TERMS STARTING WITH
educated ::: imp. & p. p. --> of Educate ::: a. --> Formed or developed by education; as, an educated man.
educate ::: v. t. --> To bring /// or guide the powers of, as a child; to develop and cultivate, whether physically, mentally, or morally, but more commonly limited to the mental activities or senses; to expand, strengthen, and discipline, as the mind, a faculty, etc.,; to form and regulate the principles and character of; to prepare and fit for any calling or business by systematic instruction; to cultivate; to train; to instruct; as, to educate a child; to educate the eye or the taste.
TERMS ANYWHERE
Aesculapius, Asklepios God of healing and medicine, son of Apollo by Coronis, educated by the centaur Chiron. When Aesculapius brought the dead back to life, Zeus at the behest of Hades killed him with a thunderbolt.
Agrippa II ::: (28-92 CE) The last king of the Herodian line (50-92). Agrippa II was educated in Rome. When the Jewish revolt broke, Agrippa II tried in vain to convince the Jewish people to stop it. He then joined the Romans and took part in their fight against the Jews.
alma mater ::: --> A college or seminary where one is educated.
Although a species of necromancy, or consulting with the dead, was not infrequent in the countries bordering the Mediterranean Sea, yet invariably it was strongly discountenanced and in many cases rigorously put down by the State. Even in those cases where Greek and Roman literature show important personages in mythology consulting the dead, it was understood among the educated that the astral spooks or shades thus evoked were by no means spirits of excarnate human beings; but the attempt was to gather from the astral shades automatic responses from impressions retained in the astral corpses.
Angry young men: A term referring to a group of English writers, musicians and artists in the 1950s. Included in this group are Kingsley Amis, Braine, Sillitoe and, notably, Osborne. Osbourne’s play Look Back in Anger portrays the anti-heroJimmy Porter, who is the prototypical Angry Young Man. This group resented the upper-class and the establishment. Their works articulate contempt for the pretense of society in post-war Britain where, despite promises, working or middle-class educated people were unable to break into powerful areas. Their writing was often powerful, bitter and angry, often humorous, and much of it received critical acclaim.
Anselrn of Canterbury, St.: (1033-1109) Was born at Aosta in Italy, educated by the Benedictines, entered the Order c. 1060. Most of his writings were done at the Abbey of Le Bec in Normandy, where he served as Abbot. In 1093 he became Archbishop of Canterbury, which post he occupied with distinction till his death. Anselm is most noted for his much discussed "ontological" argument to prove the existence of God. His theory of truth and his general philosophy are thoroughly Augustinian. Chief works: Monologium, Proslogium, De Veritate, Cur Deus Homo (in PL 158-9). -- V.J.B.
Apuleius, Lucius Second-century Latin writer, born and educated in North Africa. Student of Platonism at Athens and initiate into many of the Mysteries of his time; best known for his Golden Ass (Metamorphoseon libri XI de Asino Aureo), a satire on mores and religious conditions.
Ardigo, Roberto: (1828-1920) Was the leader in the Italian positivistic movement in philosophy. He was born in Padua and educated as a Catholic priest, but he became interested in the views of Comte, abandoned the ministry and became a professor at the Univ. of Padua. His emphasis on psychology differentiates his thought from Comtism. Chief works: La psicologia come scienze positive (1870), La morale dei positivisti (1885). -- V.J.B.
Arnold, Edwin. (1832-1904). Sir Edwin Arnold was educated at Oxford and served as principal of a government college in Pune, India, from 1856 to 1861, during which time he studied Indian languages and published translations from the Sanskrit. He eventually returned to England, due primarily to the death of a child and his wife's illness. Upon his return, he became a writer for The Daily Telegraph newspaper, where he was appointed chief editor in 1873. He wrote his most famous work, The Light of Asia, during this period. After leaving his editorial position, he traveled widely in Asia, especially in Japan, and published popular accounts of his travels. Although largely forgotten today, The Light of Asia was in its own time a foundational text for anyone in the English-speaking world interested in Buddhism. First published in 1879, The Light of Asia was a poetic rendering of the life of the Buddha. Arnold used as his chief source a French translation of the LALITAVISTARA, one of the more ornate and belletristic Indian biographies of the Buddha. Arnold, however, added his own embellishments and deployed important scenes from the life of the Buddha differently than had previous authors in order to intensify the narrative. Despite the animosity it aroused in many Christian pulpits, the book was a favorite of Queen Victoria, who subsequently knighted Arnold. Although it has long been rendered obsolete, The Light of Asia played a seminal role in introducing the history and belief systems of Buddhism to the West. Arnold also played an important role in rallying support worldwide for the restoration of the important Buddhist pilgrimage site of BODHGAYA, the place where the Buddha achieved enlightenment. He and Reverend SUMAnGALA sent a petition to the Queen of England requesting permission to buy the land and the temple from the Hindus and restore the neglected site. Although unsuccessful, his efforts eventually came to fruition after Indian independence in 1949, when the Indian government returned control of BodhgayA to the Buddhists.
Association of Lisp Users ::: (body) (ALU) A user group which aims to promote Lisp, help inform and educate Lisp users in general, and help represent Lisp users as a group to the inter-vendor standards. ALU has international membership and is incorporated in the US. .Usenet newsgroups: comp.org.lisp-users comp.std.lisp.Mailing list: . (1996-12-07)
Association of Lisp Users "body" (ALU) A user group which aims to promote {Lisp}, help inform and educate Lisp users in general, and help represent Lisp users as a group to the vendors. The ALU holds an annual conference and supports the formation of inter-vendor standards. ALU has international membership and is incorporated in the US. {(http://cs.rochester.edu/u/miller/ALU/home.html)}. {Usenet} {newsgroups}: {news:comp.org.lisp-users} {news:comp.std.lisp}. Mailing list: "alu@ai.sri.com". (1996-12-07)
Ba Khin, U. (1899-1971). Influential lay Burmese teacher of insight meditation (S. VIPAsYANA; P. VIPASSANA). Born to a working-class family in Rangoon, U Ba Khin was educated in Christian middle and high schools. Married with six children, he began his career as a government clerk during the British colonial period, later becoming accountant general of independent Burma. He began practicing vipassanA in 1937 under the guidance of Saya Thet Gyi, a lay meditation teacher and disciple of the Burmese monk LEDI SAYADAW. He explored several styles of tranquility (P. samatha, S. sAMATHA) and insight meditation and eventually developed his own technique of vipassanA by drawing on his own experiences. The method he devised focuses on physical sensations (VEDANA), beginning at the crown of the head and continuing throughout the body; his approach is considered to be especially effective in producing states of deep concentration (SAMADHI). In 1941, U Ba Khin met the famous meditation teacher Webu Sayadaw, who encouraged him to teach his meditation technique to others. He began teaching small groups informally and eventually, while accountant general, taught vipassanA to his staff. Under his influence, the government of Burma instituted a policy of encouraging civil servants to practice meditation as part of their daily routine. In 1952, U Ba Khin established the International Meditation Centre in Rangoon, where he taught meditation and began holding intensive ten-day vipassanA retreats on a regular basis. After his retirement from government service in 1953, he devoted all of his time to promoting vipassanA practice. He also played an active role in the sixth Buddhist council (see COUNCIL, SIXTH), held in Rangoon from 1954-1956. His style of vipassanA is one of the most widely disseminated techniques internationally, and his disciples include such well-known meditation teachers as S. N. Goenka.
(b) Common man; little man; uneducated man; particularly as distinguished from the ruling class and the literati. -- W.T.C.
educated ::: imp. & p. p. --> of Educate ::: a. --> Formed or developed by education; as, an educated man.
educate ::: v. t. --> To bring /// or guide the powers of, as a child; to develop and cultivate, whether physically, mentally, or morally, but more commonly limited to the mental activities or senses; to expand, strengthen, and discipline, as the mind, a faculty, etc.,; to form and regulate the principles and character of; to prepare and fit for any calling or business by systematic instruction; to cultivate; to train; to instruct; as, to educate a child; to educate the eye or the taste.
Blavatsky, Helena Petrovna. (1831-1891). A founding member of the Theosophical Society, Blavatsky was born in Ukraine to an aristocratic family, the daughter of a military officer and a well-known novelist. She was largely self-educated, and traveled throughout the world for more than twenty years. Arriving in New York from Paris in 1873, two years later she and HENRY STEEL OLCOTT founded the Theosophical Society, an organization that played a prominent role in the introduction of Asian religions to Europe and America. The society's purpose focused on promoting the understanding and awareness of the nature of reality through various disciplines. Madame Blavatsky claimed to have spent seven years in Tibet studying with masters whom she called "mahatmas," preservers of an ancient wisdom that provided the foundation for all mystical traditions. She also claimed to have remained in telepathic communication with these masters throughout her life and to have translated their teachings from the Senzar language into English. After attempts at alliances with various Asian teachers in India, Madame Blavatsky concluded that the modern manifestations of Hinduism and Buddhism had drifted far from their original essence, so she devoted much of her writing to expounding the true teachings, which she sometimes referred to as "Esoteric Buddhism." Two of her most important works are The Secret Doctrine (1888) and The Voice of the Silence (1889); these provide an account of, and commentary on, the theory of spiritual evolution that she is said to have discovered in the ancient Book of Dzyan, written in the secret language of Senzar. Although this text has not been found, nor the Senzar language identified, The Voice of the Silence has been considered to be a Buddhist text by some prominent figures within the modern Buddhist tradition.
breed ::: v. t. --> To produce as offspring; to bring forth; to bear; to procreate; to generate; to beget; to hatch.
To take care of in infancy, and through the age of youth; to bring up; to nurse and foster.
To educate; to instruct; to form by education; to train; -- sometimes followed by up.
To engender; to cause; to occasion; to originate; to produce; as, to breed a storm; to breed disease.
BuddhadAsa. (1906-1993). Prominent Thai monk, Buddhist reformer, teacher of meditation, and ecumenical figure. Born the son of a merchant in the village of Pum Riang in southern Thailand, he was educated at Buddhist temple schools. It was customary for males in Thailand to be ordained as Buddhist monks for three months at the age of twenty and then return to lay life. BuddhadAsa decided, however, to remain a monk and quickly gained a reputation as a brilliant thinker, meditator, and teacher. He dwelled for several years in the Thai capital of Bangkok to further his studies but grew disillusioned with the prevailing practices of the SAMGHA in the city, which he perceived to be lax and corrupt. In 1932, he returned home to an abandoned monastery near his native village to live a simple life, practice meditation, and teach the dharma. He named his monastery Wat Suan MokkhabalArAma (Garden of the Power of Liberation), which is usually abbreviated to Suan Mokkh, the Garden of Liberation. The monastery became one of the first VIPASSANA (S. VIPAsYANA) (insight meditation) centers in southern Thailand. BuddhadAsa spent most of his life at this forest monastery overlooking the sea. Although his formal scholastic training was limited, BuddhadAsa studied PAli scriptures extensively, in particular the SUTTAPItAKA, to uncover their true meaning, which he felt had become obscured by centuries of commentarial overlays, ritual practices, and monastic politics. A gifted orator, his numerous sermons and talks were transcribed and fill an entire room of the National Library in Bangkok. In his writings, many of which are his transcribed sermons, he eschewed the formal style of traditional scholastic commentary in favor of a more informal, and in many ways controversial, approach in which he questioned many of the more popular practices of Thai Buddhism. For example, he spoke out strongly against the practice of merit-making in which lay people offer gifts to monks in the belief that they will receive material reward in their next life. BuddhadAsa argued that this traditionally dominant form of lay practice only keeps the participants in the cycle of rebirth because it is based on attachment, whereas the true form of giving is the giving up of the self. Instead, BuddhadAsa believed that, because of conditioned origination (PRATĪTYASAMUTPADA), people are naturally connected through a shared environment and are in fact capable of living harmoniously together. The hindrance to such a harmony comes from attachments to "I" and "mine," which must therefore be severed. Modern and ecumenical in perspective, BuddhadAsa sought to strip traditional Buddhism of what he regarded as obscurantism and superstition, and present the Buddha's teachings in a rational scientific idiom that acknowledged kindred teachings in other religions. BuddhadAsa's interpretations of the dharma have had a great impact on contemporary Buddhist thought in Thailand and are especially influential among the urban intelligentsia, social reformers, and environmentalists. His teachings are often cited as foundational by advocates of engaged Buddhism. The monastery he founded has become a venue for the training of foreign monks and nuns and for interfaith dialogue between Buddhists of different traditions, as well as between Buddhists and adherents of other religions.
Bu ston chos 'byung. (Buton Chojung). A history of Buddhism in India and Tibet composed in 1322 by the Tibetan polymath BU STON RIN CHEN GRUB. The full name of the work is Bde bar gshegs pa'i bstan pa'i gsal byed chos kyi 'byung gnas gsung rab rin po che'i mdzod; it is available in English in the 1931-1932 translation of major parts by EUGÈNE OBERMILLER, done in collaboration with Mongolian monks educated in Tibetan monasteries. The text is in two parts: a history and an important general catalogue of Tibetan Buddhist canonical literature, one of the first of its kind. The first chapter of the Chos 'byung draws on the VYAKHYAYUKTI and is a general discussion of the exposition and study of Buddhist doctrine. The second chapter is a traditional history dealing with the spread of the doctrine in the human world, the three turnings of the wheel of DHARMA (DHARMACAKRAPRAVARTANA), the councils (SAMGĪTI), the collection of the Buddhist doctrine into authoritative scriptures, the date of the Buddha, the followers who came after him, and the decline of the doctrine in India. The history of Buddhism in Tibet is divided into a section on the earlier (SNGA DAR) and later spread (PHYI DAR) of the doctrine. The third section is the general catalogue of Buddhist canonical literature in Tibetan translation. It is divided into SuTRAs and TANTRAs, then again into the words of the Buddha (bka') and authoritative treatises (bstan bcos). The words of the Buddha are subdivided based on the three turnings of the wheel of the dharma with a separate section on MAHAYANA sutras; treatises are divided into treatises explaining specific works of the Buddha (again subdivided based on the three turnings of the wheel of the dharma), general expositions, and miscellaneous treatises. Bu ston similarly divides the tantras into words of the Buddha and authoritative treatises and deals with both under the division into four "sets" (sde) of KRIYA, CARYA, and YOGA, and MAHAYOGA tantras. This latter division is again subdivided into method (UPAYA), wisdom (PRAJNA), and both (ubhaya) tantras. In MKHAS GRUB DGE LEGS DPAL BZANG's explanation (Rgyud sde spyi'i rnam bzhag), a work based on Bu ston's model, but incorporating the influential scheme of TSONG KHA PA, the divisions of mahAyoga are subsumed under the general category of ANUTTARAYOGATANTRA (highest yoga tantra). The tantric commentaries are organized following the same schema.
“called Hermetic and Esoteric Sciences. In the West, the Kabbalah may be named; in the East, mysticism, magic, and Yoga philosophy, which latter is often referred to by the Chelas in India as the seventh ‘Darshana’ (school of philosophy), there being only six Darshanas in India known to the world of the profane. These sciences are, and have been for ages, hidden from the vulgar for the very good reason that they would never be appreciated by the selfish educated classes, nor understood by the uneducated; whilst the former might misuse them for their own profit, and thus turn the divine science into black magic” (TG 237).
Ch'ongho Hyujong. (清虚休静) (1520-1604). Korean SoN master of the Choson dynasty; best known to Koreans by his sobriquet Sosan taesa (lit. the Great Master "West Mountain," referring to Mt. Myohyang near present-day P'yongyang in North Korea). Hyujong was a native of Anju in present-day South P'yongan province. After losing his parents at an early age, Hyujong was adopted by the local magistrate of Anju, Yi Sajŭng (d.u.), and educated at the Songgyun'gwan Confucian academy. In 1534, Hyujong failed to attain the chinsa degree and decided instead to become a monk. He was ordained by a certain Sungin (d.u.) on CHIRISAN in 1540, and he later received the full monastic precepts from Hyuong Ilson (1488-1568). Hyujong later became the disciple of the Son master Puyong Yonggwan (1485-1571). In 1552, Hyujong passed the clerical exams (SŬNGKWA) revived by HoŮNG POU, who later appointed Hyujong the prelate (p'ansa) of both the SoN and KYO traditions. Hyujong also succeeded Pou as the abbot of the monastery Pongŭnsa in the capital, but he left his post as prelate and spent the next few years teaching and traveling throughout the country. When the Japanese troops of Hideyoshi Toyotomi (1536/7-1598) invaded Korea in 1592, Hyujong's disciple Kiho Yonggyu (d. 1592) succeeded in retaking the city of Ch'ongju, but died shortly afterward in battle. Hyujong himself was then asked by King Sonjo (r. 1567-1608) to lead an army against the invading forces. His monk militias (ŭisŭnggun) eventually played an important role in fending off the Japanese troops. When the king subsequently gave Hyujong permission to retire, the master left his command in the hands of his disciple SAMYoNG YUJoNG; he died shortly thereafter. Hyujong is said to have had more than one thousand students, among whom Yujong, P'yonyang Ŭn'gi (1581-1644), Soyo T'aenŭng (1562-1649), and Chonggwan Ilson (1533-1608) are best known. Hyujong left a number of writings, including the SoN'GA KWIGAM, which is one of the most widely read works of the Korean Buddhist tradition. Other important works include the Samga kwigam, Son'gyo sok, Son'gyo kyol, and Solson ŭi. In these works, Hyujong attempted to reconcile the teachings of the Son and Kyo traditions of Buddhism, as well as the doctrines of Buddhism and Confucianism.
Ch'ont'ae chong. (C. Tiantai zong; J. Tendaishu 天台宗). In Korean, "Altar of Heaven order"; a new order of Korean Buddhism, founded in 1966 by Won'gak Sangwol (1911-1974). Despite the order's name, which evokes that of the Chinese TIANTAI ZONG, the Ch'ont'ae chong is not heavily beholden to traditional Tiantai (K. Ch'ont'ae) doctrine and practice but is a thoroughly modern order, which seeks to respond to contemporary religious and social concerns. The school professes "aeguk Pulgyo" (patriotic Buddhism), which purports to contribute to the development of the nation through personal cultivation and social-welfare activities. Its primary method of spiritual cultivation involves the repetitive recitation of the name of Kwanseŭm posal (AVALOKITEsVARA bodhisattva), based in part on the constant-action SAMADHI (K. sanghaeng sammae; C. changxing sanmei), one of the four kinds of samAdhi attributed to the Chinese TIANTAI monk TIANTAI ZHIYI (538-597). The Ch'ont'ae order introduced a few distinctive elements that distinguish it from other Korean Buddhist orders, e.g., (1) all its followers, whether monks, nuns, or lay people, participate together in a one-month retreat each summer and winter, although monks and nuns have an additional fifty-five day retreat period that immediately follows the winter retreat; (2) monks observe the tradition of shaving their heads, while nuns keep their hair in a small chignon in order to distinguish themselves from laywomen. Since its inception, the order has emphasized lay activities: it encourages lay people to involve themselves in administrative affairs, such as temple finance; it founded the Kŭmgang Buddhist seminary, which offers a two-year program to educate lay people on Tiantai and general Buddhist doctrines and a one-year program to train lay propagators of Buddhism (p'ogyosa); finally, the order has also established Kŭmgang University (Geumgang Daehakkyo), which offers a full range of majors in both Buddhism and secular topics. The order is also active in social activities, such as the promotion of social welfare and environmental preservation. Its major temples are the Kuinsa headquarters founded by Sangwol in 1945 in North Ch'ungch'ong province; and Samgwangsa, founded in 1969 in Pusan. The school also has overseas branches in Canada, the United States, Denmark, and Mongolia.
Cihang. (慈航) (1895-1954). Chinese monk during the Republican Era and prominent disciple of the influential Buddhist reformer TAIXU; his mummified remains continue to be a major focus of relic worship in Taiwan. Cihang was first educated in the traditional Chinese Buddhist exegetical traditions of the CHAN, TIANTAI, and PURE LAND schools before beginning his studies in 1927 at Taixu's modern Buddhist academy in Minnan. It was there that Cihang was exposed to, and inspired by, Taixu's reformist ideals, and began his own active missionary career. Cihang's achievements as a missionary included establishing various Chinese Buddhist organizations and lecturing on Buddhism throughout Southeast Asia, including the Philippines, Singapore, Burma, and Malaysia, where he was credited with promoting a type of "socially engaged Buddhism." Cihang was also the founder and editor of the Buddhist monthly Renjian ("Human Realm"), and served as abbot of various monasteries. Most notably, Cihang founded the renowned Mile Neiyuan (MAITREYA Buddhist Academy) in Taiwan for training young clergy who had recently relocated from the Chinese mainland, so that they would be able to minister to new Taiwanese converts to Buddhism. Cihang's classes on YOGACARA and other MAHAYANA traditions in and outside of the academy were influential on the way Chinese Buddhism spread, developed, and took root in Taiwan after the retreat of the Kuomintang (Guomindang) from the Chinese mainland in 1949. Cihang's mummified remains-in the form of his largely intact body-continue to be a source of great fascination and controversy in Taiwan. In addition to the many debates within both the secular and religious communities concerning his "whole-body relic" (QUANSHEN SHELI), a new cult of relic worship began in earnest as soon as the existence of his mummified body became publicized. Cihang's pious followers undertook extra measures to ensure the lasting preservation of his body. Cihang's mummy, still sitting in a meditative posture, remains on display inside the memorial building (Cihang guan) dedicated to him.
civilize ::: v. t. --> To reclaim from a savage state; to instruct in the rules and customs of civilization; to educate; to refine.
To admit as suitable to a civilized state.
class ::: n. --> A group of individuals ranked together as possessing common characteristics; as, the different classes of society; the educated class; the lower classes.
A number of students in a school or college, of the same standing, or pursuing the same studies.
A comprehensive division of animate or inanimate objects, grouped together on account of their common characteristics, in any classification in natural science, and subdivided into orders,
clerisy ::: n. --> The literati, or well educated class.
The clergy, or their opinions, as opposed to the laity.
courtbred ::: a. --> Bred, or educated, at court; polished; courtly.
cultured ::: imp. & p. p. --> of Culture ::: a. --> Under culture; cultivated.
Characterized by mental and moral training; disciplined; refined; well-educated.
Cusa. Nicholas of: (1401-1464) Born in Cusa (family name: Krebs), educated in the mystical school of Deventer, and at the Universities of Heidelberg, Padua and Cologne. He became a Cardinal in 1448, Bishop of Brixen in 1450, and died at Todi. He was interested in mathematics, astronomy, philosophy and ecclesiastical policy. His thought is Neo-Platonic and mystical, he is critical of Aristotelian Scholasticism. His theories of "learned ignorance" and the "concordance of contraries" have been historically influential. Chief works: De concordantia Catholica, De docta ignorantia, De conjecturis (Opera, Paris, 1514). E. Van Steenberghe, Le Card. N. de Cuse,l'action, la pensee (Paris, 1920). -- V.J.B.
David-Néel, Alexandra. (1868-1969). A famous traveler to Tibet. Born Alexandra David to a bourgeois family in Paris, she was educated in a Calvinist convent before studying Indian and Chinese philosophy at the Sorbonne and the Collège de France. In 1888, she traveled to London, where she became interested in Theosophy. In 1891, she journeyed to Ceylon and India (where she studied Vedānta) and traveled as far as Sikkim over eighteen months. Upon returning to France, she began a career as a singer and eventually was offered the position of female lead in the Hanoi Opera. Some years later, in Tunis, she met and married a railroad engineer, Philippe Néel, who insisted that she retire from the stage. She agreed to do so if he would finance a one-year trip to India for her. He ended up not seeing his wife again for another fourteen years. David-Néel became friends with THOMAS and CAROLINE RHYS DAVIDS in London, leading scholars of THERAVĀDA Buddhism, and corresponded with the ZEN scholar DAISETZ TEITARO SUZUKI, before publishing her first book on Buddhism in 1911, entitled, Le modernisme bouddhiste et le bouddhisme du Bouddha. She continued to Sikkim, where she met the thirteenth DALAI LAMA in Darjeeling in 1912, while he was briefly in residence there after fleeing a Chinese invasion of Tibet. David-Néel spent two years in retreat receiving instructions from a RNYING MA hermit-lama. In 1916, the British expelled her from Sikkim, so she traveled to Japan, where she was the guest of D. T. Suzuki. From there she went to China, traveling west in the company of a young Sikkimese monk named Yongden. Disguised as a pilgrim, she arrived in LHA SA in 1924, presumably the first European woman to reach the Tibetan capital. She returned to France as a celebrity the following year. She published the best-selling book My Journey to Lhasa, followed by a succession of books based on her travels in Tibet and her study and practice of Tibetan Buddhism. She built a home in Digne, which she named Samten Dzong, "Fortress of Concentration." David-Néel made one final trip to Asia as World War II began, but spent the rest of her life writing in Digne, where she died at the age of one hundred.
Demiéville, Paul. (1894-1979). Distinguished French Buddhologist and Sinologist. He was born in Lausanne, Switzerland, and educated in Bern, Munich, and London. He began his study of Chinese at King's College, London, in 1915, continuing in Paris, studying Chinese with Edouard Chavannes and Sanskrit with SYLVAIN LÉVI. In 1919, he became a member of the École française d'Extreme-Orient, spending 1920-24 in Hanoi, 1924-26 teaching Sanskrit and philosophy at Amoy University in Xiamen, China, and 1926-30 in Tokyo, where he served as editor-in-chief of the Buddhist dictionary HoBoGIRIN, which had been founded by Lévi and TAKAKUSU JUNJIRo. Returning to Paris, Demiéville held positions at the École des languages orientales vivantes and the École pratique des hautes études, before being appointed to succeed Henri Maspero in the chair of Chinese language and literature at the Collège de France, where he spent the remainder of his academic career. The majority of his publications, on a remarkable range of Buddhological and Sinological topics, were published as articles (many quite substantial) in journals such as Bulletin de l'École française d'Extreme-Orient, T'oung Pao (where he served as editor), and in Hobogirin. Many of these later writings were gathered into two collections, Choix d'études sinologiques and Choix d'études bouddhiques. Demiéville published a detailed study of the Chinese version of the MILINDAPANHA and worked extensively on the DUNHUANG manuscripts. Two of his monographs are particularly well known, Entretiens de Lin-tsi (1972) on the Chan master LINJI and Le Concile de Lhasa (1952), still regarded as the definitive study on the BSAM YAS DEBATE.
Dharmapāla, Anagārika. (1864-1933). An important figure in the revival of Buddhism in Sri Lanka and the dissemination of Buddhism in the West. Born Don David Hēvāvirtarne in Sri Lanka, at that time the British colony of Ceylon, he was raised in the English-speaking middle class of Colombo and educated in Christian schools run by Anglican missionaries, where he is said to have memorized large portions of the Bible. His family was Buddhist, however, and in 1880, at the age of sixteen, he met HENRY STEEL OLCOTT and MADAME BLAVATSKY, founders of the Theosophical Society, during their visit to Sri Lanka in support of Buddhism. In 1881, he took the Buddhist name Dharmapāla, "Protector of the Dharma," and in 1884 was initiated into the Theosophical Society by Colonel Olcott, later accompanying Madame Blavatsky to the headquarters of the Society in Adyar, India. Under the initial patronage of Theosophists, he studied Pāli, choosing to adopt the lifestyle of a celibate lay religious. Prior to that time in Sri Lanka, the leadership in Buddhism had been provided exclusively by monks and kings. Dharmapāla established a new role for Buddhist laypeople, creating the category of the anagārika (meaning "homeless wanderer"), a layperson who studied texts and meditated, as did monks, but who remained socially active in the world, as did laypeople. Free from the restrictions incumbent on the Sinhalese monkhood, yet distinct from ordinary laity, he regarded this new lifestyle of the anagārika as the most suitable status for him to work for the restoration and propagation of Buddhism. A social reformer, rationalist, and religious nationalist, he promoted rural education and a reformist style of Buddhism, stripped of what he considered extraneous superstitions, as a means of uplifting Sinhalese society and gaining independence for his country as a Buddhist nation. While he was in India in 1891, he was shocked to see the state of decay of the great pilgrimage sites of India, all then under Hindu control, and most especially of BODHGAYĀ, the site of the Buddha's enlightenment. In that same year, he joined a group of leading Sri Lankan Buddhists to found the MAHĀBODHI SOCIETY, which called on Buddhists from around the world to work for the return of important Indian Buddhist sites to Buddhist control, and one of whose aims was the restoration of the MAHĀBODHITEMPLE at Bodhgayā. This goal only came to fruition in 1949, well after his death, when the newly independent Indian government granted Buddhists a role in administering the site. His influential Buddhist journal, The Mahā-Bodhi, also established in 1891, continues to be published today. A gifted orator, in 1893 Anagārika Dharmapāla addressed the World's Parliament of Religions, held in conjunction with the Columbian Exhibition in Chicago, drawing much acclaim. Although he was one of several Buddhist speakers, his excellent English and Anglican education made him an effective spokesperson for the dharma, demonstrating both its affinities with, and superiority to, Christianity. In 1925, he founded the British Mahā Bodhi Society in London and a year later established the first THERAVĀDA monastery in the West, the London Buddhist Vihāra. In 1931, he was ordained as a monk (bhikkhu; BHIKsU), taking the name Devamitta. He died in 1933 at SĀRNĀTH, site of the Buddha's first sermon.
educability ::: n. --> Capability of being educated.
educable ::: a. --> Capable of being educated.
educating ::: p. pr. & vb. n. --> of Educate
educative ::: a. --> Tending to educate; that gives education; as, an educative process; an educative experience.
educator ::: n. --> One who educates; a teacher.
erudiate ::: v. t. --> To instruct; to educate; to teach.
ESOTERIC HISTORY BEFORE 1875 Members of this planetary hierarchy incarnated in mankind, eventually to make up what in the esoteric history has been called the &
Florentine Academy: It was a loose and informal circle of scholars and educated persons which gathered in Florence around the Platonic philosopher Marsilio Ficino. Its activities consisted in regular lectures on Platonic philosophy as well as in informal discussions and parties. "Platonic" love or friendship was considered as the spiritual link between the members of the group which was organized and named after the model of Plato's Academy. The main documents describing it are Ficino's correspondence and a number of dialogues like Ficino's commentary on Plato's Symposion, Landino's Disputationes Camaldulenses , and Benedetto Colucci's Declamationes. Outstanding members or associates of the Academy were Cosimo, Piero, and Lorenzo de'Medici, Angelo Poliziano, and Giovanni Pico della Mirandola. The Academy which was first founded in 1462, dissolved after the revolution in Florence (1494) and after Ficino's death (1499), but the tradition of Platonic philosophy was continued in other private circles as well as at the universities of Florence and Pisa throughout the sixteenth century. -- P.O.K.
godchild ::: n. --> One for whom a person becomes sponsor at baptism, and whom he promises to see educated as a Christian; a godson or goddaughter. See Godfather.
Goddard, Dwight. (1861-1939). American popularizer of Buddhism and author of the widely read A Buddhist Bible. He was born in Massachusetts and educated in both theology and mechanical engineering. Following the death of his first wife, he enrolled at Hartford Theological Seminary and was ordained as a minister in the Congregational Church. He went to China as a missionary and it was there that he visited his first Buddhist monastery. After holding pastoral positions in Massachusetts and Chicago, he left the ministry to become a mechanical engineer. An invention that he sold to the government made him independently wealthy and allowed him to retire in 1913. He traveled to China several times in the 1920s, where he met a Lutheran minister who was seeking to promote understanding between Buddhists and Christians. Goddard first learned of Zen Buddhism from a Japanese friend in New York in 1928 and later traveled to Japan where he met DAISETZ TEITARO SUZUKI and practiced ZAZEN for eight months in Kyoto. Upon his return to America, Goddard attempted in 1934 to form an American Buddhist community, called the Followers of the Buddha. With property in Vermont and California, the organization was to include a celibate monkhood, called the Homeless Brothers, supported by lay members. Goddard also published a Buddhist magazine, Zen, A Magazine of Self-Realization, before bringing out, with his own funds, what would become his most famous work, A Buddhist Bible, in 1932. The purpose of the anthology was to "show the unreality of all conceptions of the personal ego" and inspire readers to follow the path to buddhahood. It was Goddard's conviction that Buddhism was the religion most capable of meeting the problems of European civilization. Commercially published in 1938, the contents of A Buddhist Bible were organized by the language of a text's origins and contained works that had not been translated into English before. The works came mostly from Chinese, translated by the Chinese monk Wai-tao, in collaboration with Goddard. Tibetan selections were drawn from W. Y. EVANS-WENTZ. A Buddhist Bible is not without its eccentricities. For example, Goddard rearranged the VAJRACCHEDIKĀPRAJNĀPĀRAMITĀSuTRA ("Diamond Sutra") into a more "sensible" order, and he included in his anthology a classic of Chinese philosophy, the Daode jing (Tao te ching). Goddard also composed his own treatise to provide practical guidance in meditation, which he felt was difficult for Europeans and Americans. As one of the first anthologies of Buddhist texts widely available in the West, and especially because it was one of the few that included MAHĀYĀNA works, A Buddhist Bible remained widely read for decades after its publication.
Gödel, Kurt, 1906-, Austrian mathematician and logician -- educated at Vienna, and now located (1941) at the Institute for Advanced Study in Princeton, N. J. -- is best known for his important incompleteness theorem, the closely related theorem on the impossibility (under certain circumstances) of formalizing a consistency proof for a logistic system within that system, and the essentially simple but far-reaching device of arithmetization of syntax which is emploved in the proof of these theorems (see Logic, formal, § 6). Also of importance are his proof of the completeness of the functional calculus of first order (see Logic, formal, § 3), and his recent work on the consistency of the axiom of choice (q. v.) and of Cantor's continuum hypothesis. -- A.C.
heuristic ::: 1. (programming) A rule of thumb, simplification, or educated guess that reduces or limits the search for solutions in domains that are difficult and poorly understood. Unlike algorithms, heuristics do not guarantee optimal, or even feasible, solutions and are often used with no theoretical guarantee.2. (algorithm) approximation algorithm.(2001-04-12)
heuristic 1. "programming" A rule of thumb, simplification, or educated guess that reduces or limits the search for solutions in domains that are difficult and poorly understood. Unlike {algorithms}, heuristics do not guarantee optimal, or even {feasible}, solutions and are often used with no theoretical guarantee. 2. "algorithm" {approximation algorithm}. (2001-04-12)
hiragana "Japanese" The cursive formed Japanese {kana} syllabary. Hiragana is mostly used for grammatical particles, verb-inflection, and Japanese words which are not written in {kanji} or which are too difficult for an educated person to read or write in {kanji}. Hiragana are also used for {furigana}. (2001-03-18)
hiragana ::: (Japanese) The cursive formed Japanese kana syllabary. Hiragana is mostly used for grammatical particles, verb-inflection, and Japanese words which are not written in kanji or which are too difficult for an educated person to read or write in kanji. Hiragana are also used for furigana.(2001-03-18)
huatou. (J. wato; K. hwadu 話頭). In Chinese, "topic of inquiry"; in some contexts, "critical phrase" or "keyword." The Song-dynasty CHAN master DAHUI ZONGGAO, in the LINJI ZONG, popularized a meditative technique in which he urged his students (many of whom were educated literati) to use a Chan case (GONG'AN) as a "topic of meditative inquiry" (huatou) rather than interpret it from purely intellectual or literary perspectives. Perhaps the most famous and most widely used huatou is the topic "no" (WU) attributed to the Chan master ZHAOZHOU CONGSHEN: A monk asked Zhaozhou, "Does a dog have buddha-nature (FOXING), or not?," to which Zhaozhou replied "WU" ("no"; lit. "it does not have it"; see GOUZI WU FOXING; WU GONG'AN). Because of the widespread popularity of this particular one-word topic in China, Korea, and Japan, this huatou is often interpreted as a "critical phrase'" or "keyword," in which the word "wu" is presumed to be the principal topic and thus the "keyword," or "critical phrase," of the longer gong'an exchange. Because Zhaozhou's answer in this exchange goes against the grain of East Asian Mahāyāna Buddhism-which presumes that all sentient beings, including dogs, are inherently enlightened-the huatou helps to foster questioning, or technically "doubt" (YIQING), the focus of a new type of Chan meditation called KANHUA CHAN, "the Chan of investigating the huatou." Huatou (which literally means "head of speech," and thus "topic") might best be taken metaphorically as the "apex of speech," or the "point at which (or beyond which) speech exhausts itself." Speech is of course initiated by thought, so "speech" in this context refers to all the discriminative tendencies of the mind, viz., conceptualization. By leading to the very limits of speech-or more accurately thought-the huatou acts as a purification device that frees the mind of its conceptualizing tendencies, leaving it clear, attentive, and calm. Even though the huatou is typically a word or phrase taken from the teachings of previous Chan masters, it is a word that is claimed to bring an end to conceptualization, leaving the mind receptive to the influence of the unconditioned. As Dahui notes, huatou produces a "cleansing knowledge and vision" (see JNĀNADARsANA) that "removes the defects of conceptual understanding so that one may find the road leading to liberation." Huatou is thus sometimes interpreted in Chinese Buddhism as a type of meditative "homeopathy," in which one uses a small dosage of the poison of concepts to cure the disease of conceptualization. Dahui's use of the huatou technique was first taught in Korea by POJO CHINUL, where it is known by its Korean pronunciation as hwadu, and popularized by Chinul's successor, CHIN'GAK HYESIM. Investigation of the hwadu remains the most widespread type of meditation taught and practiced in Korean Buddhism. In Japanese Zen, the use of the wato became widespread within the RINZAISHu, due in large part to the efforts of HAKUIN EKAKU and his disciples.
