Quotes about lesson
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“Home ought to be our clearing house, the place from which we go forth lessoned and disciplined, and ready for life.”

Kathleen Norris (1880–1966) American writer

Home http://books.google.com/books?id=XEVKAAAAIAAJ&q=%22Home+ought+to+be+our+clearing+house+the+place+from+which+we+go+forth+lessoned+and+disciplined+and+ready+for+life%22&pg=PA48#v=onepage (1928)

Life, Home, Housing

“Experience rarely teaches its lessons directly but instead requires interpretation through the filter of preconceived theories, prejudices, and desires. Where these are invincible, facts are weak things.”

Theodore Dalrymple (1949) English doctor and writer

Less Liberté Means Less Egalité http://www.city-journal.org/html/16_1_sndgs05.html (Winter 2006). City Journal (1998 - 2008)

“I was reminded as I was reviewing my life, that I have been in too many conflicts, too many wars, political battles, military battles, civil strifes in government. And always one lesson stands out and that is, those whom you fight most passionately often turn out to be your best friends.”

Ferdinand Marcos (1917–1989) former President of the Philippines from 1965 to 1986

Extemporaneous speech at the Sixth Centennial Celebration of Islam in the Philippines (10 June 1980)
1965

Life, War, Passion, Fight

“The peculiarity of this strike…has been that a great number of separate trades, which have nothing to do with one another…have shown that they intend to make common cause. You may depend upon it that this is a social fact of the highest importance and of very general importance of the future. I believe that the lesson has been learnt from Ireland, and that it is due to the present Government and to its coercive laws in Ireland, and to the necessity which they have laid upon the people of Ireland in different parts of the country which have no connexion with one another to associate together for an object which they believe to be vital to all. I am much inclined to think that the working men of London have learnt this lesson from Ireland.”

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

Source: Speech in Cheshire (23 September 1889) on the London dock strike, quoted in The Times (24 September 1889), p. 10.

Men, People, Law, Thinking

“I guess it will always be that way until the Church learns how to take lessons from culture and from history, and stops… putting labels of "spiritual" and "unspiritual" on things which God never labeled. -Appalachian Melody.”

Mark Heard (1951–1992) American musician and record producer

Liner Notes

God, Way, History, Learning

“While there are scores of other lessons to glean from Noah’s life, let’s just look at one more here. It is the simple lesson “Don’t Listen to Critics,” if you know you are doing what God wants. Satan seems to always send opposition to anyone who seeks to do something for God. I’m sure Noah had his critics, but he didn’t stop building! BTW-- Can you name ANY of Noah's neighbors? Hmmm?”

Kent Hovind (1953) American young Earth creationist

Source: What On Earth Is About To Happen… For Heaven’s Sake? (2013), p. 62

Life, God

“Here the heart
May give a useful lesson to the head,
And Learning wiser grow without his books.”

William Cowper The Task

Source: The Task (1785), Book VI, Winter Walk at Noon, Line 85.

Books, Learning, Heart

“To live a godly life is the best way to light up a lesson that the teacher can possibly employ.”

John Heyl Vincent (1832–1920) American theologian

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

Life, Way, Light, Teachers

“Indeed, we can find no more instructive lesson on the whole question of suffrage than the history of its development in the British empire. For more than four centuries, royal prerogative and the rights of the people of England have waged perpetual warfare. Often the result has appeared doubtful, often the people have been driven to the wall, but they have always renewed the struggle with unfaltering courage. Often have they lost the battle, but they have always won the campaign. Amidst all their reverses, each generation has found them stronger, each half-century has brought them its year of jubilee, and has added strength to the bulwark of law and breadth to the basis of liberty. This contest has illustrated again and again the saying that 'eternal vigilance is the price of liberty'. The growth of a city, the decay of a borough, the establishment of a new manufacture, the enlargement of commerce, the recognition of a new power, have, each in its turn, added new and peculiar elements to the contest. Hallam says: 'It would be difficult, probably, to name any town of the least consideration in the fourteenth and fifteenth centuries, which did not, at some time or other, return members to Parliament. This is so much the case, that if, in running our eyes along the map, we find any seaport, as Sunderland or Falmouth, or any inland town, as Leeds or Birmingham, which has never enjoyed the elective franchise, we may conclude at once that it has emerged from obscurity since the reign of Henry VIII.'”

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

Constitutional History of England, Chap. XIII
1860s, Oration at Ravenna, Ohio (1865)

People, Law, History, Courage

“I believe that the main lesson which our generation has learnt is that we must find a new limit for the activities of government, a limit which leaves ample scope for sensible experimentation but which secures the freedom of the individual as the mainspring of all social and political activity. The whole purpose of these lectures has been to suggest that we can find such a limit if we are willing to revive and develop the ancient ideal of the Rule of Law.”

Friedrich Hayek (1899–1992) Austrian and British economist and Nobel Prize for Economics laureate

Lecture IV. The Decline of the Rule of Law - 25. The Task for Liberty- Loving Statesmen
1940s–1950s, The Political Ideal of the Rule of Law (1955)

Law, Freedom

“My first [guitar] lessons lasted two weeks and it was "Jingle Bells." It didn't make any sense at all. I wanted to know how to play like Hendrix…”

Joe Satriani (1956) American guitar player

As quoted in BAM Magazine (6 April 1990).

Sense

“Myth does not set out to give lessons in natural science any more than in morals or sociology.”

François-Bernard Mâche (1935) French composer

Mâche, François-Bernard (1983, 1992). Music, Myth and Nature, or The Dolphins of Arion (Musique, mythe, nature, ou les Dauphins d'Arion, trans. Susan Delaney). Harwood Academic Publishers. ISBN 3718653214.

Nature, Science

“Forget it. No, don’t forget it. Don’t forget anything. Take a lesson from it: collect all the data before shouting nonsense.”

Robert Silverberg book The Man in the Maze

Source: The Man in the Maze (1969), Chapter 1, section 3 (p. 18)

Forgetting

“It is not my duty as an historian to predict the future, only to observe and interpret the past. But its lesson is clear enough; we have lived too long out of contact with reality, and now the time has come to rebuild our lives.”

Arthur C. Clarke book The City and the Stars

Source: The City and the Stars (1956), Chapter 24 (p. 183)

Reality, Time, Past, Future

“… my watchword if I were in office at this moment would be summed up in one single word— the word "efficiency." (Cheers.) If we have not learned from this war that we have greatly lagged behind in efficiency we have learned nothing, and our treasure and our lives are thrown away unless we learn the lesson which the war has given us… last, and, perhaps, greatest of all, there comes a question that underlies the efficiency of our nation… I mean education (loud cheers), in which we are lagging sadly, and with which we shall have peacefully to fight other nations with weapons like the bow and arrow if we do not progress. We have nothing like a national system, but a great chaos of almost haphazard arrangement.”

