing at once; I had really learned my lesson, and the whole house echoed with my cries of contrition.”

Thérèse of Lisieux (1873–1897) French Discalced Carmelite nun

Quoted in The Hidden Face, by Ida Gorres, p. 52

Kiss, Learning, Housing

“For the most part, these are not new lessons, but lessons learned in different circumstances and surroundings. The fact that they are not new is of course a lesson in itself — we must continually strive to benefit from past experiences and structure our management so that past related experience can be brought to bear on current problems.”

John H. Disher (1921–1988) American aeronautical engineer and NASA manager

"Skylab Lessons Learned" (22 September 1975) at NASA Office of Logic Design http://klabs.org/richcontent/Misc_Content/AGC_And_History/Skylab/Skylab_Disher.htm

Problem, Learning, Past, Parting

“The lesson they took home with them was simple; it takes a full belly before a man or woman gives a tinker’s damn about anything as large as a planet.”

David Brin book Earth

Part IX (p. 493)
Earth (1990)

Home

“I wanted to be a movie star. But movie stars are not what they used to be. When I was a kid, I thought movie stars were women and men who were in these great films that we still look at now… And people my age don't even know who those people are. I can't even have a conversation with most people of my generation about that, because they'd be like, "Okay, she's a freak…" And the worst part is, in terms of what people see of me, I have become this girl who just loves to be photographed, doesn't know how to focus, doesn't know how to work on set, just loves the attention, knows how to go out at night, knows how to party. And you know what? I was 20 years old. I never went to college. And I lived maybe six months out of my life like that, doing something wrong, and then I stopped. God forbid I should have ever learned my lesson. But at this point it's so hard for people to even believe that there was a lesson to be learned at all, because they just think I'm wrong. All these people think I'm never going to be right, because it's more interesting to fabricate this other girl. Who wants to read a tabloid story about a girl who is doing well?”

Lindsay Lohan (1986) American actress and pop singer

Interview interview (2009)

Love, Life, Women, Men

“You could never teach other people anything that mattered. The important things they had to learn for themselves, almost always by making mistakes, so that the lessons arrived too late to help. Experience was in that sense useless. It was precisely what could not be passed along in a lesson or an equation.”

Kim Stanley Robinson book Galileo's Dream

Source: Galileo's Dream (2009), Ch. 20, p. 513–514

People, Sense, Learning, Help

“The big lesson in life, baby, is never be scared of anyone or anything.”

Frank Sinatra (1915–1998) American singer and film actor

The Way You Wear Your Hat (1997)

Life, Baby, Motivational, Deep

“I have just had my first lesson in Chinese brush from my friend and artist Teng Kwei. The tree is no more solid in the earth, breaking into lesser solids in the earth, breaking into lesser solids bathed in chiaroscuro. There is pressure and release. Each movement, like tracks in the snow, is recorded and often loved for itself. The Great Dragon is breathing sky, thunder and shadow; wisdom and spirit vitalized. All is in motion now... One step backward into the past and the tree in front of my studio in Seattle is all rhythm, lifting, springing upward.”

Mark Tobey (1890–1976) American abstract expressionist painter

Source: 1950's, In: Reminiscence and Reverie, 1951, p. 66

Love, Wisdom, Spring, Tree

“…(in the army) you're forced to learn the most important lesson in life, and that's the fact that you have to live up to your responsibilities, and you better do it right. When given an order, you can't say no. It's no exaggeration to say that lives are on the line. One wrong decision, and your buddy might die. It's this fact that makes the army work. That's the big mistake a lot of people make when they wonder how soldiers can put their lives on the line day after day or how they can fight for something they may not believe in. Not everyone does. …but when all is said and done, we do what we do for one another. For friendship. Not for country, not for patriotism, not because we're programmed killing machines, but because of the guy next to you. You fight for your friend, to keep him alive, and he fights for you, and everything about the army is built on this simple premise.”

Nicholas Sparks (1965) American writer and novelist

John Tyree, Chapter 1, p. 18-19
2000s, Dear John (2006)

Life, Friendship, People, Guy

“Wanting to is the whole lesson; all the rest is practice.”

Orson Scott Card (1951) American science fiction novelist

Homecoming saga, Earthborn (1995)

“My joy was boundless. I had learnt the true practice of law. I had learnt to find out the better side of human nature and to enter men’s hearts. I realized the true function of a lawyer was to unite parties riven asunder. The lesson was so indelibly burnt into me that a large part of my time during the twenty years of my practice as a lawyer was occupied in bringing about private compromises of hundreds of cases. I lost nothing thereby - not even money, certainly not my soul.”

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

Part II, Chapter 14, Preparation for the Case
1920s, An Autobiography (1927)

Men, Money, Law, Soul

“They might need a preparatory discourse on the text of 'prove all things, hold fast that which is good,' in order to unlearn the lesson that reason is an unlawful guide in religion. They might startle on being first awaked from the dreams of the night, but they would rub their eyes at once, and look the spectres boldly in the face.”

Thomas Jefferson (1743–1826) 3rd President of the United States of America

Letter to Benjamin Waterhouse (19 July 1822), published in The Works of Thomas Jefferson in Twelve Volumes http://oll.libertyfund.org/ToC/0054.php, Federal Edition, Paul Leicester Ford, ed., New York: G. P. Putnam's Sons, 1904, Vol. 12 http://oll.libertyfund.org/Texts/Jefferson0136/Works/0054-12_Bk.pdf, p. 244 1820s

Religion, Dreams, Night

“He had had a warning, a practical moral lesson which had merely arrived, as such things often do, rather after date.”

F. Anstey (1856–1934) English novelist and journalist

Source: Tourmalin's Time Cheques (1885), Chapter 3, “The Third Cheque”

“The lessons of paternalism ought to be unlearned and the better lesson taught that while the people should patriotically and cheerfully support their government, its functions do not include the support of the people.”