Hutcheson, Francis: (1694-1746) A prominent Scottish philosopher. Born in Drumalig, Ulster, educated at Glasgow, died in Dublin. The influence of his doctrine of "moral sense," stressing inborn conscience, or "moral feeling," was very wide, he was also the original author of the phrase "the greatest happiness for the greatest number," utilized by J. Bentham (q.v.) for the development of utilitarianism (q.v.) His principal work is Inquiry into the Origin of Our Ideas of Beauty and Virtue. -- R.B.W.
idiot ::: n. --> A man in private station, as distinguished from one holding a public office.
An unlearned, ignorant, or simple person, as distinguished from the educated; an ignoramus.
A human being destitute of the ordinary intellectual powers, whether congenital, developmental, or accidental; commonly, a person without understanding from birth; a natural fool; a natural; an innocent.
ignorance ::: n. --> The condition of being ignorant; the want of knowledge in general, or in relation to a particular subject; the state of being uneducated or uninformed.
A willful neglect or refusal to acquire knowledge which one may acquire and it is his duty to have.
ill-bred ::: a. --> Badly educated or brought up; impolite; incivil; rude. See Note under Ill, adv.
illiteracy ::: n. --> The state of being illiterate, or uneducated; want of learning, or knowledge; ignorance; specifically, inability to read and write; as, the illiteracy shown by the last census.
An instance of ignorance; a literary blunder.
illiterate ::: a. --> Ignorant of letters or books; unlettered; uninstructed; uneducated; as, an illiterate man, or people.
institutor ::: n. --> One who institutes, founds, ordains, or establishes.
One who educates; an instructor.
A presbyter appointed by the bishop to institute a rector or assistant minister over a parish church.
intelligence ::: “Intelligence does not depend on the amount one has read, it is a quality of the mind. Study only gives it material for its work as life also does. There are people who do not know how to read and write who are more intelligent than many highly educated people and understand life and things better. On the other hand, a good intelligence can improve itself by reading because it gets more material to work on and grows by exercise and by having a wider range to move in. But book-knowledge by itself is not the real thing, it has to be used as a help to the intelligence but it is often only a help to stupidity or ignorance—ignorance because knowledge of facts is a poor thing if one cannot see their true significance.” Letters on Yoga
intelligent terminal "hardware" (or "smart terminal", "programmable terminal") A terminal that often contains not only a keyboard and screen, but also comes with a disk drive and printer, so it can perform limited processing tasks when not communicating directly with the central computer. Some can be programmed by the user to perform many basic tasks, including both arithmetic and logic operations. In some cases, when the user enters data, the {data} will be checked for errors and some type of report will be produced. In addition, the valid data that is entered may be stored on the disk, it will be transmitted over communication lines to the central computer. An intelligent terminal may have enough computing capability to draw graphics or to offload some kind of front-end processing from the computer it talks to. The development of {workstations} and {personal computers} has made this term and the product it describes semi-obsolescent, but one may still hear variants of the phrase "act like a smart terminal" used to describe the behaviour of workstations or PCs with respect to programs that execute almost entirely out of a remote {server}'s storage, using said devices as displays. The term once meant any terminal with an {addressable cursor}; the opposite of a {glass tty}. Today, a terminal with merely an addressable cursor, but with none of the more-powerful features mentioned above, is called a {dumb terminal}. There is a classic quote from Rob Pike (inventor of the {blit} terminal): "A smart terminal is not a smart*ass* terminal, but rather a terminal you can educate". This illustrates a common design problem: The attempt to make peripherals (or anything else) intelligent sometimes results in finicky, rigid "special features" that become just so much dead weight if you try to use the device in any way the designer didn't anticipate. Flexibility and programmability, on the other hand, are *really* smart. Compare {hook}. (1995-04-14)
intelligent terminal ::: (hardware) (or smart terminal, programmable terminal) A terminal that often contains not only a keyboard and screen, but also comes with a disk drive entered may be stored on the disk, it will be transmitted over communication lines to the central computer.An intelligent terminal may have enough computing capability to draw graphics or to offload some kind of front-end processing from the computer it talks to.The development of workstations and personal computers has made this term and the product it describes semi-obsolescent, but one may still hear variants of workstations or PCs with respect to programs that execute almost entirely out of a remote server's storage, using said devices as displays.The term once meant any terminal with an addressable cursor; the opposite of a glass tty. Today, a terminal with merely an addressable cursor, but with none of the more-powerful features mentioned above, is called a dumb terminal.There is a classic quote from Rob Pike (inventor of the blit terminal): A smart terminal is not a smart*ass* terminal, but rather a terminal you can educate. any way the designer didn't anticipate. Flexibility and programmability, on the other hand, are *really* smart.Compare hook. (1995-04-14)
Internet Society "body" (ISOC) A non-profit, professional membership organisation which facilitates and supports the technical evolution of the {Internet}, stimulates interest in and educates the scientific and academic communities, industry and the public about the technology, uses and applications of the Internet, and promotes the development of new applications for the system. The Society provides a forum for discussion and collaboration in the operation and use of the global Internet infrastructure. The Internet Society publishes a quarterly newsletter, the Internet Society News, and holds an annual conference, INET. The development of Internet technical standards takes place under the auspices of the Internet Society with substantial support from the {Corporation for National Research Initiatives} under a cooperative agreement with the US Federal Government. {(http://info.isoc.org/)}. (1994-10-27)
Kalu Rinpoche. (1905-1989). An important modern meditation master and teacher of Tibetan Buddhism. Recognized as an incarnation (SPRUL SKU) of the KARMA BKA' BRGYUD master 'JAM MGON KONG SPRUL, Kalu Rinpoche was ordained at the age of thirteen by the eleventh SI TU RINPOCHE. Kalu Rinpoche began serious meditation study at an early age, undertaking his first three-year retreat at the age of sixteen. He also received the transmission of the teachings of the SHANGS PA sect of Bka' brgyud. He later served as the meditation teacher at DPAL SPUNGS monastery. Following the Chinese invasion, Kalu Rinpoche left Tibet in 1962 and first stayed at a small monastery outside of Darjeeling, India. He later settled in Sonada, West Bengal, where he built a three-year retreat center, teaching there before traveling internationally for ten years (1971-1981). In 1971, he traveled to France and the United States, at the request of the DALAI LAMA and the KARMA PA, in order to educate Westerners in Buddhism. During those ten years, Kalu Rinpoche founded many meditation and dharma centers in Canada, the United States, and Europe, with his main meditation school in Vancouver, Canada. Kalu Rinpoche led his first three-year retreat for Western students of Tibetan Buddhism in France in 1976. His full name is Kar ma rang 'byung kun khyab phrin las.
kanhua Chan. (J. kannazen/kanwazen; K. kanhwa Son 看話禪). In Chinese, "Chan of investigating the topic of inquiry," or, more freely, "questioning meditation." The systematization of this meditative practice is commonly traced back to the writings of the Song-dynasty CHAN master DAHUI ZONGGAO. The kanhua Chan technique grew out of the growing interest in the study of "public cases" (GONG'AN), viz., old stories and anecdotes of Chan masters, which flourished during the Song dynasty. Dahui's teacher YUANWU KEQIN is also known to have lectured on numerous public cases, and his anthology of gong'an, along with his analysis of them, was recorded in the famous collection the BIYAN LU ("Blue Cliff Records"). Dahui further elaborated upon Yuanwu's investigation of public cases and applied this process to the practice of Chan meditation. In his lectures and letters (DAHUI PUJUE CHANSHI SHU), Dahui urged his students (many of whom were educated literati) to use the gong'an as a "topic of meditative inquiry" (HUATOU, K. hwadu), rather than interpret it from purely intellectual or conceptual perspectives. Perhaps the most famous huatou is the topic "no" (WU) attributed to the Chan master ZHAOZHOU CONGSHEN: A monk asked Zhaozhou, "Does a dog have buddha-nature (FOXING), or not?" to which Zhaozhou replied "WU" ("no"; lit. "it does not have it"). (See WU GONG'AN; GOUZI WU FOXING.) (Because of the popularity of this one-word meditative topic, kanhua Chan is often interpreted to mean the investigation of the "critical phrase" or "keyword," in which the "keyword" "wu" is presumed to have been extracted from the longer gong'an exchange.) The investigation of this huatou starts by "investigating the meaning" (C. canyi; K. ch'amŭi) of the huatou: what could Zhaozhou have meant by answering "no" to this question, when the right answer should be "yes"? The mainstream of East Asian Buddhist doctrine insists that all sentient beings, including dogs, are inherently enlightened and thus do in fact possess the buddha-nature, so this question promotes inquiry. Examining what Zhaozhou might have meant by saying "no" has what Dahui termed "taste" (C. wei, K. mi), meaning intellectual interest. As one's intellectual inquiry into this question continues, however, the student is ultimately left with "doubt" (YIQING), viz., the inability of the (unenlightened) mind to understand Zhaozhou's motive in giving this response to the student's question. Doubt, Dahui says, renders the mind "puzzled, frustrated, and tasteless" (viz., lacking intellectual interest), just as if you were gnawing on an iron rod." Once doubt arises, there is no longer any conceptual support for the meditation, and the student moves on to "investigating the word" (C. canju; K. ch'amgu), viz., just sitting with the huatou wu and no longer trying to understand Zhaozhou's motive in offering this response. At this point, the huatou becomes a "live word" (C. huoju; K. hwalgu) that helps to free the mind from conceptualization and to lead the meditator forward toward liberation. As the sense of doubt becomes more and more intense, it finally "explodes" (C. po; K. p'a), bringing an end to the deluded processes of thought and removing the limiting point of view that is the self. Once the distinctions between self and other disintegrate, the meditator experiences the interconnection between himself or herself and all the phenomena in the universe (SHISHI WU'AI). Kanhua Chan, therefore, employs the inevitable doubt that a benighted person would have about the sayings of the enlightened Chan masters of old to create a powerful sense of inquiry that leads the meditator toward the experience of nonconceptualization and finally enlightenment. ¶ Dahui's system of kanhua Chan was first taught in Korea by POJO CHINUL, where it is known as kanhwa Son, and popularized by Chinul's successor, CHIN'GAK HYESIM. Kanhwa Son continues to be the most common contemplative technique practiced in Korean Son halls. Korean Son monks typically work on one hwadu-often Zhaozhou's "no"-for much of their career, continually deepening their experience of that topic. In China, after the Ming dynasty, kanhua Chan merged with the recitation of the buddha AMITĀBHA's name (NIANFO), so that Chan meditators would turn the recitation into a huatou by reflecting on the topic "Who is reciting the Buddha's name?" In Japanese Zen, due in large part to the efforts of HAKUIN EKAKU and his disciples, kannazen became widespread within the RINZAI ZEN tradition, where it was incorporated into an elaborate system of koan training, involving the systematic investigation of many different koans.
Kim Iryop. (金一葉) (1896-1971). In Korean, Kim "single leaf," influential Korean Buddhist nun during the mid-twentieth century and part of the first generation of Korean women intellectuals, or "new women" (sin yosong), thanks to her preordination career as a leading feminist writer, essayist, and poet. Her secular name was Wonju, and her Buddhist names were Hayop and Paengnyon Toyop; Iryop is her pen name, which Yi Kwangsu (1892-1955?), a pioneer of modern Korean literature, gave her in memory of the influential Japanese feminist writer Higuchi Ichiyo (1872-1896) (J. Ichiyo = K. Iryop). Kim's early years were influenced by Christianity and her father even became a Protestant minister. Her mother died when Kim was very young and her father also passed away while she was still in her teens. Kim was educated at the Ihwa Haktang, a women's academy (later Ewha University), and later studied abroad in Japan. She and other Ihwa graduates participated in the first female-published magazine in Korea, "New Women" (Sinyoja), which began and ended in 1920. Kim was a feminist intellectual who sought self-liberation and the elevation of women's status through her writing. After her first marriage ended in divorce, she continued to pursue her search for her "self" and was involved in much-publicized relationships with men such as Oda Seijo and Im Nowol, a writer of "art-for-art's sake." But Kim's ideal of female liberation based on individual self-identity appears to have undergone a profound transformation, thanks to her associations with Paek Songuk (1897-1981), a Buddhist intellectual who worked to revitalize Korean Buddhism during the Japanese colonial period and eventually became a monk himself in 1929. Through her encounter with Buddhism, Iryop's pursuit of self-liberation seems to have shifted from an emphasis on a self-centered identity based on feminism to the release from the self (ANĀTMAN). After Paek Songuk entered into the Diamond Mountains (KŬMGANGSAN) to become a monk, she again married, seemingly in an attempt both to keep her self-identity as a female and to realize the Buddhist release of self, by combining secular life with Buddhist practice. But a few years later, in 1933, she ultimately decided to become a nun under the tutelage of the Son master MAN'GONG WoLMYoN (1871-1946) and became a long-time resident of SUDoKSA. There, she became an outspoken critic of secularized Japanese-style Buddhism and particularly of its sanction of married monks and eating meat. But most notable were her writings on the pursuit of self-liberation, which she expressed as "becoming one body" (ilch'ehwa) with all people and everything in the universe. Iryop is credited for her contributions to popularizing Buddhism through her accessible writings in the Korean vernacular, as well as for elevating the position of nuns in Korean Buddhism.
kraal ::: n. --> A collection of huts within a stockade; a village; sometimes, a single hut.
An inclosure into which are driven wild elephants which are to be tamed and educated.
lay ::: imp. --> of Lie, to recline.
of Lie ::: a. --> Of or pertaining to the laity, as distinct from the clergy; as, a lay person; a lay preacher; a lay brother.
Not educated or cultivated; ignorant.
Leibniz, Gottfried Withelm: (1646-1716) Born in Leipzig, where his father was a professor in the university, he was educated at Leipzig, Jena, and Altdorf University, where he obtained his doctorate. Jurist, mathematician, diplomat, historian, theologian of no mean proportions, he was Germany's greatest 17th century philosopher and one of the most universal minds of all times. In Paris, then the centre of intellectual civilization (Moliere was still alive, Racine at the height of his glory), where he had been sent on an official mission of state, he met Arnauld, a disciple of Descartes who acquainted him with his master's ideas, and Huygens who taught him as to the higher forms of mathematics and their application to physical phenomena. He visited London, where he met Newton, Boyle, and others. At the Hague he came face to face with the other great philosopher of the time, Spinoza. One of Leibniz's cherished ideas was the creation of a society of scholars for the investigation of all branches of scientific truth to combine them into one great system of truth. His philosophy, the work "of odd moments", bears, in content and form, the impress of its haphazard origin and its author's cosmopolitan mode of large number of letters, essays, memoranda, etc., published in various scientific journals. Universality and individuality characterize him both as a man and philosopher.
lettered ::: imp. & p. p. --> of Letter ::: a. --> Literate; educated; versed in literature.
Of or pertaining to learning or literature; learned.
Inscribed or stamped with letters.
Lévi, Sylvain. (1863-1935). Influential nineteenth-century European scholar of the YOGĀCĀRA school of Buddhism. Born in Paris to Alsatian parents, Lévi had a conservative Jewish education and held his first teaching position at a conservative seminary in Paris. Educated in Sanskrit at the University of Paris, Lévi became a lecturer at the École des Hautes Études in Paris in 1886. There, he taught Sanskrit until he became professor of Sanskrit language and literature at the Collège de France in 1894, a position that he would hold until 1935. Lévi went to India and Japan to carry out his research and also traveled extensively in Korea, Nepal, Vietnam, and Russia. He eventually became the director of the École des Hautes Études. In addition to Sanskrit, Lévi also read classical Chinese, Tibetan, and Kuchean and was one of the first Western scholars to study Indian Buddhism through translations that were extant only in those secondary canonical languages. Perhaps his most significant translations were of seminal texts of the YOGĀCĀRA school, including renderings of VASUBANDHU's twin synopses, the VIMsATIKĀ and TRIMsIKĀ (1925), and ASAnGA's MAHĀYĀNASuTRĀLAMKĀRA, thus introducing the major writings of this important Mahāyāna scholastic school to the Western scholarly world. Lévi also published on classical Indian theater, the history of Nepal, and Sanskrit manuscripts from Bali. Together with TAKAKUSU JUNJIRo, Lévi was the cofounder of the joint Japanese-French Hobogirin, an encyclopedic dictionary of Buddhism, the compilation of which continues to this day.
literate ::: a. --> Instructed in learning, science, or literature; learned; lettered. ::: n. --> One educated, but not having taken a university degree; especially, such a person who is prepared to take holy orders.
A literary man.
Lushan Huiyuan. (J. Rozan Eon; K. Yosan Hyewon 盧山慧遠) (334-416). Chinese monk during the Six Dynasties period, who was an important early advocate of PURE LAND cultic practices. Huiyuan was a native of Yanmen in present-day Shanxi province. In 345, he is said to have visited the prosperous cities of Xuchang and Luoyang, where he immersed himself in the study of traditional Confucian and Daoist scriptures. In 354, Huiyuan met the translator and exegete DAO'AN on Mt. Heng (present-day Hebei province), where he was ordained, and became his student. Huiyuan seems to have primarily studied PRAJNĀPĀRAMITĀ thought under Dao'an. In 381, Huiyuan headed south for LUSHAN, a mountain widely known as the abode of Daoist perfected and an ideal site for self-cultivation. There, he established the monastery DONGLINSI (Eastern Grove Monastery), which soon became the center of Buddhist activity in the south. Huiyuan is also known to have attracted a large lay following, consisting largely of educated members of the local gentry. He also began corresponding with the eminent monk KUMĀRAJĪVA to clarify certain issues (e.g., the nature of the DHARMAKĀYA) in MAHĀYĀNA doctrine. These correspondences were later edited together as the DASHENG DAYI ZHANG. In 402, together with 123 other monks and laymen, Huiyuan is said to have contemplated on an image of the buddha AMITĀBHA in order to seek rebirth in his pure land of SUKHĀVATĪ. This gathering is known as the beginning of the White Lotus Society (BAILIAN SHE). He should be distinguished from the commentator JINGYING HUIYUAN.
mae chi. In Thai, "nun" (although not a novice sRĀMAnERIKĀ or fully ordained BHIKsUNĪ) or the "order of nuns" in Thailand; those who are ordained as mae chi observe the eight precepts (SIKsĀPADA; cf. AstĀnGASAMANVĀGATAM UPAVĀSAM, UPOsADHA), dress in white robes similar in style to the saffron robes of the monks, shave their heads every fortnight, and spend much of their time in religious observances. However, because mae chi have not received a monastic ordination and are thus technically still laywomen (UPĀSIKĀ), they are not afforded the special legal status of fully ordained monks, and typically receive far less financial support from both the government and the laity. During the last two decades of the twentieth century, the number of mae chi increased substantially, particularly among college-educated women. Moreover, there was also an increased emphasis on practicing and teaching VIPASSANĀ (S. VIPAsYANĀ) meditation, as well as on providing young women with opportunities for religious education, particularly those who were economically disadvantaged. The majority of women who ordain as nuns, however, continue to be middle aged and older, in sharp contrast to monks, most of whom ordain as either novices or as young men, and who often enter the monkhood for only a single rains retreat (Thai. pansa, P. vassa; S. VARsĀ). In the late 1990s, there were around ten thousand nuns in Thailand, compared with almost two hundred thousand monks.
Maritain, Jacques: (1882-) Was born in Paris, educated at the Lycee Henri IV and the Sorbonne, where he studied with H. Bergson. He was converted to Catholicism in 1906. Then he studied biology with H. Driesch for two years, and the philosophy of St. Thomas with Father Clerissac. He became an ardent advocate of Thomistic philosophy, stressing its applicability to modern problems. He was a professor at the Institut Catholique (1914) and the Institute of Med. Studies, Toronto (1933), but is now lecturing in the U. S. Chief works: Philos. Bergsonienne (1914), Distinguer pour Unir (1932), Sept Lecons sur l'Etre (1934). G. B. Phelan, Jacques Maritain (N. Y., 1937). -- V.J.B.
Marx, Karl: Was born May 5, 1818 in Trier (Treves), Germany, and was educated at the Universities of Bonn and Berlin. He received the doctorate in philosophy at Berlin in 1841, writing on The Difference between the Democritean and Epicurean Natural Philosophy, which theme he treated from the Hegelian point of view. Marx early became a Left Hegelian, then a Feuerbachian. In 1842-43 he edited the "Rheinische Zeitung," a Cologne daily of radical tendencies. In 1844, in Paris, Marx, now calling himself a communist, became a leading spirit in radical groups and a close friend of Friedrich Engels (q.v.). In 1844 he wrote articles for the "Deutsch-Französische Jahrbücher," in 1845 the Theses on Feuerbach and, together with Engels, Die Heilige Familie. In 1846, another joint work with Engels and Moses Hess, Die Deutsche Ideologie was completed (not published until 1932). 1845-47, Marx wrote for various papers including "Deutsche Brüsseler Zeitung," "Westphälisches Dampfbot," "Gesellschaftsspiegel" (Elberfeld), "La Reforme" (Paris). In 1847 he wrote (in French) Misere de la Philosophie, a reply to Proudhon's Systeme des Contradictions: econotniques, ou, Philosophie de la Misere. In 1848 he wrote, jointly with Engels, the "Manifesto of the Communist Party", delivered his "Discourse on Free Trade" in Brussels and began work on the "Neue Rheinische Zeitung" which, however, was suppressed like its predecessor and also its successor, the "Neue Rheinische Revue" (1850). For the latter Marx wrote the essays later published in book form as Class Struggles in France. In 1851 Marx did articles on foreign affairs for the "New York Tribune", published The 18th Brumaire of Louis Bonaparte and the pamphlet "Enthülungen über den Kommunistenprozess in Köln." In 1859 Marx published Zur Kritik der politischen Okonomie, the foundation of "Das Kapital", in 1860, "Herr Vogt" and in 1867 the first volume of Das Kapital. In 1871 the "Manifesto of the General Council of the International Workingmen's Association on the Paris Commune," later published as The Civil War in France and as The Paris Commune was written. In 1873 there appeared a pamphlet against Bakunin and in 1875 the critical comment on the "Gotha Program." The publication of the second volume of Capital dates from 1885, two years after Marx's death, the third volume from 1894, both edited by Engels. The essay "Value Price and Profit" is also posthumous, edited by his daughter Eleanor Marx Aveling. The most extensive collection of Marx's work is to be found in the Marx-Engels Gesamtausgabe. It is said by the Marx-Engels-Lenin Institute (Moscow) that the as yet unpublished work of Marx, including materials of exceptional theoretical significance, is equal in bulk to the published work. Marx devoted a great deal of time to practical political activity and the labor movement, taking a leading role in the founding and subsequent guiding of the International Workingmen's Association, The First International. He lived the life of a political refugee in Paris, Brussels and finally London, where he remained for more than thirty years until he died March 14, 1883. He had seven children and at times experienced the severest want. Engels was a partial supporter of the Marx household for the better part of twenty years. Marx, together with Engels, was the founder of the school of philosophy known as dialectical materialism (q.v.). In the writings of Marx and Engels this position appears in a relatively general form. While statements are made within all fields of philosophy, there is no systematic elaboration of doctrine in such fields as ethics, aesthetics or epistemology, although a methodology and a basis are laid down. The fields developed in most detail by Marx, besides economic theory, are social and political philosophy (see Historical materialism, and entry, Dialectical materialism) and, together with Engels, logical and ontological aspects of materialist dialectics. -- J.M.S.
miseducate ::: v. t. --> To educate in a wrong manner.
Mme. David-Neel writes: “the Lamas who belong to the Yellow Cap Sects acknowledge the superiority of their brethren in the various Red Cap Sects in all questions more or less connected with magic and occult science” (My Journey to Lhasa 181). This is a misinterpretation; there has always been a traditional antagonism between the reformed and unreformed sects, each sect having more or less contempt for the beliefs and practices of the other; yet each sect nevertheless holding the other in some respect and paying such deference as is in either case properly due. The Red Cap sects are very largely given over to tantric and other magical practices often partaking of sorcery. The tantric element predominating in this sect is wholly foreign to the pure teachings of Gautama Buddha. It is the higher, more educated, and the initiates of the Yellow Cap body who condemn these practices, although acknowledging their existence and efficacy in use: yet, it is the reformed body which is the true exponent of genuine occult sayings and spiritual magic, in no wise verging upon sorcery, necromancy, or similar modes of thought. Mme. David-Neel’s acquaintance was very largely among the frontier tribes and sects, where she would naturally have a better acquaintance with the practices of the Red Cap body than with those of the extremely reserved and reticent Yellow Caps. See also GELUKPAS
myokonin. (妙好人). In Japanese, "sublimely excellent people"; a term used especially in the JoDO SHINSHu tradition of Japanese PURE LAND Buddhism to refer to a devout practitioner of nenbutsu (C. NIANFO; recitation of the Buddha's name). The Chinese exegete SHANDAO (613-681) was the first to use the term myokonin (C. miaohaoren) in his commentary on the GUAN WULIANGSHOU JING ("Book of the Contemplation of the Buddha of Limitless Life"), where he explains that the SuTRA uses the term lotus flower (PUndARĪKA) to refer to a "sublimely excellent" nianfo practitioner; HoNEN similarly used the term to refer to nenbutsu practitioners in general. But it was SHINRAN (1173-1263), the founder of Jodo Shinshu, who adopted the term in such writings as his Mattosho ("Lamp for the Latter Age"), to refer to Jodo Shinshu adherents whose virtuous conduct, prompted by their sincere faith in the buddha AMITĀBHA, could serve as a model for their colleagues. The term was popularized during the mid-nineteenth century with the publication of the MYoKoNINDEN, edited by the NISHI HONGANJIHA priest Sojun (1791-1872). This collection of tales about various myokonin demonstrates how the acceptance of Amitābha's grace leads to virtuous deeds that are worthy of emulation. The myokonin could be farmers, fishermen, merchants, warriors, doctors, or priests, but many of them were illiterate peasants. The Jodo Shinshu tradition is somewhat ambivalent toward the myokonin: despite the myokonin's sincere faith in Amitābha, they did not necessarily accept the authority of the school's head or some of its doctrines. Hence, despite being pure expressions of pure land faith, the myokonin are not necessarily a proper model for Jodo Shinshu followers and may even be heretical. Because many of myokonin were uneducated common people, few left any writings, with the prominent exception of the modern myokonin Asahara Saichi (1850-1932).
Nāgasena. (T. Klu sde; C. Naxian biqiu/Naqiexina; J. Nasen biku/Nagasaina; K. Nason pigu/Nagasona 那先比丘/那伽犀那). The Sanskrit and Pāli name for an eminent ARHAT celebrated in the Pāli MILINDAPANHA and the Sanskrit Nāgasenabhiksusutra (which may derive from a Bactrian SARVĀSTIVĀDA textual lineage) for his discussions on Buddhist doctrine with the Bactrian Greek king Menander (P. Milinda). Although Nāgasena was not born into a Buddhist family, he was destined to come to the aid of the Buddha's religion in fulfillment of a promise he had made in his previous existence as a divinity in the TRĀYASTRIMsA heaven. Thus, according to the Pāli account, he was born into a brāhmana family in the Himalayas and became well versed in the Vedas at an early age. King Milinda was harassing the Buddhist order by skillfully disputing points of doctrine and defeating Buddhist representatives in debate. To counter this threat, the elder Assagutta summoned the monk Rohana, and charged him with the task of converting Nāgasena, convincing him to join the order and training him so that he might vanquish King Milinda and convert him to Buddhism. Rohana visited Nāgasena's house for seven years and ten months before receiving so much as a greeting from his proud brāhmana father. Finally, impressed by the monk's demeanor, Nāgasena's father became his patron and invited him daily for his morning meal. After Nāgasena was sufficiently educated in Vedic lore, Rohana engaged him in discussions and convinced him of the veracity of the Buddha's teachings. Nāgasena entered the order under Rohana who, as his preceptor, taught him ABHIDHAMMA (S. ABHIDHARMA). One day, Nāgasena, having inherited his father's pride, questioned the intelligence of his teacher. Rohana, an arhat endowed with the power to read others' minds, rebuked Nāgasena for his arrogance. Nāgasena begged forgiveness, but Rohana would grant it only if Nāgasena defeated King Milinda in debate. Thereafter, Nāgasena was sent to the Vattaniya hermitage to train under Assagutta and while there achieved stream-entry (SROTAĀPANNA). He was then sent to PĀtALIPUTRA to study under the elder Dhammarakkhita, where he attained arhatship. At the appropriate time, Nāgasena, who was then widely renowned for his erudition, was invited to Milinda's kingdom. There, in the Sankheyya hermitage, Nāgasena engaged King Milinda in discussion on various points of doctrine, at the end of which the king took refuge in the three jewels (RATNATRAYA) and became a lay disciple in the Buddha's religion. Scholars are uncertain whether such a dialogue ever took place. There was indeed a famous king named Menander (Milinda in Indian sources) who ruled over a large region that encompassed parts of modern India, Pakistan, and Afghanistan during the middle of the second century BCE. There is, however, no historical evidence of Nāgasena. The text itself was probably composed or compiled around the beginning of the Common Era and marks some of the earliest abhidharma-style exchanges found in the literature. ¶ A different Nāgasena (corresponding to the second of the two Chinese transcriptions in the entry heading) is also traditionally listed as twelfth of the sixteen ARHAT elders (sOdAsASTHAVIRA), charged by the Buddha with protecting his dispensation until the advent of the next buddha, MAITREYA. East Asian sources claim that he resides on Bandubo Mountain with twelve hundred disciples. He is often depicted in paintings as cleaning his ears, earning him the nickname "Ear-Picking Arhat" (Wa'er Luohan). In CHANYUE GUANXIU's standard Chinese depiction, Nāgasena sits leaning on a rock, with large nose and deep-set eyes, staring ahead in anger. He has a high forehead and a hump on his back. His mouth is open with his tongue exposed. He supports his chin with his fists.
Nānamoli, Bhikkhu. (1905-1960). A distinguished British THERAVĀDA monk and translator from Pāli. Born Osbert Moore, he was educated at Exeter College, Oxford. During World War II, he served as a staff officer in Italy, where he became interested in Buddhism after reading Julius Evola's The Doctrine of Awakening. He joined the BBC after the war. In 1949, he traveled to Sri Lanka with his friend Harold Musson. Together, they received lower ordination (P. pabbajjā; cf. S. PRAVRAJITA) as novices (P. sāmanera; S. sRĀMAnERA) at the Island Hermitage in Dodunduwa. They took higher ordination (UPASAMPADĀ) as monks (P. bhikkhu; S. BHIKsU) at Vajirarama Temple (Colombo) in 1950. Taking the ordination name Nānamoli, Moore spent the remainder of his life living as a monk at the Island Hermitage, translating Pāli texts into English. His magnum opus was his renowned translation of BUDDHAGHOSA's VISUDDHIMAGGA, rendered as The Path of Purification, in 1956. Other translations include the NETTIPPAKARAnA (published as The Guide) and the PAtISAMBHIDĀMAGGA (published as The Path of Discrimination), as well as most of the suttas of the MAJJHIMANIKĀYA and several from the SAMYUTTANIKĀYA. Other of his books include The Life of the Buddha and A Thinker's Note Book. He died suddenly of heart failure while on pilgrimage at Majo and was cremated at Vajirarama monastery.
Nietzsche, Friedrich: (1844-1900) Nietzsche's discovery and description of "resentment", to mention only one of his major achievements, stamps him as one of the philosophical psychologists of the last century. His critique of the antiquated and false values of the educated middle class led pre-war generations to the pursuit of anethics of more realistic ideals. See Superman.
nourish ::: v. t. --> To feed and cause to grow; to supply with matter which increases bulk or supplies waste, and promotes health; to furnish with nutriment.
To support; to maintain.
To supply the means of support and increase to; to encourage; to foster; as, to nourish rebellion; to nourish the virtues.
To cherish; to comfort.
To educate; to instruct; to bring up; to nurture; to
nurture ::: n. --> The act of nourishing or nursing; thender care; education; training.
That which nourishes; food; diet. ::: v. t. --> To feed; to nourish.
To educate; to bring or train up.
PARALLEL EVOLUTIONS After the mineral kingdom, evolution parts into three parallel lines, of which only one (the so-called human evolution) leads the monads to the human kingdom. The two others are summed up in the term the deva evolution. The purpose of the parallel paths of development is the education of specialists in the work of manifestation: the human evolution specializes in the consciousness aspect and educates supervisors of evolution, the two others aim primarily at the motion and matter aspects and educate administrators of the Law and formers of matter.
Plato: (428-7 - 348-7 B.C.) Was one of the greatest of the Greek philosophers. He was born either in Athens or on the island of Aegina, and was originally known as Aristocles. Ariston, his father, traced his ancestry to the last kings of Athens. His mother, Perictione, was a descendant of the family of Solon. Plato was given the best elementary education possible and he spent eight years, from his own twentieth year to the death of Socrates, as a member of the Socratic circle. Various stories are told about his supposed masters in philosophy, and his travels in Greece, Italy, Sicily and Egypt, but all that we know for certain is that he somehow acquired a knowledge of Pythagoreanisrn, Heracleitanism, Eleaticism and othei Pre-Socratic philosophies. He founded his school of mathematics and philosophy in Athens in 387 B.C. It became known as the Academy. Here he taught with great success until his death at the age of eighty. His career as a teacher was interrupted on two occasions by trips to Sicily, where Plato tried without much success to educate and advise Dionysius the Younger. His works have been very well preserved; we have more than twenty-five authentic dialogues, certain letters, and some definitions which are probably spurious. For a list of works, bibliography and an outline of his thought, see Platonism. -- V.J.B.