Archibald Primrose, 5th Earl of Rosebery (1847–1929) British politician

Speech at Chesterfield (16 December 1901), reported in The Times (17 December 1901), p. 10.

War, Education, Question, Learning

“Me and my brother used to spend a lot of time at music festivals, running away from skinheads. Then my brother became a skinhead… I used to get excruciatingly, mind-numbingly dull guitar lessons from my father: tonic, subdominant, dominant. Yeah, but how do I play it? Tonic, subdominant, mediant. This is a seventh. Great, how do I play it?”

Sienna Guillory (1975) British actress

THIS CULTURAL LIFE: SIENNA GUILLORY Article http://findarticles.com/p/articles/mi_qn4159/is_20040523/ai_n12754898. The Independent on Sunday. May 23, 2004.

Music, Time

“I am alone with my sin. This is why they rule. The Peerless Scarred know that dark deeds are carried through life. They cannot be outrun. They must be worn if one is to rule. This is their first lesson. Or was it that the weak do not deserve life?”

Pierce Brown book Red Rising

Source: Red Rising (2014), Ch. 20: The House Mars

Life

“Their children learned the lesson of compromise only too well, and it was the application of it to a question of fundamental morals that cost us our civil war. We learned once for all that compromise makes a good umbrella but a poor roof; that it is a temporary expedient, often wise in party politics, almost sure to be unwise in statesmanship.”

James Russell Lowell (1819–1891) American poet, critic, editor, and diplomat

On Democracy (6 October 1884)

War, Children, Question, Learning

“There is seldom a line of glory written upon the earth's face, but a line of suffering runs parallel with it; and they that read the lustrous syllables of the one, and stoop not to decipher the spotted and worn inscription of the other, get the. least half of the lesson earth has to give.”

Frederick William Faber (1814–1863) British hymn writer and theologian

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 567.

Suffering, Reading

“Many of Nature's finest lessons are to be found in her storms, and if careful to keep in right relations with them, we may go safely abroad with them, rejoicing in the grandeur and beauty of their works and ways.”

John Muir (1838–1914) Scottish-born American naturalist and author

Terry Gifford, LLO, pages 686-687
1900s, Stickeen (1909)

Beauty, Way, Nature

“Nature utters her voice in lessons of heavenly wisdom and eternal truth.”

Ellen G. White book Christ's Object Lessons

Ch. 8 http://www.egwtext.whiteestate.org/col/col8.html, p. 107 Christ's Object Lessons (1900)

Wisdom, Truth, Nature

“I count my time working for Dortch Oldham as one of the most important formative experiences of my life… There is nothing that tests your commitment to a goal like getting a few doors closed in your face. Mr. Oldham taught legions of young people to communicate quickly, clearly and with passion, a lesson that has served me well in my life since then.”

Rick Perry (1950) 14th and current United States Secretary of Energy

2009-02-27
Dortch Oldham dies at 89
E. Thomas
Wood
Nashville Post
http://nashvillepost.com/news/2009/2/27/dortch_oldham_dies_at_89
2009

Life, People, Communication, Passion

“The only sure mode of acquiring sound ideas of our relation to the Creator is to begin with the study of ourselves, and to view God as a Father and Friend, dealing with us in precisely the same way as we would deal with others over whom we exercise authority. Conscience, that infallible Mentor "that sticketh closer than a brother," tells us that we are responsible beings; and in the domestic, as well as the social circle, we speedily feel the discipline and learn the lesson of rewards and punishments. The law written in man's heart points to the past as pregnant with events which may affect the future; and in the earnestness of his aspirations, and the activity of his search, he is gradually led to the mysterious history of his race. He learns that on tables of stone have been engraven the same law to which his heart responded; -that when all were dead, one died for all; and in the contemplation of the great sacrifice, he obtains a solution of the interesting problem of his individual destiny. The Sacred record which is now his guide, speaks to him of fore-knowledge and predestination, while, in perfect consistency, it records the ministration of descending spirits, and the holier communings of God with man. The Divine decrees no longer perplex him. They transcend, indeed, his Reason - but that Reason, the faithful interpreter of Conscience, does not falter in proclaiming the Freedom of his Will, and the Responsibility of his Actions.”

David Brewster (1781–1868) British astronomer and mathematician

Review of Vestiges (1845)

God, Faith, Law, Way

“Let us see to it that in our schools, as far as possible, every week, some lessons from Scripture, in the language of the Scripture are learned.”

Wayland Hoyt (1838–1910) American Baptist Minister

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

School, Learning

“It cannot be said that at the time these inscriptions were set up at ANhilwãD Pãtan, Prabhas Patan, Khambat, Junagadh and other places, the Hindus of Gujarat had had no taste of what Islam had in store for them, their women, their children, their cities, their temples, their idols, their priests, and their properties. The invasion of Ulugh Khãn that was to subjugate Gujarat to a long spell of Muslim rule, was the eighth in a series which started within a few years after the Prophet’s death at Medina in AD 632. Five Islamic invasions had been mounted on Gujarat before Siddharãja JayasiMha ascended the throne of that kingdom in AD 1094 - first in AD 636 on Broach by sea; second in AD 732-35 by land; third and fourth in AD 756 and 776 by sea; and fifth by Mahmûd of Ghazni in AD 1026. Two others had materialised by the time the Muslim ship-owner set up his inscription in AD 1264 on a mosque at Prabhas Patan. The sixth invasion was by Muhammad Ghûrî in AD 1178, and the seventh was by Qutbu’d-Dîn Aibak in AD 1197. The only conclusion that can be drawn from the evidence is that either the Hindus of Gujarat had a very short memory or that they did not understand at all the inspiration at the back of these invasions. The temple of Somnath which stood, after the invasion of Mahmûd of Ghazni in AD 1026, as a grim reminder of the character of Islam, had also failed to teach them any worthwhile lesson. Nor did they visualize that the Muslim settlements in their midst could play a role other than that of carrying on trade and commerce.”

Sita Ram Goel (1921–2003) Indian activist

Hindu Temples – What Happened to Them, Volume II (1993)

Death, Women, Children, Understanding

“This perversion of the ethical values soon crystallized into the all-dominating slogan of the Communist Party: THE END JUSTIFIES ALL MEANS. Similarly in the past the Inquisition and the Jesuits adopted this motto and subordinated to it all morality. It avenged itself upon the Jesuits as it did upon the Russian Revolution. In the wake of this slogan followed lying, deceit, hypocrisy and treachery, murder, open and secret. It should be of utmost interest to students of social psychology that two movements as widely separated in time and ideas as Jesuitism and Bolshevism reached exactly similar results in the evolution of the principle that the end justifies all means. The historic parallel, almost entirely ignored so far, contains a most important lesson for all coming revolutions and for the whole future of mankind.”