Grover Cleveland (1837–1908) 22nd and 24th president of the United States

Second Inaugural Address (4 March 1893).

People, Support

“With these examples before you, you should aspire to nobility of character, and not only abide by what I have said, but acquaint yourself with the best things in the poets as well, and learn from the other wise men also any useful lessons they have taught. For just as we see the bee settling on all the flowers, and sipping the best from each, so also those who aspire to culture ought not to leave anything untasted, but should gather useful knowledge from every source. For hardly even with these pains can they overcome the defects of nature.”

Isocrates (-436–-338 BC) ancient greek rhetorician

Verses 51-52.
To Demonicus

Men, Pain, Flowers, Nature

“Proceeding on the assumption that the reader of this preface is interested in the development of my musical talent, I will try to explain, as concisely as I can, how, in this respect, my personal wheels go round. To begin with, I have only had two music lessons in my life. These were the first steps of what was to have been a full course at the Guildhall School of Music, and they faltered and stopped when I was told by my instructor that I could not use consecutive fifths. He went on to explain that a gentleman called Ebenezer Prout had announced many years ago that consecutive fifths were wrong and must in no circumstances be employed. At that time Ebenezer Prout was merely a name to me (as a matter of fact he still is, and a very funny one at that) and I was unimpressed by his Victorian dicta. I argued back that Debussy and Ravel had used consecutive fifths like mad. My instructor waved aside this triviality with a pudgy hand, and I left his presence forever with the parting shot that what was good enough for Debussy and Ravel was good enough for me. This outburst of rugged individualism deprived me of much valuable knowledge, and I have never deeply regretted it for a moment.”

Noel Coward (1899–1973) English playwright, composer, director, actor and singer

Preface, The Noël Coward Song Book, pp. 12–13.

Life, School, Music, Knowledge

“The free men of America did not wait till usurped power had strengthened itself by exercise, and entangled the question in precedents. They saw all the consequences in the principle, and they avoided the consequences by denying the principle. We revere this lesson too much soon to forget it. Who does not see that the same authority which can establish Christianity, in exclusion of all other Religions, may establish with the same ease any particular sect of Christians, in exclusion of all other Sects? that the same authority which can force a citizen to contribute three pence only of his property for the support of any one establishment, may force him to conform to any other establishment in all cases whatsoever?”

James Madison (1751–1836) 4th president of the United States (1809 to 1817)

§ 3
1780s, Memorial and Remonstrance Against Religious Assessments (1785)

Men, Religion, Exercises, Question

“I started learning my lessons in Abbot Texas, where I was born in 1933. My sister Bobbie and I were raised by our grandparents […] We never had enough money, and Bobbie and I started working at an early age to help the family get by. That hard work included picking cotton. […] Picking cotton is hard and painful work, and the most lasting lesson I learned in the fields was that I didn't want to spend my life picking cotton.”

Willie Nelson (1933) American country music singer-songwriter.

[The Tao of Willie: A Guide to the Happiness in Your Heart, 10, Nelson, Willie; Pipkin, Turk, 159240197X, 2006, Gotham]

Life, Money, Pain, Age

“I take the greatest lesson from compassion — it takes away all the conceit out of my life.”

Sri Chinmoy (1931–2007) Indian writer and guru

February 27
Meditations: Food For The Soul (1970)

Life

“The Imperial Palace of Japan is like a breathtaking oasis snoozing in the midst of a concrete panorama. That the Tokyo Metropolitan Government painstakingly built their Capital City around the Imperial Palace is clearly reflective of the centrality of the monarchy’s unifying role in the life of Japanese society. It is a heart-warming thought and a valuable lesson to glean, in terms of its overall resilience to the challenges of modernization. As I see it, this feature of indigenous heritage is itself the most obvious common denominator between the Japanese and the Fijian peoples. The Japanese are being able to safeguard against an erosion of their respect, passion and regard for the Imperial Family in the face of external pressures. In the long run, this will, as a uniting stand, ensure their survival as a community of people. Now, that should certainly be a lesson for Fiji to learn from.”

Tevita Momoedonu (1946) Prime Minister of Fiji

Comments on Japan, 7 October 2002

Life, People, Family, Communication

“If we learn how to love others, really, truly love them, not for who we want them to be, but rather for who they are – for the perfect souls that God has created – then we have learnt one of the greatest lessons of life.”

Epeli Ganilau (1951) Fijian politician

Excerpts from a speech at the launch of the NAP, 8 April 2005

Love, Life, God, Soul

“You can see the pains I take to hide the attachment [of the muscles] at the clavicles and sternum, to soften the modeling of the ribs where it seems that the breasts just begin to swell; I try to go about it entirely differently from the usual way, which is above all to show what one knows. As this is not an anatomy lesson, I must bind together as seen in nature everything covering the armatures that make up and support the body, in order to put down only what I experience faced with these tissues of flesh that let one sens the blood beneath, while they reflect the light of the sky. In a word, I must bring to the painting of that breast the same artlessness I would employ in painting a bottle of milk.”

Jean-Baptiste-Camille Corot (1796–1875) French landscape painter and printmaker in etching

Corot explains his making of the painting to his biographer Alfred Robaut, c. 1869; as quoted in Corot, Gary Tinterow, Michael Pantazzi, Vincent Pomarède - Galeries nationales du Grand Palais (France), National Gallery of Canada, Metropolitan Museum of Art (New York, N.Y.), 1996, p. 277
about his painting 'Landscape with Figures', also called 'La Toilette', Corot painted in 1859
1860s

Pain, Way, Support, Nature

“Both the 228 Incident (White Terror in Taiwan) and the June 4 Incident (Tiananmen Square Incident in Beijing) are like mirrors, reminding the leaders on both sides of the Taiwan Strait to engage in soul-searching and learn lessons.”