Pronunciation In this dictionary slashes (/../) bracket phonetic pronunciations of words not found in a standard English dictionary. The notation, and many of the pronunciations, were adapted from the Hacker's {Jargon File}. Syllables are separated by {dash} or followed {single quote} or {back quote}. Single quote means the preceding syllable is stressed (louder), back quote follows a syllable with intermediate stress (slightly louder), otherwise all syllables are equally stressed. Consonants are pronounced as in English but note: ch soft, as in "church" g hard, as in "got" gh aspirated g+h of "bughouse" or "ragheap" j voiced, as in "judge" kh guttural of "loch" or "l'chaim" s unvoiced, as in "pass" zh as "s" in "pleasure" Uppercase letters are pronounced as their English letter names; thus (for example) /H-L-L/ is equivalent to /aych el el/. /Z/ is pronounced /zee/ in the US and /zed/ in the UK (elsewhere?). Vowels are represented as follows: a back, that ah father, palm (see note) ar far, mark aw flaw, caught ay bake, rain e less, men ee easy, ski eir their, software i trip, hit i: life, sky o block, stock (see note) oh flow, sew oo loot, through or more, door ow out, how oy boy, coin uh but, some u put, foot *r fur, insert (only in stressed syllables; otherwise use just "r") y yet, young yoo few, chew [y]oo /oo/ with optional fronting as in `news' (/nooz/ or /nyooz/) A /*/ is used for the `schwa' sound of unstressed or occluded vowels (often written with an upside-down `e'). The schwa vowel is omitted in unstressed syllables containing vocalic l, m, n or r; that is, "kitten" and "colour" would be rendered /kit'n/ and /kuhl'r/, not /kit'*n/ and /kuhl'*r/. The above table reflects mainly distinctions found in standard American English (that is, the neutral dialect spoken by TV network announcers and typical of educated speech in the Upper Midwest, Chicago, Minneapolis/St.Paul and Philadelphia). However, we separate /o/ from /ah/, which tend to merge in standard American. This may help readers accustomed to accents resembling British Received Pronunciation. Entries with a pronunciation of `//' are written-only. (1997-12-10)
propaganda ::: n. --> A congregation of cardinals, established in 1622, charged with the management of missions.
The college of the Propaganda, instituted by Urban VIII. (1623-1644) to educate priests for missions in all parts of the world.
Hence, any organization or plan for spreading a particular doctrine or a system of principles.
Rgyal tshab Dar ma rin chen. (Gyaltsap Darma Rinchen) (1364-1432). One of the two principal disciples (together with MKHAS GRUB DGE LEGS DPAL BZANG) of the Tibetan Buddhist master TSONG KHA PA. Ordained and educated in the SA SKYA sect, Rgyal tshab (a name he would only receive later in life) studied with some of the great teachers of the day, including Red mda' ba gzhon nu blo gros. Rgyal tshab was already an established scholar, known especially for his expertise in PRAMĀnA, when he first met Tsong kha pa at Rab drong around 1400. According to a well-known story, Rgyal tshab sought to debate Tsong kha pa and asked a nun, "Where is Big Nose?" (impertinently referring to Tsong kha pa's prominent proboscis). The nun rinsed out her mouth and lit a stick of incense before saying that the omniscient master Tsong kha pa was teaching in the temple. Rgyal tshab entered the temple and announced his presence, at which point Tsong kha pa interrupted his teaching and invited the great scholar to join him on the teaching throne. Rgyal tshab arrogantly accepted but as he listened to Tsong kha pa's teaching, he became convinced of his great learning and edged away from the master, eventually descending from the throne and prostrating before Tsong kha pa and taking his place in the assembly. From that point, he would become Tsong kha pa's closest disciple, credited with hearing and remembering everything that Tsong kha pa taught. He assisted Tsong kha pa in the founding of DGA' LDAN monastery and upon Tsong kha pa's death in 1419, Rgyal tshab assumed the golden throne of Dga' ldan, becoming the first DGA' LDAN KHRI PA or "Holder of the Throne of Dga' ldan," a position that would evolve into the head of the DGE LUGS sect. He was also called the "regent" (rgyal tshab) of Tsong kha pa, which became the name by which he is best known. He was a prolific author, known especially for his detailed commentaries on the works of DHARMAKĪRTI, as well as such important Indian texts as the ABHISAMAYĀLAMKĀRA, BODHICARYĀVATĀRA, RATNĀVALĪ, CATUḤsATAKA, and RATNAGOTRAVIBHĀGA. Rgyal tshab figures in the most common image in Dge lugs iconography, the rje yab sras gsum, or "the triumvirate, the lord father, and the sons," showing Tsong kha pa flanked by Rgyal tshab and Mkhas grub (with Rgyal tshab often shown with white hair). The collected works of these three scholars form something of a canon for the Dge lugs sect and are often printed together as the rje yab sras gsung 'bum or the "collected works of the lord father and the [two] sons."
Saadia, ben Joseph: (Arabic Sa'id Al-Fayyumi) (892-942) Born and educated in Egypt, he left his native country in 915 and settled in Babylonia where he was appointed in 928 Gaon of the Academy of Sura. He translated the Bible into Arabic and wrote numerous works, both in Hebrew and Arabic, in the fields of philology, exegesis, Talmudics, polemics, Jewish history, and philosophy. His chief philosophical work is the Kitab Al-Amanat wa'l-Itikadat, better known by its Hebrew title, Emunot we-Deott, i.e., Doctrines and Religious Beliefs. Its purpose is to prove the compatibility of the principles of Judaism with reason and to interpret them in such a way that their rationality be evident The first nine sections establish philosophically the ten fundamental articles of faith, and the tenth deals with ethics. Philosophically, Saadia was influenced by the teachings of the Mutazilia. See Jewish Philosophy. -- Q.V.
schooled ::: educated, trained (a person, his mind, powers, tastes, etc.); to render wise, skilful, or tractable by training or discipline.
Security Administrator's Integrated Network Tool ::: (networking, security, tool) (SAINT, originally Security Administrator Tool for Analyzing Networks, SATAN) A tool written by Dan Farmer and Wietse a database. The results can be viewed with an web browser. SAINT requires Perl 5.000 or better.In its simplest mode, SAINT gathers as much information about remote hosts and networks as possible by examining such network services as finger, NFS, NIS, topology, network services running, and types of hardware and software being used on the network.SAINT can also be used in exploratory mode. Based on the initial data collection and a user configurable ruleset, it will examine the avenues of trust and real implications inherent in network trust and services and help them make reasonably educated decisions about the security level of the systems involved. . . .(2000-08-12)
Security Administrator's Integrated Network Tool "networking, security, tool" (SAINT, originally "Security Administrator Tool for Analyzing Networks", SATAN) A tool written by Dan Farmer and Wietse Venema which remotely probes systems via the {network} and stores its findings in a {database}. The results can be viewed with an {web browser}. SAINT requires {Perl} 5.000 or better. In its simplest mode, SAINT gathers as much information about remote hosts and networks as possible by examining such network services as {finger}, {NFS}, {NIS}, {FTP}, {TFTP}, {rexd}, and other services. The information gathered includes the presence of various network information services as well as potential security flaws - usually in the form of incorrectly setup or configured network services, well-known {bugs} in system or network utilities, or poor or ignorant policy decisions. It can then either report on this data or use a simple rule-based system to investigate any potential security problems. Users can then examine, query, and analyze the output with a {web browser}. While the program is primarily geared toward analysing the security implications of the results, a great deal of general network information can be gained when using the tool - network topology, network services running, and types of hardware and software being used on the network. SAINT can also be used in exploratory mode. Based on the initial data collection and a user configurable ruleset, it will examine the avenues of trust and dependency and iterate further data collection runs over secondary hosts. This not only allows the user to analyse his own network, but also to examine the real implications inherent in network trust and services and help them make reasonably educated decisions about the security level of the systems involved. {(http://wwdsi.com/saint/)}. {Old SATAN page (http://fish.com/satan/)}. {Mailing list (http://wwdsi.com/saint/list_server.html)}. (2000-08-12)
self-educated ::: a. --> Educated by one&
seminarist ::: n. --> A member of, or one educated in, a seminary; specifically, an ecclesiastic educated for the priesthood in a seminary.
shinbutsu shugo. (神佛習合). In Japanese, "unity of spirits and buddhas" (spirits here referring to the KAMI associated with the indigenous Japanese religion now referred to as SHINTo). The practice of associating local gods and spirits with buddhas and BODHISATTVAs is documented as early as the late seventh century. By the eighth century, Shinto shrines (J. jinja) and Buddhist temples (J. TERA) were being jointly constructed beside one another. Over the course of the Heian period (794-1185), Buddhism gradually became ingrained deeply within local belief systems in communities across Japan, requiring some sort of accommodation between local and imported religions. As Buddhism became central to Japanese religious practice, the kami were sometimes either categorized as inferior beings subject to suffering who therefore needed the guidance of the Buddhist teachings, or tasked with guarding Buddhist temples and shrines. Ultimately, kami were redefined, using the principle of HONJI SUIJAKU, as local manifestations of the universal deities of the Buddhist religion. The development of temple-shrine complexes (J. jinguji), which did not differentiate between the two traditions, followed, although the shrine priests were generally subservient to their better educated, and politically and socially connected, Buddhist counterparts. During the Tokugawa period (1600-1868), tensions appeared as Nativist scholars began identifying "Shinto" as Japan's pure, indigenous religion, which they advocated should be decontaminated of so-called "foreign" elements like Buddhism and Confucianism. When the Meiji government took power in 1868, it instituted a policy known as SHINBUTSU BUNRI, which forcibly separated the putative native "Shinto" tradition from Buddhism. See also HAIBUTSU KISHAKU.
Sri Aurobindo: "Intelligence does not depend on the amount one has read, it is a quality of the mind. Study only gives it material for its work as life also does. There are people who do not know how to read and write who are more intelligent than many highly educated people and understand life and things better. On the other hand, a good intelligence can improve itself by reading because it gets more material to work on and grows by exercise and by having a wider range to move in. But book-knowledge by itself is not the real thing, it has to be used as a help to the intelligence but it is often only a help to stupidity or ignorance — ignorance because knowledge of facts is a poor thing if one cannot see their true significance.” Letters on Yoga
Taixu. (太) (1889-1947). In Chinese, "Grand Voidness"; a leading figure in the Chinese Buddhist revival during the first half of the twentieth century. Taixu was ordained at the age of fourteen, purportedly because he wanted to acquire the supernatural powers of the buddhas. He studied under the famous Chinese monk, "Eight Fingers" (Bazhi Toutou), so called because he had burned off one finger of each hand in reverence to the Buddha, and achieved an awakening when reading a PRAJNĀPĀRAMITĀ SuTRA. In 1908, he joined a group of radicals, including other Buddhist monks, intent on revolution. In 1911, he organized the first of many groups (many of them short-lived) to revitalize Buddhism during this time of national crisis following the fall of the Qing dynasty. In 1912, he was involved in a failed attempt to turn the famous monastery of Chinshansi into a modern school for monks. After this disgrace, beginning in 1914, he went into retreat for three years, during which time he studied Buddhist scriptures and formulated plans to revitalize Buddhism, outlined in such works as his 1915 Zhengli sengqie zhidu lun ("The Reorganization of the SAMGHA System"). He drafted a number of such plans over the remainder of his career, although none was ever implemented. In general, these plans called for improved and modernized education for monks and their participation in community and governmental affairs. He believed that Buddhism had become ossified in China and needed to be reformed into a force that would both inspire and improve society. In his view, for an effective reform of the monastic system to take place, Chinese Buddhists had to be educated according to the same standards as those in other Buddhist countries, beginning with Japan. For Taixu, the revival of Chinese Buddhism entailed starting a dialogue with the Buddhist traditions of other Asian countries; hence, a modern Buddhism had to reach out to these traditions and incorporate their intuitions and original insights. It was from these initial ideas that, during the 1920s, Taixu developed a strong interest in Japanese MIKKYo and Tibetan VAJRAYĀNA, as well as in the THERAVĀDA tradition of Sri Lanka. Taixu's participation in the "Revival of Tantra" (mijiao chongxing) debates with Wang Hongyuan (1876-1937), a Chinese convert to Japanese SHINGON, demonstrated his eclectic ideas about the reformation of Chinese Buddhism. The first of Taixu's activities after his return to public life was the founding of the Bodhi Society (Jueshe) in Shanghai in 1918. He was involved in the publication of a wide variety of Buddhist periodicals, such as "Masses Enlightenment Weekly," "Sound of Enlightenment," "Buddhist Critic," "New Buddhist Youth," "Modern SaMgha," "Mind's Light," and the most enduring, "Sound of the Tides" (Haichaoyin). In 1922, he founded the Wuchang Buddhist Institute, where he hoped to produce a new generation of Buddhist leaders in China. In 1923, he founded the first of several "world Buddhist organizations," as a result of which he began to travel and lecture widely, becoming well known in Europe and America. He encouraged several of his students to learn the languages and traditions of Buddhist Asia. Among his students who went abroad in Tibet and Sri Lanka, FAZUN was the most accomplished in making several commentaries of late Indian Buddhism available to the Chinese public, thus fostering a comparison between the historical and doctrinal developments of Buddhism in China and in Tibet. In 1928 in Paris, Taixu donated funds for the establishment of the World Buddhist Institute, devoted to the unification of Buddhism and science; it would eventually be renamed Les Amis du Bouddhisme. He lectured in Sri Lanka and arranged an exchange program under which Chinese monks would study there. In 1929, he organized the Chinese Buddhist Society, which would eventually attract millions of members. During the Japanese occupation of China in the 1930s and 1940s, Taixu followed the Nationalist government into retreat in Sichuan. In this period, as a result of his efforts to internationalize Chinese Buddhism, Taixu founded two branches of the Wuchang Institute of Buddhist Studies specializing in Pāli and Tibetan Buddhism: the Pāli Language Institute in Xi'an, and the Sino-Tibetan Institute in Chongqing. In 1937, at the Sino-Tibetan Institute, in his famous essay "Wo de fojiao geming shibai shi" ("History of My Failed Buddhist Revolutions"), Taixu began an earnest self-reflection on his lifelong efforts to reform Chinese Buddhism, deeming them a failure in three domains: conceiving a Buddhist revolution, globalizing Buddhist education, and reorganizing the Chinese Buddhist Association. When the first global Buddhist organization, the WORLD FELLOWSHIP OF BUDDHISTS, was founded in 1950, Taixu, who had died three years earlier, was credited as its inspiration. His insights would eventually be developed and implemented by later generations of Buddhists in China and Taiwan. His collected works were published in sixty-four volumes. Several of the leading figures of modern and contemporary Chinese and Taiwanese Buddhism were close disciples of Taixu, including Fazun (1902-1980), Yinshun (1905-2005), Shengyan (1930-2009), and Xingyun (1927-).
The first Dalai Lama, DGE 'DUN GRUB, was known as a great scholar and religious practitioner. A direct disciple of TSONG KHA PA, he is remembered for founding BKRA SHIS LHUN PO monastery near the central Tibetan town of Shigatse. The second Dalai Lama, Dge 'dun rgya mtsho, was born the son of a RNYING MA YOGIN and became a renowned tantric master in his own right. ¶ It is with the third Dalai Lama, BSOD NAMS RGYA MTSHO, that the Dalai Lama lineage actually begins. Recognized at a young age as the reincarnation of Dge 'dun rgya mtsho, he was appointed abbot of 'BRAS SPUNGS monastery near LHA SA and soon rose to fame throughout central Asia as a Buddhist teacher. He served as a religious master for the Mongol ruler Altan Khan, who bestowed the title "Dalai Lama," and is credited with converting the Tümed Mongols to Buddhism. Later in life, he traveled extensively across eastern Tibet and western China, teaching and carrying out monastic construction projects. ¶ The fourth Dalai Lama, Yon tan rgya mtsho, was recognized in the person of the grandson of Altan Khan's successor, solidifying Mongol-Tibetan ties. ¶ While the first four Dalai Lamas served primarily as religious scholars and teachers, the fifth Dalai Lama, NGAG DBANG BLO BZANG RGYA MTSHO, combined religious and secular activities to become one of Tibet's preeminent statesmen. He was a dynamic political leader who, with the support of Gushi Khan, defeated his opponents and in 1642 was invested with temporal powers over the Tibetan state, in addition to his religious role, a position that succeeding Dalai Lamas held until 1959. A learned and prolific author, he and his regent, SDE SRID SANGS RGYAS RGYA MTSHO, were largely responsible for the identification of the Dalai Lamas with the bodhisattva Avalokitesvara. The construction of the PO TA LA palace began during his reign (and was completed after this death). He is popularly known as the "Great Fifth." ¶ The sixth Dalai Lama, TSHANGS DBYANGS RGYA MTSHO, was a controversial figure who chose to abandon the strict monasticism of his predecessors in favor of a life of society and culture, refusing to take the vows of a fully ordained monk (BHIKsU). He is said to have frequented the drinking halls below the Po ta la palace. He constructed pleasure gardens and the temple of the NAGAs, called the KLU KHANG, on the palace grounds. He is remembered especially for his poetry, which addresses themes such as love and the difficulty of spiritual practice. Tibetans generally interpret his behavior as exhibiting an underlying tantric wisdom, a skillful means for teaching the dharma. His death is shrouded in mystery. Official accounts state that he died while under arrest by Mongol troops. According to a prominent secret biography (GSANG BA'I RNAM THAR), however, he lived many more years, traveling across Tibet in disguise. ¶ The seventh Dalai Lama, SKAL BZANG RGYA MTSHO, was officially recognized only at the age of twelve, and due to political complications, did not participate actively in affairs of state. He was renowned for his writings on tantra and his poetry. ¶ The eighth Dalai Lama, 'Jam dpal rgya mtsho (Jampal Gyatso, 1758-1804), built the famous NOR BU GLING KHA summer palace. ¶ The ninth through twelfth Dalai Lamas each lived relatively short lives, due, according to some accounts, to political intrigue and the machinations of power-hungry regents. According to tradition, from the death of one Dalai Lama to the investiture of the next Dalai Lama as head of state (generally a period of some twenty years), the nation was ruled by a regent, who was responsible for discovering the new Dalai Lama and overseeing his education. If the Dalai Lama died before reaching his majority, the reign of the regent was extended. ¶ The thirteenth Dalai Lama, THUB BSTAN RGYA MTSHO, was an astute and forward-looking political leader who guided Tibet through a period of relative independence during a time of foreign entanglements with Britain, China, and Russia. In his last testament, he is said to have predicted Tibet's fall to Communist China. ¶ The fourteenth and present Dalai Lama, Bstan 'dzin rgya mtsho, assumed his position several years prior to reaching the age of majority as his country faced the Chinese invasion of Tibet in 1950. In 1959, he escaped into exile, establishing a government-in-exile in the Himalayan town of Dharamsala (DHARMAsALA) in northwestern India. Since then, he has traveled and taught widely around the world, while also advocating a nonviolent solution to Tibet's occupation. He was born in the A mdo region of what is now Qinghai province in China to a farming family, although his older brother had already been recognized as an incarnation at a nearby important Dge lugs monastery (SKU 'BUM). On his becoming formally accepted as Dalai Lama, his family became aristocrats and moved to Lha sa. He was educated traditionally by private tutors (yongs 'dzin), under the direction first of the regent Stag brag rin po che (in office 1941-1950), and later Gling rin po che Thub bstan lung rtogs rnam rgyal (1903-1983) and Khri byang rin po che Blo bzang ye shes (1901-1981). His modern education was informal, gained from conversations with travelers, such as the Austrian mountaineer Heinrich Harrer. When the Chinese army entered the Khams region of eastern Tibet in 1951, he formally took over from the regent and was enthroned as the head of the DGA' LDAN PHO BRANG government. In the face of Tibetan unrest as the Chinese government brought Tibet firmly under central control, the Dalai Lama fled to India in 1959; the Indian government accorded the Dalai Lama respect as a religious figure but did not accept his claim to be the head of a separate state. In 1989, the Dalai Lama was awarded the Nobel Peace Prize, an event that increased his prominence around the world. He is the author of many books in English, most of them the written record of lectures and traditional teachings translated from Tibetan.
Thub bstan rgya mtsho. (Tupten Gyatso) (1876-1933). The thirteenth DALAI LAMA of Tibet, remembered as a particularly forward-thinking and politically astute leader. Born in southeastern Tibet, he was recognized as the new Dalai Lama in 1878 and enthroned the next year. Surviving an assassination attempt (using black magic) by his regent, he assumed the duties of his office in 1895 during a period of complicated international politics between Britain, Russia, and China. British troops under the command of Col. Francis Younghusband entered Tibet in 1903. Before the British arrived in LHA SA the following year, the Dalai Lama fled to Mongolia and then continued to China, not returning to Lha sa until 1909. The following year, Chinese Manchu troops invaded Tibet and the Dalai Lama fled to India, returning in 1912. In 1912, the Manchu troops were expelled, and in 1913 the Dalai Lama declared Tibet's de facto independence. A progressive thinker, the thirteenth Dalai Lama made direct contact with Europe and the United States, and befriended Sir Charles Bell, the British political officer in Sikkim, Bhutan, and Tibet. He tried, unsuccessfully, to have Tibet admitted to the League of Nations, developed Tibet's first modern army, and sent the first young Tibetans to be educated in England. Most of his progressive plans, however, were thwarted by conservative religious and political forces within Tibet. The thirteenth Dalai Lama died in 1933, leaving behind a chilling prophecy, which read in part: "The monasteries will be looted and destroyed, and the monks and nuns killed or chased away. The great works of the noble dharma kings of old will be undone, and all of our cultural and spiritual institutions persecuted, destroyed, and forgotten. The birthrights and property of the people will be stolen. We will become like slaves to our conquerors, and will be made to wander helplessly like beggars. Everyone will be forced to live in misery, and the days and nights will pass slowly, with great suffering and terror."
trainable ::: a. --> Capable of being trained or educated; as, boys trainable to virtue.
train ::: v. t. --> To draw along; to trail; to drag.
To draw by persuasion, artifice, or the like; to attract by stratagem; to entice; to allure.
To teach and form by practice; to educate; to exercise; to discipline; as, to train the militia to the manual exercise; to train soldiers to the use of arms.
To break, tame, and accustom to draw, as oxen.
To lead or direct, and form to a wall or espalier; to
unlearned ::: a. --> Not learned; untaught; uneducated; ignorant; illiterate.
Not gained by study; not known.
Not exhibiting learning; as, unlearned verses.
upbrought ::: a. --> Brought up; educated.
uptrain ::: v. t. --> To train up; to educate.
Vinaya (Sanskrit) Vinaya [from vi-nī to lead towards, instruct, educate] Education, discipline, control; in Buddhism, the rules of discipline, with special application to monks.
vulgar ::: a. --> Of or pertaining to the mass, or multitude, of people; common; general; ordinary; public; hence, in general use; vernacular.
Belonging or relating to the common people, as distinguished from the cultivated or educated; pertaining to common life; plebeian; not select or distinguished; hence, sometimes, of little or no value.
Hence, lacking cultivation or refinement; rustic; boorish; also, offensive to good taste or refined feelings; low; coarse; mean;
White paper - 1. is a government report; bound in white; also called a white book. Or2. a short treatise whose purpose is to educate industry customers. Or 3. an authoritative report on a major issue, as by a team of journalists.
white paper "publication" A short treatise whose purpose is to educate industry customers. See, e.g., {Architecture Neutral Distribution Format}. (1997-10-24)
white paper ::: (publication) A short treatise whose purpose is to educate industry customers. See, e.g., Architecture Neutral Distribution Format. (1997-10-24)
Work and body ::: It is Iwtter to educate and train the external natural being slowly by bringing calm and peace and light and strength persistently into the nenmus system and cells of the body. A violent compulsion of the body may well defeat Its own object.
KEYS (10k)
1 Winston Churchill
1 Oscar Wilde
1 Kurt Vonnegut
1 Friedrich Nietzsche
1 Aristotle
1 Epictetus
1 Aristotle
NEW FULL DB (2.4M)
16 Anonymous
10 Oscar Wilde
10 Aristotle
9 Mokokoma Mokhonoana
9 Joseph Heller
8 Mark Twain
7 Thomas Jefferson
7 Mehmet Murat ildan
6 Ralph Waldo Emerson
6 Khaled Hosseini
5 Theodore Roosevelt
5 Robert T Kiyosaki
5 Malala Yousafzai
5 G K Chesterton
4 Laura Bush
4 James Baldwin
4 Gilbert K Chesterton
4 George Bernard Shaw
4 Elbert Hubbard
4 Confucius
1:To educate educators! But the first ones must educate themselves! And for these I write.
~ Friedrich Nietzsche,#KEYS
2:Educate yourself, welcome life's messiness, read Chekhov, avoid becoming an architect at all costs. ~ Kurt Vonnegut, #KEYS
3:Quite clearly, our task is predominantly metaphysical, for it is how to get all of humanity to educate itself swiftly enough to generate spontaneous social behaviors that will avoid extinction
~ R Buckminster Fuller,#KEYS
4:Many objects of temptation are there in front of you, and the mind is a rascal. No matter how much you educate it, it will run only in that direction. How many have the power to stop that? So it is best to stay away from the objects of temptations. ~ Swami Adbhutananda, #KEYS
5:Drop out of school before your mind rots from exposure to our mediocre educational system. Forget about the Senior Prom and go to the library and educate yourself if you've got any guts. Some of you like Pep rallies and plastic robots who tell you what to read. ~ Frank Zappa, #KEYS
6:Increasing knowledge is important, but we must also remember that we already know far more than we are willing or able to apply. The human race is not wandering in darkness without guidance or direction. It is not necessary to be universally enlightened in order to live a constructive code. The conflict is in the individual. He must decide for himself the degree to which he is willing to control and re-educate his own appetites and instincts. The inducements to personality reorientation are real, evident, and undeniable. ~ Manly P. Hall, Horizon Magazine, Winter 1950, p. 16, #KEYS
7:Education
THE EDUCATION of a human being should begin at birth and continue throughout his life.
Indeed, if we want this education to have its maximum result, it should begin even before birth; in this case it is the mother herself who proceeds with this education by means of a twofold action: first, upon herself for her own improvement, and secondly, upon the child whom she is forming physically. For it is certain that the nature of the child to be born depends very much upon the mother who forms it, upon her aspiration and will as well as upon the material surroundings in which she lives. To see that her thoughts are always beautiful and pure, her feelings always noble and fine, her material surroundings as harmonious as possible and full of a great simplicity - this is the part of education which should apply to the mother herself. And if she has in addition a conscious and definite will to form the child according to the highest ideal she can conceive, then the very best conditions will be realised so that the child can come into the world with his utmost potentialities. How many difficult efforts and useless complications would be avoided in this way!
Education to be complete must have five principal aspects corresponding to the five principal activities of the human being: the physical, the vital, the mental, the psychic and the spiritual. Usually, these phases of education follow chronologically the growth of the individual; this, however, does not mean that one of them should replace another, but that all must continue, completing one another until the end of his life.
We propose to study these five aspects of education one by one and also their interrelationships. But before we enter into the details of the subject, I wish to make a recommendation to parents. Most parents, for various reasons, give very little thought to the true education which should be imparted to children. When they have brought a child into the world, provided him with food, satisfied his various material needs and looked after his health more or less carefully, they think they have fully discharged their duty. Later on, they will send him to school and hand over to the teachers the responsibility for his education.
There are other parents who know that their children must be educated and who try to do what they can. But very few, even among those who are most serious and sincere, know that the first thing to do, in order to be able to educate a child, is to educate oneself, to become conscious and master of oneself so that one never sets a bad example to one's child. For it is above all through example that education becomes effective. To speak good words and to give wise advice to a child has very little effect if one does not oneself give him an example of what one teaches. Sincerity, honesty, straightforwardness, courage, disinterestedness, unselfishness, patience, endurance, perseverance, peace, calm, self-control are all things that are taught infinitely better by example than by beautiful speeches. Parents, have a high ideal and always act in accordance with it and you will see that little by little your child will reflect this ideal in himself and spontaneously manifest the qualities you would like to see expressed in his nature. Quite naturally a child has respect and admiration for his parents; unless they are quite unworthy, they will always appear to their child as demigods whom he will try to imitate as best he can.
With very few exceptions, parents are not aware of the disastrous influence that their own defects, impulses, weaknesses and lack of self-control have on their children. If you wish to be respected by a child, have respect for yourself and be worthy of respect at every moment. Never be authoritarian, despotic, impatient or ill-tempered. When your child asks you a question, do not give him a stupid or silly answer under the pretext that he cannot understand you. You can always make yourself understood if you take enough trouble; and in spite of the popular saying that it is not always good to tell the truth, I affirm that it is always good to tell the truth, but that the art consists in telling it in such a way as to make it accessible to the mind of the hearer. In early life, until he is twelve or fourteen, the child's mind is hardly open to abstract notions and general ideas. And yet you can train it to understand these things by using concrete images, symbols or parables. Up to quite an advanced age and for some who mentally always remain children, a narrative, a story, a tale well told teach much more than any number of theoretical explanations.
Another pitfall to avoid: do not scold your child without good reason and only when it is quite indispensable. A child who is too often scolded gets hardened to rebuke and no longer attaches much importance to words or severity of tone. And above all, take good care never to scold him for a fault which you yourself commit. Children are very keen and clear-sighted observers; they soon find out your weaknesses and note them without pity.
When a child has done something wrong, see that he confesses it to you spontaneously and frankly; and when he has confessed, with kindness and affection make him understand what was wrong in his movement so that he will not repeat it, but never scold him; a fault confessed must always be forgiven. You should not allow any fear to come between you and your child; fear is a pernicious means of education: it invariably gives birth to deceit and lying. Only a discerning affection that is firm yet gentle and an adequate practical knowledge will create the bonds of trust that are indispensable for you to be able to educate your child effectively. And do not forget that you have to control yourself constantly in order to be equal to your task and truly fulfil the duty which you owe your child by the mere fact of having brought him into the world.