Emma Goldman book My Disillusionment in Russia

My Disillusionment in Russia (1923)

Secret, Lying, Idea, Time

“As a teenager I had already arranged pieces for the school band in exchange for music lessons. I also played cello, clarinet, and some other instruments regularly. Thanks to that experience, as an arranger I was able to understand the specific sound and tuning of an instrument and to work intuitively.”

Clare Fischer (1928–2012) American keyboardist, composer, arranger, and bandleader

As quoted in "Clare Fischer: The Best Kept Secret in Jazz" http://www.artistinterviews.eu/?page_id=5&parent_id=22/ by Maarten De Haan, in Artist Interview (1998)

School, Music, Understanding

“It was in this attitude of faith as pure fealty to the moral ideal, that Kant left the human spirit at the close of his great labours. It was the only solution left him, after his thesis of the absolute limitation of knowledge to objects of sense. But surely that thesis has a strange sound, coming from the same lips that utter with equal emphasis the lesson of our really having cognitions that are independent of all experience. This is neither the place nor the time to expose the oversight and confusion by which Kant fell into this self-contradiction; I must content myself with saying that the contradiction exists, and that I think the oversight is exactly designable, and entirely avoidable. There is a truth concealed in Kant's thesis of the immutable conjunction of thought and sense, but there is a greater falsehood conveyed by it.”

George Holmes Howison (1834–1916) American philosopher

Source: The City of God and the True God as its Head (In Royce’s “The Conception of God: a Philosophical Discussion Concerning the Nature of the Divine Idea as a Demonstrable Reality”), p.124-5

Truth, Faith, Knowledge, Thinking

“In our time of ever-increasing specialization, there is a tendency to concern ourselves with relatively narrow scientific problems. The broad foundations of our present-day scientific knowledge and its historical development tend to be forgotten too often. This is an unfortunate trend, not only because our horizon becomes rather limited and our perspective somewhat distorted, but also because there are many valuable lessons to be learned in looking back over the years during which the basic concepts and the fundamental laws of a particular scientific discipline were first formulated.”

Emil Wolf

in Einstein's Researches on the Nature of Light, [Emil Wolf, Selected works of Emil Wolf: with commentary, World Scientific, 2001, 9810242042, 536]

Law, Knowledge, Problem, Learning

“In the late 1800s and early 1900s, it was very common for boys and young men to read about the lives of the so-called great men for the purpose of extracting lessons in how to be great themselves in whatever field they chose. I see these books as reviving that tradition by distilling ideas to their essence and putting them in a readily digestible form.”

Alan Axelrod (1952) American historian

Alan Axelrod, Business Book Juggernaut – An interview with Mike Hofman, Jun 1, 2004 http://www.inc.com/magazine/20040601/qa.html.

Men, Books, Boy, Idea

“My father taught me that you have to stand by your principles. He was president of the bar association and was preaching civil liberties and human rights during some of the most repressive years of the Nasser era. He was the focus of a lot of pressure and intimidation, but he stood by his principles. And I think that's a lesson I remember from him — that you stand up for what you believe in.”

Mohamed ElBaradei (1942) Egyptian law scholar and diplomat, former Director General of the International Atomic Energy Agency, and Nobel …

Breaking the Cycle (2003)

Thinking

“For me, a key lesson is that Friedman’s influence was achieved mainly through the force of ideas, not by direct participation in the policy process.”

Robert Barro (1944) American classical macroeconomist

Source: Nothing Is Sacred (2002), p. 3

Idea

“I did learn one valuable lesson, though.
I learned that you can’t choose the ways in which you’ll be tested.”

Robert J. Sawyer book Calculating God

Source: Calculating God (2000), Chapter 7 (p. 77)

Way, Learning

“And last of all we have the secondary forms of crystals bursting in upon us, and sparkling in the rigidity of mathematical necessity and telling us, neither of harmony of design, usefulness or moral significance, — nothing but spherical trigonometry and Napier's analogies. It is because we have blindly excluded the lessons of these angular bodies from the domain of human knowledge that we are still in doubt about the great doctrine that the only laws of matter are those which our minds must fabricate, and the only laws of mind are fabricated for it by matter.”

James Clerk Maxwell (1831–1879) Scottish physicist

Essay "Analogies in Nature" (February 1856), reprinted in The Scientific Letters and Papers of James Clerk Maxwell: 1846-1862 edited by P.M. Harman, p. 376 (the quote appears on p. 383 http://books.google.com/books?id=zfM8AAAAIAAJ&lpg=PP1&pg=PA383#v=onepage&q&f=false)

Law, Mathematics, Knowledge

“I know that it can be very easy, under the intensive pressures of a campaign, for even well-intentioned people to fall into shady tactics — to rationalize this on the grounds that what is at stake is of such importance to the Nation that the end justifies the means. And both of our great parties have been guilty of such tactics in the past.
In recent years, however, the campaign excesses that have occurred on all sides have provided a sobering demonstration of how far this false doctrine can take us. The lesson is clear: America, in its political campaigns, must not again fall into the trap of letting the end, however great that end is, justify the means.
I urge the leaders of both political parties, I urge citizens, all of you, everywhere, to join in working toward a new set of standards, new rules and procedures to ensure that future elections will be as nearly free of such abuses as they possibly can be made. This is my goal. I ask you to join in making it America's goal.”

Richard Nixon (1913–1994) 37th President of the United States of America

1970s, First Watergate Speech (1973)

People, Past, Future, Falseness

“So it is in that spirit that I declare this afternoon to the people of Cuba that those who seek refuge here in America will find it. The dedication of America to our traditions as an asylum for the oppressed is going to be upheld. I have directed the Departments of State and Justice and Health, Education, and Welfare to immediately make all the necessary arrangements to permit those in Cuba who seek freedom to make an orderly entry into the United States of America. Our first concern will be with those Cubans who have been separated from their children and their parents and their husbands and their wives and that are now in this country. Our next concern is with those who are imprisoned for political reasons. And I will send to the Congress tomorrow a request for supplementary funds of $12,600,000 to carry forth the commitment that I am making today. I am asking the Department of State to seek through the Swiss government immediately the agreement of the Cuban government in a request to the President of the International Red Cross Committee. The request is for the assistance of the Committee in processing the movement of refugees from Cuba to Miami. Miami will serve as a port of entry and a temporary stopping place for refugees as they settle in other parts of this country. And to all the voluntary agencies in the United States, I appeal for their continuation and expansion of their magnificent work. Their help is needed in the reception and the settlement of those who choose to leave Cuba. The Federal Government will work closely with these agencies in their tasks of charity and brotherhood. I want all the people of this great land of ours to know of the really enormous contribution which the compassionate citizens of Florida have made to humanity and to decency. And all States in this Union can join with Florida now in extending the hand of helpfulness and humanity to our Cuban brothers. The lesson of our times is sharp and clear in this movement of people from one land to another. Once again, it stamps the mark of failure on a regime when many of its citizens voluntarily choose to leave the land of their birth for a more hopeful home in America. The future holds little hope for any government where the present holds no hope for the people. And so we Americans will welcome these Cuban people. For the tides of history run strong, and in another day they can return to their homeland to find it cleansed of terror and free from fear. Over my shoulders here you can see Ellis Island, whose vacant corridors echo today the joyous sound of long ago voices. And today we can all believe that the lamp of this grand old lady is brighter today; and the golden door that she guards gleams more brilliantly in the light of an increased liberty for the people from all the countries of the globe. Thank you very much.”