Ma Ying-jeou (1950) Taiwanese politician, president of the Republic of China

Ma Ying-jeou (2013) cited in: " Ma calls for rights tolerance in China http://www.taipeitimes.com/News/front/archives/2013/06/05/2003563998" in The Taipei Times, 5 June 2013. Statement made in commemorating the 24th anniversary of the Tiananmen incident, 4 June 2013. Political issues

Soul, Search, Learning

“This lesson was firmly in the minds of those who made the American Constitution. They proposed to adopt institutions under which the people should be supreme, and the government should derive its just powers from the consent of the governed. They were determined to be a sovereign people under a government having such powers as they from time to time should confer upon it by a written constitution. They did not propose to be under the tyranny of either the executive or the legislature.”

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

1920s, Ordered Liberty and World Peace (1924)

People, Time

“The lesson is clear: estimates of causes of death are warped by media coverage. […] The world in our heads is not a precise replica of reality; our expectations about the frequency of events are distorted by the prevalence and emotional intensity of the messages to which we are exposed.”

Daniel Kahneman book Thinking, Fast and Slow

Source: Thinking, Fast and Slow (2011), Chapter 13, "Availability, emotion, and risk", page 138 (ISBN 9780141033570).

Death, World, Reality

“Born of war, both Bolshevism and Fascism drew their basic education from war. They transferred to politics the lessons of the trenches: familiarity with violence, the simplicity of extreme passions, the submission of the individual to the collectivity, and finally the bitterness of futile or betrayed sacrifices.”

François Furet (1927–1997) French historian

Source: The Passing of an Illusion, The Idea of Communism in the Twentieth Century (1999), p.163

War, Education, Passion

“There's no question that we need tougher drunk-driving laws for repeat offenders. We need to take a lesson from European countries where driving isn't a right but a privilege. There isn't a person on this planet by this time who doesn't know that when you consume alcohol you shouldn't get behind the wheel of a car. The people who do it anyway should have their privilege to drive taken away.”

Jesse Ventura (1951) American politician and former professional wrestler

I Ain't Got Time To Bleed (1999)

People, Alcohol, Law, Cars

“All versions written for nonscientists speak of fused males as the curious tale of the anglerfish—just as we so often hear about the monkey swinging through the trees, or the worm burrowing through soil. But if nature teaches us any lesson, it loudly proclaims life's diversity. There ain't no such abstraction as the clam, the fly, or the anglerfish. Ceratioid anglerfishes come in nearly 100 species, and each has its own peculiarity.”

Stephen Jay Gould book Hen's Teeth and Horse's Toes

"Big Fish, Little Fish", p. 29
Hen's Teeth and Horse's Toes (1983)

Life, Nature, Tree, Flying

“Your lesson plan is excellent — except for the Emily Dickinson line: "There is no frigate like a book." The sentiment is lovely, the quotation is apt — only trouble is the word "frigate." Just try to say it in class — and your lesson is over.”

Bel Kaufmanová book Up the Down Staircase

Part III, ch. 18 (Bea Schacter)
Up the Down Staircase (1965)

Love, Books

“It is very possible for a teacher to be fluent in speech, earnest in manner, happy in his choice of illustration, and to be a very inefficient teacher, nevertheless. We are often apt to think it enough if we deliver a good lesson, and to forget that, after all, its value depends upon the degree in which it is really received and appropriated by the children. Now, in order to secure that what we teach shall really enter their minds, and be duly fixed and comprehended there, it is above all things necessary that we should be able to use effectively the important instrument of instruction to which our attention is now to be drawn.”

Joshua Girling Fitch (1824–1903) British educationalist

Joshua G. Fitch. The art of questioning https://archive.org/stream/artofquestioning00fitcrich#page/n7/mode/2up. 9th edition. Published 1879. pp. 78-79

Happiness, Children, Thinking, Teachers

“And that brings me to the other big lesson that I want to share with you today. It’s a lesson about how to get through those struggles, and that is, instead of letting your hardships and failures discourage or exhaust you, let them inspire you. Let them make you even hungrier to succeed. Now, I know that many of you have already dealt with some serious losses in your lives. Maybe someone in your family lost a job or struggled with drugs or alcohol or an illness. Maybe you’ve lost someone you love […]. […] So, yes, maybe you’ve been tested a lot more and a lot earlier in life than many other young people. Maybe you have more scars than they do. Maybe you have days when you feel more tired than someone your age should ever really feel. But, graduates, tonight, I want you to understand that every scar that you have is a reminder not just that you got hurt, but that you survived. And as painful as they are, those holes we all have in our hearts are what truly connect us to each other. They are the spaces we can make for other people’s sorrow and pain, as well as their joy and their love so that eventually, instead of feeling empty, our hearts feel even bigger and fuller. So it’s okay to feel the sadness and the grief that comes with those losses. But instead of letting those feelings defeat you, let them motivate you. Let them serve as fuel for your journey.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

2010s, Commencement speech for Martin Luther King Jr. College Prep graduates (2015)

Love, Life, Pain, People

“It has been the tragic lesson of the history of many a country in the world that the hostile elements within the country pose a far greater menace to national security than aggressors from outside. Is it true that all pro-Pakistani elements have gone away to Pakistan? It was the Muslims in Hindu majority provinces led by U. P. who provided the spearhead for the movement for Pakistan right from the beginning. And they have remained solidly here even after Partition. In those elections Muslim League had contested making the creation of Pakistan its election plank. The Congress also had set up some Muslim candidates all over the country. But at almost every such place, Muslims voted for the Muslim League candidates and the Muslim candidates of Congress were utterly routed. NWFP was an exception. It only means that all the crores of Muslims who are here even now, had en bloc voted for Pakistan. Have those who remained here changed at least after that? Has their old hostility and murderous mood, which resulted in widespread riots, looting, arson, raping and all sorts of orgies on an unprecedented scale in 1946-47, come to a halt at least now? It would be suicidal to delude ourselves into believing that they have turned patriots overnight after the creation of Pakistan. On the contrary, the Muslim menace has increased a hundred fold by the creation of Pakistan which has become a springboard for all their future aggressive designs on our country.”