Bulletin, February 1951
~ The Mother, On Education,#KEYS
*** WISDOM TROVE ***
1:Three things are needed to educate the peasantry: schools, schools, and schools. ~ leo-tolstoy, @wisdomtrove 2:To educate people for peace, we can use words or we can speak with our lives. ~ thich-nhat-hanh, @wisdomtrove 3:To educate a man in mind and not in morals is to educate a menace to society. ~ theodore-roosevelt, @wisdomtrove 4:To educate yourself for the feeling of gratitude means to take nothing for granted. ~ albert-schweitzer, @wisdomtrove 5:Receive the children in reverence, educate them in love, and send them forth in freedom. ~ rudolf-steiner, @wisdomtrove 6:It is vital that when educating our children’s brains, we do not neglect to educate their hearts. ~ dalai-lama, @wisdomtrove 7:We all know that the real reason universities have students is in order to educate the professors. ~ john-wheeler, @wisdomtrove 8:Let the views of others educate and inform you, but let your decisions be a product of your own conclusions. ~ jim-rohn, @wisdomtrove 9:I think I should know how to educate a boy, but not a girl; I should be in danger of making her too learned. ~ reinhold-niebuhr, @wisdomtrove 10:Don't educate your children to be rich. Educate them to be happy, so they know the value of things, not the price. ~ victor-hugo, @wisdomtrove 11:Genius lasts longer than Beauty. That accounts for the fact that we all take such pains to over-educate ourselves. ~ oscar-wilde, @wisdomtrove 12:It is not a mind, it is not a body that we educate, but it is a man, and we must not make two parts of him. ~ michel-de-montaigne, @wisdomtrove 13:It's easy to carry the past as a burden instead of a school. It's easy to let it overwhelm you instead of educate you. ~ jim-rohn, @wisdomtrove 14:I would rather entertain and hope that people learned something than educate people and hope they were entertained. ~ walt-disney, @wisdomtrove 15:A man who marries a woman to educate her falls into the same fallacy as the woman who marries a man to reform him. ~ elbert-hubbard, @wisdomtrove 16:It was not meant that the soul should cultivate the earth, but that the earth should educate and maintain the soul. ~ margaret-fuller, @wisdomtrove 17:A man who marries a woman to educate her falls victim to the same fallacy as the woman who marries a man to reform him. ~ elbert-hubbard, @wisdomtrove 18:If humanity is to live in the future in a socially right way, humanity must educate its children in a socially right way. ~ rudolf-steiner, @wisdomtrove 19:We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent. ~ maria-montessori, @wisdomtrove 20:If your plan is for one year plant rice. If your plan is for ten years plant trees. If your plan is for one hundred years educate children. ~ confucius, @wisdomtrove 21:It's the writer's job to stage confrontations, so the characters will say surprising and revealing things, and educate and entertain us all. ~ kurt-vonnegut, @wisdomtrove 22:Count it one of the highest virtues upon earth to educate faithfully the children of others, which so few, and scarcely any, do by their own. ~ martin-luther, @wisdomtrove 23:What people need and what they want may be very different... . Teachers are those who educate the people to appreciate the things they need. ~ elbert-hubbard, @wisdomtrove 24:How to begin to educate a child. First rule: leave him alone. Second rule: leave him alone. Third rule: leave him alone. That is the whole beginning. ~ d-h-lawrence, @wisdomtrove 25:The object of teaching a child is to enable the child to get along without the teacher. We need to educate our children for their future, not our past. ~ arthur-c-carke, @wisdomtrove 26:Teachers who educate children deserve more honour than parents who merely gave them birth; for bare life is furnished by the one, the other ensures a good life. ~ aristotle, @wisdomtrove 27:It is not possible to educate the will and the healthy soul that underlies it unless we develop insights that awaken energetic impulses in the soul and will. ~ rudolf-steiner, @wisdomtrove 28:Since one cannot educate adults, the word "education" has an evil sound in politics; there is a pretense of education, when the real purpose is coercion without the use of force. ~ hannah-arendt, @wisdomtrove 29:The heart of the Waldorf method is that education is an art-it must speak to the child's experience. To educate the whole child, his heart and his will must be reached, as well as the mind. ~ rudolf-steiner, @wisdomtrove 30:One of the great responsibilities we have as a society is to educate ourselves, along with the next generation, about which substances are worth ingesting, and for what purpose, and which are not. ~ sam-harris, @wisdomtrove 31:I read in the newspapers they are going to have 30 minutes of intellectual stuff on television every Monday from 7:30 to 8. to educate America. They couldn't educate America if they started at 6:30. ~ groucho-marx, @wisdomtrove 32:I promise to question everything my leaders tell me. I promise to use my critical faculties. I promise to develop my independence of thought. I promise to educate myself so I can make my own judgments. ~ carl-sagan, @wisdomtrove 33:One of the best ways to educate our hearts is to look at our interaction with other people, because our relationships with others are fundamentally a reflection of our relationship with ourselves. ~ stephen-r-covey, @wisdomtrove 34:Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult. ~ maria-montessori, @wisdomtrove 35:Educate your children to self-control, to the habit of holding passion and prejudice and evil tendencies subject to an upright and reasoning will, and you have done much to abolish misery from their future and crimes from society. ~ benjamin-franklin, @wisdomtrove 36:Those of us who are in this world to educate-to care for-young children have a special calling: a calling that has very little to do with the collection of expensive possessions but has a lot to do with worth inside of heads and hearts. ~ fred-rogers, @wisdomtrove 37:Our task is to educate the human being in such a way that he or she can bring to expression in the right way that which is living in the whole human being, and on the other side that which puts him/her into the world in the right way. ~ rudolf-steiner, @wisdomtrove 38:To the Greeks, the supreme function of music was to "praise the gods and educate the youth". In Egypt... Initiatory music was heard only in Temple rites because it carried the vibratory rhythms of other worlds and of a life beyond the mortal. ~ plutarch, @wisdomtrove 39:But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. ~ michel-de-montaigne, @wisdomtrove 40:The business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material ~ sri-aurobindo, @wisdomtrove 41:Anyone who believes that it is possible to educate the will without cultivating the insight that enlivens it is succumbing to illusion. Clear-sightedness on this point is a task for present-day pedagogy, but it can come only from a life-filled understanding of the whole human being. ~ rudolf-steiner, @wisdomtrove 42:We are all tattooed in our cradles with the beliefs of our tribe; the record may seem superficial, but it is indelible. You cannot educate a man wholly out of the superstitious fears which were early implanted in his imagination; no matter how utterly his reason may reject them... ~ oliver-wendell-holmes-sr, @wisdomtrove 43:One of these days they are going to remove so much of the & 44:The pleasure principle long persists, however, as the method of working employed by the sexual instincts, which are so hard to & 45:Formal education will make you a living; self-education will make you a fortune. A successful business owner never stops learning. They educate themselves on the things they need to learn, and they never stop growing. They never arrive at a certain point and think, ahhh... now I don't need to learn anymore. ~ jim-rohn, @wisdomtrove 46:I don't know the real answer, my answer to anything which is essentially human relations is education. Whatever the answer is, education must be its measured component and if you try to educate with generosity not with triumphalism I think sometimes it works, especially young people, that's why I teach, I've been teaching all my life. ~ elie-wiesel, @wisdomtrove 47:To educate yourself for the feeling of gratitude means to take nothing for granted, but to always seek out and value the kindness that stands behind the action. Nothing that is done for you is a matter of course. Everything originates in a will for the good, which is directed at you. Train yourself never to put off the word or action for the expression of gratitude. ~ albert-schweitzer, @wisdomtrove 48:But, Jefferson worried that the people - and the argument goes back to Thucydides and Aristotle - are easily misled. He also stressed, passionately and repeatedly, that it was essential for the people to understand the risks and benefits of government, to educate themselves, and to involve themselves in the political process. Without that, he said, the wolves will take over. ~ carl-sagan, @wisdomtrove 49:Look, if you can indulge in your passion, life will be far more interesting than if you're just working. You'll work harder at it, and you'll know more about it. But first you must go out and educate yourself on whatever it is that you've decided to do - know more about kite-surfing than anyone else. That's where the work comes in. But if you're doing things you're passionate about, that will come naturally. ~ richard-branson, @wisdomtrove 50:To live his life in his own way, to call his house his castle, to enjoy the fruits of his own labour, to educate his children as his conscience directs, to save for their prosperity after his death - these are wishes deeply ingrained in civilised man. Their realization is almost as necessary to our virtues as to our happiness. From their total frustration disastrous results both moral and psychological might follow. ~ c-s-lewis, @wisdomtrove 51:Men They hail you as their morning star Because you are the way you are. If you return the sentiment, They'll try to make you different; And once they have you, safe and sound, They want to change you all around. Your moods and ways they put a curse on; They'd make of you another person. They cannot let you go your gait; They influence and educate. They'd alter all that they admired. They make me sick, they make me tired. ~ dorothy-parker, @wisdomtrove *** NEWFULLDB 2.4M ***
1:To Educate is to Free. ~ Jos Mart, #NFDB
2:To Educate is to Free. ~ Jose Marti, #NFDB
3:ecosystem than to educate ~ Sandra Hill, #NFDB
4:Always educate yourself. ~ Donovan Bailey, #NFDB
5:Those who trust us educate us. ~ George Eliot, #NFDB
6:Can rules or tutors educate ~ Ralph Waldo Emerson, #NFDB
7:The media doesn't educate anyone. ~ Jesse Ventura, #NFDB
8:There is no single way to educate. ~ Michael Gurian, #NFDB
9:To educate girls is to reduce poverty. ~ Kofi Annan, #NFDB
10:I don’t argue with fools; I educate. ~ Shannon L Alder, #NFDB
11:Skip business school. Educate yourself. ~ Josh Kaufman, #NFDB
12:Educate yourself or you'll be a nobody! ~ James McBride, #NFDB
13:Educate yourself. Don't let me educate you ~ Robert Henri, #NFDB
14:If you dont educate your kids... I will. ~ Marilyn Manson, #NFDB
15:A child can educate just about anybody. ~ Garrison Keillor, #NFDB
16:If you educate a girl, you educate a nation. ~ Helene D Gayle, #NFDB
17:Never allow your enemies to educate your children. ~ Malcolm X, #NFDB
18:We must educate our sons to save our daughters ~ Yvette Cooper, #NFDB
19:When you educate a woman, you create a nation. ~ Hafez Ibrahim, #NFDB
20:Educate a woman, you educate a nation. ~ Phumzile Mlambo Ngcuka, #NFDB
21:My parents found me very difficult to educate. ~ Mika Brzezinski, #NFDB
22:I had to study acting to basically educate myself. ~ Boris Kodjoe, #NFDB
23:Abraham Lincoln now set to work with a will to educate ~ Anonymous, #NFDB
24:If you can educate girls, you can change the world. ~ Cathie Black, #NFDB
25:If you educate women, family size tends to go down. ~ Jane Goodall, #NFDB
26:Organize, agitate, educate, must be our war cry. ~ Susan B Anthony, #NFDB
27:Educate and inform the whole mass of the people. ~ Thomas Jefferson, #NFDB
28:Our purpose is to educate as well as to entertain. ~ Curtis Mayfield, #NFDB
29:Once you educate yourself, you're left with choices. ~ Yvon Chouinard, #NFDB
30:Educate us with your media machine, tell me what to dream. ~ Ray Davies, #NFDB
31:I think we need to educate our doctors about addiction. ~ Matthew Perry, #NFDB
32:I would not educate Donald trump. He is a very educated man. ~ Tommie Smith, #NFDB
33:Sit down and read. Educate yourself for the coming conflicts. ~ Mother Jones, #NFDB
34:To write is to educate and to entertain. Never to exclude. ~ Glen David Gold, #NFDB
35:Educate the children and it won't be necessary to punish the men. ~ Pythagoras, #NFDB
36:You can educate people on how to preempt their own conflict. ~ Wangari Maathai, #NFDB
37:It means to educate myself incessantly about the world around me. ~ June Jordan, #NFDB
38:Educate yourself as much as you can with life. Just go out there. ~ Julian Morris, #NFDB
39:experiment, explore and experience – the ideal way to educate oneself. ~ Samarpan, #NFDB
40:We must educate our children to become like young Egyptian people. ~ Barack Obama, #NFDB
41:When will you stop trying to educate me, I wonder? Never I hope. ~ David Nicholls, #NFDB
42:Educate men without religion and you make them clever devils. ~ Duke of Wellington, #NFDB
43:When you educate a girl, you begin to change the face of a nation. ~ Oprah Winfrey, #NFDB
44:You can educate yourself right out of a relationship with God. ~ Tammy Faye Bakker, #NFDB
45:Chess is an effective means to educate and train the human intellect. ~ Che Guevara, #NFDB
46:The countries who out-educate us today will out-compete us tomorrow. ~ Barack Obama, #NFDB
47:one need not depend on religious faith to educate our inner values. ~ Dalai Lama XIV, #NFDB
48:Take some time and educate your mind, in the long run I'm sure you're fine. ~ Coolio, #NFDB
49:The best way to educate oneself is to become part of the revolution. ~ Abbie Hoffman, #NFDB
50:We have the choice to choose how we're going to educate our emotions. ~ David Brooks, #NFDB
51:Heaven and earth, advantages and obstacles, conspire to educate genius. ~ Henry Fuseli, #NFDB
52:I know of no more sacred duty than to rear and educate a child. ~ Ludwig van Beethoven, #NFDB
53:I have a strong sense that I have to educate people about disability. ~ Oscar Pistorius, #NFDB
54:The myth is that it is possible for one human being to educate another ~ Oliver DeMille, #NFDB
55:It is the way to educate your eye and more. Stare, pry, listen, eavesdrop. ~ Walker Evans, #NFDB
56:Once again, I arrived at my usual conclusion: one must educate oneself. ~ Marjane Satrapi, #NFDB
57:The critic has to educate the public; the artist has to educate the critic. ~ Oscar Wilde, #NFDB
58:To educate people for peace, we can use words or we can speak with our lives. ~ Nhat Hanh, #NFDB
59:I pay the schoolmaster, but 'tis the schoolboys that educate my son. ~ Ralph Waldo Emerson, #NFDB
60:It now costs more to amuse a child than it once did to educate his father. ~ Vaughn Monroe, #NFDB
61:I try to make people smile and dance, not think about things or educate them. ~ Fatboy Slim, #NFDB
62:If you don't educate yourself, this is an area of your life that it is a game. ~ Tony Robbins, #NFDB
63:I like learning new stuff, and continuing to educate myself as best I can. ~ Dominic Monaghan, #NFDB
64:The Good Turn will educate the boy out of the groove of selfishness. ~ Baden Powell de Aquino, #NFDB
65:Unfortunately, we don't educate drivers enough to be respectful on the road. ~ Mario Andretti, #NFDB
66:A smart terminal is not a smartass terminal, but rather a terminal you can educate. ~ Rob Pike, #NFDB
67:Before you rush off trying to see everything you can, educate yourself. ~ Jonathan Safran Foer, #NFDB
68:It's very important, once you are a parent, that you educate your kid day by day. ~ Ana Tijoux, #NFDB
69:Three things are needed to educate the peasantry: schools, schools, and schools. ~ Leo Tolstoy, #NFDB
70:To educate the peasantry, three things are needed: schools, schools and schools. ~ Leo Tolstoy, #NFDB
71:All of my career has been an attempt to educate myself and get paid for it. ~ Edward Rutherfurd, #NFDB
72:Blows the lid off a decades-long conspiracy to secretly educate cartoon viewers ~ David X Cohen, #NFDB
73:To educate the people three things are needed: schools, and schools, and schools. ~ Leo Tolstoy, #NFDB
74:When educating the minds of our youth, we must not forget to educate their hearts. ~ Dalai Lama, #NFDB
75:Children are born optimists and we slowly educate them out of their heresy ~ Louise Imogen Guiney, #NFDB
76:I try to educate the public and let them make the decisions for themselves. ~ Neil deGrasse Tyson, #NFDB
77:So, this is my government's agenda: educate your daughter and save your daughter. ~ Narendra Modi, #NFDB
78:A lot of times, jazz musicians try to educate people. What other genre does that? ~ Robert Glasper, #NFDB
79:Never educate a child to be a gentleman or lady alone, but to be a man, a woman. ~ Herbert Spencer, #NFDB
80:To educate a man in mind and not in morals is to educate a menace to society. ~ Theodore Roosevelt, #NFDB
81:To educate a person without teaching ethics is to create a menace to society. ~ Theodore Roosevelt, #NFDB
82:Art has the power to transform, to illuminate, to educate, inspire and motivate. ~ Harvey Fierstein, #NFDB
83:The Court's great power is its ability to educate, to provide moral leadership. ~ William O Douglas, #NFDB
84:was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
85:A slap in the face or a box on the ear helps to educate not only children but poets. ~ Marcel Proust, #NFDB
86:Educate yourself. Learn everything you can and then let knowledge yield to kindness. ~ Bryant McGill, #NFDB
87:The aim of all education is, or should be, to teach people to educate themselves. ~ Arnold J Toynbee, #NFDB
88:The conservationist¹s most important task, if we are to save the Earth, is to educate. ~ Peter Scott, #NFDB
89:You educate a man; you educate a man. You educate a woman; you educate a generation. ~ Brigham Young, #NFDB
90:Forever continue to love, heal and educate the children. The future shines on them. ~ Michael Jackson, #NFDB
91:it was neither possible nor necessary to educate people who never questioned anything ~ Joseph Heller, #NFDB
92:The most important object in Boy Scout training is to educate, not instruct. ~ Baden Powell de Aquino, #NFDB
93:To educate the intelligence is to expand the horizon of its wants and desires. ~ James Russell Lowell, #NFDB
94:Cost recovery is the polite way of saying, make families pay to educate their children. ~ Susan George, #NFDB
95:In Scouting, a boy is encouraged to educate himself instead of being instructed. ~ Robert Baden Powell, #NFDB
96:it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
97:Trying to educate a bigot is like shining light into the pupil of an eye—it constricts. ~ Carol Tavris, #NFDB
98:You cannot change another person's mind or educate them; this they must do themselves. ~ Bryant McGill, #NFDB
99:I genuinely believe we have an opportunity to revolutionize how we educate our children. ~ LeVar Burton, #NFDB
100:It is a notably obscene crime of our language that educate is not an intransitive verb. ~ Benjamin Hale, #NFDB
101:the purpose of schools was not to educate all students to the same level, but to sort them, ~ Todd Rose, #NFDB
102:To educate yourself for the feeling of gratitude means to take nothing for granted. ~ Albert Schweitzer, #NFDB
103:A schoolteacher or professor cannot educate individuals, he educates only species. ~ Georg C Lichtenberg, #NFDB
104:I have learned that images have the power to educate, honor, humiliate, and illuminate. ~ David Doubilet, #NFDB
105:It is the duty of the State to educate, and the right of the people to demand education. ~ Edmund Barton, #NFDB
106:it was neither possible nor necessary to educate people who never questioned anything. C ~ Joseph Heller, #NFDB
107:Let us not, in the eagerness of our haste to educate, forget all the ends of education. ~ William Godwin, #NFDB
108:There is nothing the Church can do except try to educate people to become good consumers. ~ Pope Francis, #NFDB
109:TO EDUCATE A PERSON IN THE MIND BUT NOT IN MORALS IS TO EDUCATE A MENACE TO SOCIETY ~ Theodore Roosevelt, #NFDB
110:Educate a woman and you educate her family. Educate a girl and you change the future. ~ Rania Al Abdullah, #NFDB
111:Educate yourself make your world view bigger, visualize wealth, and put yourself in the picture ~ KRS One, #NFDB
112:...it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
113:Receive the children in reverence, educate them in love, and send them forth in freedom. ~ Rudolf Steiner, #NFDB
114:To educate a person in the mind but not in morals is to educate a menace to society. ~ Theodore Roosevelt, #NFDB
115:You know, you've got to be careful with how you educate your kids in rock'n'roll fashion. ~ Scott Weiland, #NFDB
116:All the filmmakers I've worked with have taken my desire to educate myself very seriously. ~ Jeremy Davies, #NFDB
117:games and animated programs designed to educate adolescents on issues regarding safe sex. This ~ Anonymous, #NFDB
118:If you educate a man you educate a person, but if you educate a woman you educate a family ~ Brigham Young, #NFDB
119:I only wish my health issues to be open to the public in the hope that I can educate others. ~ Renee Sloan, #NFDB
120:The United States government has the obligation to educate all young people in this country. ~ Al Sharpton, #NFDB
121:Words can educate and liberate—but TGC want to make them a salable commodity and nothing more. ~ Anonymous, #NFDB
122:A state that does not educate and train women is like a man who only trains his right arm. ~ Jostein Gaarder, #NFDB
123:All my good is magnetic, and I educate, not by lessons, but by going about my business. ~ Ralph Waldo Emerson, #NFDB
124:the truth is that it's far easier to make a bomb than to educate four hundred million people. ~ Arundhati Roy, #NFDB
125:I think it’s time that people update themselves, educate themselves, and inform themselves. ~ Malala Yousafzai, #NFDB
126:Our office acts like a kind of educational establishment and we are very careful who we educate. ~ Rem Koolhaas, #NFDB
127:Everyone can help. We can educate ourselves and our children about other countries and cultures. ~ Angelina Jolie, #NFDB
128:If you teach a boy, you educate an individual; but if you teach a girl, you educate a community. ~ Greg Mortenson, #NFDB
129:I played around with the flowers and the lighting, so that was a good way to educate myself ~ Robert Mapplethorpe, #NFDB
130:The object of education is to prepare the young to educate themselves throughout their lives. ~ Robert M Hutchins, #NFDB
131:To educate educators! But the first ones must educate themselves! And for these I write.
~ Friedrich Nietzsche,#NFDB
132:agreed that it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
133:Hip-hop is supposed to uplift and create, to educate people on a larger level and to make a change. ~ Doug E Fresh, #NFDB
134:It is vital that when educating our children's brains that we do not neglect to educate their hearts. ~ Dalai Lama, #NFDB
135:Educate yourself, welcome life’s messiness, read Chekhov, avoid becoming an architect at all costs. ~ Kurt Vonnegut, #NFDB
136:I wasn’t a person to educate and then waste that education by letting such valuable knowledge fade. ~ Pepper Winters, #NFDB
137:To educate educators! But the first ones must educate themselves! And for these I write. (VII, ~ Friedrich Nietzsche, #NFDB
138:If we marry we stay too poor to educate, and when we educate, it would be too late to enjoy the life. ~ M F Moonzajer, #NFDB
139:You can't educate a child who isn't healthy, and you can't keep a child healthy who isn't educated. ~ Joycelyn Elders, #NFDB
140:It is far better to give work that is above a person, than to educate the person to be above their work. ~ John Ruskin, #NFDB
141:The stated purpose of schools is to educate the kids. But there is no external pressure to do this well. ~ Paul Graham, #NFDB
142:Let the views of others educate and inform you, but let your decisions be a product of your own conclusions. ~ Jim Rohn, #NFDB
143:We need a new environmental consciousness on a global basis. To do this, we need to educate people. ~ Mikhail Gorbachev, #NFDB
144:Artists are able to do well in the political arena because of fame, if only they can educate themselves. ~ Ronee Blakley, #NFDB
145:Don't waste your energy trying to educate or change opinions... Do your thing and don't care if they like it. ~ Tina Fey, #NFDB
146:Parents tell us things to protect us, or they educate us from their own misinformation or misconceptions. ~ Harold Ramis, #NFDB
147:Forget college, forget everything else, just educate yourself, your world around you, everything around you. ~ Asher Roth, #NFDB
148:[They] agreed that it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
149:In the future, how we educate our children may prove to be more important than how much we educate them. ~ Thomas Friedman, #NFDB
150:We believe it is the duty of the vanguard political movement which brings change to educate people's outlook ~ Steven Biko, #NFDB
151:All you have to do to educate a child is leave him alone and teach him to read. The rest is brainwashing. ~ Ellen Gilchrist, #NFDB
152:We all know that the real reason universities have students is in order to educate the professors. ~ John Archibald Wheeler, #NFDB
153:Much as they feared democracy, they determined to shape it. Their motto became "Let us educate our new masters". ~ Peter Gay, #NFDB
154:The truth is that there can be no proper training that does not educate the whole system of the man. ~ Christopher McDougall, #NFDB
155:I try to help people realize their dreams by using magic to tell stories that educate, move, and inspire. ~ David Copperfield, #NFDB
156:It’s obvious you think this is incredibly amusing but allow me to educate you. Men do not like to be teased. ~ Kristen Ashley, #NFDB
157:Trying to educate the dumb with a dumb teacher is nothing but washing the dirty clothes in a dirty water! ~ Mehmet Murat ildan, #NFDB
158:Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
159:Educate yourself, learn about what refugees face when they don't have homes, after they have lost everything. ~ Khaled Hosseini, #NFDB
160:I think I should know how to educate a boy, but not a girl; I should be in danger of making her too learned. ~ Reinhold Niebuhr, #NFDB
161:Don't educate your children to be rich. Educate them to be happy, so they know the value of things, not the price. ~ Victor Hugo, #NFDB
162:Genius lasts longer than Beauty. That accounts for the fact that we all take such pains to over-educate ourselves. ~ Oscar Wilde, #NFDB
163:I asked her if I was black or white. She replied "You are a human being. Educate yourself or you'll be a nobody! ~ James McBride, #NFDB
164:The man who seeks to educate himself must first read and then travel in order to correct what he has learned. ~ Giacomo Casanova, #NFDB
165:You cannot entertain a Norwegian, you cannot bore a German, and you cannot educate an American or a chimpanzee. ~ Stephen Hunter, #NFDB
166:But, good gracious, you've got to educate him first. You can't expect a boy to be vicious till he's been to a good school. ~ Saki, #NFDB
167:It is not a mind, it is not a body that we educate, but it is a man, and we must not make two parts of him. ~ Michel de Montaigne, #NFDB
168:It's easy to carry the past as a burden instead of a school. It's easy to let it overwhelm you instead of educate you. ~ Jim Rohn, #NFDB
169:I would rather entertain and hope that people learned something than educate people and hope they were entertained. ~ Walt Disney, #NFDB
170:Once, he reminded himself, I studied hard to learn to save lives. Now I must educate myself in how to take one. ~ John Katzenbach, #NFDB
171:A man who marries a woman to educate her falls into the same fallacy as the woman who marries a man to reform him. ~ Elbert Hubbard, #NFDB
172:Do not read as children do to enjoy themselves, or, as the ambitious do to educate themselves. No, read to live. ~ Gustave Flaubert, #NFDB
173:You can't educate people that are not healthy. But you certainly can't keep them healthy if they're not educated. ~ Joycelyn Elders, #NFDB
174:And if we must educate our poets and artists in science, we must educate our masters, labour and capital, in art. ~ John B S Haldane, #NFDB
175:However, he did say that a state that does not educate and train women is like a man who only trains his right arm. ~ Jostein Gaarder, #NFDB
176:It was not meant that the soul should cultivate the earth, but that the earth should educate and maintain the soul. ~ Margaret Fuller, #NFDB
177:We educate one another; and we cannot do this if half of us consider the other half not good enough to talk to. ~ George Bernard Shaw, #NFDB
178:it was neither possible nor necessary to educate people who never questioned anything. Colonel Cathcart and Lieutenant ~ Joseph Heller, #NFDB
179:The impact of improving health is that the population growth goes down, and so you can educate more kids, feed more kids. ~ Bill Gates, #NFDB
180:If you can read, you can find books on anything you want. You can self-educate even if you can't afford to go to school. ~ Dolly Parton, #NFDB
181:I've always argued, unsuccessfully, that there's no point in giving money to the arts unless you educate people in them. ~ Richard Eyre, #NFDB
182:To educate a person in mind and not in morals is to educate a menace to society. Theodore Roosevelt ~ Anonymous, #NFDB
183:We do not at present educate people to think but, rather, to have opinions, and that is something altogether different. ~ Louis L Amour, #NFDB
184:When you succeed at keeping almost everyone in school, you must figure out ways to educate everyone you keep in school. ~ Diane Ravitch, #NFDB
185:A man who marries a woman to educate her falls victim to the same fallacy as the woman who marries a man to reform him. ~ Elbert Hubbard, #NFDB
186:I'm of the school 'Write what you know.' You can educate yourself, but the best writing usually comes from the heart. ~ Terrence McNally, #NFDB
187:I would rather entertain and hope that people learned something than educate people and hope they were entertained ~ Walt Disney Company, #NFDB
188:Lincoln understood that the greatest challenge for a leader in a democratic society is to educate public opinion. ~ Doris Kearns Goodwin, #NFDB
189:It’s sometimes said that if you send a boy to school, you educate a man; if you send a girl to school, you educate a village. ~ Anonymous, #NFDB
190:Educate and inform the whole mass of the people... They are the only sure reliance for the preservation of our liberty. ~ Thomas Jefferson, #NFDB
191:Educate the children in your country well, and then sit and watch the rise of your country like a Sun on the horizon! ~ Mehmet Murat ildan, #NFDB
192:If humanity is to live in the future in a socially right way, humanity must educate its children in a socially right way. ~ Rudolf Steiner, #NFDB
193:I've done everything I can as a United States Senator to educate myself on the carbon issue and the climate change issue. ~ Johnny Isakson, #NFDB
194:Real education should educate us out of self into something far finer; into a selflessness which links us with all humanity. ~ Nancy Astor, #NFDB
195:Educate yourself on what's going on around the world where children are dying. Educate yourself on what's going on in Africa. ~ Sam Childers, #NFDB
196:the corporal and Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything. ~ Anonymous, #NFDB
197:We must do all in our power to educate the public, for I believe that in the end only a change of heart is really effective. ~ Ruth Harrison, #NFDB
198:We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent. ~ Maria Montessori, #NFDB
199:In the immortal words of Roberto Duran, we are saying, 'No mas!' We will educate students and then promote them, not the reverse ~ Joel Klein, #NFDB
200:Mistakes and failures are guaranteed, but it is how we choose to educate ourselves after we stumble that molds who we become. ~ Bella Forrest, #NFDB
201:They shared a wish, a hope, a dream,
They hatched a daring plan
To educate young sorcerers
Thus Hogwarts School began ~ J K Rowling,#NFDB
202:But, good gracious, you've got to educate him first. You can't expect a boy to be vicious till he's been to a good school. ~ Hector Hugh Munro, #NFDB
203:I think that Sarah Palin really missed the chance to educate the public on what some of the challenges her son is actually facing. ~ Jon Soltz, #NFDB
204:Besides entertainment and action, I want to educate. You know, as a producer or director, we do have a responsibility to society. ~ Jackie Chan, #NFDB
205:It's always far easier to murder and tear down than it is to build and educate. Easier to let power accumulate than diffuse. ~ Richard K Morgan, #NFDB
206:The idea that media is there to educate us, or to inform us, is ridiculous because that's about tenth or eleventh on their list. ~ Abbie Hoffman, #NFDB
207:Leaders inform, inspire and improve people. They educate, empower and enrich the value of their followers. They make impacts. ~ Israelmore Ayivor, #NFDB
208:Growing up, his father had used silence rather than speech to educate him, and words were merely the punctuation between the silences. ~ Liu Cixin, #NFDB
209:In the United States we spend $40,000 a year to incarcerate each prison inmate and $8,000 to educate each elementary school student. ~ John Grisham, #NFDB
210:To teach virtue we must educate the emotions, and this means learning "what to feel" in the various circumstances that prompt them. ~ Roger Scruton, #NFDB
211:I know one thing: that you can do a lot of things but if you don't educate people into conscious anarchism it gets frittered away. ~ Murray Bookchin, #NFDB
212:Natural associations educate, while artificial ones tend to weaken the powers of the mind, if carried to any great length. ~ William Walker Atkinson, #NFDB
213:Patriotic societies seem to think that the way to educate school children in a democracy is to stage bigger and better flag-saluting. ~ S I Hayakawa, #NFDB
214:To train and educate the rising generation will at all times be the first object of society, to which every other will be subordinate. ~ Robert Owen, #NFDB
215:I also don’t have time to educate you on the fact that sitting outside someone’s house all night is firmly in Criminal Minds territory, ~ Anne Malcom, #NFDB
216:It has been the office of art to educate the perception of beauty. We are immersed in beauty but our eyes have no clear vision. ~ Ralph Waldo Emerson, #NFDB
217:If you don't educate yourself, you'll never get out of the starting block because you'll spend all your money making foolish decisions. ~ Daymond John, #NFDB
218:Then Gregory lowered his voice, suddenly serious. “But it looks like we got to do it the hard way, and stay down here, and educate them. ~ Howard Zinn, #NFDB
219:If your plan is for one year plant rice. If your plan is for ten years plant trees. If your plan is for one hundred years educate children. ~ Confucius, #NFDB
220:Our challenge is not to educate the children we used to have or want to have, but to educate the children who come to the schoolhouse door. ~ H G Wells, #NFDB
221:As a director, you should choose a project that will educate you and enrich your life, because you're going to be doing it for two years. ~ Rob Marshall, #NFDB
222:It would be absolutely useless for any of us to work to save wildlife without working to educate the next generation of conservationists. ~ Jane Goodall, #NFDB
223:Sadly, children's passion for thinking often ends when they encounter a world that seeks to educate them for conformity and obedience only. ~ Bell Hooks, #NFDB
224:You educate a boy, and you're educating an individual. You educate a girl, and you're educating a village.
-African Proverb ~ Nicholas D Kristof,#NFDB
225:Can teachers successfully educate children to think for themselves if teachers are not treated as professionals who think for themselves? ~ Diane Ravitch, #NFDB
226:Thanks. I forgot how to flip off the English. I'll use the correct hand gesture next time."