Lyndon B. Johnson (1908–1973) American politician, 36th president of the United States (in office from 1963 to 1969)

1960s, Remarks at the signing of the Immigration Bill (1965)

Children, People, Health, Education

“The people I choose to admire are not necessarily popular, not necessarily terribly well known, but they each have something to offer me, a lesson, a cautionary tale, an idea, an inspiration.”

Margaret Cho (1968) American stand-up comedian

From Her Books, I Have Chosen To Stay And Fight, ACTIVISM

People, Idea

“With peace has come prosperity. Burdens have been great, but the strength to bear them has been greater. The condition of those who toil is higher, better, more secure than in all the ages past. Out of the darkness of a great conflict has appeared the vision of a nearer, clearer than ever before, the life on earth and less under the deadening restraint of course more and more under the vitalizing influence of reason. Moral power has been triumphing over physical power. Education will tend to bring reason and experience of the past into the solution of the problems of the future. We must look to service and not selfishness, for service is the foundation of progress. The greatest lesson that we have to learn is to seek ever the public welfare, to build up, to maintain our American heritage.”

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

1920s, America and the War (1920)

Life, Age, Education, Peace

“A cynic is not merely one who reads bitter lessons from the past; he is one who is prematurely disappointed in the future.”

Sydney J. Harris (1917–1986) American journalist

Source: On the Contrary (1964), Ch. 7

Disappointment, Reading, Past, Future

“She was a student of history, valued the lessons of it. The worst atrocities began with half-measures, with apologies, compromising with the wrong side, shrinking from what had to be done.”

C. J. Cherryh book Downbelow Station

Book 3, Chapter 2 (p. 192)
Downbelow Station (1981)

History

“When I was little, I saw the play Les Misérables on Broadway, I thought it was the most amazing thing I have ever seen. So I went to my manager and told him I wanted to be in it. He asked me if I could sing, and I said no. I took one lesson and landed the role of Cosette in a national tour of the musical”

Ashley Tisdale (1985) American actress, singer

Tisdale about her early life. People Magazine. "Ashley Tisdale's Biography" http://www.people.com/people/ashley_tisdale. People. August 7 2004. Retrieved August 7 2008. On her Biography Ashley Tisdale. (2006)

Music, Singing

“Themistocles said to Antiphales, "Time, young man, has taught us both a lesson."”

Plutarch (46–127) ancient Greek historian and philosopher

Life of Themistocles

Time

“The hardest-learned lesson: that people have only their kind of love to give, not our kind.”

Mignon McLaughlin (1913–1983) American journalist

The Complete Neurotic's Notebook (1981), Love

Love, People, Learning

“I rejoice to hear that you have begun Homer's Iliad; and have made so great a progress in Virgil. I hope you taste and love those authors particularly. You cannot read them too much: they are not only the two greatest poets, but they contain the finest lessons for your age to imbibe: lessons of honour, courage, disinterestedness, love of truth, command of temper, gentleness of behaviour, humanity, and in one word, virtue in its true significance.”

William Pitt, 1st Earl of Chatham (1708–1778) British politician

Letter to his nephew, Thomas Pitt (12 October 1751), quoted in W. S. Taylor and J. H. Pringle (eds.), The Correspondence of William Pitt, Earl of Chatham (London: 1838), p. 62.

Love, Truth, Age, Hope

“Making art means not only using languages, but also creating new ones. To do this, new tools are indispensable. Even returning to more traditional languages such as linear poetry or narration, after being enriched by the experience of hypertext, hypermedia and multimedia, allows us to rethink the older forms of expression and transfer the lessons of the new media into even the more traditional modalities of language, such as narrative, for example.”

Caterina Davinio (1957) Italian writer

Source: Virtual Mercury House. Planetary & Interplanetary Events, p. 48

Art

“I believe that the Durbar, more than any event in modern history, showed to the Indian people the path which, under the guidance of Providence, they are treading, taught the Indian Empire its unity, and impressed the world with its moral as well as material force. It will not be forgotten. The sound of the trumpets has already died away; the captains and the kings have departed; but the effect produced by this overwhelmingly display of unity and patriotism is still alive and will not perish. Everywhere it is known that upon the throne of the East is seated a power that has made of the sentiments, the aspirations, and the interests of 300 millions of Asiatics a living thing, and the units in that great aggregation have learned that in their incorporation lies their strength. As a disinterested spectator of the Durbar remarked, Not until to-day did I realise that the destinies of the East still lie, as they always have done, in the hollow of India’s hand. I think, too, that the Durbar taught the lesson not only of power but of duty. There was not an officer of Government there present, there was not a Ruling Prince nor a thoughtful spectator, who must not at one moment or other have felt that participation in so great a conception carried with it responsibility as well as pride, and that he owed something in return for whatever of dignity or security or opportunity the Empire had given him.”

George Curzon, 1st Marquess Curzon of Kedleston (1859–1925) British politician

Budget Speech (25 March 1903), quoted in Lord Curzon in India, Being A Selection from His Speeches as Viceroy & Governor-General of India 1898-1905 (London: Macmillan, 1906), pp. 308-309.

People, Lie, World, History

“Making art has first of all to do with honesty. My first lesson was to see objectively, to erase all 'meaning' of the thing seen. Then only, could the real meaning of it be understood and felt.”

Ellsworth Kelly (1923–2015) American painter, sculptor, and printmaker

Source: 1969 - 1980, In: "Ellsworth Kelly: Works on Paper," 1987, p. unknown : 'Notes from 1969'

Art

“History often repeats itself. If we can learn our lessons early, we can avoid accidents. The purpose of the investigation is not to blame someone for the neglect of duty or to hold someone responsible, but to figure out the real causes for the accidents and avoid making the same mistakes again.”

Chang Yu-hern (1954) Taiwanese politician

Chang Yu-hern (2010) cited in: " NCKU Prof. Yu-Hern Chang Appointed as Chairman of Aviation Safety Council http://www.reuters.com/article/2010/06/03/idUS84305+03-Jun-2010+BW20100603" in Reuters, 3 June 2010.