M. S. Golwalkar book Bunch of Thoughts

Bunch of Thoughts
Bunch of Thoughts

Hostility, World, History, Mood

“Dodgeball? My children were playing dodgeball? That cruel, brutal, violent schoolyard game so mercilessly satirized in the 2004 film with Ben Stiller? The game, more important, that exemplified everything that was wrong with my childhood in suburban New Jersey, a short, pasty-faced Jewish girl in a town full of scrubbed, blond, athletic WASPs, their long tanned limbs toned from years of tennis lessons and country club swim teams? Dodgeball? Over my dead body.”

Ayelet Waldman (1964) American- Israeli writer

Salon.com column http://www.salon.com/mwt/col/waldman/2005/06/06/dodgeball/index.html?sid=1350454

Children, Girl, Game, Childhood

“Today, life will offer me many lessons. I will learn nothing.”

John S. Hall (1960) Poet, author, singer, lawyer

April 18
Quotes from Daily Negations (2007)

Life, Learning

“There's so many lessons I get from chess, it's incredible, but I think the biggest thing for me has always been is that losing is learning.”

Maurice Ashley (1966) Chess Grandmaster

Chessville - Interviews - 20 Questions with GM Maurice Ashley http://www.chessville.com/editorials/Interviews/20Questions/Ashley.htm

Thinking, Learning

“I realised that over a few years through these London Citizens campaigns we’d developed a more radical political economy than the Labour Party. For me, it was catch up, catch up, catch up. I was always a Labour, secular, left-winger and this was all new. One of the big lessons for me was which people would turn up. If the mosque said 50 people, the Catholic church says 50 people, the local black church says 50 people, they turn up. When the trade unions said 50 people, no-one turns up. So suddenly the crisis of secular institutions and their reproduction came to me.”

Maurice Glasman, Baron Glasman (1961) British philosopher

Interview with Independent Labour, 2 December 2011 http://www.independentlabour.org.uk/main/2011/12/02/a-conversation-with-maurice-glasman-pt-2/

People

“Regarding my childhood, my grandmother could play by ear and she loved to hear me practice and would say after every piece, "That was pretty. Play that one again." She was a booster. I had two women piano teachers who encouraged me to compose--Margie Murphy and Helen Lipscomb. Helen was also a composer and we used part of my lessons for composition.
When I was in high school, I read John Cage's books and fell in love with the ideas and the excitement of the avant garde. My music, as a result, moved over to what has been called post-Cagian, non-academic. That lasted until about 1979 at which point I changed. My music is now quite lyrical, sometimes called neo-Romantic, and full of cut-ups/collage of newly composed materials. Since 1985 I have been composing mostly swales for various instrumental combinations.
A swale is a meadow or a marsh where there is nourishment and moisture and therefore, a rich diversity of plant life. My work, since 1984, has been made from swatches (of newly composed music, rather than found music) which are reminiscent of this diversity…”

Beth Anderson (1950) American neo-romantic composer

Anderson (1996-2011) "Beth Anderson, Composer, Miscellany From The Dark Past" at beand.com http://www.beand.com/, Last Updated January 3, 2011

Love, Life, Women, Books

“…if it be true that, at periods now long past, England has had her full share of influence in stimulating by her example the martial struggles of the world, may she likewise be forward, now and hereafter, to show that she has profited by the heavy lessons of experience, and to be—if, indeed, in the designs of Providence, she is elected to that office—the standard-bearer of the nations upon the fruitful paths of peace, industry, and commerce.”

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

An Examination of the official reply of the Neapolitan Government (London: John Murray, 1952), p. 50.
1850s

World, Peace, Past

“The shortest and surest way of arriving at real knowledge is to unlearn the lessons we have been taught, to mount the first principles, and take nobody's word about them.”

Henry St John, 1st Viscount Bolingbroke (1678–1751) English politician and Viscount

As quoted in Treasury of Wisdom, Wit and Humor, Odd Comparisons and Proverbs (1891) by Adam Woolever

Way, Knowledge

“The serious lesson of the antics in Argentina, then, is that the big issues of monetary economics--fixed vs. flexible exchange rates, whether countries should have independent currencies at all--are still wide open. It's an eternal controversy, and not even the pope can resolve it.”

Paul Krugman (1953) American economist

"Don't Laugh at Me, Argentina", Slate (July 20, 1999)

Country

“It is possible to see Keynesian and Schumpeterian ideas as complementary. Keynes is about short-run economic fluctuations brought about by erratic variations in the willingness of investors and governments to spend; Schumpeter is about the long-run trajectory driven by the erratic march of technological progress. This complementarity only became clear later, after both men had died, when economic growth became an explicit objective of public policy and topic of systematic analysis. Schumpeter was left frustrated by the younger generation’s affinity for his rival. In any case, the “preliminary volume” never materialized.
The world turns. Today, some sixty years after their deaths, Schumpeter’s star probably outshines Keynes’s. The business cycle has receded in importance, partly because the large industrial economies have sprouted a more stable structure, and partly because the lessons that Keynes taught have been learned by central banks and finance ministries. Instead, long-term economic growth has moved to the top of the political and intellectual agenda, and that was Schumpeter’s topic. As Robert Lucas memorably put it, once you have begun to think about economic growth, it is hard to think about anything else. It is a pity that troubled old Schumpeter did not live to see the triumph of his obsession.”