"My pleasure. Always happy to educate. ~ Stephanie Perkins,#NFDB
227:When you educate a woman, you set her free. Had I not had books and education in Mississippi, I would have believed that's all there was. ~ Oprah Winfrey, #NFDB
228:You better educate yourself. You don't stand in the front of the line unless you're up there because you know everything that's involved. ~ John Calipari, #NFDB
229:You couldn’t educate hate out of people who needed someone less than themselves, someone they could point at and measure their lives by. They ~ Nick Cole, #NFDB
230:You have to give the press confrontations. When you give them confrontations, you get attention; when you get attention, you can educate. ~ Newt Gingrich, #NFDB
231:Cohn had a packet of Goldman Sachs–style charts and tables to educate the president on taxes. Trump was not interested and did not read it. ~ Bob Woodward, #NFDB
232:I had to educate him that there was no such thing as writer's block, that writers write when they write, and when they don't, they don't. ~ Anthony Kiedis, #NFDB
233:To me, money is the ability to create lifelong experiences for my family and myself, to educate my children and a way to give back to humanity. ~ Cat Cora, #NFDB
234:We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet. ~ Margaret Mead, #NFDB
235:The real world is where I get to educate and entertain myself. I go and touch the real world and touch real people. That's my way into movies. ~ Tony Scott, #NFDB
236:Those who educate children well are more to be honored than they who produce them; for these only gave them life, those the art of living well. ~ Aristotle, #NFDB
237:Lord AUGUSTUS:(looking around) Time to educate yourself, I suppose. DUMBY: No, time to forget all I have learned. That is much more important. ~ Oscar Wilde, #NFDB
238:We expect teachers to handle teenage pregnancy, substance abuse, and the failings of the family. Then we expect them to educate our children. ~ John Sculley, #NFDB
239:What people need and what they want may be very different.... Teachers are those who educate the people to appreciate the things they need. ~ Elbert Hubbard, #NFDB
240:Count it one of the highest virtues upon earth to educate faithfully the children of others, which so few, and scarcely any, do by their own. ~ Martin Luther, #NFDB
241:Miss Howell, I worry that the pains your father has taken to educate you will result in little but finding himself with a wit on his hands. ~ Charles Frazier, #NFDB
242:There has been a strong tradition in this country that it is not the function of the military to educate the public on political issues. ~ J William Fulbright, #NFDB
243:To bring a child into the world that you cannot feed, clothe, house, and educate is the moral equivalent, in my opinion, of a drive-by shooting. ~ Larry Elder, #NFDB
244:The cycles of dysfunction and mental illness did not have to carry over from generation to generation. You just had to educate yourself. Erika ~ Liane Moriarty, #NFDB
245:We must educate the public. The average person has no idea of what's going on in factory farms, in laboratories, circuses, roadside zoos or rodeos. ~ Bob Barker, #NFDB
246:But how shall we educate men to goodness, to a sense of one another, to a love of truth? And more urgently, how shall we do this in a bad time? ~ Daniel Berrigan, #NFDB
247:If you wish to educate a child who has gone wrong, then you must, above all, keep your attention fixed on the intersection of two charmed circles. ~ Alfred Adler, #NFDB
248:Every good man progressively becomes God. To become God, to be man, and to educate oneself, are expressions that are synonymous. ~ Karl Wilhelm Friedrich Schlegel, #NFDB
249:You would better educate ten women into the practice of liberal principles than to organize a thousand on a platform of intolerance and bigotry. ~ Susan B Anthony, #NFDB
250:Shall we educate ourselves in what is known, and then casting away all we have acquired, turn to ignorance for aid to guide us among the unknown? ~ Michael Faraday, #NFDB
251:Those parents who do not educate their sons are their enemies; for as is a crane among swans, so are ignorant so are ignorant sons in a public assembly. ~ Chanakya, #NFDB
252:How to begin to educate a child. First rule: leave him alone. Second rule: leave him alone. Third rule: leave him alone. That is the whole beginning. ~ D H Lawrence, #NFDB
253:It’s no easier being an artist in modern Florence than it is a philosopher in modern Athens. The past can educate and inspire. It can also imprison. A ~ Eric Weiner, #NFDB
254:I wanted to educate myself about the world and I wanted to know what was happening to people in other countries. I feel now I have only just begun. ~ Angelina Jolie, #NFDB
255:though we can educate the younger generation, we can even command them, we cannot control their lives, much as we think we’d do a better job of it. ~ Sherwood Smith, #NFDB
256:A child's natural form of behavior is play, and in our aim to educate, play should be honored and preserved for as long past childhood as can be. ~ Rebecca Goldstein, #NFDB
257:Thirties. Go to therapy. Clean up all of the sh-t. Clean up all of the toxins and the noise. Understand who you are. Educate yourself on the self. ~ Jennifer Aniston, #NFDB
258:We all must educate children at the youngest ages that private parts are private, 'no' means no, and there is only one code of honor for everyone. ~ Christine Pelosi, #NFDB
259:We can either chose to continue in ignorance, sticking to the yellow brick road of simplicity, or educate ourselves and unlock a spectrum of possibility. ~ Penny Reid, #NFDB
260:Well, we've got a major effort under way to try to educate everybody, to let them know we have a zero tolerance policy where sexual assault is involved. ~ Dick Cheney, #NFDB
261:What's the use of the strongest chisel in the world if it doesn't have an edge? We've got to sharpen your wits, Gully. Got to educate you, man, is all. ~ Alfred Bester, #NFDB
262:Every man can educate himself. It's shameful to put one's mind into the hands of those whom you wouldn't entrust with your money. Dare to think for yourself. ~ Voltaire, #NFDB
263:It is a mere needless thing to fight with ignorance with all your true strength except you can educate and change ignorance with wit and wisdom ~ Ernest Agyemang Yeboah, #NFDB
264:It’s a waste of your time to teach them.” This dismissal, inexplicably, starts to eat through your patience. “It’s never a waste of time to educate others. ~ N K Jemisin, #NFDB
265:The object of teaching a child is to enable the child to get along without the teacher. We need to educate our children for their future, not our past. ~ Arthur C Clarke, #NFDB
266:Always try to understand and educate yourselves on the reasons why Allah has given you life, do that part first then enjoy the rest of life and chill out. ~ Shahid Afridi, #NFDB
267:But is shame really the most useful tool to be employed in the reformation of mankind? Do people grow better through being belittled? Does fear educate? ~ Alain de Botton, #NFDB
268:Educate and inform the whole mass of the people. Enable them to see that it is their interest to preserve peace and order, and they will preserve them. ~ Thomas Jefferson, #NFDB
269:We need to educate people about the reality of Islam, the logics of Islam. I am sure every free man in this world would fight the ideology of Islam. ~ Mosab Hassan Yousef, #NFDB
270:It is imperative for US to parent our children and educate them outside of the school systems, as our education system was not designed to lift US out of oppression. ~ T I, #NFDB
271:Please find out what you can do to make a difference. Take five minutes to educate yourself on an issue you didn't know about before. Then tell somebody else. ~ Matt Damon, #NFDB
272:Powerful people can not afford to educate the people they oppress... because once you are truly educated, you will not ASK for power you will TAKE it. ~ John Henrik Clarke, #NFDB
273:And we have seen how Rousseau’s insistence on creating a world that makes sense ultimately vitiates his attempt to educate a child for a world that does not. ~ Susan Neiman, #NFDB
274:A lot of times I'm on my own trying to find research material and things like that and trying to educate myself on the world and the film that I'm working on. ~ Logan Lerman, #NFDB
275:Nothing is costed properly and it's destroying the earth. We need to re-educate people that what is good for the planet is good for the financial system. ~ Vivienne Westwood, #NFDB
276:People should treat the oceans like we do anything else that we care about - with consideration, with care, and affection. That's it. For that we must educate. ~ Walter Munk, #NFDB
277:School choice is one of the strongest ways we have to educate our children, .. believes in school choice and he is going to work hard to enact school choice. ~ Ari Fleischer, #NFDB
278:Young people need to vote. They need to get out there. Every vote counts. Educate yourself too. Don't just vote. Know what you're voting for, and stand by that. ~ Nikki Reed, #NFDB
279:Powerful people cannot afford to educate the people that they oppress, because once you are truly educated, you will not ask for power. You will take it. ~ John Henrik Clarke, #NFDB
280:By 2020 the U.S. will be short 91,000 doctors. There's no way we can educate enough doctors to make up that shortfall, and other countries are far worse off. ~ Peter Diamandis, #NFDB
281:An interesting question: is it easier to motivate a learned individual that never does anything, or educate an ignorant individual that actually produces things? ~ John Carmack, #NFDB
282:Cultivate your garden. Do not depend upon teachers to educate you... follow your own bent, pursue your curiosity bravely, express yourself, make your own harmony. ~ Will Durant, #NFDB
283:Every empire, however, tells itself and the world that it is unlike all other empires, that its mission is not to plunder and control but to educate and liberate. ~ Edward Said, #NFDB
284:I think we should try to be responsible and educate ourselves. I'm simply doing that and traveling, learning first hand, and seeing first hand what's going on. ~ Angelina Jolie, #NFDB
285:Teachers, who educate children, deserve more honour than parents, who merely gave them birth; for the latter provided mere life, while the former ensure a good life. ~ Aristotle, #NFDB
286:As soon as you say, "are you feeling X because I ..." Then the Jackal starts to salivate because he can educate the person that he's the cause of his pain. ~ Marshall B Rosenberg, #NFDB
287:We are quite rich enough to defend ourselves, whatever the cost. We must now learn that we are quite rich enough to educate ourselves as we need to be educated. ~ Walter Lippmann, #NFDB
288:What experience cannot teach you now, mentors and books can foretell! To take the lead in whatever you do, be willing to learn and educate yourself regularly! ~ Israelmore Ayivor, #NFDB
289:Ah, my dear I" said Fanfreluche, with a grin, "we are going to educate everybody, they say, so that everybody shall be above doing anything. What a millennium that will be ~ Ouida, #NFDB
290:This awareness instills a fierce desire to protect that heritage and - in doing so - to educate Americans in the meaning and importance of our pivotal documents. ~ Allen Weinstein, #NFDB
291:The law of nature instructs most animals to cherish and educate their infant progeny. The law of reason inculcates to the human species the returns of filial piety. ~ Edward Gibbon, #NFDB
292:There are a lot of wonderful women writers who would be good influences on writers. You've got to spread yourself out and educate yourself with all kinds of stories. ~ Ray Bradbury, #NFDB
293:If it is the duty of the State to educate, it is the duty of the State also to bear the burden of education, namely, the taxation out of which education is provided. ~ Edmund Barton, #NFDB
294:How do you get rid of the trash? It's out there in society, it's going on every day. You can educate children an awful lot easier than you can get rid of the trash. ~ Joycelyn Elders, #NFDB
295:We must continue to deepen our ties to the Americas and the Caribbean, our common work to educate children, fight drugs, strengthen democracy, and increase trade. ~ William J Clinton, #NFDB
296:Yes, across the board, these gentlemen understand they have the power to make a difference and even educate people to injustices that are occurring in their worlds. ~ Alexis Arguello, #NFDB
297:He [Andrew Carnegie] wanted people to be able to lift themselves, to educate themselves, to train themselves. And there was no better way to do that than with libraries. ~ David Nasaw, #NFDB
298:If you really want to change a culture to empower women improve basic hygiene and health care and fight high rates of infant mortality the answer is to educate girls. ~ Greg Mortenson, #NFDB
299:I had hoped that the current presidential campaign debates might educate the public as to what is really involved in the ongoing controversy over campaign financing. ~ James L Buckley, #NFDB
300:It is the artists of the world, the feelers and the thinkers who will ultimately save us; who can articulate, educate, defy, insist, sing and shout the big dreams. ~ Leonard Bernstein, #NFDB
301:I've come up against a few challenges. I've just taken them on with a really pure energy. I'm not out to change people's minds. I'm out to maybe educate and inspire. ~ Meredith Brooks, #NFDB
302:Learn how to cook. Read books that will educate you. Get an education. Get a career. And support yourself. And live in a section of town that isn't conducive to violence. ~ Chris Rock, #NFDB
303:We understand that a thriving democracy would not be achieved if the people were still uneducated, and that, to educate them, the country has to pay a very high price. ~ Andre Vltchek, #NFDB
304:Leibniz dedicated his life to efforts to educate people to understand that true happiness is found by locating their identity in benefitting mankind and their posterity. ~ Robert Trout, #NFDB
305:Educate, that you might be free. We are most anxious to get the quiet, strong minded people who are scattered throughout the country to see the force of this great truth. ~ Thomas Davis, #NFDB
306:The true function of philosophy is to educate us in the principles of reasoning and not to put an end to further reasoning by the introduction of fixed conclusions. ~ George Henry Lewes, #NFDB
307:Educate your sons and daughters, send them to school, and show them that beside the cartridge box, the ballot box, and the jury box, you also have the knowledge box. ~ Frederick Douglass, #NFDB
308:The time has come to educate people, to cease all quarrels in the name of religion, culture, countries, different political or economic systems. Fighting is useless. Suicide. ~ Dalai Lama, #NFDB
309:To educate is to give man the keys to the world, which are independence and love, and to give him strength to journey on his own, light of step, a spontaneous and free being. ~ Jose Marti, #NFDB
310:Anything that is as old as racism is in the blood line of the nation. It's not any superficial thing-that attitude is in the blood and we have to educate about it. ~ Nannie Helen Burroughs, #NFDB
311:At its best, the Internet can educate more people faster than any media tool we've ever had. At its worst, it can make people dumber than any media tool we've ever had. ~ Thomas L Friedman, #NFDB
312:How, then, should we educate our young? First, treat them as spirits. They are spirits, entering a physical body. That is not an easy thing for a spirit to do; not an ~ Neale Donald Walsch, #NFDB
313:If you educate children, then they are capable of so much - you empower them, you give them choices, and you enable them to create the lives that they dream for themselves. ~ Naomie Harris, #NFDB
314:It is the high privilege and sacred duty of those now living to educate their successors and fit them, by intelligence and virtue, for the inheritance which awaits them. ~ James A Garfield, #NFDB
315:We are the natural nurturers of the Earth Mother. The Earth Mother needs our help, she needs our prayers. We need to educate the women of the world that prayer works. ~ Agnes Baker Pilgrim, #NFDB
316:The findings in contemporary social sciences are helping us understand that we can find other ways to educate people and act against injustice and corruption in our society. ~ Tariq Ramadan, #NFDB
317:There is a natural partnership between State and Commerce, and the American business community to work together to educate the United States about marketing overseas. ~ Lawrence Eagleburger, #NFDB
318:The summit, which is set up to educate people about managing their money and protecting their income, leads to empowerment of self, for which this summit needs to be applauded. ~ Bill Cosby, #NFDB
319:We must fix our broken education system. Every parent deserves a choice as to how to best educate their children so that every child has a chance to fulfill their potential. ~ Carly Fiorina, #NFDB
320:If you've found some way to educate yourself about engineering, stocks, or whatever it is, good employers will have some type of exam or interview and see a sample of your work. ~ Bill Gates, #NFDB
321:My personal passion is to educate women so that they can be empowered to make better choices. Sometimes we don't make healthy choices because we don't know any better. ~ Sophie Heyman Uliano, #NFDB
322:Our task is to educate their (our students) whole being so they can face the future. We may not see the future, but they will and our job is to help them make something of it. ~ Ken Robinson, #NFDB
323:They don't have the news media set up in Africa that we do in the United States, where televisions are so accessible and newspapers and magazines are able to educate people. ~ Matthew Modine, #NFDB
324:I not only wanted to showcase lyrical skills but also continue to drop knowledge on the hiphop community. Im looking to elevate through my music, and through my music I educate. ~ Talib Kweli, #NFDB
325:HOW TO MAKE A REVOLUTIONARY CONSCIOUSNESS IS: educate yourself. On the train, for example, read the same two pages of Das Kapital over and over, willing them to make sense. ~ Garth Risk Hallberg, #NFDB
326:I am pleased with the exhibition... everything on display was sold for a good price to decent people. It has been a long time since I believed that you could educate public taste. ~ Claude Monet, #NFDB
327:it is not common to educate women in this city." "Nor in my country," I replied, "for women who are educated – well, it is not something that a respectable woman would do. ~ Mike Reeves McMillan, #NFDB
328:Since one cannot educate adults, the word "education" has an evil sound in politics; there is a pretense of education, when the real purpose is coercion without the use of force. ~ Hannah Arendt, #NFDB
329:A lot of people dont understand how cargo coming into our ports matters, not just to Southern California but to every single congressional district. I want to educate on that issue. ~ Janice Hahn, #NFDB
330:I read. The more you read, the more the world opens up to you... and the happier you are and more comforted you feel. It's up to you. No you is educated who cannot educate himself. ~ Mark Helprin, #NFDB
331:My own philanthropic efforts have always included an educational element, whether it's expanding opportunities to educate a promising mind or extending the brain's ability to learn. ~ Naveen Jain, #NFDB
332:She dearly hoped her gender would not be a problem because she did not have the time to educate a man on the fine points of what a woman of the nineteenth century could achieve. ~ Beverly Jenkins, #NFDB
333:despite the all-encompassing acronym. Though trans youth seek community with cis gay, lesbian, bisexual, or queer teens, they may have to educate their cis peers about what it means to ~ Janet Mock, #NFDB
334:I finally stopped complaining about 'Why isn't everybody else making me what I want to be?' You can't rely solely on your agent or your managers to educate people as to who you are. ~ Laura Benanti, #NFDB
335:In 2003, Congress authorized the construction of a visitor center for the Vietnam Memorial to help provide information and educate the public about the memorial and the Vietnam War. ~ Dennis Cardoza, #NFDB
336:We need to educate students to be critical agents, to learn how to take risks, engage in thoughtful dialogue, and taking on the crucial issue what it means to be socially responsible. ~ Henry Giroux, #NFDB
337:When I was touring and spending so much time on the bus, I realized that I actually knew very little about the industry that I'm in so I set out to educate myself on the music business. ~ Ty Herndon, #NFDB
338:Educate and empower your clients. You can create a client army that will go out of their way to spread the word about how amazing you are. That’s the key to being a career trainer. ~ Jonathan Goodman, #NFDB
339:Educate yourself. Understand what you're dealing with. Then figure out how to fight it. Then figure out how to raise money for that fight. It'll help you cope. It'll help your child. ~ Boomer Esiason, #NFDB
340:I grew up poor in India, and there were days when we struggled to find food and other basic necessities. Our mother worked odds and ends jobs to keep the family together and educate us. ~ Naveen Jain, #NFDB
341:Imagination is the source of every form of human achievement. And it's the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves. ~ Ken Robinson, #NFDB
342:You have educate the masses to exactly what their tax dollars are going to pay for. I think once people educate themselves and open up their minds to understand that on that really basic ~ Lupe Fiasco, #NFDB
343:Midwives and doctors play a crucial role preventing unnecessary maternal deaths. They educate women about nutrition, health and family planning. And they step in when complications arise. ~ Liya Kebede, #NFDB
344:I read a lot of scripts. I believe you've got to read one that you know you're not going to do, because you've got to educate yourself on what's out there to make the best decision for you. ~ Eva Mendes, #NFDB
345:With all the efforts made by modern society to nurture and educate the young, how stupid it is to permit the mothers of young children to spend themselves in the coarser work of the world! ~ Jane Addams, #NFDB
346:As in all such technological nightmares, the principal task is to foresee what is possible; to educate use and misuse; and to prevent its organizational, bureaucratic and governmental abuse. ~ Carl Sagan, #NFDB
347:Don't shut yourself up in a band box because you are a woman, but understand what is going on, and educate yourself to take part in the world's work, for it all affects you and yours. ~ Louisa May Alcott, #NFDB
348:If we educate them well, we give them the means to create a future that we cannot anticipate. If we cheat them, they will have the relatively meager future we have prepared for them. ~ Marilynne Robinson, #NFDB
349:The best defense against these people is to educate parents and children of the dangers that come along with the Internet and by limiting access to certain sites during the school day. ~ Mike Fitzpatrick, #NFDB
350:Once you educate the boys,they tend to leave the villages and go search for work in the cities. But the girls stay home, become leaders in the community, and pass on what they've learned. ~ Greg Mortenson, #NFDB
351:We must educate ourselves and others about our precious civil liberties to ensure that we never accept demands that we give up our Constitution so that the government can pretend to protect us. ~ Ron Paul, #NFDB
352:we need to educate people on the value of this new type of credential. To complete a MOOC is a measure not only of job-related skills but also of qualities like dedication and self-motivation. ~ Anonymous, #NFDB
353:Canada sets aside 36 percent of their visas for people with skills they think their country needs. We set aside six percent. We educate the doctors, and then don't give 'em a green card. ~ Michael Bloomberg, #NFDB
354:I don't mind the job of saying to white people, "Yes, this is what I think you need to know, this is what I think you've been missing." And it's my job to educate white folks every day. ~ Michael Eric Dyson, #NFDB
355:The first goal and primary function of the U.S. public school is not to educate good people, but good citizens. It is the function which we call - in enemy nations - 'state indoctrination.' ~ Jonathan Kozol, #NFDB
356:The heart of the Waldorf method is that education is an art-it must speak to the child's experience. To educate the whole child, his heart and his will must be reached, as well as the mind. ~ Rudolf Steiner, #NFDB
357:We need to take responsibility and educate people. That's why black folks don't like me. I always say it's our responsibility to make safe neighborhoods. It's our job to get them cleaned up. ~ Charles Evers, #NFDB
358:There are words that work, that are meant to explain and educate on policies that work, on products that work, on services that work. I'm not going to ever try to sell a lemon. I don't do that. ~ Frank Luntz, #NFDB
359:To educate the wise man, the State exists; and with the appearance of the wise man, the State expires. The appearance of charactermakes the state unnecessary. The wise man is the State. ~ Ralph Waldo Emerson, #NFDB
360:We had grown up thinking that a stranger must not even touch us, but that our father, our boyfriend, and our husband could hit us when they liked out of love, to educate us, to reeducate us. ~ Elena Ferrante, #NFDB
361:A free country? they asked. You should live so long. What's free about it, they reasoned, when the law forces you to educate your children and then endangers their lives to get them into school? ~ Betty Smith, #NFDB
362:There are many problems, but I think there is a solution to all these problems, it's just one and it's education. You educate all the girls and boys. You give them the opportunity to learn. ~ Malala Yousafzai, #NFDB
363:Thus the castle of each feudal chieftain became a school of chivalry, into which any noble youth, whose parents were from poverty unable to educate him to the art of war, was readily received. ~ Horatio Alger, #NFDB
364:We had grown up thinking that a stranger must not even touch us, but that our father, our boyfriend, and our husband could hit us when they liked, out of love, to educate us, to reeducate us. ~ Elena Ferrante, #NFDB
365:If I had one son and one daughter and could only educate one of them, I would educate my daughter. You know why? A girl without an education has no power; she is always at the mercy of others. ~ Firoozeh Dumas, #NFDB
366:[I] educate people to be kinder to each other, and to other life-forms. There has been racism, sexism and now there is 'species-ism.' People think that they are better than other creatures. ~ Alicia Silverstone, #NFDB
367:I think documentaries are the greatest way to educate an entire generation that doesn't often look back to learn anything about the history that provided a safe haven for so many of us today. ~ Steven Spielberg, #NFDB
368:To educate the masses politically is to make the totality of the nation a reality to each citizen. It is to make the history of the nation part of the personal experience of each of its citizens. ~ Frantz Fanon, #NFDB
369:Two hundred years ago when slavery was going on it was illegal to educate a slave, particularly to teach them to read. Why do you think that was? Because when you educate a man, you liberate a man. ~ Ben Carson, #NFDB
370:. . . the poor man, whom the law does not allow to take . . . a pair of shoes for his freezing feet, is allowed to put his hand into the pocket of the rich, and say, You shall educate me. . . . ~ Marsilio Ficino, #NFDB
371:For among other things he had been counseled to bring me to love knowledge and duty by my own choice, without forcing my will, and to educate my soul entirely through gentleness and freedom. ~ Michel de Montaigne, #NFDB
372:Free enterprise has done more to lift people out of poverty, to help build a strong middle class, to help educate our kids, and to make our lives better than all the programs of government combined. ~ Mitt Romney, #NFDB
373:How can schools educate students if they fail to support the teacher's inner life? To educate is to guide students on an inner journey toward more truthful ways of seeing and being in the world. ~ Parker J Palmer, #NFDB
374:I've got my one area I work in and I want to educate people about autism and I also want to improve, you know, animal handling and transport and make a real change out in the field on the ground. ~ Temple Grandin, #NFDB
375:One of the best ways to educate our hearts is to look at our interaction with other people, because our relationships with others are fundamentally a reflection of our relationship with ourselves. ~ Stephen Covey, #NFDB
376:You send your child to the schoolmaster, but 'tis the schoolboys who educate him. You send him to the Latin class, but much of histuition comes, on his way to school, from the shop- windows. ~ Ralph Waldo Emerson, #NFDB
377:I read in the newspapers they are going to have 30 minutes of intellectual stuff on television every Monday from 7:30 to 8. to educate America. They couldn't educate America if they started at 6:30. ~ Groucho Marx, #NFDB
378:The organic fundamental error of humanism was that it desired to educate the common people (on whom it looked down) from its lofty stance instead of trying to understand them and to learn from them. ~ Stefan Zweig, #NFDB
379:We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference. ~ John Dewey, #NFDB
380:I promise to question everything my leaders tell me. I promise to use my critical faculties. I promise to develop my independence of thought. I promise to educate myself so I can make my own judgments. ~ Carl Sagan, #NFDB
381:If you can educate Muslims about their biggest enemy, and if you can solve the problem, the ideological problem, it doesn't give an immediate result, but it's the best thing over the long term. ~ Mosab Hassan Yousef, #NFDB
382:I promise to question everything my leaders tell me. I promise to use my critical faculties. I promise to develop my independence of thought. I promise to educate myself so I can make my own judgements. ~ Carl Sagan, #NFDB
383:May the wisdom that you’ve gleaned from this book continue to uplift, educate, and inspire you on your sacred journey as an empath. You are beautiful, sacred, and perfect just as you are. Be blessed. ~ Aletheia Luna, #NFDB
384:Every factory must be a school to educate, like Che Guevara said, to produce not only briquettes, steel, and aluminum, but also, above all, the new man and woman, the new society, the socialist society. ~ Hugo Chavez, #NFDB
385:People seek a tutor who has already educated one pupil. This is too much; one man can only educate one pupil; if two were essential to success, what right would he have to undertake the first? ~ Jean Jacques Rousseau, #NFDB
386:Quite clearly, our task is predominantly metaphysical, for it is how to get all of humanity to educate itself swiftly enough to generate spontaneous social behaviors that will avoid extinction. ~ R Buckminster Fuller, #NFDB
387:Artists and intellectuals are not he same animal. This causes a great deal of confusion. Our schools teach educate us intellectually but not artistically. We learn to deconstruct art, not construct it. ~ Julia Cameron, #NFDB
388:Senator Kennedy inspired so many with his decades of service, so I can't think of a more fitting tribute then working to educate and motivate future generations of citizens and public servants alike. ~ Hillary Clinton, #NFDB
389:The verb that's been enforced on girls is to please. Girls are trained to please...I want us all to change the verb. I want the verb to be educate, or activate, or engage, or confront, or defy, or create. ~ Eve Ensler, #NFDB
390:Quite clearly, our task is predominantly metaphysical, for it is how to get all of humanity to educate itself swiftly enough to generate spontaneous social behaviors that will avoid extinction
~ R Buckminster Fuller,#NFDB
391:When a collector says, "You've got to educate me," or "What's a good investment?" then I don't know what to say. I have no idea. Let's face it, I'm probably going to recommend artists that I represent. ~ Larry Gagosian, #NFDB
392:Because Caribbean music is now coming back into the mainstream, there are so many things that make this the perfect time to educate people on where this music, this vibe, and these dance moves come from. ~ Kreesha Turner, #NFDB
393:Our task is to educate our children's whole being so they can face the future and make something of it. To achieve this we need to balance education for careers with education for twenty-first century life. ~ Ken Robinson, #NFDB
394:We need to educate our elite coaches more and have a better approach to teaching the athletes about how to be healthy rather than berate them, humiliate them, use tactics that could scar them for life. ~ Dominique Moceanu, #NFDB
395:If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity. ~ John Dewey, #NFDB
396:I think that the best way to solve problems and to fight against war is through dialogue. For me the best way to fight against terrorism and extremism... just a simple thing: educate the next generation. ~ Malala Yousafzai, #NFDB
397:We must also be careful to educate our sons and daughters when children are born to the women whom we’ve taken as wives. Striving to set the best example we can for our children will make us act even more nobly. ~ Xenophon, #NFDB
398:Give us back our tax dollars that we pay for police who do not serve nor protect. Then maybe we can educate our people, make them a better people and make our community a more decent and safe place to live. ~ Louis Farrakhan, #NFDB
399:Educate our students as whole people, and they will bring all of who they are to the demands of being human in private and public life. The present and future well being of humankind asks nothing less of us. ~ Parker J Palmer, #NFDB
400:Knowing what we must do is neither fundamental nor difficult, but to comprehend which presumptions and vain prejudices we must rid ourselves of in order to be able to educate our children is most difficult. ~ Maria Montessori, #NFDB
401:The single biggest way to stop the drug crisis is to educate people on the fact that if you do it, it's probably going to kill you or it's going to ruin your life. So why don't we all work together to stop that? ~ John Kasich, #NFDB
402:Having enough to eat, being able to educate your children, have reasonably stable employment, and being able to live in a society which isn't collapsing around you-all of these things have been generally eroded. ~ Susan George, #NFDB
403:Not judginess, but openness and curiosity are our proper business. I'm still trying to educate myself. I don't think you need to keep rehearsing your instincts. Far better to seek out models of what you can't do. ~ John Updike, #NFDB
404:It's supposed to be a good thing that he's got this dialogue started. To me, I think, I just took away something bad from it, because, apparently he had to do this not to convince them of anything. To educate them. ~ Bill Maher, #NFDB
405:Sometimes I have to remind even him that three feet north of this vagina is a brain. Still, even an American man don't like when a woman's too smart, especially a Third World woman whom it is his duty to educate. ~ Marlon James, #NFDB
406:The nature of freedom of choice is that some people will misuse their responsibility and hurt themselves in the process. We should do our best to educate them, but without diminishing choice for everyone else. ~ George McGovern, #NFDB
407:Watteau is no less an artist for having painted a fascia board while Sainsbury's is no less effective a business for producing advertisements which entertain and educate instead of condescending and exploiting. ~ Stephen Bayley, #NFDB
408:Every empire, however, tells itself and the world that it is unlike all other empires, that its mission is not to plunder and control but to educate and liberate."
(Los Angeles Times, July 20, 2003) ~ Edward W Said,#NFDB
409:In a world with no systems, with chaos, everything becomes a guerilla struggle, and this predictability is not there. And it becomes almost impossible to save lives, educate kids, develop economies, whatever. ~ William J Clinton, #NFDB
410:Don’t waste your energy trying to educate or change opinions; go over, under, through, and opinions will change organically when you’re the boss. Or they won’t. Who cares? Do your thing, and don’t care if they like it. ~ Tina Fey, #NFDB
411:I guess some of the most delightful moments of my teenage years were when I was trying not just to educate myself but trying to educate others. And I could see how the lives of children could be transformed in that. ~ Amartya Sen, #NFDB
412:It is impossible for us, with our limited means, to attempt to educate the body of the people. We must at present do our best to form a class who may be interpreters between us and the millions whom we govern. ~ Thomas B Macaulay, #NFDB
413:Our generation, and that of our children, will face its share of crises, just like every generation in the past. When those calls come, will you be ready? The answer depends on how we educate the next generation. ~ Oliver DeMille, #NFDB
414:The greater part of the people we assign to educate our sons we know for certain are not educated. Yet we do not doubt that they can give what they have not received, a thing which cannot be otherwise acquired. ~ Giacomo Leopardi, #NFDB
415:Art has a noble task: to educate man. That's why the writer's part in our society is a most responsible one. The writers are the architects of human souls and the critics are the architects of the writer's souls. ~ S awomir Mro ek, #NFDB
416:I know nothing about education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. ~ Michel de Montaigne, #NFDB
417:We don't have the choice to control our emotions, but we do have the power to educate our emotions. And we do that through literature and through art and music to give ourselves a repertoire of emotional experiences. ~ David Brooks, #NFDB
418:Just as the philanthropist is the nuisance of the ethical sphere, so the nuisance of the intellectual sphere is the man who is so occupied in trying to educate others, that he has never had any time to educate himself. ~ Oscar Wilde, #NFDB
419:From now on I hope always to stay alert, to educate myself as best I can. But, lacking this, in future I will relaxedly turn back to my secret mind to see what it has observed when I thought I was sitting this one out. ~ Ray Bradbury, #NFDB
420:The essentials," I answered, "are to learn to shape God with forethought, care, and work; to educate and benefit their community, their families, and themselves; and to contribute to the fulfillment of the Destiny. ~ Octavia E Butler, #NFDB
421:You don't need a minute. I can educate you in seconds flat. I'm a man. Not only am I man, but a gay man. Not a chick, not some delicate girl you can seduce. A fucking man!" I pointed to the hallway. "Class dismissed. ~ S J D Peterson, #NFDB
422:Everybody keeps saying that India's a poor country. Yes, we have poverty. But I blame the government of India, the political establishment, for their failure to educate and therefore their failure to control the poverty. ~ Vijay Mallya, #NFDB
423:We must master our egoism, and through this mastery, step outside ourselves and educate ourselves in giving. Fasting requires that we rediscover all that is alive around us, and reconcile ourselves with our environment. ~ Tariq Ramadan, #NFDB
424:A democratic education means that we educate people in a way that ensures they can think independently, that they can use information, knowledge, and technology, among other things, to draw their own conclusions. ~ Linda Darling Hammond, #NFDB
425:Little children can learn anything, just as they can learn a foreign language. The mind is so absorbent then. There ought to be a real program to educate teachers who want to teach grade school children about history. ~ David McCullough, #NFDB
426:In talking and communicating, [it's important that we] really share information with one another - because I think that leads to better understanding - and also just kind of [educate] one another in a way that's really honest. ~ Nia Long, #NFDB
427:In all teaching there must be a fusion of authority as an adult providing a stable framework for the children in one's care, and humility as another human being ready to educate an equal who may turn out to be a superior. ~ Yehudi Menuhin, #NFDB
428:Economic growth creates jobs, and countries grow when they educate their people and pursue policies that encourage households to save, existing businesses to invest, and entrepreneurs to innovate and create new markets. ~ Peter Blair Henry, #NFDB
429:I'm just absolutely convinced we have to educate our way to a better economy. That's the only way we're going to get there. This is the best long-term investment we can make. And so I think it's my job to be the truth-teller. ~ Arne Duncan, #NFDB
430:Powerful people never educate powerless people in what they need that they can use to take the power away from powerful people; it's too much to expect. If I was in power, I would not educate people in how to take my powers away. ~ Dr John, #NFDB
431:To romanticize the world is to make us aware of the magic, mystery and wonder of the world; it is to educate the senses to see the ordinary as extraordinary, the familiar as strange, the mundane as sacred, the finite as infinite. ~ Novalis, #NFDB
432:But getting the sinner where justice deemed he belonged was the trick. It required a system. And the system demanded its rules, techniques, manpower, organizations, and loopholes. And the occasional seminar to educate and inform. ~ J D Robb, #NFDB
433:I guess my view of life is that you live your life and it’s short. The thing is to have as rich an experience as you possibly can.