History, Learning

“Those we most often exclude from the normal life of society, people with disabilities, have profound lessons to teach us. When we do include them, they add richly to our lives and add immensely to our world.”

Jean Vanier (1928–2019) Canadian humanitarian

Jean Vanier, Becoming Human, 2001
From books

Life, People, World

“My father was a violinist, my mother a pianist. I was born into a world of music... The practicing of my father's pupils accompanied every thought and action of my childish life.... Then when I was thirty [c. 1906], my career as musician was brought to an end by Vollard [art-dealer in Paris] who bought all the pictures I possessed, pictures which I had painted over several years with unbounded enthusiasm during such hours of freedom as I was able to spare between [music]-lessons to my pupils.”

Maurice de Vlaminck (1876–1958) French painter

Source: Quotes dated, Dangerous Corner', 1929, p. 27

Life, World, Art, Music

“A lesson from this great novelist: The classical liberal tradition is what made us a free, peaceful and prosperous country. We should cherish it and proudly proclaim the moral high ground when defending this tradition against those who want to impose Big Government upon us.”

Maxime Bernier (1963) Canadian politician

19 September 2016 https://torontosun.com/2016/09/19/bernier-libertarian-to-the-max/wcm/e28e7817-9e4f-4dc7-bb4b-1f038af241db About

Peace, Country

“I have chosen my boat, and laid in my scant stores. I have selected a few books; the principal are Homer and Shakespeare — But the libraries of the world are thrown open to me — and in any port I can renew my stock. I form no expectation of alteration for the better; but the monotonous present is intolerable to me. Neither hope nor joy are my pilots — restless despair and fierce desire of change lead me on. I long to grapple with danger, to be excited by fear, to have some task, however slight or voluntary, for each day's fulfilment. I shall witness all the variety of appearance, that the elements can assume — I shall read fair augury in the rainbow — menace in the cloud — some lesson or record dear to my heart in everything. Thus around the shores of deserted earth, while the sun is high, and the moon waxes or wanes, angels, the spirits of the dead, and the ever-open eye of the Supreme, will behold the tiny bark, freighted with Verney — the LAST MAN.”

Mary Wollstonecraft Shelley The Last Man

The Last Man (1826)

Books, World, Fear, Hope

“There is no question that the adult caregivers play an important role in the baby's life. It is from these older people that babies learn their first language, have their first experiences in forming and maintaining relationships, and get their first lessons in following rules. But the socialization researchers go on to draw other conclusions: that what children learn in the early years about relationships and rules sets the pattern for later relationships and later rule-following, and hence determines the entire course of their lives. I used to think so too. I still believe that children need to learn about relationships and rules in their early years; it is also important that they acquire a language. But I no longer believe that this early learning, which in our society generally takes place within the home, sets the pattern for what is to follow. Although the learning itself serves a purpose, the content of what children learn may be irrelevant to the world outside their home. They may cast it off when they step outside as easily as the dorky sweater their mother made them wear.”

Judith Rich Harris book The Nurture Assumption

The Nurture Assumption, chapter 1. http://www.nytimes.com/books/first/h/harris-nurture.html

Life, Children, People, World

“You may call me doctor. You won't, of course. You'll call me damned Jew, a Christ murderer, a secret worshipper of pigs and a kidnapper of Christian children. How absurd! Who would want to kidnap children, Christian or otherwise? Vile things. The only mercy of children is that they grow up, as my son has but then, tragically, they beget more children. We do not learn lifes lessons.”

Bernard Cornwell The Grail Quest

Doctor Mordecai
The Grail Quest, The Archer's Tale/Harlequin (2000)

Life, Children, Secret, Learning

“Experience is a wonderful teacher, but one whose lessons come too late.”

Gene Wolfe (1931–2019) American science fiction and fantasy writer

Volume 2: In Green's Jungles (2000), Ch. 1
Fiction, The Book of the Short Sun (1999–2001)

Teachers

“Every day, you have the power to choose our better history — by opening your hearts and minds, by speaking up for what you know is right, by sharing the lessons of Brown versus Board of Education, the lessons you learned right here in Topeka, wherever you go for the rest of your lives.”

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

Quoted on Yahoo News!, "First lady tells Kansas students to fight bias" (16 May 2014) http://news.yahoo.com/first-lady-tells-kansas-students-fight-bias-021747701.html 2010s

Education, History, Learning, Heart

“One lesson of Irish history might be that it’s better to tolerate your annoying neighbors rather than bring in people from beyond the seas to help you win your petty domestic disputes.”

Steve Sailer (1958) American journalist and movie critic

Thinking of England http://takimag.com/article/thinking_of_england_steve_sailer/print#ixzz4A7pKSd3k, Taki's Magazine, March 30, 2016

People, History, Help, Sea

“Progress is man’s indifference to the lessons of history.”

Len Deighton book An Expensive Place to Die

An Expensive Place to Die, Jonathan Cape (1967) Ch. 39

History, Indifference

“There are those who are going to be disappointed when no life is found on other planets. Not I — I want to be reminded and delighted and surprised once again, through interplanetary exploration, with the infinite variety and novelty of phenomena that can be generated from such simple principles. The test of science is its ability to predict. Had you never visited the earth, could you predict the thunderstorms, the volcanoes, the ocean waves, the auroras, and the colorful sunset? A salutary lesson it will be when we learn of all that goes on on each of those dead planets — those eight or ten balls, each agglomerated from the same dust cloud and each obeying exactly the same laws of physics.”

Richard Feynman (1918–1988) American theoretical physicist

volume II; lecture 41, "The Flow of Wet Water"; section 41-6, "Couette flow"; p. 41-12
The Feynman Lectures on Physics (1964)

Life, Law, Disappointment, Color

“My friends, as we enter a new decade, it should be clear to all of us that there is an unfinished agenda, that we have miles to go before we reach the promised land.
The men who rule this country today never learned the lessons of Dr. King, they never learned that non-violence is the only way to peace and justice.
Our nation continues to wage war upon its neighbors, and upon itself.”

Cesar Chavez (1927–1993) American farm worker, labor leader, and civil rights activist

Lessons of Dr. Martin Luther King, Jr. (1990)

Men, War, Peace, Justice

“The main lesson that emerges from this volume is that sea level rise, combined with human population growth, urban development in coastal areas, and landscape fragmentation, poses an enormous threat to human and natural well-being in Florida. How Floridians respond to sea level rise will offer lessons, for better or worse, for other low-lying regions worldwide.”

Reed Noss (1952)

[Between the devil and the deep blue sea: Florida’s unenviable position with respect to sea level rise, Climatic Change, 107, 1–2, July 2011, 1–16, https://link.springer.com/article/10.1007/s10584-011-0109-6] (quote from p. 1)

Lying, Nature, Sea

“The lesson I learned in Cairo still applies. The only way to deal with bureaucrats is with stealth and sudden violence.”