Robert Solow (1924) American economist

"Heavy Thinker" (2007)

Death, Men, World, Star

“All Nigerians must learn from Christ and be determined to imbibe the lesson of divine condescension.”

Peter Akinola (1944) Anglican Primate of the Church of Nigeria

Learning, Christ

“The problem after a war is the victor. He thinks he has just proved that war and violence pay. Who will now teach him a lesson?”

A. J. Muste (1885–1967) Christian pacifist and civil rights activist

Statement of 1941, as quoted in A People's History (1980) by Howard Zinn, p. 416; also in The Twentieth Century : A People's History (2003) by Howard Zinn, p. 159.

War, Problem, Thinking

“Ziegler said, “You know the story in the Bible, the story of Abraham and Isaac?”
“Of course.”
“God instructs Abraham to offer his son as a sacrifice. Isaac makes it as far as the chopping block before God changes his mind.”
Yes. Jacob had always imagined God a little appalled at Abraham’s willingness to cooperate.
Ziegler said, “What’s the moral of the story?”
“Faith.”
“Hardly,” Ziegler said. “Faith has nothing to do with it. Abraham never doubted the existence of God—how could he? The evidence was ample. His virtue wasn’t faith, it was fealty. He was so simplemindedly loyal that he would commit even this awful, terrible act. He was the perfect foot soldier. The ideal pawn. Abraham’s lesson: fealty is rewarded. Not morality. The fable makes morality contingent. Don’t go around killing innocent people, that is, unless you're absolutely certain God want you to. It’s a lunatic’s credo.
“Isaac, on the other hand, learns something much more interesting. He learns that neither God nor his own father can be trusted. Maybe it makes him a better man than Abraham. Suppose Isaac grows up and fathers a child of his own, and God approaches him and makes the same demand. One imagines Isaac saying, ’No. You can take him if you must, but I won’t slaughter my son for you.’ He’s not the good and faithful servant his father was. But he is, perhaps, a more wholesome human being.””

Robert Charles Wilson (1953) author

The Fields of Abraham (pp. 21-22)
The Perseids and Other Stories (2000)

God, People, Faith, Imagination

“Captain Smith reached Virginia on April 26, 1607, with a number of English gentlemen and some people who were willing to work. Then they all held a meeting to discuss ways and means of civilizing everybody. They made a great many speeches and accused each other of various crimes and misdemeanors and arrested some of themselves as an object lesson, and American history was started at last.”

Will Cuppy (1884–1949) American writer

The Decline and Fall of Practically Everybody (1950), Part VI: Now We're Getting Somewhere, Captain John Smith

People, Way, History

“time in an allegory of itself imparts to us lessons of wisdom which the moment they are formulated are immediately destroyed by the merest flickers of light or shadow which are nothing more than time in its incarnations and disincarnations which are the phrases that I am writing on this paper and that disappears as I read them:
they are not the sensations, the perceptions, the mental images, and the thoughts which flare up and die away here, now, as I write or as I read what I write: they are not what I see or what I have seen, they are the reverse of what is seen and of the power of sight—but they are not the invisible: they are the unsaid residuum;
they are not the other side of reality but, rather, the other side of language, what we have on the tip of our tongue that vanishes before it is said, the other side that cannot be named because it is the opposite of a name:
what is not said is not this or that which we leave unsaid, nor is it neither-this-nor-that: it is not the tree that I say I see but the sensation that I feel on sensing that I see it at the moment when I am just about to say that I see it, an insubstantial but real conjunction of vibrations and sounds and meanings that on being combined suggest the configuration of a green-bronze-black-woody-leafy-sonorous-silent presence;
no, it is not that either, if it is not a name it surely cannot be the description of a name or the description of the sensation of the name or the name of the sensation:
a tree is not the name tree, nor is it the sensation of tree: it is the sensation of a perception of tree that dies away at the very moment of the perception of the sensation of tree;
names, as we already know, are empty, but what we did not know, or if we did know, had forgotten, is that sensations are perceptions of sensations that die away, sensations that vanish on becoming perceptions, since if they were not perceptions, how would we know that they are sensations?;
sensations that are not perceptions are not sensations, perceptions that are not names—what are they?
if you didn’t know it before, you know now: everything is empty;
and the moment I say everything-is-empty, I am aware that I am falling into a trap: if everything is empty, this everything-is-empty is empty too;
no, it is full, full to overflowing, everything-is-empty is replete with itself, what we touch and see and taste and smell and think, the realities that we invent and the realities that touch us, look at us, hear us, and invent us, everything that we weave and unweave and everything that weaves and unweaves us, momentary appearances and disappearances, each one different and unique, is always the same full reality, always the same fabric that is woven as it is unwoven: even total emptiness and utter privation are plenitude (perhaps they are the apogee, the acme, the consummation and the calm of plenitude), everything is full to the brim, everything is real, all these invented realities and all these very real inventions are full of themselves, each and every one of them, replete with their own reality;
and the moment I say this, they empty themselves: things empty themselves and names fill themselves, they are no longer empty, names are plethoras, they are donors, they are full to bursting with blood, milk, semen, sap, they are swollen with minutes, hours, centuries, pregnant with meanings and significations and signals, they are the secret signs that time makes to itself, names suck the marrow from things, things die on this page but names increase and multiply, things die in order that names may live:”

Octavio Paz (1914–1998) Mexican writer laureated with the 1990 Nobel Prize for Literature

Source: The Monkey Grammarian (1974), Ch. 9

Wisdom, Secret, Feeling, Thinking

“He would have died of loneliness and other things if the divine Omnipotence had not called him whenever It had the chance and invited him to become one with the radiant glory of heaven and earth. He tried whenever the opportunity occurred to obey this call and allow his soul to become one with a higher world beyond this world. He did not compose poetry openly now—his first experience at that had taught him a lesson; he resolved not to compose poetry openly until he was grown up and living among good and high-minded men, whom he imagined must exist elsewhere. But that did not stop him composing poetry; he composed just for himself now. Sometimes he scratched out a whole verse on the ice. He committed to memory every scrap of poetry he heard, and absorbed everything to do with knowledge, and was determined to write it all down in books later on—you see, he had the idea that there were too few books in the world, and that somewhere in the world there were people waiting impatiently, hungry for more books to be written.</b”

Halldór Laxness (1902–1998) Icelandic author

Heimsljós (World Light) (1940), Book One: The Revelation of the Deity

Men, People, Books, World

“Let me make it clear: this grammar school boy will take no lessons from that public school boy on the importance of children from less privileged backgrounds gaining access to university.”