That’s what I’m trying to do. I’m trying to do something creative. I try to educate people. ~ Michio Kaku,#NFDB
434:I had no idea what I wanted to do with my life, so nothing of what I was studying seemed to fit. I know now that I should have taken advantage of that time and that I missed a great deal of the opportunity to educate myself. ~ Harrison Ford, #NFDB
435:You can be very independent, but admit to wanting somebody close to you and that's what me and my wife have. We don't need each other but we want to be with each other and I think it's important to educate the kids with that. ~ Boris Kodjoe, #NFDB
436:What is really important is to educate people how to protect themselves and how to ensure that, despite their poverty, they can get tested and access drugs. So I just hope that those who can will make those drugs available. ~ Wangari Maathai, #NFDB
437:And your actual job isn't to educate the public; it's to stroke the collective clit of our consciousness until we all become so cum-numb to the world that we just chase the high and can't see the lows we're all wallowing in. ~ K I Hope, #NFDB
438:We already have a professor who's using an online social network of MIT alums to help educate students in programming. Just imagine expanding that in Facebook-fashion to tens or hundreds of millions of people around the world. ~ Anant Agarwal, #NFDB
439:You must become a climate champion, a single-issue voter. You must take whatever action you can. You must use whatever influence you have wherever it would make a difference, even if it is only to educate the people around you. ~ Joseph J Romm, #NFDB
440:Everyone thought I was going to die like a year later, they didn't know. So I helped educate sports, and then the world, that a man living with HIV can play basketball. He's not going to give it to anybody by playing basketball. ~ Magic Johnson, #NFDB
441:From now on I hope always to educate myself as best I can. But lacking this, in future I will relaxedly turn back to my secret mind to see what it has observed when I thought I was sitting this one out. We never sit anything out. ~ Ray Bradbury, #NFDB
442:A useful definition of liberty is obtained only by seeking the principle of liberty in the main business of human life, that is to say, in the process by which men educate their responses and learn to control their environment. ~ Walter Lippmann, #NFDB
443:I've played a super soldier, a doctor, a World War II fighter pilot, a professional footballer, and a meth-dealing junkie. All those things allow you to educate yourself about different worlds that you have to get familiar with. ~ Robert Kazinsky, #NFDB
444:You must take a year off, one of these days, before you’re old and tired and weighed down by responsibility. Go away somewhere, and read. Read all the important books. Educate yourself, then you’ll see the world in a different way. ~ Helon Habila, #NFDB
445:Well I don't know what the city of Hollywood knows about foreign policy, but do I know that a lot of people do learn and educate themselves about policy and I don't have to be a policy expert to know that this will be a disaster. ~ Janeane Garofalo, #NFDB
446:Education occurs when students set out to educate themselves… the student will only learn, can only learn, what he chooses to learn…(An) advantage of not pushing is an innate sense (his) education is (his) responsibility and reward. ~ Oliver DeMille, #NFDB
447:I'm always active in trying to educate people when it comes to eating animal products, testing on animals, and the health benefits of being vegan, although I'm probably not the best person to be talking about the latter at the moment. ~ Daniel Johns, #NFDB
448:State and local government, with financial support from the federal government, should offer a program to educate and train foster children for employment and provide them with financial assistance, as needed, until they reach age 21. ~ Charles Bass, #NFDB
449:But I've been dead much longer than I lived, and I have had the chance to educate myself in that that I lacked in life. I wasn't stupid when I lived, just ignorant. There's a lot to learn, simply by watching the follies of the living. ~ Piers Anthony, #NFDB
450:Educate your children to self-control, to the habit of holding passion and prejudice and evil tendencies subject to an upright and reasoning will, and you have done much to abolish misery from their future and crimes from society. ~ Benjamin Franklin, #NFDB
451:Everyone can help. We can educate ourselves and our children about other countries and cultures. We have a responsibility to be aware of others and I believe this will inspire the individual way each person can make their difference. ~ Angelina Jolie, #NFDB
452:Private lives should be no business of the State. The State is bad enough as it is. It cannot educate or medicate or feed the people; it cannot do anything but kill the people. No State like that do we want prying into our private lives. ~ Gore Vidal, #NFDB
453:In a democracy you cannot stop public access to that art that will most misinform the people. You cannot stop people from being misinformed. But what you can do is to educate the people to the point that they will throw the rascals out. ~ Edward Albee, #NFDB
454:In many places where coffee is grown, deforestation is a major issue. With Starbucks' position in the marketplace and the respect and relationships we have, we can - and have, in some cases - been able to educate and influence people. ~ Howard Schultz, #NFDB
455:Our task is to educate the human being in such a way that he or she can bring to expression in the right way that which is living in the whole human being, and on the other side that which puts him/her into the world in the right way. ~ Rudolf Steiner, #NFDB
456:The Food Network and the Cooking Channel have so many viewers. And, because there's no violence, some of that audience is children. So, I think we have a responsibility to educate parents how to produce healthy meals for their families. ~ Robert Irvine, #NFDB
457:Modern education is premised strongly on materialistic values. It is vital that when educating our children's brains that we do not neglect to educate their hearts, a key element of which has to be the nurturing of our compassionate nature. ~ Dalai Lama, #NFDB
458:Since Im in the entertainment business, I think I have to hold a mirror up to myself and say, Am I complicit in miseducating and misinforming our youth by participating in this business, or can I use this business to re-educate and uplift? ~ Hill Harper, #NFDB
459:To the Greeks, the supreme function of music was to "praise the gods and educate the youth". In Egypt... Initiatory music was heard only in Temple rites because it carried the vibratory rhythms of other worlds and of a life beyond the mortal. ~ Plutarch, #NFDB
460:For, in the end, that is all life is—a series of teachings that we may choose to accept or reject,” he replied. “Mistakes and failures are guaranteed, but it is how we choose to educate ourselves after we stumble that molds who we become. ~ Bella Forrest, #NFDB
461:You have to create the space for the possibility of people speaking as they do. If writing is supposed to lead us in any way or educate or suggest other ways of being, it can't do so by simply reflecting what's considered to be realistic. ~ Lynne Tillman, #NFDB
462:I always say that the young people are the future of the world, and if we start with them first, if we educate and develop a sense of tolerance among them, our future, the future of this world, will be in good hands for generations to come. ~ Erin Gruwell, #NFDB
463:I try to leave a light footprint. I'm involved with Global Green, which aims to educate people about sustainable building and the greening of schools. I try to be aware about the consumption of unnecessary things in a consumptive culture. ~ Walton Goggins, #NFDB
464:To educate a man in mind and not in morals is to educate a menace to society. ~ Attributed to Theodore Roosevelt. August Kerber, Quotable Quotes of Education, p. 138 (1968). Reported as unverified in Respectfully Quoted: A Dictionary of Quotations (1989)., #NFDB
465:The job of the politician in America, whether at the local, state, or national level, should be, in good part, to help educate and explain to people what world they are living in and what they need to do if they want to thrive within it. ~ Thomas L Friedman, #NFDB
466:I just started reading lots of books and then called the United Nations and asked if they could educate me. The more I got involved, the more I suddenly began to feel useful as a human being and felt like I was finally living as I should be. ~ Angelina Jolie, #NFDB
467:I also think that there is a huge failure in the American education system to educate Americans about where we, our system, our government, came from. And to some extent this failure is shared in places like Britain and Canada and Australia. ~ Michael Scheuer, #NFDB
468:The problem is not that public schools do not work well, but rather that they do. The first goal and primary function of schools is not to educate good people, but good citizens. It is the function which we normally label state indoctrination. ~ Wendy McElroy, #NFDB
469:Would we, if we could, educate and sophisticate pigs, geese, cattle? Would it be wise to establish diplomatic relation with the hen that now functions, satisfied with mere sense of achievement by way of compensation? I think we’re property. ~ Whitley Strieber, #NFDB
470:I am always sorry to hear that such and such a person is going to school to be educated. This is a great mistake. If the person is to get the benefit of what we call education, he must educate himself, under the direction of the teacher. ~ Fanny Jackson Coppin, #NFDB
471:Books educate people and educated people ask awkward questions of those who govern them. The educated, in short, are considered ungovernable. Better to keep people ignorant of the past and to concentrate their minds on the utopia that lies ahead. ~ The Economist, #NFDB
472:Theatre can entertain, provoke, challenge, investigate, comfort and educate. It's arrogant of a playwright to think education is more important than anything else. Writing for the theatre does not give you permission to lecture, hector or bore. ~ Alistair Beaton, #NFDB
473:We have all had teachers who sought to educate us by feeding alien ideas into our minds, ideas for which we felt no spiritual or intellectual kinship. These we dutifully tried to integrate into our total spiritual philosophy but always without success. ~ A W Tozer, #NFDB
474:A child certainly allows himself to be impressed by the grand talk of his parents, but ...actually it is the parents’ lives that educate the child—what they add by word and gesture at best serves only to confuse him. The same holds good for the teacher. ~ Carl Jung, #NFDB
475:Engage, educate, equip, encourage, empower, energize, and elevate. Those are the methods for maximizing the potential of any individual, team, organization, or institution for ultimate success and significance. Those are the methods of a mentor leader. ~ Tony Dungy, #NFDB
476:The "change" that Trump is likely to bring will be harmful or worse, but it is understandable that the consequences are not clear to isolated people in an atomized society lacking the kinds of associations (like unions) that can educate and organize. ~ Noam Chomsky, #NFDB
477:the poor man, whom the law does not allow to take an ear of corn when starving, nor a pair of shoes for his freezing feet, is allowed to put his hand into the pocket of the rich, and say, You shall educate me, not as you will, but as I will... ~ Ralph Waldo Emerson, #NFDB
478:The public is ready now for a safety net for the middle class, something not just for the poor, but for everyone who will need help, from time to time, in order to own a home, educate their kids, keep themselves healthy or have something to retire on. ~ Barney Frank, #NFDB
479:Educate the Russian or the American or the Englishman or the Irishman or Frenchman or any real northern European except German, and you get the Anarchist, that is to say the man who dreams of order without organisation - of something beyond organisation... ~ H G Wells, #NFDB
480:If we are to remain preeminent in transforming knowledge into economic value, America's system of higher education must remain the world's leader in generating scientific and technological breakthrough, and in meeting the challenge to educate workers. ~ Alan Greenspan, #NFDB
481:The purpose of the book is to break the silence and stigma surrounding sexual abuse and to educate the public on how they can be greater advocates for victims. As a people, a nation and a society, we all have a part to play in curbing this issue. ~ Michelle Alexander, #NFDB
482:And it's here and it's ready and we can really revolutionize the way we educate our children with tablet computers, and I'm committed to doing whatever I can to speaking to whomever I can to send this signal - to pound this message home. Now is the time. ~ LeVar Burton, #NFDB
483:it was with a great deal of help and supervision that Rosemary was able to perform. Newton observed that Rosemary could not concentrate on her studies for more than two and a half hours. Her limited attention span thwarted attempts to educate her, ~ Kate Clifford Larson, #NFDB
484:Millions of people are getting the vote, and we have to educate them to keep them from our throats. In other words, we have to train them in obedience and servility, so they're not going to think through the way the world works and come after our throats. ~ Noam Chomsky, #NFDB
485:It's one thing to work women into your talking points. It's another to tell them how you are going to educate their kids, how you are going to ensure they get health care, how we are going to rebuild infrastructure, how they are going to get equal pay. ~ Stephanie Cutter, #NFDB
486:There will always be disputes between nations which, at times, will inflame the public and threaten conflicts, but the main thing is to educate the people of the world to be ever mindful that there are better means of settling such disputes than by war. ~ Frank B Kellogg, #NFDB
487:...if you were convinced that the world had forgotten how to think and teach, if you believed it had discarded the beauty of art and literature, if you thought it had crushed the power of truth, would you let that world educate your children? ~ Natalia Sanmart n Fenollera, #NFDB
488:Let's not leave an educational vacuum to be filled by religious extremists who go to families who have no other option and offer meals, housing and some form of education. If we are going to combat extremism then we must educate those very same children. ~ Hillary Clinton, #NFDB
489:I don't like trying to influence politicians, who are themselves representative of huge numbers of people. As an educator, I'd rather enlighten the people and educate the people and let they be the ones who put the pressure on their elected officials. ~ Neil deGrasse Tyson, #NFDB
490:if you were convinced that the world had forgotten how to think and teach, if you believed it had discarded the beauty of art and literature, if you thought it had crushed the power of the truth, would you let that world educate your children? ~ Natalia Sanmart n Fenollera, #NFDB
491:I was fortunate to get a scholarship when I went to Lehigh University and Princeton. They were both wonderful schools. Somebody was kind enough to spend their money to educate people that they would never get to know. That's what I think philanthropy is about. ~ Lee Iacocca, #NFDB
492:Drop out of school before your mind rots from exposure to our mediocre educational system. Forget about the Senior Prom and go to the library and educate yourself if you've got any guts. Some of you like Pep rallies and plastic robots who tell you what to read. ~ Frank Zappa, #NFDB
493:I pretend no originality in observing that mass education was motivated in part by the perceived need to "educate them to keep them from our throats," to borrow Ralph Waldo Emerson's parody of elite fears that inspired early advocates of public mass education. ~ Noam Chomsky, #NFDB
494:I am very grateful for the success, because it has given me the freedom to write without pressure, in my own way, and has enabled me to maintain my family and educate my children and grandchildren, as well as to create a Foundation to empower women and girls. ~ Isabel Allende, #NFDB
495:We need to educate young people to deal with new modes of education that are emerging with the new electronic technologies and we need to educate them to not only learn how to critically read this ubiquitous screen culture but also how to be cultural producers. ~ Henry Giroux, #NFDB
496:If you truly care about animal rights and have a passion for it, take some action. Whether it's hands-on or political, just go for it. No matter what path you choose in life or what you decide to do, you can use your voice to educate other people and help the cause. ~ Mac Danzig, #NFDB
497:The state’s ability to rear, educate, and prepare all the little Texans to take their place in the national economy is going to be an excellent predictor of how well the whole country will be faring down the line. We will get into that later, but—spoiler alert—the ~ Gail Collins, #NFDB
498:Agency by agency, we frequently have lost a bit of ground, at least to inflation-but had it not been for the efforts we've made to educate people about the importance of science, technology and advanced education, those predictions very well might have come true. ~ Charles M Vest, #NFDB
499:The whole notion of journalism being an institution whose fundamental purpose is to educate and inform and even, one might say, elevate, has altered under commercial pressure, perhaps, into a different kind of purpose, which is to divert and distract and entertain. ~ Tom Stoppard, #NFDB
500:Yes, my child, you must read. You must read everything that comes your way. It doesn’t matter what you read at first, later you’ll learn discrimination. Schools are no good, Matty, you learn nothing at school. If you want to be anything, you must educate yourself. ~ Doris Lessing, #NFDB
501:All people need to know how AIDS is transmitted, and every country has an obligation to educate its citizens. This is why every country must also improve literacy, especially for women and girls, so that they can make wise choices that will keep them healthy and safe. ~ Laura Bush, #NFDB
502:Designers must educate the public that design is about strategy, not decoration. However, such attempts are repeatedly undermined by a design world hooked on competitions and awards ceremonies that celebrate creativity instead of strategy results and sustainability. ~ David Berman, #NFDB
503:Mum had done everything you need to educate a kid. She made me a kid who likes books and she told me about 'Wind in the Willows' and read it and I thought this is weird, Rat, Mole, Toad and my first ever Bolshie thought - you know about 'The Wind in the Willows.' ~ Terry Pratchett, #NFDB
504:And it is in the whole educational system, that we must educate people to become capable and to take their place in society. That has value, obviously. But it’s not quite the same thing as to educate people to relate, to listen, to help people to become themselves. ~ Krista Tippett, #NFDB
505:It was the law that if a white man was caught trying to educate a Negro slave, he was liable to prosecution entailing a fine of fifty dollars and a jail sentence. . . Our ignorance was the greatest hold the South had on us. We knew we could run away, but what then? ~ John W Campbell, #NFDB
506:Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers. ~ Oliver DeMille, #NFDB
507:We didn't educate women, because the leaders then didn't think they were educable. That changed when a shortage of teachers developed, because men didn't get paid enough to teach school. Then men, who held the positions of power, sent women to teachers' colleges. ~ John Shelby Spong, #NFDB
508:The people are at such a low stage of rational and moral development, that it's obvious they're bound to oppose everything that's strange to them. In Europe, a rational system answers because the people are educated; it follows that we must educate the people—that's all. ~ Leo Tolstoy, #NFDB
509:You have to create the space for the possibility of people speaking as they do. If writing is supposed to lead us in any way or educate or suggest other ways of being, it can't do so by simply reflecting what's considered to be realistic. I'm not a realist in that way. ~ Lynne Tillman, #NFDB
510:Christopher Kennedy Lawford's new book Recover to Live will be a force with the power to educate as well as motivate transformational personal change. Recover to Live may alter the way broader society looks at the disease of addiction and those who are suffering from it. ~ Drew Pinsky, #NFDB
511:In order to educate man to a new longing, everyday familiar objects must be shown to him with totally unexpected perspectives and in unexpected situations. New objects should be depicted from different sides in order to provide a complete impression of the object. ~ Alexander Rodchenko, #NFDB
512:The most important thing [anarchists] can do is educate themselves, develop a propaganda machinery in the form of books and periodicals, a literature, engage in discussion groups that are open to a community, to discuss and develop their ideas and to develop networks. ~ Murray Bookchin, #NFDB
513:Whereas in Western countries the constitution merely had to guarantee the rights of a per-existing civil society and culture, in Russia it also had to create these. It had to educate society - and the state itself - into the values and ideas of liberal constitutionalism. ~ Orlando Figes, #NFDB
514:As Christians refine their methods, develop Church Growth eyes, feel church growth responsibility, communicate the Gospel, and educate those who are won until they become responsible Christians, the church as a whole will receive the abundant blessing God wants to give. ~ Donald McGavran, #NFDB
515:I think we should see whether we are wise trying to educate everybody to a high standard the way we are trying to do now. There has to be a high level of education so everybody is literate, but whether university education is necessary for everyone is open to question. ~ Robertson Davies, #NFDB
516:This is the problem with the way you educate your children. You don't want your young ones drawing their own conclusions. You want them to come to the same conclusions that you came to. Thus you doom them to repeat the mistakes to which your own conclusions led you. ~ Neale Donald Walsch, #NFDB
517:Speak out, educate, do not be intimidated by the apologists, and do not let extreme racism be mainstreamed. Hopefully there will come a time when we don't need to tell our kids that Halloween is no excuse for hate, and that blackface has no place in a civilized society. ~ Christine Pelosi, #NFDB
518:Everyone should educate themselves in more wise and responsible consumption; promote personal responsibility, along with the social dimension of rural activities, which are based on perennial values, such as hospitality, solidarity, and the sharing of the toil of labor. ~ Pope Benedict XVI, #NFDB
519:Police and firefighters are great, but they don't create wealth. They protect it. That's crucial. Teaching is a wonderful profession. Teachers help educate people to become good citizens so that citizens can then go create wealth. But they don't create the wealth themselves. ~ Rush Limbaugh, #NFDB
520:Why should I cumber myself with regrets that the receiver is not capacious? It never troubles the sun that some of his rays fall wide and vain into ungrateful space, and only a small part on the reflecting planet. Let your greatness educate the crude and cold companion. ~ Ralph Waldo Emerson, #NFDB
521:Look at it this way: if you were convinced that the world had forgotten how to think and teach, if you believed it had discarded the beauty of art and literature, if you thought it had crushed the power of the truth, would you let that world educate your children? ~ Natalia Sanmart n Fenollera, #NFDB
522:The Obama administration doesn't see schools as a public good. It doesn't see schools as places where basically we can educate students in a way to take democracy seriously and to be able to fight for it. It sees them as basically kids who should be part of the global workforce. ~ Henry Giroux, #NFDB
523:Margaret Geller, a professor at Harvard University, said, “I guess my view of life is that you live your life and it’s short. The thing is to have as rich an experience as you possibly can. That’s what I’m trying to do. I’m trying to do something creative. I try to educate people. ~ Michio Kaku, #NFDB
524:We can help educate the individuals who are doing the things they shouldn't be doing in my opinion by understanding that there is a way to achieve their goals and desires whether it's communication skills so they stop hitting and using their anger as oppose to their intelligence. ~ John Assaraf, #NFDB
525:We learned in class, were lectured to about wars and famines, ancient kings and queens, the habits of presidents. But the lectures were cursory. We needed to know what happened, because we were the well-bred daughters of men who could afford to educate us--but not why, or how. ~ Anton DiSclafani, #NFDB
526:Rape is one of the most terrible crimes on earth and it happens every few minutes. The problem with groups who deal with rape is that they try to educate women about how to defend themselves. What really needs to be done is teaching men not to rape. Go to the source and start there. ~ Kurt Cobain, #NFDB
527:Schools in amerika are interested in brainwashing people with amerikanism, giving them a little bit of education, and training them in skills needed to fill the positions the capitalist system requires. As long as we expect amerika's schools to educate us, we will remain ignorant. ~ Assata Shakur, #NFDB
528:The business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material ~ Sri Aurobindo, #NFDB
529:when you educate yourself about clitoredectomies, infibulation, forced prostitution, rape as a war tactic, patriarchal religions, women painters, filmmakers, poets, writers, activists, politicians, sex-industry workers, historians, archelogoists and musicians, that’s self-protection. ~ Inga Muscio, #NFDB
530:I feel that we can't educate children who are not healthy, and we can't keep them healthy if they're not educated. There has to be a marriage between health and education. You can't learn if your mind is full of unhealthy images from daily life and confusion about right and wrong. ~ Joycelyn Elders, #NFDB
531:Literature is called adabiyat in Islam precisely because it is seen as the keeper of a civilization and the collector of teachings and statements that educate the self and society with adab such that both are elevated to the rank of the cultured man (insan adabi) and society. ~ Wan Mohd Nor Wan Daud, #NFDB
532:There are so many things that we could do but education would be our primary need in this regard. And in obtaining this education we need to also educate ourselves and others to the truths that we have possessed from the beginning that allow men to live in harmony with one another. ~ Leonard Peltier, #NFDB
533:We rely on geniuses to entertain us, educate us, lead us, and show us all what our species is capable of. We rely on geniuses to give us smart phones, electric cars, cures for diseases, social networking sites, sublime art, world-class food, and, indeed, the very fabric of our culture. ~ Sean Patrick, #NFDB
534:Education ought everywhere to be religious education. At the same time, parents are farther bound to employ no instructors who will not educate their children religiously. To commit our children to the care of irreligious persons, is to commit lambs to the superintendency of wolves. ~ Timothy Dwight V, #NFDB
535:I spent three days a week for 10 years educating myself in the public library, and it's better than college. People should educate themselves - you can get a complete education for no money. At the end of 10 years, I had read every book in the library and I'd written a thousand stories. ~ Ray Bradbury, #NFDB
536:Rather than being confined to a separate dimension, martial arts should be an extension of our way of living, of our philosophies, of the way we educate our children, of the job we devote so much of our time to, of the relationships we cultivate, and of the choices we make every day. ~ Daniele Bolelli, #NFDB
537:I spent three days a week for 10 years educating myself in the public library, and it's better than college. People should educate themselves -- you can get a complete education for no money. At the end of 10 years, I had read every book in the library and I'd written a thousand stories. ~ Ray Bradbury, #NFDB
538:One of the most common ways to overcome resistance to change is to educate people about it beforehand. Communication of ideas helps people see the need for and the logic of a change. The education process can involve one-on-one discussions, presentations to groups, or memos and reports. ~ John P Kotter, #NFDB
539:The child awakens to a universe. The mind of the child to a world of meaning. Imagination to a world of beauty. Emotions to a world of intimacy. It takes a universe to make a child both in outer form and inner spirit. It takes a universe to educate a child. A universe to fulfill a child. ~ Thomas Berry, #NFDB
540:At present we educate people only up to the point where they can earn a living and marry; then education ceases altogether, as though a complete mental outfit had been acquired. ... Vast numbers of men and women thus spend their entire lives in complete ignorance of the most important things. ~ Carl Jung, #NFDB
541:Once social change begins, it cannot be reversed. You cannot un-educate the person who has learned to read. You cannot humiliate the person who feels pride. You cannot oppress the people who are not afraid anymore. Cesar Chavez Address to the Commonwealth Club in San Francisco, Nov. 9, 1984 ~ Cesar Chavez, #NFDB
542:If you're living in a community that's become fragmented and left behind, there's not proper investment in it and so on, in the end, the answer is to make sure that we go and we help those communities, we educate the people properly, we build the necessary infrastructure of support for people. ~ Tony Blair, #NFDB
543:We are all tattooed in our cradles with the beliefs of our tribe; the record may seem superficial, but it is indelible. You cannot educate a man wholly out of the superstitious fears which were early implanted in his imagination; no matter how utterly his reason may reject them... ~ Oliver Wendell Holmes Sr, #NFDB
544:When leading up the chain of command, use caution and respect. But remember, if your leader is not giving the support you need, don’t blame him or her. Instead, reexamine what you can do to better clarify, educate, influence, or convince that person to give you what you need in order to win. ~ Jocko Willink, #NFDB
545:I think it's hard to really write a song that will educate someone because songs are meant to be ... you don't want to be too didactic in a song because it doesn't make for good music. And I think the role of songs can be to inspire people but there needs to education and prose to back that up. ~ John Legend, #NFDB
546:To educate some to the highest degree, and leave the mass wholly uncultivated, as you did, made the gap between them almost like that between different natural species, which have no means of communication. What could be more inhuman than this consequence of a partial enjoyment of education! ~ Edward Bellamy, #NFDB
547:When I taught school, we just had the school cafeteria; we didn't have machines or things for children to buy food from. But parents can try to educate their children about choices. A lot of everything we're talking about that has to do with heart disease has to do with the choices that we make. ~ Laura Bush, #NFDB
548:People come here to get educated. What's happening now, we educate them and once they have their degrees, we send them home. What this immigration bill does will allow them to stay and work, they will enter the U.S. workforce, and they will become taxpayers. This plan is about legal education. ~ Rush Limbaugh, #NFDB
549:Parents usually educate their children merely in such a manner than however bad the world may be, they may adapt themselves to its present conditions. But they ought to give them an education so much better than this, that a better condition of things may thereby be brought about by the future. ~ Immanuel Kant, #NFDB
550:The pleasure principle long persists, however, as the method of working employed by the sexual instincts, which are so hard to 'educate', and, starting from those instincts, or in the ego itself, it often succeeds in overcoming the reality principle, to the detriment of the organism as a whole. ~ Sigmund Freud, #NFDB
551:The world is full of seemingly nice guys who assault women. Guys who don't have healthy attitudes about women and sex in general, who see sex as something they are entitled to, who hurt women and don't even know they are doing it because we don't educate our young men on how not to become rapists. ~ Amy Hatvany, #NFDB
552:She saw the children. They have been given viruses to educate them. From three weeks old they could speak and do basic arithmetic. By ten, they had been made adult, forced like flowers to bloom early. But they were not flowers of love. They were flowers of work, to be put to work. There was no time. ~ Geoff Ryman, #NFDB
553:Female education ... has occupied my attention so far only as the education of my own daughters ... I thought it essential to give them a solid education which might enable them, when become mothers, to educate their own daughters, and even to direct the course for sons, should their fathers be. ~ Thomas Jefferson, #NFDB
554:Because of our library system anyone in America can educate themselves in any field they desire. If they are confused, librarians (that without exception in my forty-seven years experience with them) actually want to help; they take the time to try and get whatever is needed. For free. For anybody. ~ Nevada Barr, #NFDB
555:Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us. ~ Patrick Pearse, #NFDB
556:I like complex characters. I've been very, very lucky to portray, in these past three years, characters that are strong and fragile at the same time. It's those characters that I'm looking for. In the last year and half I played three different religions, and that allowed me to educate myself so much. ~ Moran Atias, #NFDB
557:Rational argument does not always win over old-brain fear, particularly if one spouse tries to educate the other. Yet there is a simple rule of thumb that could have helped that professor: If reason conflicts with a strong emotion, don’t try to argue. Enlist a conflicting and stronger emotion. One ~ Gerd Gigerenzer, #NFDB
558:Shugendo means: “the way of the art of accumulating experience” - he replied, revealing that his interests go beyond the variety of insects in the region - By disciplining one’s body to accept everything nature has to offer; in this way you will also educate your soul for that which God has to offer. ~ Paulo Coelho, #NFDB
559:I believe in the science. When you think about GMOs, I spend a lot of time on them, and I understand them. But I understand that my telling people on faith may not carry the day. They need to see it, understand it, [and we need to] arm them with facts, educate them, and let them make their choices. ~ Ellen J Kullman, #NFDB
560:If you would rule the world quietly, you must keep it amused." I notice too, that the ground on which eminent public servants urge the claims of popular education is fear: "This country is filling up with thousands and millions of voters, and you must educate them to keep them from our throats. ~ Ralph Waldo Emerson, #NFDB
561:You built a factory out there, good for you. But I want to be clear. You moved your goods to market on the roads that the rest of us paid for. You hired workers that the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. ~ Elizabeth Warren, #NFDB
562:Advertising seemed almost natural to me because it was a business where you had to inform, persuade and educate. And so from being a junior copywriter to being the creative director of one of the largest advertising agencies in the country took me 4.5 years, which is, well, a fairly spectacular rise. ~ Bryce Courtenay, #NFDB
563:Formal education will make you a living; self-education will make you a fortune. A successful business owner never stops learning. They educate themselves on the things they need to learn, and they never stop growing. They never arrive at a certain point and think, ahhh... now I don't need to learn anymore. ~ Jim Rohn, #NFDB
564:If you look at the early nineteenth century you see the idea that we educate children to be voters and to be participants in our popular democracy. And then at the turn of the century when more and more immigrants are coming into the schools, Americanization becomes a more explicit part of the agenda. ~ Dana Goldstein, #NFDB
565:I think the best way to control a population is to urbanize and to educate women. We have seen historically in many, many countries that once women are educated and have opportunities, and that happens when they live in cities and once they improve their economies, they no longer want to have eight kids. ~ Ian Bremmer, #NFDB
566:What you see around the world is that poverty is not destiny. In other countries, much more systemically, student after student, school after school, year after year, educate poor and disadvantaged young people. And, so, anyone who says that you can't overcome these battles is a huge part of the problem. ~ Arne Duncan, #NFDB
567:If we are going to out-innovate, out-compete, out-educate other countries, it's going to be women who make a difference, it's women who are going to lead the way and you know, until women get that rightful place and decision making and leadership and growth, America won't realize all her potential. ~ Kirsten Gillibrand, #NFDB
568:I'm trying to educate people about things that I believe are right, and some of the things that I believe are right might not be right, so I live in constant self-doubt. I think that creates a kind of search that you have to have, and it prevents you from doing a lot of stuff that you would normally do. ~ James McBride, #NFDB
569:Many Americans do not realize that we could institute proportional representation for most elections in the U.S. without amending the Constitution. In helping to educate the public about the potential for voting system reform, CVD can play a central role in a pro-democracy movement right here in America! ~ John Anderson, #NFDB
570:What happened to your foot?" "I had a little disagreement with an eagle --stupid birds, eagles. He couldn't tell the difference between a hawk and a pigeon. I had to educate him. He bit me while I was tearing out a sizable number of his wing feathers." "Uncle," Polgara said reproachfully. "He started it. ~ David Eddings, #NFDB
571:In order to have a large number of values in common, all the members of the group must have an equable opportunity, to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educates others into slaves. ~ John Dewey, #NFDB
572:You need to suspend your reaction when you feel like striking back, to listen when you feel like talking back, to ask questions when you feel like telling your opponent the answers, to bridge your differences when you feel like pushing for your way, and to educate when you feel like escalating. Breakthrough ~ William Ury, #NFDB
573:We are against ignorance. We feel that you have to educate yourself, no matter what the situation is. People who refuse to educate themselves - people who refuse to find out what something is about, that they're frightened of - find comfort in being ignorant.”
--Zeena Schreck Interview for KJTV-1990 ~ Zeena Schreck,#NFDB
574:There's really no way to break that chain - other than winning the lottery. There's no realistic way to end generational poverty other than to actually educate people so that they can get the jobs, so that people can be self-sufficient. And to be self-sufficient around careers - not just jobs, but careers. ~ Soledad O Brien, #NFDB
575:I saw a young girl selling oranges. She was scratching marks on a scrap of paper with a nail to account for the oranges she had sold, as she could not read or write. I took a photo of her and vowed I would do everything in my power to help educate girls just like her. This was the war I was going to fight. ~ Malala Yousafzai, #NFDB
576:Do you swim? Hunt? Wrestle? I see. Can you use a crossbow? Your longest shot? Can you count? Read and write? Ah, the sting of sarcasm—Have we a scholar here? Then produce us a specimen,” said Lymond. “What about some modest quatrains? Frae vulgar prose to flowand Latin. Deafen us, enchant us, educate us, boy. ~ Dorothy Dunnett, #NFDB
577:I try to do what I call the three E's - educate, entertain, and enlighten. If you don't entertain, no one will show up. But you also have to educate, because people want to discover specific things about a world unlike their own - whether it's how hard it is to go to the moon or how scary it is to be on Omaha Beach. ~ Tom Hanks, #NFDB
578:The cities were sucking all the life of the country into themselves and destroying it. Men were no longer individuals, but units in a vast machine, all cut to one pattern, with the same tastes and ideas, the same mass-produced education that did not educate but only pasted a veneer of catchwords over ignorance. ~ Leigh Brackett, #NFDB
579:We need a global approach to this from all sides. We need to educate people, we need the scientists to create new technologies, we need the engineers to create the networks, we need every human being to be aware of how precious water is and save it. Everybody has to be involved in a very firm and assertive way. ~ Isabel Allende, #NFDB
580:What happened to your foot?"
"I had a little disagreement with an eagle --stupid birds, eagles. He couldn't tell the difference between a hawk and a pigeon. I had to educate him. He bit me while I was tearing out a sizable number of his wing feathers."
"Uncle," Polgara said reproachfully.
"He started it. ~ David Eddings,#NFDB
581:He would smile at times, but I never heard him laugh aloud,” said Louisa Boggs. “He was a sad man . . . he seemed almost in despair.”124 Grant seemed to be staring into an abyss. “I don’t think he saw a light ahead—not a particle. I don’t think he had any ambition further than to educate and take care of his family. ~ Ron Chernow, #NFDB
582:What most of us must be involved in--whether we teach or write, make films, write films, direct films, play music, act, whatever we do--has to not only make people feel good and inspired and at one with other people around them, but also has to educate a new generation to do this very modest thing: change the world. ~ Howard Zinn, #NFDB
583:You can destroy a person without resorting to the graphic violence of the Realms; can crush hopes and squander dreams, waste talent, refuse to train and educate an able mind, but rather keep a person in a prison of work, without praise or prospects, and certainly unable to develop what is in them of mind and heart. ~ Olivia Laing, #NFDB
584:At one time the Irish had been forbidden by English law to educate their children, to own a horse worth more than five pounds, to play the Irish pipes, to wear the color green… the list went on and on. Most of the oppressive statutes were no longer enforced, but the shamed submission they had engendered remained. ~ Morgan Llywelyn, #NFDB
585:We need to find secular ways to cultivate warm-heartedness. We need secular ways to educate ourselves about inner values. The source of a happy life is within us. Trouble makers in many parts of the world are often quite well educated, so it is not just education that we need. We need to pay attention to inner values. ~ Dalai Lama, #NFDB
586:They [the teachers at European conservatories] taught us because they wanted to pass the knowledge on and educate young musicians. It was not because they had to teach because they failed as musicians. There is a huge difference in the reasons why someone is teaching and what they can offer and what they cannot offer. ~ Miroslav Vitous, #NFDB
587:I'm not trying to convert the entire nation of Israel and the entire nation of Palestine to Christianity. But at least if you can educate them about the ideology of love, the ideology of forgiveness, the ideology of grace. Those principles are great regardless, but we can't deny they came from Christianity as well. ~ Mosab Hassan Yousef, #NFDB
588:To educate some to the highest degree, and leave the mass wholly uncultivated, as you did, made the gap between them almost like that between different natural species, which have no means of communication. What could be more inhuman than this consequence of a partial enjoyment of education! ~ Edward Bellamy, Looking Backward: 2000–1887, #NFDB
589:We should educate more women and girls. Because that is the surest route to controllably, manageably reducing the human population. Educated women have fewer kids. And the kids they do have are better cared for and are more successful. As I like to say, it's not one thing that we need to focus on. It's everything all at once. ~ Bill Nye, #NFDB
590:No man is fit to educate unless he feels each pupil an end in himself, with his own rights and his own personality, not merely a piece in a jigsaw puzzle, or a soldier in a regiment, or a citizen in a State. Reverence for human personality is the beginning of wisdom, in every social question but above all in education. ~ Bertrand Russell, #NFDB
591:Somebody puts up some weird thing and somebody else thinks yeah maybe that's the way things work and pretty soon you have some cult going. Its not the fault of the internet, it's the fault of a social and culture system that doesn't educate people properly and in fact on purpose. They don't want to educate people properly. ~ Noam Chomsky, #NFDB
592:Many people still believe that we can only be happy when we have a lot of money and power. Looking around, we see many people who have plenty of money and power, but who still suffer very deeply from stress and loneliness. So power and money are not the answer. We have to educate ourselves in the art of living mindfully. ~ Thich Nhat Hanh, #NFDB
593:I think being partnered with C. Wonder as their creative director and also getting to kind of educate her on how to mix prints and how to incorporate color into her wardrobe and how to go from an easy silhouette to using some of our accessories to cinch her waist or make it more cocktail - I think will be really, really fun. ~ Brad Goreski, #NFDB
594:There are still so many unanswered questions about what causes autism and other developmental disorders on the spectrum. So it is vital that we continue to research and educate ourselves in the hopes that we may begin to understand the challenges that these children and their families continue to face with each passing day. ~ Manny Alvarez, #NFDB
595:Those arrogant users thought they ruled Minecraft. Well, he’d educate them soon enough, but first, he had to get to the Source and rid these digital worlds of all the NPCs—the living segments of code that infested the server planes. They would be purified soon enough, though. His plan was proceeding just as he had foreseen. ~ Mark Cheverton, #NFDB
596:Land Grant College Act is the jewel of Republican reform. It had not occurred to any other country to educate their farmers and workers. When the British studied the reasons for American success in 1851, the consensus was that Americans workers were well educated. So they didn't oppose progress the way British workers did. ~ Charles R Morris, #NFDB
597:He insisted that the poor in other nations, like those in his own, needed no government assistance. “Their greatest need is not more money, food, or even medicine; it is Christ,” he said. “Give them the Gospel of love and grace first and they will clean themselves up, educate themselves, and better their economic conditions.”31 ~ Kevin M Kruse, #NFDB
598:No one has ever learned anything under conditions of humiliation. The moment you said anything humiliating, the lesson is over. They are not on your side and they are offended. As We know it from feedback forms, it has got to be 99% sweetness and light and honey and 1% criticism, then you've got a potential chance to educate. ~ Alain de Botton, #NFDB
599:The problem with the evangelical homeschool movement was not their desire to educate their children at home, or in private religious schools, but the evangelical impulse to "protect" children from ideas that might lead them to "question" and to keep them cloistered in what amounted to a series of one-family gated communities. ~ Frank Schaeffer, #NFDB
600:We are not going to have a situation where our education spending goes back to its lowest level since the year 2000 despite a larger population and more kids to educate. We know that the single most important thing in terms of how well we can compete around the world is the quality of our workforce. We can't do that to our kids. ~ Barack Obama, #NFDB
601:Sometimes when I hear commentating, it's sickening. People who never played the game, people who never played in the league have an opinion, and that's all it is. You are here to educate the watcher or the viewer. Sometimes it comes off as personal. I don't ever want to come off like that. My opinion is my opinion about someone. ~ Kevin Garnett, #NFDB
602:You can educate people about politics, criminality, the law, but not about medicine? It's just silly.... I really don't want to hurt anybody, but to say the truth and to offer words that might be helpful in understanding what some of these conditions are. I can't see any reason not to do that. That's changing things for the better. ~ Drew Pinsky, #NFDB
603:We can so educate the will power that it will focus the thoughts upon the bright side of things, and upon objects which elevate the soul, thus forming a habit of happiness and goodness which will enrich the whole life. The habit of making the best of everything and of always looking on the bright side is a fortune in itself. ~ Orison Swett Marden, #NFDB
604:I don't know the real answer, my answer to anything which is essentially human relations is education. Whatever the answer is, education must be its measured component and if you try to educate with generosity not with triumphalism I think sometimes it works, especially young people, that's why I teach, I've been teaching all my life. ~ Elie Wiesel, #NFDB
605:The contrasts between what is spent today to educate a child in the poorest New York City neighborhoods, where teacher salaries are often even lower than the city averages, and spending levels in the wealthiest suburban areas are daunting challenges to any hope New Yorkers might retain that even semblances of fairness still prevail. ~ Jonathan Kozol, #NFDB
606:Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on; princes educate their subjects as instruments of their own purpose. ~ John Dewey, #NFDB
607:When they [young people] believe they are the difference! That their voice matters and to use the incredible power each one of them has. I work with an amazing young man, Jaylen Arnold, who started a foundation and a movement to educate people about tolerance and to stop bullying when he was eight years old. He never ceases to inspire me. ~ Dash Mihok, #NFDB
608:If we educate ourselves, then the desire and need to have art as a part of our lives will happen organically. I would invite anyone to look at cultures where art is squashed. Do you want to live in North Korea? We have a president who doesn't read at all. There's a lot to worry about. I just wish, as a collective, we were much smarter. ~ Kimberly Peirce, #NFDB
609:It was almost a side-effect that this caused me to educate myself to a degree which was beyond anything a school could hope to achieve. My own appetite for knowledge and reading and connection had led me, and that is how education works, not by spoon-feeding, but by stimulating the appetite so that children cannot wait to feed themselves. ~ Alan Bennett, #NFDB
610:...Although, as the Latin verb to educate, educate, indicates, it is not a question of putting something in but drawing it out, if it is there to begin with...I want all of my students and all of my dancers to be aware of the poignancy of life at that moment. I would like to feel that I had, in some way, given them the gift of themselves. ~ Martha Graham, #NFDB
611:I thought I should try something relatively inexpensive, relatively contained, relatively small. I started working on a feature, a film I'd still like to make: a very talky film of people and ideas about our contemporary state with regard to relationships, marriage, sex, and romance. I started trying to educate myself about filmmaking. ~ Charles Ferguson, #NFDB
612:As we crossed the Malakand Pass I saw a young girl selling oranges. She was scratching marks on a scrap of paper with a nail to account for the oranges she had sold as she could not read or write. I took a photo of her and vowed I would do everything in my power to help educate girls just like her. This was the war I was going to fight. ~ Malala Yousafzai, #NFDB
613:I do not believe in God, but I believe God is man’s greatest idea. Those incapable of religious feeling or those (like hard-core gay activists) who profane sacred ground do not have the imagination to educate the young. … Until the left comes to its senses about the cultural power of religion, the right will continue to broaden its appeal. ~ Camille Paglia, #NFDB
614:I have so many really gifted friends, actors who I thought deserved as much as I did to get an agent or a job, or deserved more, and just never made it through somehow. I've always been really fiercely tethered to that. You know, I've been very lucky. All the filmmakers I've worked with have taken my desire to educate myself very seriously. ~ Jeremy Davies, #NFDB
615:With the dizzying rate of change in technology and increasing competition driven by the globalization of markets and technology, we must not only be educated, we must constantly re-educate and reinvent ourselves. We must develop our minds and continually sharpen and invest in the development of our competencies to avoid becoming obsolete. ~ Stephen R Covey, #NFDB
616:If I had to pick one social action I could encourage all my friends, family and fans to do, it would be to teach a child. One, to educate them about good music, but two, because that kind of relationship helps build a bond. When you share music with somebody, that then becomes your link to them. Music is what connects a lot of us, over borders. ~ Aloe Blacc, #NFDB
617:If you meet at dinner a man who has spent his life in educating himself - a rare type in our time ... you rise from table richer, and conscious that a high ideal has for a moment touched and sanctified your days. But Oh! my dear Ernest, to sit next to a man who has spent his life in trying to educate others! What a dreadful experience that is! ~ Oscar Wilde, #NFDB
618:Americans need to educate themselves, from elementary school onward, about what their country has done abroad. And they need to play a more active role in ensuring that what the United States does abroad is not merely in keeping with a foreign policy elite's sense of realpolitik but also with the American public's own sense of American values. ~ Mohsin Hamid, #NFDB
619:As we crossed the Malakand Pass I saw a young girl selling oranges. She was scratching marks on a piece of paper with a pencil to account for the oranges she had sold, as she could not read or write. I took a photo of her and vowed I would do everything in my power to help educate girls just like her. This was the war I was going to fight. ~ Malala Yousafzai, #NFDB
620:We need the political will, and that often comes from the will of the people. So if celebrities or personalities can help to educate the people - not influence them, not tell them (what to do) - just tell them the truth about what's happening and let them form their own opinion, that will strengthen them and they will push their politicians. ~ Angelina Jolie, #NFDB
621:I'm eternally optimistic about the future. I believe that if we are committed towards it and if we continue to educate people and get the whole world community to implement green features and aspects in not just the built environment not just in their lifestyles but in their businesses in their industries then we're heading towards a green future. ~ Ken Yeang, #NFDB
622:My father used to say the people of Swat and the teachers would continue to educate our children until the last room, the last teacher and the last student was alive. My parents never once suggested I should withdraw from school, ever. Though we loved school, we hadn't realized how important education was until the Taliban tried to stop us. ~ Malala Yousafzai, #NFDB
623:The cities were sucking all the life of the country into themselves and destroying it. Men were no longer individuals but units in a vast machine, all cut to one pattern, with the same tastes and ideas, the same mass-produced education that did not educate but only pasted a veneer of catchwords over ignorance. Why do you want to bring that back? ~ Leigh Brackett, #NFDB
624:My biggest challenge is to educate the American people, to make access to health care available for all, and to make sure that prevention plays a big part in health care. In the case of guns, prevention means we prevent homicides and devastating, expensive gun injuries by preventing those who shouldn't have guns from getting their hands on guns. ~ Joycelyn Elders, #NFDB
625:Legalizing pot would benefit society by first off having laws applicable to all, without those in control breaking the laws and making a mockery of our system. We need social justice. This requires laws equally applied to all. In addition, we could educate and rehabilitate the wrong doers. Not incarnate those misfortunate people for doubtful wrongs. ~ Steven Machat, #NFDB
626:Millions of small changes can be done, and through that, there can be a bigger impact because anybody can talk to another person. Anybody can educate somebody if they feel like their neighbor is stupid. It's more like "Educate thy neighbor, my friend." I think that enthusiasm, and not giving into lazy-minded cynicism, is where the potential and hope is. ~ Eugene Hutz, #NFDB
627:George Elsey put it succinctly: “You can’t sit around and wait for public opinion to tell you what to do. In the first place there isn’t any public opinion. The public doesn’t know anything about it; they haven’t heard about it. The President must decide what he is going to do and do it, and attempt to educate the public to the reasons for his action. ~ Margaret Truman, #NFDB
628:One of the more difficult questions I used to find myself being asked as a United Nations official, especially when I had been addressing a generalist audience, was: What is the single most important thing that can be done to improve the world?...