Boutros Boutros-Ghali (1922–2016) 6th Secretary-General of the United Nations

Statement of 1993, as quoted in The Coming Plague : Newly Emerging Diseases in a World Out of Balance (1995) by Laurie Garrett, p. 592, and in Preventive Diplomacy : Stopping Wars before they Start (1996) by Kevin M. Cahill, p. 254
1990s

Way, Learning

“Any prosperity policy is a delusion and a path to ruin. There is no economic lesson which the people of the United States need to take to heart more than that. In the second place the Spanish mistakes arose, in part, from confusing the public treasury with the national wealth.”

William Graham Sumner (1840–1910) American academic

"The Conquest of the United States by Spain”, speech at Yale 1899 http://oll.libertyfund.org/titles/sumner-boll-11-w-g-sumner-the-conquest-of-the-united-states-by-spain-1898.

People, Heart, Parting, Wealth

“The group process contains the secret of collective life, it is the key to democracy, it is the master lesson for every individual to learn, it is our chief hope or the political, the social, the international life of the future.”

Mary Parker Follett The New State

Source: The New State, 1918, p. 23

Life, Secret, Hope, Democracy

“I turn to history not for lessons but to confront my experience with the experience of others and to win for myself a sense of responsibility for the state of the human conscience.”

Zbigniew Herbert (1924–1998) Polish writer

Quoted by Michael Hamburger, in his book, The Truth of Poetry.
Quoes

History, Sense

“We now know that bin Laden's terrorists had been planning their outrages for years. The propagation of their mad, bad ideology – decency forbids calling it a religion – had been taking place before our eyes. We were just too blind to see it. In short, the world had never ceased to be dangerous. But the West had ceased to be vigilant. Surely that is the most important lesson of this tragedy, and we must learn it if our civilisation is to survive.”

Margaret Thatcher book Statecraft: Strategies for a Changing World

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

World, Religion, Learning, Madness

“Police, federal agency and military operations are fraught with the potential for catastrophic disaster. The nature of operations routinely conducted by counter narcotic agents, special weapons and tactics units, special response teams, and mlitary special operations units leave no room for error. A drug bust in the wrong house or a botched hostage rescue situation will be on the evening news with some senior official hemming and hawing and wishing he'd planned better. Once that occurs there is no defense. The best that can happen is to convince everyone that it will not occur again because of all the "lessons learned, and hope that there is a crisis somewhere else that will take your place in the media's attention. THIS IS A LOSING STRATEGY.”

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

Source: Crisis Management: A Model For Managers (1993), p. 12

Hope, Error, Nature, Learning

“Every person should take a lesson from history. We should understand that wherever there have been internal fights and conflicts in the country, the country has been weakened. Due to this, the danger from outside increases. The country has to pay a big price due to this type of weakness.”

Rajiv Gandhi (1944–1991) sixth Prime Minister of India

In his address to the party workers on 12 November 1984 to spoil the machinations of terrorist, when he was elected to the post of the President of the Congress party, quoted by Meena Agrawal in “Rajiv Gandhi” P.74
Quote

History, Understanding, Fight, Personality

“The lesson is that dying men must groan;
And poets groan in rhymes that please the ear.”

John Wain (1925–1994) British writer

Poem Don't let's spoil it all, I thought that we were going to be such good friends.

Men

“But if you can breed cattle for milk yield, horses for running speed, and dogs for herding skill, why on Earth should it be impossible to breed humans for mathematical, musical or athletic ability? Objections such as "these are not one-dimensional abilities" apply equally to cows, horses and dogs and never stopped anybody in practice. I wonder whether, some 60 years after Hitler's death, we might at least venture to ask what the moral difference is between breeding for musical ability and forcing a child to take music lessons. Or why it is acceptable to train fast runners and high jumpers but not to breed them. I can think of some answers, and they are good ones, which would probably end up persuading me. But hasn't the time come when we should stop being frightened even to put the question?”

Richard Dawkins (1941) English ethologist, evolutionary biologist and author

Richard Dawkins, From the Afterword, The Herald Scotland, (November 20, 2006) http://www.heraldscotland.com/from-the-afterword-1.836155

Death, Dogs, Music, Mathematics

“Miss Daw said, half to herself, “Now you have had your first lesson in what it is like to be a real grown-up woman in a man’s world, my dear. We are judged by our looks, and men are not.””

John C. Wright book Orphans of Chaos

Source: Orphans of Chaos (2005), Chapter 20, “Company, of a Sort” Section 4 (p. 269)

Men, World

“I believe that the main lesson of relativity and quantum theory is that the world is nothing but an evolving network of relationships.”

Lee Smolin book Three Roads to Quantum Gravity

Three Roads to Quantum Gravity (2000)

World

“The first lesson, for all Canadians, is that the closed door, top down approaches to constitution making do not provide the public input or debate necessary to achieve a constitutional consensus that will be supported by the people.”

Preston Manning book The New Canada

Source: The New Canada (1992), Chapter Thirteen, The Eventful Summer of 1990, p. 240

People, Support

“It is by self-reliance, humanly speaking, by the independence which has been the motive and impelling force of our race, that the Scots have thriven in India and in Canada, in Australia and New Zealand, and even in England, where at different times they were banned. As things are we in Scotland do not take much or even ask much from the State, but the State invites us every day to lean upon it. I seem hear the wheedling and alluring whisper, "Sound you may be; we bid you be a cripple. Do you see? Be blind. Do you hear? Be deaf. Do you walk? Be not venturesome; here is a crutch for one arm. When you get accustomed to it you will soon want another, the sooner the better." The strongest man, if encouraged, may soon accustom himself to the methods of an invalid; he may train himself to totter or to be fed with a spoon. The ancient sculptors represent Hercules leaning on his club; our modern Hercules would have his club elongated and duplicated and resting under his arms. (Laughter.) The lesson of our Scottish teaching was "Level up"; the cry of modern civilization is "Level down; let the Government have a finger in every pie," probing, propping, disturbing. ("Hear, hear," and laughter.) Every day the area for initiative is being narrowed, every day the standing ground for self-reliance is being undermined, every day the public infringes, with the best intentions, no doubt, on the individual. The nation is being taken into custody by the State. Perhaps the current cannot now be stemmed; agitation or protest may be alike unavailing; the world rolls on, it may be part of its destiny, a necessary phase in its long evolution, a stage in its blind, toilsome progress to an invisible goal. I neither affirm nor deny. All in the long run is doubtless for the best; but, speaking as a Scotsman to Scotsmen, I plead for our historical character, for the maintenance of those sterling national qualities which have meant so much to Scotland in the past.”