Michael Howard (1941) British politician

Hansard http://www.publications.parliament.uk/pa/cm200304/cmhansrd/vo031203/debtext/31203-03.htm#31203-03_wqn4, House of Commons, 6th series, vol. 415 col. 498 At Prime Minister's Question Time in the House of Commons, December 3, 2003

Children, School, Boy, Universe

“He said, when you’re screwing up and nobody’s saying anything to you anymore, that means they gave up. And that’s a lesson that stuck with me my whole life. Is that when you see yourself doing something badly and nobody’s bothering to tell you anymore, that’s a very bad place to be. Your critics are your ones telling you they still love you and care.”

Randy Pausch book The Last Lecture

When Pausch spoke of "when you’re screwing up and nobody’s saying anything to you anymore, that means they gaveup." he was quoting an assistant coach of football coach James Graham
The Last Lecture (2007)

Love, Life

“One great lesson that we can learn from its systematic absence in the work of the grand theorists is that every self-conscious thinker must at all times be aware of — and hence be able to control — the levels of abstraction on which he is working. The capacity to shuttle between levels of abstraction, with ease and with clarity, is a signal mark of the imaginative and systematic thinker.”

C. Wright Mills book The Sociological Imagination

The Sociological Imagination (1959)

Imagination, Learning, Time

“If the sociologist has a role, it is probably more to furnish weapons than to give lessons.”

Pierre Bourdieu (1930–2002) French sociologist, anthropologist, and philosopher

talk at the Conference of the AFEF, Limoges, October 30, 1977

“…the profoundest lessons are not the lessons of reason; they are sudden strains that permanentlywarp the mind.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

“I was totally star-struck as a youngster and incredibly shy, but I loved the theatre – especially pantomimes. After a failed audition for RADA, I worked as a trainee fashion buyer at Harrods, where they had an entertainments society and I performed in several of its productions. I took singing lessons and my teacher encouraged me to read The Stage, where I saw that chorus singers were needed for the musical The Belle Of New York. I got the job – much to my parents’ horror, who wanted me to keep my respectable job, but I was determined to become an actress.”

Valerie Leon (1943) English actress

Whatever happened to Bond Girl Valerie Leon? http://www.express.co.uk/life-style/life/614933/Bond-Girl-Valerie-Leon-career-life (November 2, 2015)

Love, Music, Star, Fashion

“Speaking frankly, I find it difficult to accept lessons on press freedom from The Times, a newspaper owned by Rupert Murdoch.”

Leon Bertoletti (1971)

Freedom and the Press http://www.hicsuntleones.co.uk/2009/10/freedom-and-press.html, Hic Sunt Leones, 3/10/2009

Freedom, Time

“Be assured, my dear Anne, that it is only by taking our lesson from God and doing the will of God, that we can either please Him in time, or be happy with Him in eternity.”

Thomas Chalmers (1780–1847) Scottish mathematician and a leader of the Free Church of Scotland

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 573.

God, Happiness, Time

“This moment of brotherhood in the same faith and of pledging to fight for our Christian country against the cheating Judaic hordes, will never be forgotten. We who were fighting each other but yesterday, were now embracing. The orientation guidelines in our (student) meetings were the writings of our national geniuses Bogdan Petriceicu Hajdeu, Vasile Conta, Mihail Eminescu, Vasile Alecsandri, etc. but especially the writings and lectures of Professor Cuza, the writings of Professor Paulescu, the lessons in national education of Professor Gavanescul.”

Corneliu Zelea Codreanu (1899–1938) Romanian politician

See the sections on A.C. Cuza and Nicolae Paulescu.
For My Legionaries: The Iron Guard (1936), Jewish Problem

Education, Faith, Fight, Cheating

“Books are the way that we communicate with the dead. The way that we learn lessons from those who are no longer with us, that humanity has built on itself, progressed, made knowledge incremental rather than something that has to be relearned, over and over. There are tales that are older than most countries, tales that have long outlasted the cultures and the buildings in which they were first told. I think we have responsibilities to the future. Responsibilities and obligations to children, to the adults those children will become, to the world they will find themselves inhabiting. All of us – as readers, as writers, as citizens – have obligations.”

Neil Gaiman (1960) English fantasy writer

Why our future depends on libraries, reading and daydreaming (2013)

Children, Books, World, Way

“There is a lesson to be learned from the history of sciences, technology and societies, if you look at the specific needs of each country at defining a scientific policy, policy that can not be the same everywhere: the basis of anything is education, so that people not only become qualified, but essentially become able to create new knowledge.”