If I had to pick one thing we must do above all else, I now offer a two-word mantra: "Educate girls. ~ Shashi Tharoor,#NFDB
629:Under Colonel Korn's rule, the only people permitted to ask questions were those who never did. Soon the only people attending were those who never asked questions, and the sessions were discontinued altogether, since Clevinger, the corporal and Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
630:When the AIDS epidemic first started there were people who said, "Well, if there weren't gays, then we wouldn't have this problem. It's got to be because of them - let it be them instead of us." But when you educate yourself about it, you can't help but realize that we're all affected by it. I think that things like that just become too daunting for people. ~ Josh Brolin, #NFDB
631:[H]aving heard, or more probably read somewhere, in the days when I thought I would be well advised to educate myself, or amuse myself, or stupefy myself, or kill time, that when a man in a forest thinks he is going forward in a straight line, in reality he is going in a circle, I did my best to go in a circle, hoping in this way to go in a straight line. ~ Samuel Beckett, #NFDB
632:Once you educate the boys, they tend to leave the villages and go search for work in the cities, but the girls stay home, become leaders in the community, and pass on what they’ve learned. If you really want to change a culture, to empower women, improve basic hygiene and health care, and fight high rates of infant mortality, the answer is to educate girls. ~ Greg Mortenson, #NFDB
633:We exchanged a couple of ideas and stuff like that, but that's about it. I just think ... consulting on 'Tintin' was very interesting because you try to ... not educate, but inform the animators [about] what the lighting looks like, but [in the end] they do it themselves. I don't actually go and sit there with them. [We] just had a couple of conversations. ~ Janusz Kaminski, #NFDB
634:But are there not many fascists in your country?"
"There are many who do not know they are fascists but will find it out when the times comes.”
"But you cannot destroy them until they rebel?"
"No," Robert Jordan said. "We cannot destroy them. But we can educate the people so that they will fear fascism and recognize it as it appears and combat it. ~ Ernest Hemingway,#NFDB
635:Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it. And if we cannot educate today's youth, what will we do in 1970 when elementary enrollment will be 5 million greater than 1960? And high school enrollment will rise by 5 million. College enrollment will increase by more than 3 million. ~ Lyndon B Johnson, #NFDB
636:We need to theorize the meaning of beauty in our lives so that we can educate for critical consciousness, talking through the issues: how we acquire and spend money, how we feel about beauty, what the place of beauty is in our lives when we lack material privilege and even basic resources for living, the meaning and significance of luxury, and the politics of envy. ~ bell hooks, #NFDB
637:To educate yourself for the feeling of gratitude means to take nothing for granted, but to always seek out and value the kindness that stands behind the action. Nothing that is done for you is a matter of course. Everything originates in a will for the good, which is directed at you. Train yourself never to put off the word or action for the expression of gratitude. ~ Albert Schweitzer, #NFDB
638:To educate yourself for the feeling of gratitude means to take nothing for granted, but to always seek out and value the kind that will stand behind the action. Nothing that is done for you is a matter of course. Everything originates in a will for the good, which is directed at you. Train yourself never to put off the word or action for the expression of gratitude. ~ Albert Schweitzer, #NFDB
639:Ever notice how seldom children complain about the weather? They take hot weather in stride until the negative news corps educate them to be conscious of unpleasant temperatures. Make it a habit always to speak favorably about the weather regardless of what the weather actually is. Complaining about the weather makes you more miserable and it spreads misery to others. ~ David J Schwartz, #NFDB
640:I think that all journalists, specifically print journalists, have a responsibility to educate the public. When you handle a culture's intellectual property, like journalists do, you have a responsibility not to tear it down, but to raise it up. The depiction of rap and of hip-hop culture in the media, I think, is one that needs more of a responsible approach from journalists. ~ KRS One, #NFDB
641:But, Jefferson worried that the people - and the argument goes back to Thucydides and Aristotle - are easily misled. He also stressed, passionately and repeatedly, that it was essential for the people to understand the risks and benefits of government, to educate themselves, and to involve themselves in the political process. Without that, he said, the wolves will take over. ~ Carl Sagan, #NFDB
642:From now on I hope always to stay alert, to educate myself as best I can. But, lacking this, in future I will relaxedly turn back to my secret mind to see what it has observed when I thought I was sitting this one out. We never sit anything out. We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out. M ~ Ray Bradbury, #NFDB
643:Continual Learning Educate yourself. Read books and learn from others who have done it before. Learn by doing. Theory is nice, but nothing replaces actual experience. Learn by surrounding yourself with talented players. Just because you win a hand doesn’t mean you’re good and you don’t have more learning to do. You might have just gotten lucky. Don’t be afraid to ask for advice. ~ Tony Hsieh, #NFDB
644:Women are rising slowly but steadily into full partnership with men all over the world. This is going to change everything. When the rich mind- style of women is available - with an emphasis on process, rather than on end-product, and on making things cohere, grow and interlink - - then it changes the way we educate, it changes the way we govern, it changes the way we worship. ~ Jean Houston, #NFDB
645:Second-mountain organizations touch people at their depths and leave a permanent mark. You always know when you meet a Marine, a Morehouse man, a Juilliard pianist, a NASA scientist. These institutions have a collective purpose, a shared set of rituals, a common origin story. They nurture thick relationships and demand full commitment. They don’t merely educate; they transform. ~ David Brooks, #NFDB
646:Think of it! An opportunity to remake the world! An opportunity to create a steam-driven utopia! To re-educate humanity to despise violence. And what do they do, those incompetents? They opt for the pretty clothes and the empire-mad European imperialist culture of the 19th century. Damn those fools. Those geeks, arrogant, myopic, ivory tower board gamers. Damn them. ~ Richard Ellis Preston Jr, #NFDB
647:Men didn't like to empty bedpans, so we made women nurses. Then men didn't like to do the administrative stuff, so women were allowed to become secretaries. That's the way they entered the work force. Then we began to educate them because they had to be educated. But it wasn't until after World War II that most of the great universities of this country became coeducational. ~ John Shelby Spong, #NFDB
648:Take care what you are about, for unless you base all this on religion, you are only making so many clever devils. ~ Arthur Wellesley, 1st Duke of Wellington, Philip Henry, Fifth Earl Stanhope, Notes of Conversation with the Duke of Wellington, 1831-1851 (1886). Talking about non-denominational education, often paraphrased as "Educate men without religion, and you make them but clever devils"., #NFDB
649:From now on I hope always to stay alert, to educate myself as best I can. But lacking this, in Future I will relaxedly turn back to my secret mind to see what it has observed when I thought I was sitting this one out. We never sit anything out.
We are cups, constantly and quietly being filled. The trick is, knowing how to tip ourselves over and let the beautiful stuff out. ~ Ray Bradbury,#NFDB
650:Serious fiction writers think about moral problems practically. They tell stories. They narrate. They evoke our common humanity in narratives with which we can identify, even though the lives may be remote from our own. They stimulate our imagination. The stories they tell enlarge and complicate—and, therefore, improve—our sympathies. They educate our capacity for moral judgment. ~ Susan Sontag, #NFDB
651:But, Jefferson worried that the people - and the argument goes back to Thucydides and Aristotle - are easily misled. He also stressed, passionately and repeatedly, that it was essential for the people to understand the risks and benefits of government, to educate themselves, and to involve themselves in the political process.
Without that, he said, the wolves will take over. ~ Carl Sagan,#NFDB
652:He who wants to educate himself in Chess must evade what is dead in Chess... the habit of playing with inferior opponents; the custom of avoiding difficult tasks; the weakness of uncritically taking over variations or rules discovered by others; the vanity which is self-sufficient; the incapacity for admitting mistakes; in brief, everything that leas to standstill or to anarchy. ~ Emanuel Lasker, #NFDB
653:What are works of art for? to educate, to be standards. To produce is of little use unless what we produce is known, is widely known, the wider known the better, for it is by being known that it works, it influences, it does its duty, it does good. We must try, then, to be known, aim at it, take means to it. And this without puffing in the process or pride in the success. ~ Gerard Manley Hopkins, #NFDB
654:As we educate a child -- removing out of its path those obstacles over which we ourselves, in early days, have stumbled, and strengthening its mind with the aid of our own matured experience -- we, as it were, construct a new and better replica of ourselves, and thus enable the race to move slowly, but surely, forward towards the ultimate goal of existence -- towards perfection. ~ Leonid Andreyev, #NFDB
655:The learned must educate the ignorant. Because, according to society, ignorance is never bliss. Except in retrospect. I look back upon my ignorance with the knowledge that I was much happier then than now. Consider this: children know precious little, but the profound ignorance comes from profound innocence. People really mean to say that innocence is bliss. And bliss is short-lived. ~ Nick Sagan, #NFDB
656:Thus the whole education of women ought to be relative to men. To please them, to be useful to them, to make themselves loved and honored by them, to educate them when young, to care for them when grown, to council them, to console them, and to make life agreeable and sweet to them -- these are the duties of women at all times, and should be taught them from their infancy. ~ Jean Jacques Rousseau, #NFDB
657:We’re face to face with images all the time in a way that we never have been before... Young people need to understand that not all images are there to be consumed like fast food and then forgotten – we need to educate them to understand the difference between moving images that engage their humanity and their intelligence, and moving images that are just selling them something. ~ Martin Scorsese, #NFDB
658:Yet this government never of itself furthered any enterprise, but by the alacrity with which it got out of its way. It does not keep the country free. It does not settle the West. It does not educate. The character inherent in the American people has done all that has been accomplished; and it would have done somewhat more, if the government had not sometimes got in its way. ~ Henry David Thoreau, #NFDB
659:There is nobody in this country who got rich on his own. Nobody. You built a factory out there—good for you.
"But I want to be clear. You moved your goods to market on the roads the rest of us paid for. You hired workers that the rest of us paid to educate...Part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along. ~ Elizabeth Warren,#NFDB
660:When I grew up, feminism wasn’t something that was really talked about. There’s a really negative stereotype about feminism in the media. That really plays badly for young women understanding the movement. Maybe people don’t want to identify themselves as feminists because of the label. But people need to understand what feminism means and educate themselves before they reject it. ~ Julie Zeilinger, #NFDB
661:Most leaders assume that everybody who comes to church knows God’s mind on financial matters. But the truth is that many people are absolutely clueless regarding the basic principles of Christian financial management. Leaders and teachers need to educate their congregations before they can expect them to honor God with their money and eventually get excited about resourcing the church. ~ Bill Hybels, #NFDB
662:Not only have we paid the price with our names in ink, but we have also paid in blood. And they can't say that black people can't be intelligent, because going back to Africa, in Guinea, there are almost 4 million people there and what he, President [Sekou] Toure, is doing to educate the people: as long as the French people had it they weren't doing a thing that is being done now. ~ Fannie Lou Hamer, #NFDB
663:When somebody else calls you exotic, exotic is a box - it's the stereotype of snake charmers and face jewelry. You're just that stereotype. But I don't get offended anymore. I used to get offended by things that were said to me, or how I was seen. Now I educate. If I get pissed off, I'll educate in a sassy way. Other times I educate in a Gandhi-like way. You know - I have my moods. ~ Priyanka Chopra, #NFDB
664:You, that have toiled during youth, to set your son upon higher ground, and to enable him to begin where you left off, do not expect that son to be what you were, - diligent, modest, active, simple in his tastes, fertile in resources. You have put him under quite a different master. Poverty educated you; wealth will educate him. You cannot suppose the result will be the same. ~ Anna Letitia Barbauld, #NFDB
665:If you look at a farmer and his daily expenditure on existing energy services, it is much higher on an incremental delta basis. And then there is an emotional cost of not providing their kids with the right to educate. If you calculate these costs in economic terms and create a financing mechanism for them to buy it, the emotional delta cost is much higher compared to their household. ~ Ramon Magsaysay, #NFDB
666:Nichols credits a 1999 study by Justin Kruger and David Dunning, research psychologists at Cornell, with driving home this point. Nichols writes, “The lack of metacognition sets up a vicious loop in which people who do not know much about a subject do not know when they’re in over their head . . . and there is no way to educate or inform people who, when in doubt, will make stuff up. ~ Michael V Hayden, #NFDB
667:One thing I'd like to just keep on doing is I want to educate people about animal behavior and about autism. I've been doing autism talks for the last 20 years and there still are people out there that do not want to, they can't recognize that these sensory problems are real. That, for some of these kids when that fire alarm goes off, that really hurts the ears, it's a really real thing. ~ Temple Grandin, #NFDB
668:The “old priestly office” having been “abolished,” Mann and his allies aimed to revive it, in effect, by promoting the school at the expense of the press, the lyceum, and other agencies of popular education. By giving the school system exclusive control over education, Mann’s reforms encouraged a division of cultural labor that would weaken the people’s capacity to educate themselves. ~ Christopher Lasch, #NFDB
669:Put another way, if you don’t educate your children for metaphysical truth and moral virtue, mainstream culture will do it for you. Absent shared commitment to these spiritual and moral verities, it is hard to see how we renew our families, our communities, and our country with an ethic of duty, self-restraint, stewardship, and putting the needs of people, not the state or corporations, first. ~ Rod Dreher, #NFDB
670:But,” began the Zainichi North Korean man, “even if we know all that stuff, isn’t it pointless if the people discriminating against you don’t?”
“What matters is that we know,” I said. “Those ignorant haters who discriminate based on nationality and ethnicity are pathetic. We need to educate ourselves and make ourselves stronger and forgive them. Not that I’m anywhere near that yet. ~ Kazuki Kaneshiro,#NFDB
671:Millions of people work in global settings while viewing everything from their own cultural perspectives and assuming that all differences, controversy, and misunderstanding are rooted in personality. This is not due to laziness. Many well-intentioned people don’t educate themselves about cultural differences because they believe that if they focus on individual differences, that will be enough. ~ Erin Meyer, #NFDB
672:As long as parents and teachers in general shall fall under the established rule, it is clear that politics and modes of government will educate and infect us all. They poison our minds, before we can resist, or so much as suspect their malignity. Like the barbarous directors of the Eastern seraglios, they deprive us of our vitality, and fit us for their despicable employment from the cradle. ~ William Godwin, #NFDB
673:As individuals, we can educate ourselves and our children, cultivate the art of compromise, pray for wisdom, and hold our representatives accountable. Each of us can positively affect our nation just by making ourselves (and those in our spheres of influence ) aware of the fact that we are being used as pawns by those who try to tell us what we should think as opposed to using our own common sense. ~ Ben Carson, #NFDB
674:There are certainly ways to educate people, and to dispel myths and fears that the birth families (or birth countries) are bad, dangerous, and unsafe for the child, and should not be part of his/her life. There is a small percentage of cases where the danger may be real, and in these cases the child should certainly be protected, but—even then—not from everyone in his/her family of origin. ~ Joyce Maguire Pavao, #NFDB
675:In the hands of good leaders, such a system can actually perform better than a democratic system that is subject to rule of law and formal democratic procedures like multiparty elections. It can make large, difficult decisions without being hampered by interest groups, lobbying, litigation, or the need to form cumbersome political coalitions or educate the public as to their own self-interest. ~ Francis Fukuyama, #NFDB
676:I said there was nothing so convincing to an Indian as a general massacre. If he could not approve of the massacre, I said the next surest thing for an Indian was soap and education. Soap and education are not as sudden as a massacre, but they are more deadly in the long run; because a half-massacred Indian may recover, but if you educate him and wash him, it is bound to finish him some time or other. ~ Mark Twain, #NFDB
677:I went down on my knees and prayed to Almighty God for light and guidance and one night late it came to me this way. We could not leave (the Philippines) to themselves-they were unfit for self-government-and they would soon have anarchy and misrule over there worse than Spain's was. There was nothing left for us to do but take them all and educate the Filipinos, and uplift and Christianize them. ~ William McKinley, #NFDB
678:We have been taught (that is, schooled) in this country to think of 'success' as synonymous with, or at least dependent upon, 'schooling,' but historically that isn’t true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prison. ~ John Taylor Gatto, #NFDB
679:Television is perhaps the greatest medium ever discovered to teach and educate and even to entertain. But the filth, the rot, the violence, and the profanity that spew from television screens into our homes is deplorable. It is a sad commentary on our society. The fact that a television set is on six or seven hours every day in most of the homes of America says something of tremendous importance. ~ Gordon B Hinckley, #NFDB
680:To cultivate empathy means to see the world through the eyes of another without judgement, without trying to "fix" it, without needing it to be different. It is acceptance independent of agreement, understanding without any implied coercion for oneself or the other to change. There is also no sense of wanting to "educate" the other person about how their perspective is wrong and ours is right. ~ Judith Hanson Lasater, #NFDB
681:One of the reasons why we started the Green Belt Movement is to work with these ordinary peasant farmers so as to educate them that, despite the fact that they are poor, it is in their interest to protect the soil that they have, to protect the forest they have, to protect the land that they have, because if they don't do it, things can be only worse tomorrow for them for them and for their children. ~ Wangari Maathai, #NFDB
682:We have the illusion of freedom only because so few ever try to exercise it. Try it sometime. Try to save your home from the highway crowd, or to work a trade without the approval of the goons, or to open a little business without a permit, or to grow a crop without a quota, or to educate your child the way you want to, or to not have a child. We all have the freedom of a balloon floating in a pin factory. ~ Karl Hess, #NFDB
683:Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. ~ Michel de Montaigne, #NFDB
684:I realize the importance of retelling those stories is so that, one, we don't forget what our ancestors had to do so we can be where we are, and two, to just educate the newer generation. I'm being educated by all these films ['Race' and 'Selma'] and the things I've had the opportunity to be a part of, and kids even younger than me are being educated, too. It's important to make sure those stories never die. ~ Stephan James, #NFDB
685:It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles. ~ Llewellyn H Rockwell Jr, #NFDB
686:My final words of advice to you are educate, agitate and organize; have faith in yourself. With justice on our side I do not see how we can loose our battle. The battle to me is a matter of joy. The battle is in the fullest sense spiritual. There is nothing material or social in it. For ours is a battle not for wealth or for power. It is battle for freedom. It is the battle of reclamation of human personality. ~ B R Ambedkar, #NFDB
687:We tried to educate ourselves. I would invite the girls to my rooms, and we took turns reading poetry in English to improve our understanding of the language. One of our favorites was Thomas Hood's "Song of the Shirt," and another . . . Percy Bysshe Shelley's "Mask of Anarchy." . . .
"Rise like lions after slumber
In unvanquishable number!
Which in sleep had fallen on you-
Ye are many, they are few! ~ Howard Zinn,#NFDB
688:Look, if you can indulge in your passion, life will be far more interesting than if you're just working. You'll work harder at it, and you'll know more about it. But first you must go out and educate yourself on whatever it is that you've decided to do - know more about kite-surfing than anyone else. That's where the work comes in. But if you're doing things you're passionate about, that will come naturally. ~ Richard Branson, #NFDB
689:For my part, I think we need more emotion, not less. But I think, too, that we need to educate people in how to feel. Emotionalism is not the same as emotion. We cannot cut out emotion - in the economy of the human body, it is the limbic, not the neural, highway that takes precedence. We are not robots...but we act as though all our problems would be solved if only we had no emotions to cloud our judgement. ~ Jeanette Winterson, #NFDB
690:I shall stick to it,” she continued, smiling. “I am not saying it to educate you; it is what I really think. I believe that in the last century men have developed the desire for work, and they must not starve it. It’s a new desire. It goes with a great deal that’s bad, but in itself it’s good, and I hope that for women, too, ‘not to work’ will soon become as shocking as ‘not to be married’ was a hundred years ago. ~ E M Forster, #NFDB
691:To live his life in his own way, to call his house his castle, to enjoy the fruits of his own labour, to educate his children as his conscience directs, to save for their prosperity after his death -- these are wishes deeply ingrained in civilised man. Their realization is almost as necessary to our virtues as to our happiness. From their total frustration disastrous results both moral and psychological might follow. ~ C S Lewis, #NFDB
692:The way of presentation is different according to each religion. In theistic religions like Buddhism, Buddhist values are incorporated. In nontheistic religions, like some types of ancient Indian thought, the law of karma applies. If you do something good, you get a good result. Now, what we need is a way to educate nonbelievers. These nonbelievers may be critical of all religions, but they should be decent at heart. ~ Dalai Lama, #NFDB
693:Well, it does educate us about life. I wouldn’t be the person I am, I wouldn’t understand what I understand, were it not for certain books. I’m thinking of the great question of nineteenth-century Russian literature: how should one live? A novel worth reading is an education of the heart. It enlarges your sense of human possibility, of what human nature is, of what happens in the world. It’s a creator of inwardness. ~ Susan Sontag, #NFDB
694:The ambition to establish a reputation worthy of the esteem of his fellows so that his story could be told after his death had carried Lincoln through his bleak childhood, his laborious efforts to educate himself, his string of political failures, and a depression so profound that he declared himself more than willing to die, except that “he had done nothing to make any human being remember that he had lived. ~ Doris Kearns Goodwin, #NFDB
695:I try to encourage young people to follow their dreams. Even if you're born in an urban community it's always something available to you whether it be a dance class or whether you do really good in school and you can get a scholarship. So if you just put your mind to it and if you educate people enough and they know that they can find resources to help them get to where they need to go then that's really important. ~ Adrienne Bailon, #NFDB
696:The ancient Masters didn't try to educate the people, but kindly taught them to not-know. When they think that they know the answers, people are difficult to guide. When they know that they don't know, people can find their own way. If you want to learn how to govern, avoid being clever or rich. The simplest pattern is the clearest. Content with an ordinary life, you can show all people the way back to their own true nature. ~ Laozi, #NFDB
697:Rather than providing him with economic opportunity, the Act of that name seems designed to make the poor man do penance all his life for the sin of being born into a non-capital-owning family... One searches it in vain for measure designed to provide economic opportunity to the capital owner. But nobody proposes to educate, train, or rehabilitate either him or his children, even when their "unemployment" is notorious. ~ Louis O Kelso, #NFDB
698:My father argued that all he had ever wanted was to create a school in which children could learn. We had been left with no choice but to get involved in politics and campaign for education. “My only ambition,” he said, “is to educate my children and my nation as much as I am able. But when half of your leaders tell lies and the other half is negotiating with the Taliban, there is nowhere to go. One has to speak out. ~ Malala Yousafzai, #NFDB
699:And then there are the Germans. Do you know, they form words by just sticking them together, so that their word for ‘Gatling gun’ literally translates into ‘mechanicaldeviceshootingwithoutcockingrifle?’ The words get longer still. No word is too long for a German because it’s quite impossible to bore a German. You cannot entertain a Norwegian, you cannot bore a German, and you cannot educate an American or a chimpanzee. ~ Stephen Hunter, #NFDB
700:I firmly believe that if you help a woman, then you educate a child, you help the family. Because women are very focused on health care and education and on the family. So if you help a woman, you help the family, you help the village, you help the country. And so empowering women is a very important part of moving, not just women forward, but the economy of the nation forward. Particularly in very substandard nations. ~ Carolyn Maloney, #NFDB
701:Learn how to carry a friendship greatly, whether or not it is returned. Why should one regret if the receiver is not equally generous? It never troubles the sun that some of his rays fall wide and vain into ungrateful space, and only a small part on the reflecting planet. Let your greatness educate the crude and cold companion. If he is unequal, he will presently pass away; but thou art enlarged by thy own shining. ~ Ralph Waldo Emerson, #NFDB
702:We cannot educate white women and take them by the hand. Most of us are willing to help but we can't do the white woman's homework for her. That's an energy drain. More times than she cares to remember, Nellie Wong, Asian American feminist writer, has been called by white women wanting a list of Asian American women who can give readings or workshops. We are in danger of being reduced to purveyors of resource lists. ~ Gloria E Anzaldua, #NFDB
703:With McClure’s support, Steffens embarked on an odyssey. For the better part of three years, he called on people in St. Louis, Minneapolis, Pittsburgh, Chicago, Philadelphia, New York, Cleveland, and Madison. “My business is to find subjects and writers, to educate myself in the way the world is wagging, so as to bring the magazine up to date,” he explained to his father. “I feel ready to do something really fine. ~ Doris Kearns Goodwin, #NFDB
704:Men They hail you as their morning star Because you are the way you are. If you return the sentiment, They'll try to make you different; And once they have you, safe and sound, They want to change you all around. Your moods and ways they put a curse on; They'd make of you another person. They cannot let you go your gait; They influence and educate. They'd alter all that they admired. They make me sick, they make me tired. ~ Dorothy Parker, #NFDB
705:A novel can educate to some extent, but first a novel has to entertain. That's the contract with the reader: you give me ten hours and I'll give you a reason to turn every page. I have a commitment to accessibility. I believe in plot. I want an English professor to understand the symbolism while at the same time I want the people I grew up with - who may not often read anything but the Sears catalog - to read my books. ~ Barbara Kingsolver, #NFDB
706:My family tried to educate me in the way they thought a young woman should be. But I wanted to learn about mathmatics. I must have gotten that from my father, he was a master of math and science, and I always liked that sort of thing, too. Of course my mother and father did not agree with me on becoming more educated in mathmatics, but I was persistent and eventualy they gave in and I was taught by a wonderful teacher. ~ Florence Nightingale, #NFDB
707:Television always carried me: be it at my beginnings in small series and telefilms, or through my success in Kasamh Se and Bade Acche Lagte Hain. Thanks to TV, I saw an incredible dream come true: I could incarnate good and bad people, share my joys and pains with the audience, but also be part of this incredible medium that can educate and entertain at the same time! And with new TV platforms, the journey has only just started. ~ Ram Kapoor, #NFDB
708:I don’t think we’ll get rid of schools any time soon, certainly not in my lifetime, but if we’re going to change what’s rapidly becoming a disaster of ignorance, we need to realize that the institution “schools” very well, but it does not “educate”; that’s inherent in the design of the thing. It’s not the fault of bad teachers or too little money spent. It’s just impossible for education and schooling to be the same thing. ~ John Taylor Gatto, #NFDB
709:I think the best way to control a population is to urbanize and to educate women. We have seen historically in many, many countries that once women are educated and have opportunities, and that happens when they live in cities and once they improve their economies, they no longer want to have eight kids. They want to have one or two or maybe three. And that is much more sustainable for them because they have other opportunities. ~ Ian Bremmer, #NFDB
710:Janet was a pretty blooming girl, of about nineteen or twenty, and a perfect picture of neatness. Though I made no further observation of her at the moment, I may mention here what I did not discover until afterwards, namely, that she was one of a series of protegees whom my aunt had taken into her service expressly to educate in a renouncement of mankind, and who had generally completed their abjuration by marrying the baker. ~ Charles Dickens, #NFDB
711:I spin around and give him the finger down low, hoping Monsieur Boutin can't see. St. Clair responds by grinning and giving me the British version, the V-sign with his first two fingers. Monsieur Boutin tuts behind me with good nature. I pay for my meal and take the seat next to St. Clair. "Thanks. I forgot how to flip off the English. I'll use the correct hand gesture next time."
"My pleasure. Always happy to educate. ~ Stephanie Perkins,#NFDB
712:For my part, I think we need more emotion, not less. But I think, too, that we need to educate people in how to feel. Emotionalism is not the same as emotion. We cannot cut out emotion—in the economy of the human body, it is the limbic, not the neural, highway that takes precedence. We are not robots—apologies there, Spike—but we act as though all our problems would be solved if only we had no emotions to cloud our judgement. ~ Jeanette Winterson, #NFDB
713:The view of life adopted by these people, my literary associates, was that generally speaking life is a process of development in the course of which the most important role is played by us, the thinkers; and that among the thinkers it is we, the artists and poets, who have the most influence. Our vocation is to educate people. In order to avoid being confronted by the obvious question - 'What do I know and what have I got to teach? ~ Leo Tolstoy, #NFDB
714:One of my quests from the beginning has been to inform people, educate people, sort of train people, if you will, to spot liberalism. The belief that liberalism is the source of the vast majority of our problems, clearly not all, but the vast majority, liberals and liberalism, and the more people trained to spot it, I think, have always believed that it would go a long way to go in defeating it. I think it does need to be defeated. ~ Rush Limbaugh, #NFDB
715:Cultivate your garden Do not depend upon teachers to educate you follow your own bent, pursue your curiosity bravely, express yourself, make your own harmony In the end, education, like happiness, is individual, and must come to us from life and from ourselves. There is no way; each pilgrim must make his own path. "Happiness," said Chamfort, "is not easily won; it is hard to find it in ourselves, and impossible to find it elsewhere. ~ Will Durant, #NFDB
716:The story of slavery is everybody's story. It is the story about how we're all shaped by, regardless of race, regardless of how long we've been in this country. We hope that we can be a factor to both educate America around this subject but maybe more importantly help Americans finally wrestle with this, talk about it, debate it, because only through that conversation can we ever find the reconciliation healing that I think we all want. ~ Lonnie Bunch, #NFDB
717:One of the great responsibilities we have as a society is to educate ourselves, along with the next generation, about which substances are worth ingesting and for what purpose and which are not. The problem, however, is that we refer to all these biologically active materials by a single term, drugs, making it nearly impossible to have an intelligent discussion about the psychological, medical, ethical, and legal issues surrounding their use. ~ Anonymous, #NFDB
718:Politicians argue for abortion largely because they do not want to spend the necessary money to feed, clothe and educate more people... There are those who argue that the right to privacy is of higher order than the right to life. I do not share that view... That was the premise of slavery. You could not protest the existence or treatment of slaves on the plantation because that was private and therefore outside of your right to concerned. ~ Jesse Jackson, #NFDB
719:Women lead in ways different from men's. Men, I think, have been programmed to give orders. Women have been programmed to motivate people, to educate them, to bring out the best in them. Ours is a less authoritarian leadership. I think women tend to play hardball less often. This is the trend of office politics anyway: the days of warring factions are over. We're talking now in terms of cooperation, and I think that is the game women play best. ~ Muriel Fox, #NFDB
720:Can rules or tutors educate
The semigod whom we await?
He must be musical,
Tremulous, impressional,
Alive to gentle influence
Of landscape and of sky,
And tender to the spirit-touch
Of man's or maiden's eye:
But, to his native centre fast,
Shall into Future fuse the Past,
And the world's flowing fates in his own mould recast.
by owner. provided at no charge for educational purposes
~ Ralph Waldo Emerson, Culture
,#NFDB
721:Have you seen that Chris Rock movie about hair?” No, I haven’t seen that Chris Rock movie about hair. I don’t need to see a Chris Rock movie about black hair when I have my own head of black hair for reference. But if I had $1 for every white person who has asked me if I’ve seen that movie and then proceeded to educate me on the problems with my own damn hair and the black hair industry I’d have enough money to keep myself in Indian Remy for life. ~ Ijeoma Oluo, #NFDB
722:Love Song
Lovers eminent in love
Ever diversities combine;
The vocal chords of the cushat-dove,
The snake's articulated spine.
Such elective elements
Educate the eye and lip
With one's refreshing innocence,
The other's claim to scholarship.
The serpent's knowledge of the world
Learn, and the dove's more naïve charm;
Whether your ringlets should be curled,
And why he likes his claret warm.
~ Elinor Morton Wylie,#NFDB
723:The most important questions are the ones we can't hope to answer with words. Words are like toys : they amuse and educate us for a time, but when we come to manhood, we should give them up.'
Sunmer shakes his head.
' The words are all we have,' he says.' If we give them up, we are no better than the beasts.'
Otto smiles at Sunmer's wrong headedness.