Archibald Primrose, 5th Earl of Rosebery (1847–1929) British politician

Cheers.
Speech to Glasgow University (12 June 1908), reported in The Times (13 June 1908), p. 12.

World, Motivation, Laughter, Time

“I remember once, in my garage studio whilst I was animating a dinosaur, that things were not going right. Gradually they got worse and worse, as they do in situations where you don't keep your temper, and in a fit of accumulated rage I threw a hammer at the floor. Unfortunately, it bounced and went through a huge plate glass painting I had been preparing to use in a miniature set and which I had spent weeks carefully painting. I almost cried with frustration, and there and then decided that if I wanted to make this my career, I would have to control my temper. I am not saying that I didn't lose my temper after that incident - I did - but I always tried to remember that plate glass painting. It was a timely and necessary lesson.”

Ray Harryhausen (1920–2013) American animator

Source: An Animated Life (2003), p. 21

Rage, Time, Animals, Painting

“My father taught me that one of the most important abilities in life is to be able to take the pain and persevere, and for years this lesson had served me well.”

Yanni (1954) Greek pianist, keyboardist, composer, and music producer

Yanni in Words. Miramax Books. Co-author David Rensin

Life, Pain, Perseverance, For Parents

“I was now in my sixteenth year, and for the first time it occurred to me that, although conversant with most of the modern languages, I did not understand a word of Latin, and thought the knowledge of this language indispensable to my future prospects in life. I spoke to Rector Steffens, and got permission of my father to leave school entirely, and devote my whole time to the study of Latin. In less than twelve months I was completely master of a language which is often the torment of boys from their sixth to their twentieth years, and still remain ignorant of it. Since then I have written several pamphlets in Latin, which were admired; and in Gottingen my Discourses were generally delivered in that language. Doctor Taube, physician to the king, gave me lessons in natural history, botany, and anatomy; I bade farewell to philosophy and belles lettres, and began in earnest, and with great perseverance, to study physics; but still I was in bad odour amongst many of the learned, and it was said, when they heard of my progress, that henceforth they should not despair of making something of the most stupid of pupils.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

My Life and Confessions, for Philippine, 1786

Life, Stupidity, School, History

“He who takes himself to account gets benefitted, and the one who gets negligent and careless about himself bears loss. The one who fears (Allah) becomes peaceful, and the one who takes lesson becomes most clear sighted and discerning. He who becomes most clear sighted, understands; and he who understands and comprehends becomes knowledgeable and informed.”

Ali al-Rida (770–818) eighth of the Twelve Imams

Majlisi, Bihārul Anwār, vol.78, p. 352.
Religious Wisdom

Fear, Peace, Understanding, Knowledge

““Uncle Sven and I are about to start your first lesson in survival theory.”
She gave them both a dubious glance. “That being?”
Sven guffawed. “When the fight starts, be someplace else. And always remember, nobody watches your butt for you when it’s You versus the Universe—and Margo, the universe just don’t give a damn.””

Robert Lynn Asprin (1946–2008) American science fiction and fantasy author

Source: Time Scout (1995), Chapter 7 (p. 122)

Universe, Fight

“Consequences. In real life, these ramifications emanate from every action like ripples from a stone thrown into a pond. Often in movies, especially those that feature characters who don't play by the rules, such penalties are suspended. However, in Christopher Nolan's Batman universe, decisions and actions have consequences. The Dark Knight, arguably the moodiest and most adult superhero motion picture ever to reach the screen, illustrates this lesson in ways that are startling and painful. This is a tough, uncompromising motion picture — one that defies the common notions of what is expected from a "superhero" film. While there are plenty of action sequences and instances of derring-do, The Dark Knight's subtext has a tragic underpinning that would intrigue Shakespeare or the Greeks. It's about power and impotence, sanity and madness, image and reality, selfishness and sacrifice, and — yes — consequences.”

James Berardinelli (1967) American film critic

Review http://www.reelviews.net/php_review_template.php?identifier=1235 of The Dark Knight (2008). Four star reviews

Life, Pain, Penalty, Way

“Say what some poets will, Nature is not so much her own ever-sweet interpreter, as the mere supplier of that cunning alphabet, whereby selecting and combining as he pleases, each man reads his own peculiar lesson according to his own peculiar mind and mood.”

Herman Melville book Pierre: or, The Ambiguities

Bk. XXV, ch. 4
Pierre: or, The Ambiguities (1852)

Mood, Nature, Reading

“We cannot be scholars of Christ without trying to understand what is the place and the work in the world for which each of us is fitted. Every thing which befalls us is part of our education. Every event and condition of life is a lesson which is to be turned to account to make us more worthy of Him who by suffering was made perfect—who Himself entered not into glory, till first He had suffered pain.”

Arthur Penrhyn Stanley (1815–1881) English churchman, Dean of Westminster

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 376.

Life, Pain, World, Education

“I believe that the crazy combative patriotism that plainly threatens to destroy civilisation to-day is very largely begotten by the schoolmaster and the schoolmistress in their history lessons. They take the growing mind at a naturally barbaric phase and they inflame and fix its barbarism.”

H. G. Wells (1866–1946) English writer

The Informative Content of Education http://books.google.com/books?&id=vLs4AAAAMAAJ&q=%22I+believe+that+the+crazy+combative+patriotism+that+plainly+threatens+to+destroy+civilisation+to-day+is+very+largely+begotten+by+the+schoolmaster+and+the+schoolmistress+in+their+history+lessons+They+take+the+growing+mind+at+a+naturally+barbaric+phase+and+they+inflame+and+fix+its+barbarism%22&pg=PA242#v=onepage Speech http://archive.org/stream/reportofbritisha37adva#page/242/mode/2up given at the annual meeting of the British Association for the Advancement of Science in Nottingham, England on 2 September 1937

History, Nature

“My parents taught me that an NDPer in Alberta has to work three times harder than any other politician to earn votes. It's a lesson I won't forget.”