José Leite Lopes (1918–2006) Brazilian physicist

Il y a une leçon à tirer de l'histoire des sciences, de la technologie et des sociétés, si l'on regarde les besoins spécifiques de chaque pays pour définir une politique scientifique, politique qui ne peut pas être identique partout : la base de tout, c'est l'éducation des gens, pour qu'ils soient non seulement compétents, mais surtout capables de créer de nouvelles connaissances.
in Science et développement: une politique scientifique peut-elle tirer un enseignement de l'histoire des sciences, in an edition by [Patrick Petitjean, Catherine Jami, Anne Marie Moulin, Science and empires: historical studies about scientific development and European expansion, Springer, 1992, 0792315189, 370]

People, Education, History, Knowledge

“These incidents will never break down our determination nor undermine our achievements. Rather, they should encourage all parties to draw the necessary lessons and never detract from the imperative to continue our work with determination and enthusiasm because the dignity and invulnerability of Tunisia are a burden which are invested all Tunisian men and women. Thank you for your attention.”

Zine El Abidine Ben Ali (1936–2019) Tunisian politician

Last speech to the Tunisian people by President Zine el Abidine Ben Ali before his resignation four days later, (January 2011). http://www.al-bab.com/arab/docs/tunisia/ben_ali_speech_10012011.htm

Women, Men, Drawing

“The Raja of Malwa had 5,000 cavalry and 200,000 infantry and would have been defeated only after great slaughter. The inhabitants of Kaithal were given such severe punishment (1254) that "they might not forget the lesson for the rest of their lives". In 1256 Ulugh Khan Balban carried on devastating warfare in Saimur, and "so many of the rebellious Hindus were killed that numbers cannot be computed or described". Ranthambhor was attacked in 1259 and many of its valiant fighting men were killed. In the punitive expedition to Mewat (1260) "numberless Hindus perished. In the same year 12,000 men, women and children were put to the sword in Hariyana." When Balban became the sultan "large sections of the male population were massacred in Katehar and, according to Barani, in villages and jungles heaps of human corpses were left rotting". During the expedition to Bengal, "on either side of the principal bazar (of Lakhnauti), in a street two miles in length, a row of stakes was set up and the adherents of Tughril were impaled upon them"….. During campaigns and wars, the disorganized flight of the panic-stricken people must have killed large numbers through exposure, starvation and epidemic. Nor should the ravages of famines on populations be ignored. Drought, pestilence, and famines in the medieval times find repeated mention in contemporary chronicles.”

K. S. Lal book Theory and Practice of Muslim State in India

Source: Theory and Practice of Muslim State in India (1999), Chapter 7

Women, Men, War, Children

“The most extravagant idea that can be born in the head of a political thinker is to believe that it suffices for people to enter, weapons in hand, among a foreign people and expect to have its laws and constitution embraced. No one loves armed missionaries; the first lesson of nature and prudence is to repulse them as enemies.”

Maximilien Robespierre (1758–1794) French revolutionary lawyer and politician

Original French: La plus extravagante idée qui puisse naître dans la tête d'un politique est de croire qu'il suffise à un peuple d'entrer à main armée chez un peuple étranger, pour lui faire adopter ses lois et sa constitution. Personne n'aime les missionnaires armés; et le premier conseil que donnent la nature et la prudence, c'est de les repousser comme des ennemis.
Sur la guerre (1ère intervention), a speech to the Jacobin Club (2 January 1792)

Love, People, Law, Idea

“I cannot believe that God wants punishment to go on interminably any more than does a loving parent. The entire purpose of loving punishment is to teach, and it lasts only as long as is needed for the lesson. And the lesson is always love.”

Madeleine L'Engle (1918–2007) American writer

The Crosswicks Journal, The Irrational Season (1977)

Love, God, Parent

“I was born on 23 November 1890 in a village in the province of Smolensk. Grew up in Smolensk, in the home of my grandfather, a cap-maker. Completed secondary school there. At the age of 15 I started earning money by giving drawing lessons. Passed the entrance examination of the art academy in Leningrad but, being a Jew, was not admitted due to the restricted percentage.”

El Lissitsky (1890–1941) Soviet artist, designer, photographer, teacher, typographer and architect

1926 - 1941, Autobiography of the artist' (1941)

Money, Age, School, Art

“We shall not … begin this logic by definitions, axioms, or principles; we shall begin by observing the lessons which nature gives us.”

Étienne Bonnot de Condillac (1714–1780) French academic

The Logic of Condillac (trans. Joseph Neef, 1809), "Of the Method of Thinking", p. 3.

Nature

“I'm not making any progress with the book that you were so kind to lend me [about techniques of etching]; the desire to study tie facts for etching from a book does not exist with me…. if you would rather give me some lessons, so that I can get some information, I will be glad.. [which happened February / March 1891] (translation from original Dutch, Fons Heijnsbroek, 2018)”

Suze Robertson (1855–1922) Dutch painter

(version in original Dutch / origineel citaat van Suze Robertson's brief:) Met het boek welk U zoo vriendelijk waart mij ter leen te geven [boek over de techniek van het etsen] schiet ik niet hard op; de lust om de gegevens voor het etsen uit een boek te bestudeeren, bestaat bij mij niet.. ..[mocht u] liever nog mij eenige lessen geven , waardoor ik eenigszins op de hoogte kome, dan zal het mij aangenaam zijn.. [dat gebeurde in februari / maart 1891]
In her letter to , 12 Jan. 1890; as cited in Suze Robertson, ed. Anna Wagner en Herbert Henkels; Nijgh & van Ditmar, 1984, p. 10
before 1900

Books, Study

“The very concept of history implies the scholar and the reader. Without a generation of civilized people to study history, to preserve its records, to absorb its lessons and relate them to its own problems, history, too, would lose its meaning.”

George F. Kennan (1904–2005) American advisor, diplomat, political scientist and historian

As quoted in The New York Times (27 May 1984)

People, History, Problem, Study

“Well, Milo learned HIS lesson. Pederasty acceptable only for refugees and illegals. Then libs will support you.”

Ann Coulter (1961) author, political commentator

Ann Coulter accuses refugees and illegal immigrants of paedophilia in wake of Milo Yiannopoulos scandal
2017-02-21
The Independent
http://www.independent.co.uk/news/world/americas/ann-coulter-milo-yiannopoulos-refugees-illegal-immigrants-pederasty-twitter-boys-pedophiles-cpac-a7591496.html
2017

Support, Learning

“The lesson is that the number of patents (produced by Taiwan) is irrelevant. After all, products that are discarded do not need patents. Universities and researchers must adjust their modes of thought. It is not just the sheer quantity of papers published, but whether the topics of such papers would be of help in ensuring the future of Taiwanese society.”

Chen Liang-gee (1956) politician

Chen Liang-gee (2017) cited in " INTERVIEW: Minister says role is to be ‘trailblazer’ for technology http://www.taipeitimes.com/News/taiwan/archives/2017/04/03/2003667988/3" on Taipei Times, 3 April 2017

Universe, Future, Help

“We are on the eve of great changes…We have set an example to the world in all ages; we have given them the representative system. The very rules and regulations of this House have been taken as the model for every representative assembly throughout the whole civilised world; and having besides given them the example of a free press and civil and religious freedom, and every institution that belongs to freedom and civilisation, we are now about giving a still greater example; we are going to set the example of making industry free—to set the example of giving the whole world every advantage of clime, and latitude, and situation, relying ourselves on the freedom of our industry. Yes, we are going to teach the world that other lesson. Don't think there is anything selfish in this, or anything at all discordant with Christian principles. I can prove that we advocate nothing but what is agreeable to the highest behests of Christianity. To buy in the cheapest market, and sell in the dearest. What is the meaning of the maxim? It means that you take the article which you have in the greatest abundance, and with it obtain from others that of which they have the most to spare; so giving to mankind the means of enjoying the fullest abundance of earth's goods, and in doing so, carrying out to the fullest extent the Christian doctrine of 'Doing to all men as ye would they should do unto you.”

Richard Cobden (1804–1865) English manufacturer and Radical and Liberal statesman

Speech in the House of Commons (27 February 1846), quoted in John Bright and J. E. Thorold Rogers (eds.), Speeches on Questions of Public Policy by Richard Cobden, M.P. Volume I (London: T. Fisher Unwin, 1908), p. 198.
1840s

Men, Age, World, Thinking

“I am much obliged to you for your last letter, and the lessons reed, before. I think I now begin to see a little into the nature of modulation and the introduction of flats and sharps; and when we meet you shall hear me play extempore.. [his friend William Jackson of Exeter was composer and organist]”

Thomas Gainsborough (1727–1788) English portrait and landscape painter

1755 - 1769

Nature, Thinking

“My first lesson in relativity:.. we had a still life set-up to paint. Suddenly I saw that the pitcher was so big [his hands outside the shape of a pitcher, then close in] and the glass was so big. From that time on everything was all right. [Tobey is remembering his Saturday morning painting class]”

Mark Tobey (1890–1976) American abstract expressionist painter

A Tobey Profile, quoted by Belle Krasne, Art Digest, 26 Oct. 15, 1951
1950's

Life, Time, Painting

“When one recalls the lessons of 1814, 1870 and 1914-18 it is not to be wondered at that those who dwell within daily sight of the scars due to the tearing wounds inflicted by Teutonic hands on their living land should have a natural apprehension lest the same calamities should befall again. Stripped of some of its richest provinces, Germany has still a population 50 per cent above that of France. The German is industrious, intelligent and resourceful, and although he is poor to-day such qualities soon make riches. He will therefore, so Frenchmen realise, once more become a formidable menace. The Teuton is on the French nerves. This accounts for the anxiety to keep him chained by Treaties, impoverished by levies, and overawed by armaments.”

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

The Truth about Reparations and War-Debts (London: William Heinemann Ltd, 1932), p. 68.
Later life

Intelligence, Nature, Tear

“Are we not natural creatures? Are we not evolved, too? Surely all the lessons we’ve learned in the past century come to a single point: we have to stop thinking of ourselves as somehow apart from nature, and recognise that we’re inseparable from it.”

John Brunner book The Stone That Never Came Down

Source: The Stone That Never Came Down (1973), Chapter 17 (p. 132)

Nature, Thinking, Learning, Past

“I was walking down Fifth Avenue today and I found a wallet, and I was gonna keep it, rather than return it, but I thought: "Well, if I lost a hundred and fifty dollars, how would I feel?" And I realized I would want to be taught a lesson.”

Emo Philips (1956) American comedian

E=MO² (1985)

Feeling

“I am far from wishing to treat lightly or inconsiderately the evils attendant upon a standing army. The history of those countries where standing armies have been allowed to usurp an ascendancy over the civil authorities, is a volume pregnant with instruction to every one. We may look at France, for instance, and derive a lesson of eternal importance. But when it is said, that in ancient Rome twelve thousand praetorian bands were potent enough to dispose of that empire according to their will and pleasure, it should be remembered that that was the result of a number of pre-disposing causes, which have no existence in England. Before the civil constitution of any country can be overturned by a standing army, the people of that country must be lamentably degenerate; they must be debased and enervated by all the worst excesses of an arbitrary and despotic government; their martial spirit must be extinguished; they must be brought to a state of political degradation, I may almost say of political emasculation, such as few countries experience that have once known the blessings of liberty.”

Henry Temple, 3rd Viscount Palmerston (1784–1865) British politician

Speech in the House of Commons (8 March 1816), quoted in George Henry Francis, Opinions and Policy of the Right Honourable Viscount Palmerston, G.C.B., M.P., &c. as Minister, Diplomatist, and Statesman, During More Than Forty Years of Public Life (London: Colburn and Co., 1852), p. 12.
1810s

People, Pleasure, History, Evil

Quotes about lesson page 7

Quotes about lesson
page 7