Rachel Notley (1964) 17th Premier of Alberta

On her parents Grant and Sarah Notley. "Knocking at the door of the Dome." http://www.canada.com/edmontonjournal/news/insight/story.html?id=b13ff6fa-715c-4810-ad19 April 14, 2007

Parent, Time, Forgetting

“Man's conception of what is most worth knowing and reflecting upon, of what may best compel his scholarly energies, has changed greatly with the years. His earliest impressions were of his own insignificance and of the stupendous powers and forces by which he was surrounded and ruled. The heavenly fires, the storm-cloud and the thunderbolt, the rush of waters and the change of seasons, all filled him with an awe which straightway saw in them manifestations of the superhuman and the divine. Man was absorbed in nature, a mythical and legendary nature to be sure, but still the nature out of which science was one day to arise. Then, at the call of Socrates, he turned his back on nature and sought to know himself; to learn the secrets of those mysterious and hidden processes by which he felt and thought and acted. The intellectual centre of gravity had passed from nature to man. From that day to this the goal of scholarship has been the understanding of both nature and man, the uniting of them in one scheme or plan of knowledge, and the explaining of them as the offspring of the omnipotent activity of a Creative Spirit, the Christian God. Slow and painful have been the steps toward the goal which to St. Augustine seemed so near at hand, but which has receded through the intervening centuries as the problems grew more complex and as the processes of inquiry became so refined that whole worlds of new and unsuspected facts revealed themselves. Scholars divided into two camps. The one would have ultimate and complete explanations at any cost; the other, overcome by the greatness of the undertaking, held that no explanation in a large or general way was possible. The one camp bred sciolism; the other narrow and helpless specialization.
At this point the modern university problem took its rise; and for over four hundred years the university has been striving to adjust its organization so that it may most effectively bend its energies to the solution of the problem as it is. For this purpose the university's scholars have unconsciously divided themselves into three types or classes: those who investigate and break new ground; those who explain, apply, and make understandable the fruits of new investigation; and those philosophically minded teachers who relate the new to the old, and, without dogma or intolerance, point to the lessons taught by the developing human spirit from its first blind gropings toward the light on the uplands of Asia or by the shores of the Mediterranean, through the insights of the world's great poets, artists, scientists, philosophers, statesmen, and priests, to its highly organized institutional and intellectual life of to-day. The purpose of scholarly activity requires for its accomplishment men of each of these three types. They are allies, not enemies; and happy the age, the people, or the university in which all three are well represented. It is for this reason that the university which does not strive to widen the boundaries of human knowledge, to tell the story of the new in terms that those familiar with the old can understand, and to put before its students a philosophical interpretation of historic civilization, is, I think, falling short of the demands which both society and university ideals themselves may fairly make.
A group of distinguished scholars in separate and narrow fields can no more constitute a university than a bundle of admirably developed nerves, without a brain and spinal cord, can produce all the activities of the human organism.”

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

Scholarship and service : the policies of a national university in a modern democracy https://archive.org/details/scholarshipservi00butluoft (1921)

Life, Men, God, Pain

“A debt-ridden farmer contemplating suicide in Maharashtra and a mother who abandons her children in Karachi because she can't feed them: this is what we have achieved in our mutual desire to teach each other a lesson.”

Mohammed Hanif (1964) Pakistani journalist

Times of India http://timesofindia.indiatimes.com/Sunday_TOI/Ten_myths_about_Pakistan/articleshow/3932145.cms (4 January 2009)

Children, Suicide

“Is it not the glory of the people of America, that, whilst they have paid a decent regard to the opinions of former times and other nations, they have not suffered a blind veneration for antiquity, for custom, or for names, to overrule the suggestions of their own good sense, the knowledge of their own situation, and the lessons of their own experience? To this manly spirit, posterity will be indebted for the possession, and the world for the example, of the numerous innovations displayed on the American theatre, in favor of private rights and public happiness.”

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

Federalist No. 14 (30 November 1787) Full text at Wikisource http://en.wikisource.org/wiki/The_Federalist_Papers/No._14. This quotation was used on the official invitations to the 1985 presidential inaugural of President Ronald Reagan. 1780s, Federalist Papers (1787–1788)

Happiness, People, World, Knowledge

“History teaches, perhaps, very few clear lessons. But surely one such lesson learned by the world at great cost is that aggression, unopposed, becomes a contagious disease.”

Jimmy Carter (1924) American politician, 39th president of the United States (in office from 1977 to 1981)

Speech on Afghanistan (4 January 1980) http://millercenter.org/president/carter/speeches/speech-3403 Presidency (1977–1981), 1978

World, Disease, History, Learning

“Our achievement…has been to show that you can build far greater, and far more lasting, prosperity by letting people co-operate in the freedom of the market place than by making them submit to the coercion of Government regulations and state bureaucracy. If you look around the world today, East and West, even in Soviet Russia and Communist China, you will see that lesson being taken to heart…The truth is that a prosperous world based on free and open markets is a world of co-operation and interdependence between the people of all nations. By contrast, a world of closed, State controlled economies is a world disposed towards confrontation and conflict.”

Nigel Lawson (1932) British Conservative politician and journalist

Speech to the Conservative Party Conference (13 October, 1988).

People, Truth, World, Freedom

“Ever since [ Copernicus], writers eager to drive the lesson home have urged us […] to abandon all sentimental egoism, and to see ourselves objectively in the true perspective of time and space. What precisely does this mean? In a full 'main feature' film, recapitulating faithfully the complete history of the universe, the rise of human beings from the first beginnings of man to the achievements of the twentieth century would flash by in a single second. Alternatively, if we decided to examine the universe objectively in the sense of paying equal attention to portions of equal mass, this would result in a lifelong preoccupation with interstellar dust, relieved only at brief intervals by a survey of incandescent masses of hydrogen — not in a thousand million lifetimes would the turn come to give man even a second's notice. It goes without saying that no one — scientists included — looks at the universe in this way, whatever lip-service is given to 'objectivity.”

Michael Polanyi (1891–1976) Hungarian-British polymath

Source: Personal Knowledge (1958), p. 3

Way, Home, History, Sense

“Dr. Grant took me occasionally to the meetings of the Wernerian Society, where various papers on natural history were read, discussed, and afterwards published in the 'Transactions.' I heard Audubon deliver there some interesting discourses on the habits of N. American birds, sneering somewhat unjustly at Waterton. By the way, a negro lived in Edinburgh, who had travelled with Waterton, and gained his livelihood by stuffing birds, which he did excellently: he gave me lessons for payment, and I used often to sit with him, for he was a very pleasant and intelligent man.”

Charles Darwin (1809–1882) British naturalist, author of "On the origin of species, by means of natural selection"

volume I, chapter II: "Autobiography", page 40 http://darwin-online.org.uk/content/frameset?pageseq=58&itemID=F1452.1&viewtype=image The Life and Letters of Charles Darwin (1887)

Way, Travel, History, Intelligence

“Two children die. An accident and a suicide amongst so many murders. A chance death and a death of self-recrimination. Smut and the Skipping Girl have been aping their parents and elders -- perhaps they could now teach them a lesson -- all the machinations and game-playing and adjusting for sexual and emotional positioning is not worth the effort.”

Peter Greenaway (1942) British film director

Fear of Drowning By Numbers

Death, Children, Girl, Game

“Is there any need for further floods of agony? Is the only lesson of history to be that mankind is unteachable? Let there be justice, mercy and freedom. The people have only to will it, and all will achieve their hearts' desire.”

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

Speech at Zurich University (September 19, 1946) ( partial text http://www.churchill-society-london.org.uk/astonish.html) ( http://www.peshawar.ch/varia/winston.htm). Post-war years (1945–1955)

People, Justice, History, Freedom