' Then you must find out the explanations on your own, if that is what you truly think. ~ Ian McGuire,#NFDB
724:If you don't educate people well, then you're going to have a lot of violent, angry young men and women. You can go around saying they're all so violent, just throw them in jail, this is an underclass, what can you do? You can create fear. The issue of violence is very suitable for a repressive society. Then you can have more legislation, more police, more laws to fight crime, when all you need to do is to encourage people in a different way. ~ Jeanette Winterson, #NFDB
725:When governments take over education, young minds suffer. The exploitation of the education racket is particularly vicious because to miseducate or under-educate a child is to cripple their future. Young minds naturally absorb information and seek the skills most essential to their happiness and prosperity. Threatening young people with consequences to ensure obedience stifles free-thinking and teaches the way of government: to accept rule by force. ~ Adam Kokesh, #NFDB
726:Black and Third World people are expected to educate white people as to our humanity. Women are expected to educate men. Lesbians and gay men are expected to educate the heterosexual world. The oppressors maintain their position and evade their responsibility for their own actions. There is a constant drain of energy which might be better used in redefining ourselves and devising realistic scenarios for altering the present and constructing the future. ~ Audre Lorde, #NFDB
727:We teach boys to be such men as we are. We do not teach them to aspire to be all they can. We do not give them a training as if webelieved in their noble nature. We scarce educate their bodies. We do not train the eye and the hand. We exercise their understandings to the apprehension and comparison of some facts, to a skill in numbers, in words; we aim to make accountants, attorneys, engineers; but not to make able, earnest, great- hearted men. ~ Ralph Waldo Emerson, #NFDB
728:The Wonderland Wars,” Fabiola says. “What did you think those epic fantasies, the Lord of the Rings and Narnia, were about?” No words come out of my mouth. I’m starting to realize how Wonderland is connected to everything. “They were meant to inspire generations and educate them about the idea of good and evil in this world.” Fabiola stops to make sure I am following. “They were discreetly using literature to prepare generations for the Wonderland Wars. ~ Cameron Jace, #NFDB
729:There's no other way to learn about it, except through documentaries. I encourage documentarians to continue telling stories about World War II. I think documentaries are the greatest way to educate an entire generation that doesn't often look back to learn anything about the history that provided a safe haven for so many of us today. Documentaries are the first line of education, and the second line of education is dramatization, such as The Pacific. ~ Steven Spielberg, #NFDB
730:Universal literacy was supposed to educate the common man to control his environment. Once he could read and write he would have a mind fit to rule. So ran the democratic doctrine. But instead of a mind, universal literacy has given him rubber stamps, rubber stamps inked with advertising slogans, with editorials, with published scientific data, with the trivialities of the tabloids and the platitudes of history, but quite innocent of original thought. ~ Edward L Bernays, #NFDB
731:We have to convince people that the handouts - just taking a few little handouts, where you have a subsistent living, where you never grow, just get a little check and a few food stamps, it will keep you on the plantation for the rest of your life, that's not a life. That's not living. It is not good enough. It is not acceptable. We have to educate our people that that is no longer good. You have to get off the plantation, off the government plantation. ~ Elbert Guillory, #NFDB
732:For centuries it was never discovered that education was a function of the State, and the State never attempted to educate. But when modern absolutism arose, it laid claim to everything on behalf of the sovereign power....When the revolutionary theory of government began to prevail, and Church and State found that they were educating for opposite ends and in a contradictory spirit, it became necessary to remove children entirely from the influence of religion. ~ Lord Acton, #NFDB
733:Men
They hail you as their morning star
Because you are the way you are.
If you return the sentiment,
They'll try to make you different;
And once they have you, safe and sound,
They want to change you all around.
Your moods and ways they put a curse on;
They'd make of you another person.
They cannot let you go your gait;
They influence and educate.
They'd alter all that they admired.
They make me sick, they make me tired. ~ Dorothy Parker,#NFDB
734:And say, finally, whether peace is best preserved by giving energy to the government or information to the people. This last is the most legitimate engine of government. Educate and inform the whole mass of people. Enable them to see that it is their interest to preserve peace and order, and they will preserve them. And it requires no very high degree of education to convince them of this. They are the only sure reliance for the preservation of our liberty. ~ Thomas Jefferson, #NFDB
735:There yet remains but one concluding tale, And then this chronicle of mine is ended - Fulfilled, the duty God ordained to me, A sinner. Not without purpose did the Lord, Put me to witness much for many years, And educate me in the love of books. One day some indefatigable monk, Will find my conscientious, unsigned work; Like me, he will light up his ikon-lamp, And, shaking from the scroll the age-old dust, He will transcribe these tales in all their truth. ~ Alexander Pushkin, #NFDB
736:What I have most learned from my son is to respect him and to love him unconditionally. I believe that if parents respect their children and educate them with love and justice (and not just with words, but with their own behavior) the relationship with their children will be wonderful. Then parents will always be proud of their children, and children will always be proud of their parents. There will be peace in the family, and the home will be a sanctuary. ~ Miguel Angel Ruiz, #NFDB
737:When a man of sense comes to marry, it is a companion whom he wants, and not an artist. It is not merely a creature who can paint, and play, and sing, and draw, and dress, and dance; it is a being who can comfort and counsel him; one who can reason and reflect, and feel, and judge, and discourse, and discriminate; one who can assist him in his affairs, lighten his cares, sooth his sorrows, strengthen his principles, and educate his children.” – Hannah More ~ Karen Swallow Prior, #NFDB
738:Colonel Korn’s rule was a stroke of genius, Colonel Korn explained in his report to Colonel Cathcart. Under Colonel Korn’s rule, the only people permitted to ask questions were those who never did. Soon the only people attending were those who never asked questions, and the sessions were discontinued altogether, since Clevinger, the corporal and Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything. Colonel ~ Joseph Heller, #NFDB
739:I fear that the impact of university censorship and university denial of due process will be to mis-educate a generation of students away from core values of civil liberties and constitutional safeguards. Students who have been led to believe by university administrators and faculty that censorship and denial of due process are acceptable norms will be more susceptible to accepting those norms in their post-university lives. That would be a tragedy for America. ~ Alan Dershowitz, #NFDB
740:They hail you as their morning star
Because you are the way you are.
If you return the sentiment,
They'll try to make you different;
And once they have you, safe and sound,
They want to change you all around.
Your moods and ways they put a curse on;
They'd make of you another person.
They cannot let you go your gait;
They influence and educate.
They'd alter all that they admired.
They make me sick, they make me tired.
~ Dorothy Parker,#NFDB
741:Robert Frost says in a piece of homely doggerel that he has hoped wisdom could be not only Attic but Laconic, Boeotian even - "at least not systematic"; but how systematically Frostian the worst of his later poems are! His good poems are the best refutation of, the most damning comment on, his bad: his Complete Poems have the air of being able to educate any faithful reader into tearing out a third of the pages, reading a third, and practically wearing out the rest. ~ Randall Jarrell, #NFDB
742:Everybody should read fiction… I don’t think serious fiction is written for a few people. I think we live in a stupid culture that won’t educate its people to read these things. It would be a much more interesting place if it would. And it’s not just that mechanics and plumbers don’t read literary fiction, it’s that doctors and lawyers don’t read literary fiction. It has nothing to do with class, it has to do with an anti-intellectual culture that doesn’t trust art. ~ Percival Everett, #NFDB
743:so when people asked me about my family, my features, the fate I’d been dealt, maybe it isn’t surprising how I answered — first in a childish, cheerful chirrup, later in the lecturing tone of one obliged to educate. I arrive to be calm and direct, never giving anything away in my voice, never changing the details. Offering the story I’d learned so early was, I thought, one way to gain acceptance. It was both the excuse for how I looked, and a way of asking pardon for it. ~ Nicole Chung, #NFDB
744:A graceless pastor is a blind man elected to a
professorship of optics, philosophizing upon light and vision, discoursing
upon and distinguishing to others the nice shades and delicate blendings of
the prismatic colours, while he himself is absolutely in the dark! He is a
dumb man elevated to the chair of music; a deaf man fluent upon
symphonies and harmonies! He is a mole professing to educate eaglets; a
limpet elected to preside over angels. ~ Charles Haddon Spurgeon,#NFDB
745:We destroy the most hallowed of relations, when we replace home education by social.And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention, direct or indirect, of society, by means of schools, etc.? The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class. ~ Walter Ciszek, #NFDB
746:The government belongs to the poor people of the country. We are custodian of people's hope. For whom should the government be? For educated people or few others. Government should be for the poor. If rich want to educate their children, they can send anywhere. If rich fall ill, hundreds of doctors are at service. So the foremost responsibility of the government should be to listen to the poor and work for them. If we do not work for the poor, the people will never pardon us. ~ Narendra Modi, #NFDB
747:Part of the magic of economic growth is how you educate people, and the leading economies have to stay in front of that. From an economic point of view, it affects competitiveness and creates jobs. Or from a social justice point of view, you can take someone in the bottom tier of income and let him compete to be a doctor or lawyer. The education system is the only reason the dream of equal opportunity has a chance of being delivered - and we're not running a good education system. ~ Bill Gates, #NFDB
748:From a young age, [James Baldwin] was watching all those different films. He's watching John Wayne killing off the Indians. He came to the point that the Indians were him. You had to educate yourself because the movies were not educating you. The movies were giving you a reflection of you that was not the truth. That's the trick. The movie was also giving a reflection of what the country is. Basically, a country that wanted itself to be innocent. That's the ambivalence of Hollywood. ~ Raoul Peck, #NFDB
749:Ministers, deacons, and elders may all be wise, but if the sacred Dove departs, and the spirit of strife enters, it is all over with us. Brethren, our system will not work without the Spirit of God, and I am glad it will not, for its stoppages and breakages call our attention to the fact of His absence. Our system was never intended to promote the glory of priests and pastors, but it is calculated to educate manly Christians, who will not take their faith at second-hand. ~ Charles Haddon Spurgeon, #NFDB
750:Our task is to build cultural fortresses to protect our emerging nativeness. They must be strong enough to hold at bay the powers of consumerism, the powers of greed and envy and pride. One of the most effective ways for this to come about would be for our universities to assume the awesome responsibility to both validate and educate those who want to be homecomers -- not necessarily to go home but to go someplace and dig in and begin the long search and experiment to become native. ~ Wes Jackson, #NFDB
751:We have to keep in mind the fact that love and action are the only intermediaries through which perfect knowledge can be obtained; for the object of knowledge is not pedantry but wisdom. The primary object of an institution should not be merely to educate one’s limbs and mind to be in efficient readiness for all emergencies, but to be in perfect tune in the symphony of response between life and world, to find the balance of their harmony which is wisdom. ~ Rabindranath Tagore, The Religion of Man, #NFDB
752:What, then, do they want a government for? Not to regulate commerce; not to educate the people; not to teach religion, not to administer charity; not to make roads and railways; but simply to defend the natural rights of man -- to protect person and property -- to prevent the aggressions of the powerful upon the weak -- in a word, to administer justice. This is the natural, the original, office of a government. It was not intended to do less: it ought not to be allowed to do more. ~ Herbert Spencer, #NFDB
753:If all those magnificent cathedrals with their valuable lands in Boston, Philadelphia and New York were taxed as they should be, the taxes of women who hold property would be proportionately lightened....I cannot see any good reason why wealthy churches and a certain amount of property of the clergy should be exempt from taxation, while every poor widow in the land, struggling to feed, clothe, and educate a family of children, must be taxed on the narrow lot and humble home. ~ Elizabeth Cady Stanton, #NFDB
754:The public schools can no longer educate, so people are turning to homeschooling. The universities can no longer provide liberal arts educations, so people are becoming technology-assisted autodidacts. The banks no longer loan, the state and local governments no longer provide basic public services, the military does not defend the borders, the newspapers no longer provide news, the television networks no longer entertain, and the corporations are increasingly unable to provide employment. ~ Vox Day, #NFDB
755:A few ideas seem to be agreed upon. Help none but those who help themselves. Educate only at schools which provide in some form for industrial education. These two points should be insisted upon. Let the normal instruction be that men must earn their own living, and that by the labor of their hands as far as may be. This is the gospel of salvation for the colored man. Let the labor not be servile, but in manly occupations like that of the carpenter, the farmer, and the blacksmith. ~ Rutherford B Hayes, #NFDB
756:And adab towards language means the recognition and acknowledgement of the rightful and proper place of every word in a written or uttered sentence so as not to produce a dissonance in meaning, sound and concept. Literature is called adabiyat in Islam precisely because it is seen as the keeper of civilization, the collector of teachings and statements that educate the self and society with adab such that both are elevated to the rank of the cultured man (insan adabi) and society. ~ Wan Mohd Nor Wan Daud, #NFDB
757:Let us protect our children; and let us not allow them to grow up into emptiness and nothingness, to the avoidance of good hard work, to introspection and analysis without deeds, or to mechanical actions without thought and consideration. Let us steer them away from the harmful chase after material things and the damaging passion for distractions... Let us educate them to stand with their feet rooted in God's earth, but with their heads reaching even into heaven, there to behold truth. ~ Friedrich Frobel, #NFDB
758:Because we're becoming such an urban nation, we're going to need to be producing so much more food in cities. These institutions have members, obviously. They have the resources to start projects like urban farms and gardens, teaching tools, and the ability to educate their members so that they can then go home and start their own urban gardens. I just really think that faith-based institutions can take the lead in creating community-based food systems, and I'd really like to see that happen. ~ Bryant Terry, #NFDB
759:I think that speaking is the most important thing we can do, but let's talk about what it means to speak effectively. We can talk in an echo chamber to our friends on social media and otherwise - and that's important, that's how we encourage and educate one another.But speech that leads to action is critical. And it doesn't sound very sexy, but one of the most important ways to speak in a way that makes an impact is to vote. Speaking at the ballot box is the most important place that we speak. ~ Wendy Davis, #NFDB
760:To be proactive is to educate yourself and get the word out via social media, or through one of the many animal-welfare organizations around the world, and by signing petitions, starting your own campaigns, rescuing and fostering animals, organizing cleanups, recycling, volunteering at your local animal shelter, going to eco-tourist destinations or photo safaris. This will help get the word out to the masses, and hopefully, this will bring more awareness and more compassion to animal welfare. ~ Katie Cleary, #NFDB
761:We're living in an economy where productivity is no longer the goal, employment is. That's because, on a very fundamental level, we have pretty much everything we need. America is productive enough that it could probably shelter, feed, educate, and even provide health care for its entire population with just a fraction of us actually working ... Our problem is not that we don't have enough stuff-it's that we don't have enough ways for people to work and prove that they deserve this stuff. ~ Douglas Rushkoff, #NFDB
762:Thank goodness they are curious! It's a sign of healthy minds. And while it may be obvious, it's our responsibility to educate them to the idea that romancing the unknown is attended by myriad possibilities, too, shepherding them through those heady periods of urge and instinct when they think they can soar, and deliver them, we hope whole, to a place where perspective begins to reign, where they know that the groggy old bear at the zoo will instantly wake the moment you step inside the cage. ~ Chang rae Lee, #NFDB
763:What it means to be human is to bring up your children in safety, educate them, keep them healthy, teach them how to care for themselves and others, allow them to develop in their own way among adults who are sane and responsibile, who know the value of the world and not its economic potential. It means art, it means time, it means all the invisibles never counted by the GDP and the census figures. It means knowing that life has an inside as well as an outside. And I think it means love. ~ Jeanette Winterson, #NFDB
764:A democratic public forms when citizens gather together to deliberate and make public judgments about local and national issues that affect their lives. By associating together for public discussion, citizens learn the skills necessary for the health of a democratic public; listening persuading, arguing, compromising, and seeking common ground. When these skills are nurtured within the institutions of a democratic public, citizens educate themselves in order to make informed political decisions. ~ Kevin Mattson, #NFDB
765:To those who are gay, lesbian, bisexual,or transgender-let me say- you are not alone. You're struggle, for the end to violence and discrimination, is a shared struggle. Today, I stand with you. And I call upon all countries and people, to stand with you too.A historic shift is underway. We must tackle the violence, decriminalize consensual same sex relationships and end discrimination. We must educate the public. I call on this council and people of conscience to make this happen.The time has come. ~ Ban Ki moon, #NFDB
766:Of course each citizen should try to educate him or herself, but only after receiving some essential, basic blocks of knowledge. Formal education should always be free; from kindergarten to PhD. It is free in many European countries, and in several Latin American ones (including Cuba, Mexico and Argentina). China is returning to free education, as it is returning to universal health care. In countries like Chile, people are on the streets right now fighting for free education, and they are winning! ~ Andre Vltchek, #NFDB
767:And yet he felt repelled by the teaching machines. For the entire Public School was geared to a task which went contrary to his grain: the school was there not to inform or educate, but to mold, and along severely limited lines. It was the link to their inherited culture, and it peddled that culture, in its entirety, to the young. It bent its pupils to it; perpetuation of the culture was the goal, and any special quirks in the children which might lead them in another direction had to be ironed out. ~ Philip K Dick, #NFDB
768:Your teacher cannot bridge the gap between what you know and what you want to know. For his words to ‘educate' you, you must welcome them, think about them, find somewhere for your mind to organize them, and remember them. Your learning is your job, not your teacher's job. And all you need to start with is desire. You don't need a schoolteacher to get knowledge - you can get it from looking at the world, from watching films, from conversations, from reading, from asking questions, from experience. ~ Grace Llewellyn, #NFDB
769:Science is the key to our future, and if you don’t believe in science, then you’re holding everybody back. And it’s fine if you as an adult want to run around pretending or claiming that you don’t believe in evolution, but if we educate a generation of people who don’t believe in science, that’s a recipe for disaster. We talk about the Internet. That comes from science. Weather forecasting. That comes from science. The main idea in all of biology is evolution. To not teach it to our young people is wrong. ~ Bill Nye, #NFDB
770:With the confidence and peace of mind native to true genius, I lay my life story before the world, so that the reader may learn how to educate himself to be a great tomcat, may recognize the full extent of my excellence, may love, value, honour and admire me- and worship me a little.
Should anyone be audacious enough to think of casting doubt on the sterling worth of this remarkable book, let him reflect that he is dealing with a tomcat possessed of intellect, understanding, and sharp claws. ~ E T A Hoffmann,#NFDB
771:Many activists just see what's wrong: they want to stand up to injustice and educate people about it. But I think it's equally important for activists to hold a more positive vision of what's right with their country: what's going well, and what they'd like to grow or see more of. I also like to encourage activists to take some time each day to sit silently or take a walk in nature as a way to be in touch with their inner wisdom and peace - and to remember why they are on this path in the first place. ~ Corinne McLaughlin, #NFDB
772:If you have a long-term goal in your life, all your activities become a part of that goal. You can keep yourself engaged for several hours and even days when you are reading an interesting book. When you are writing your new book, you can be busy for a year. When you want to transform the society, help the needy, educate the poor children, your goal can keep you engaged fruitfully for life. The greater is your goal, the higher is your energy level for achieving the goal and the less time you have to get bored. ~ Awdhesh Singh, #NFDB
773:Man had in the beginning no power of analysis or synthesis approaching that of the spider, or even of the honey-bee; he had acute sensibility to the higher forces. Fire taught him secrets that no other animal could learn; running water probably taught him even more, especially in his first lessons of mechanics; the animals helped to educate him, trusting themselves into his hands merely for the sake of their food, and carrying his burdens or supplying his clothing; the grasses and grains were academies of study. ~ Henry Adams, #NFDB
774:What's that?' Beck shoved his back ineffectually against the glass door, suffering under the weight of a huge box. 'Your brian.' I already have a brain.' If you did, you'd have opened the door for me.' I shot him a dark look and let him shove against the door a moment longer before I ducked under his arms to push it open. 'What is it really?' Schoolbooks. We're going to educate you properly, so you don't grow up to be an idiot.; I remembered by intrigued by the idea of school-in-a-box, just-add-water-and-Sam. ~ Maggie Stiefvater, #NFDB
775:When we don't pay close attention to the decisions made by our leaders, when we fail to educate ourselves about the major issues of the day, when we choose not to make our voices and opinions heard, that's when democracy breaks down. That's when power is abused. That's when the most extreme voices in our society fill the void that we leave. That's when powerful interests and their lobbyists are most able to buy access and influence in the corridors of power - because none of us are there to speak up and stop them. ~ Barack Obama, #NFDB
776:So long as the individual state, despite its official condemnation of war, has to consider the possibility of engaging in war, it must influence and educate its citizens—and its youth in particular—in such a way that they can easily be converted into efficient soldiers in the event of war. Therefore it is compelled not only to cultivate a technical-military training and type of thinking but also to implant a spirit of national vanity in its people in order to secure their inner readiness for the outbreak of war. ~ Albert Einstein, #NFDB
777:I don't know why I always felt the need to educate my friends when I learned some new bit of information most of the rest of the world didn't know, such as the secret existence of Jesus' older, smarter brother, or, later, that you could crawl into our coal furnace and freeze or that the water coming out of our C tap was actually warm. But I did, and ended up on the wooden bench outside Mr. Mautz's Sunday school classroom the very next Sunday for what would become the first in a long string of blasphemous statements. ~ Chris Crutcher, #NFDB
778:One must search diligently to find laudatory comments on education (other than those pious platitudes which are fodder for commencement speeches). It appears that most persons who have achieved fame and success in the world of ideas are cynical about formal education. These people are a select few, who often achieved success in spite of their education, or even without it. As has been said, the clever largely educate themselves, those less able aren't sufficiently clever or imaginative to benefit much from education. ~ Edward Gibbon, #NFDB
779:To educate the masses politically does not mean, cannot mean, making a political speech. What it means is to try, relentlessly and passionately, to teach the masses that everything depends on them; that if we stagnate it is their responsibility, and that if we go forward it is due to them too, that there is no such thing as a demiurge, that there is no famous man who will take the responsibility for everything, but that the demiurge is the people themselves and the magic hands are finally only the hands of the people. ~ Frantz Fanon, #NFDB
780:I’m encouraging mine to go into professions that machines are currently bad at, and therefore seem unlikely to get automated in the near future. Recent forecasts for when various jobs will get taken over by machines identify several useful questions to ask about a career before deciding to educate oneself for it. 48 For example: • Does it require interacting with people and using social intelligence? • Does it involve creativity and coming up with clever solutions? • Does it require working in an unpredictable environment? ~ Max Tegmark, #NFDB
781:We’re already living in the information age. Everyone will have to educate themselves the best they can, become an expert in some niche, so that they can be in the right place to advise someone else or perform some other service. The more technical the automation becomes, and the more quickly the world changes, the more we need information from just the right person arriving in our lives at just the right time. You don’t need a formal education to do that; just a niche you’ve created for yourself through self-education. ~ James Redfield, #NFDB
782:A father has done but a third of his task when he begets children and provides a living for them. He owes men to humanity, citizens to the state. A man who can pay this threefold debt and neglect to do so is guilty, more guilty, perhaps, if he pays it in part than when he neglects it entirely. He has no right to be a father if he cannot fulfil a father's duties. Poverty, pressure of business, mistaken social prejudices, none of these can excuse a man from his duty, which is to support and educate his own children. ~ Jean Jacques Rousseau, #NFDB
783:I’ve been trying to educate people for years and it’s exhausting. I’m tired of being patient with bigots. I’m tired of trying to explain why I don’t deserve to be treated like a piece of shit all the time. I’m tired of begging everyone to understand that people of color aren’t all the same, that we don’t all believe the same things or feel the same things or experience the world the same way.’ I shook my head, hard. ‘I’m just– I’m sick and tired of trying to explain to the world why racism is bad, okay? Why is that my job? ~ Tahereh Mafi, #NFDB
784:If the various groups in America had been less selfish and had permitted different representatives from the groups to travel into foreign countries, and broaden their own scope, and come back and educate the movements they represented, not only would this have made the groups to which they belonged more enlightened and more worldly in the international sense, but it also would have given the independent African states abroad a better understanding of the groups in the United States, and what they stand for, what they represent. ~ Malcolm X, #NFDB
785:Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an old and primary tool of all oppressors to keep the oppressed occupied with the master's concerns. Now we hear that is is the task of women of Color to educated white women - in the face of tremendous resistance - as to our existence, our differences, our relative roles in our joint survival. This is a diversion of energies and a tragic repetition of racist patriarchal thought. ~ Audre Lorde, #NFDB
786:You will be a community organizer for the time being. You will get the mostly disenfranchised to vote for our candidates, you will educate them to view politics from our point of view, and you will help to organize protests for labor unions, and others when they need help. After two years of doing that, you will work as a civil rights attorney for the next six years, and then, you will be nominated as a candidate for Illinois State Senate. If you win that, and I have no doubt that you will, you will be told what’s next for you. ~ Cliff Ball, #NFDB
787:My life is an extended agony. I feel like I've lived a hundred lifetimes in prison already. And maybe I have. But I'm prepared to live thousands more on behalf of my people. If my imprisonment does nothing more than educate an unknowing and uncaring public about the terrible conditions Native Americans and all indigenous people around the world continue to endure, then my suffering has had — and continues to have — a purpose. My people's struggle to survive inspires my own struggle to survive. Each of us must be a survivor. ~ Leonard Peltier, #NFDB
788:The revolution here is from hierarchical to lateral power. That's the power shift. So increasingly a younger generation that's grown up on the internet and now increasingly distributing renewable energies, they're measuring politics in terms of a struggle between centralized, hierarchical, top-down and closed and proprietary, versus distributed, open, collaborative, transparent. This shift, from hierarchical to lateral power, is going to change the way we live, the way we educate our children, and the way we govern the world. ~ Jeremy Rifkin, #NFDB
789:Virgil Thomson, the great classical music critic, who was also a composer, but said that criticism was the only antidote he knew to pay publicity. Critics at their best are independent voices people take seriously their responsibility to see as many things as they can see, put them in the widest possible perspective, educate their readers, I really do think of myself as a teacher. Newspapers that don't carry arts criticism at all while not fulfill this function. And probably their arts journalism will be deprived as a result. ~ Terry Teachout, #NFDB
790:When specialization becomes so narrow that an archaeologist digging in tropic Ecuador is deemed incompetent on archaeology in tropic Mexico, then the reverse must be also the case, and it seems apparent that specialists are not the best people to draw broad conclusions. Unfortunately, too few universities are so far prepared to educate students to become specialists in horizontal research, i.e., train them to acquire an academic ability to piece together the fragments that vertical research brings forth from its deep trenches. ~ Thor Heyerdahl, #NFDB
791:What's that?'
Beck shoved his back ineffectually against the glass door, suffering under the weight of a huge box. 'Your brian.'
I already have a brain.'
If you did, you'd have opened the door for me.'
I shot him a dark look and let him shove against the door a moment longer before I ducked under his arms to push it open. 'What is it really?'
Schoolbooks. We're going to educate you properly, so you don't grow up to be an idiot.;
I remembered by intrigued by the idea of school-in-a-box, just-add-water-and-Sam. ~ Maggie Stiefvater,#NFDB
792:It started with Ronald Reagan, when he took away the financing to the California universities. It used to be cheap to send your kids to the UCs. They'd call it an investment, because the more you educate people, the more they'll pay in taxes, because they'll get better jobs. But Reagan said, "No, it's a cost, so you're going to have to pay the cost." So now people can't afford to get an education. Anyway, I don't want to get too political, but yeah, I think the spirit of this country is finally coming back, and hopefully it will triumph. ~ Tim Matheson, #NFDB
793:The passion for such children contains no ego motive of anticipated reciprocity; one is choosing against, in the poet Richard Wilbur's phrase, 'loving things for reasons'. You find beauty and hope in the existence, rather than the achievements, of such a child. Most parenthood entails some struggle to change, educate and improve one's children; people with multiple severe disabilities may not become anything else, and there is a compelling purity in parental engagement not with what might or should or will be, but with, simply, what is. ~ Andrew Solomon, #NFDB
794:America, we cannot turn back. Not with so much work to be done. Not with so many children to educate, and so many veterans to care for. Not with an economy to fix and cities to rebuild and farms to save. Not with so many families to protect and so many lives to mend. America, we cannot turn back. We cannot walk alone. At this moment, in this election, we must pledge once more to march into the future. Let us keep that promise - that American promise - and in the words of Scripture hold firmly, without wavering, to the hope that we confess. ~ Barack Obama, #NFDB
795:I grew up in the midst of poverty but every black kid that I knew could read and write. We have to talk about the fact that we cannot educate for critical consciousness if we have a group of people who cannot access Fanon, Cabral, or Audre Lorde because they can’t read or write. How did Malcolm X radicalize his consciousness? He did it through books. If you deprive working-class and poor black people of access to reading and writing, you are making them that much farther removed from being a class that can engage in revolutionary resistance. ~ Bell Hooks, #NFDB
796:I grew up in the midst of poverty but every black kid that I knew could read and write. We have to talk about the fact that we cannot educate for critical consciousness if we have a group of people who cannot access Fanon, Cabral, or Audre Lorde because they can’t read or write. How did Malcolm X radicalize his consciousness? He did it through books. If you deprive working-class and poor black people of access to reading and writing, you are making them that much farther removed from being a class that can engage in revolutionary resistance. ~ bell hooks, #NFDB
797:instruction may mean accumulation of knowledge, but education is an immeasurable, beautiful and indispensable atmosphere in which we live and move and have our being… How then shall a man dare to deprive a human soul of its immemorial inheritance of liberty and life? Your fathers, in depriving your mothers of that birthrith, have robbed you, their sons, of your just inheritance. Therefore, I charge you restore to your women their … rights… you are, therefore, not the real nation-builders… Educate your women and the nation will take care of itself… ~ Anonymous, #NFDB
798:I think, first and foremost, showing up, making sure that Democrats focus not just on elections, not just on presidential elections, but we begin the process of rebuilding the infrastructure of the party at the grassroots. We begin going out to all those rural counties and begin having a conversation with rural voters and making sure that we hear their concerns, hear their complaints, and also educate them about what we are doing, making sure that we focus on state legislative races, not just congressional, Senate, governor, and presidential races. ~ Tom Vilsack, #NFDB
799:Quality matters when quantity is an inadequate substitute. If a building contractor finds that her two-ton truck is on another job, she may easily substitute two one-ton trucks to carry landfill. On the other hand, if a three-star chef is ill, no number of short-order cooks is an adequate replacement. One hundred mediocre singers are not the equal of one top-notch singer. Keeping children additional hours or weeks in broken schools—schools that can neither educate nor control behavior—does not help and probably increases resentment and distrust. ~ Richard P Rumelt, #NFDB
800:Schools should be democratic public spheres. They should be places that educate people to be informed, to learn how to govern rather than be governed, to take justice seriously, to spur the radical imagination, to give them the tools that they need to be able to both relate to themselves and others in the wider world. I mean, at the heart of any education that matters, is a central question: How can you imagine a future much different than the present, and a future that basically grounds itself in questions of economic, political and social justice? ~ Henry Giroux, #NFDB
801:It will readily be understood that Nechludoff’s influence caused me to adopt his bent of mind, the essence of which lay in an enthusiastic reverence for ideal virtue and a firm belief in man’s vocation to perpetual perfection. To raise mankind, to abolish vice and misery, seemed at that time a task offering no difficulties. To educate oneself to every virtue, and so to achieve happiness, seemed a simple and easy matter. Only God Himself knows whether those blessed dreams of youth were ridiculous, or whose the fault was that they never became realised. ~ Leo Tolstoy, #NFDB
802:The schools we go to are reflections of the society that created them. Nobody is going to give you the education you need to overthrow them. Nobody is going to teach you your true history, teach you your true heroes, if they know that that knowledge will help set you free. Schools in amerika are interested in brainwashing people with amerikanism, giving them a little bit of education, and training them in skills needed to fill the positions the capitalist system requires. As long as we expect amerika's schools to educate us, we will remain ignorant. ~ Assata Shakur, #NFDB
803:My job, as an actor, is to entertain people. My contribution to society is to be a respite from everyday life. People go home and watch television or they go to the movies, and they get to escape their reality. But if I can do entertainment that also maybe can educate people, educate myself, move people's hearts and minds, in some way, and bring light to some injustice, that's when entertainment is at its best. And if somebody wants to get more involved in a socially active way, that's when you've done the thing that I've always wanted to be a part of. ~ Paula Patton, #NFDB
804:The real beauty of calibrated questions is the fact that they offer no target for attack like statements do. Calibrated questions have the power to educate your counterpart on what the problem is rather than causing conflict by telling them what the problem is. But calibrated questions are not just random requests for comment. They have a direction: once you figure out where you want a conversation to go, you have to design the questions that will ease the conversation in that direction while letting the other guy think it’s his choice to take you there. ~ Chris Voss, #NFDB
805:In London the slaughter of the innocents goes on on a scale more stupendous than any before in the history of the world. And equally stupendous is the callousness of the people who believe in Christ, acknowledge God, and go to church regularly on Sunday. For the rest of the week they riot about on the rents and profits which come to them from the East End stained with the blood of the children. Also, at times, so peculiarly are they made, they will take half a million of these rents and profits and send it away to educate the black boys of the Soudan. ~ Jack London, #NFDB
806:We have to start from the ground up and reconsider what education is. In my language, I'd like to see us educate the soul, and not just the mind. The result would be a person who could be in the world creatively, make good friendships, live in a place he loved, do work that is rewarding, and make a contribution to the community. People say that the word "educate" means to "draw out" a person's potential. But I like the "duc" - part in the middle of it. To be educated is to become a duke, a leader, a person of stature and color, a presence and a character. ~ Thomas Moore, #NFDB
807:The friendship I had with Wendi, though, is not the typical experience for most trans youth. Many are often the only trans person in a school or community, and most likely, when seeking support, they are the only trans person in LGBTQ spaces. To make matters worse, these support spaces often only address sexual orientation rather than a young person’s gender identity, despite the all-encompassing acronym. Though trans youth seek community with cis gay, lesbian, bisexual, or queer teens, they may have to educate their cis peers about what it means to be trans. ~ Janet Mock, #NFDB
808:When parents matter more than peers, they can teach right and wrong in a meaningful way. They can prioritize attachments within the family over attachments with same-age peers. They can foster better relationships between their child and other adults. They can help their child develop a more robust and more authentic sense of self, grounded not in how many “likes” a photo gets on Instagram or Facebook but in the child’s truest nature. They can educate desire, instilling a longing for higher and better things, in music, in the arts, and in one’s own character. ~ Leonard Sax, #NFDB
809:Everybody thinks they’re prepared for the end of the world. Some people are just naive. They believe that they are completely safe. They believe that because they are living in a “civilised society,” nothing can threaten their way of being. They go about their days, mess around on their smartphones, like nothing could change a thing; like nothing could take away what they believe they have a God-given right to access. The internet. The media. All of it, constructed by humans, there to support humans, there to inform and to educate humans. Constant connectivity. ~ Ryan Casey, #NFDB
810:The culture in which you parent, mentor, or educate boys exhorts them to be individualistic and group-oriented at once, but does not give them a tribal structure in which to accomplish both in balance. It used to be that the tribe formed a boy's character while the peer group existed primarily to test and befriend that character. Nowadays, boys' characters are often formed in the peer group. Mentors and intimate role models rarely exist to show the growing boy in any long-term and consistent way how both to serve a group and flourish as an independent self. ~ Michael Gurian, #NFDB
811:The philosophy of praxis does not aim at the peaceful resolution of existing contradictions in history and society, but is the very theory of these contradictions. It is not the instrument of government of the dominant groups in order to gain the consent and exercise hegemony over the subaltern classes. It is the expression of subaltern classes who want to educate themselves in the art of government and who have an interest in knowing all truths, even the unpleasant ones, and in avoiding the impossible deceptions of the upper class, and even more their own. ~ Antonio Gramsci, #NFDB
812:Increasing knowledge is important, but we must also remember that we already know far more than we are willing or able to apply. The human race is not wandering in darkness without guidance or direction. It is not necessary to be universally enlightened in order to live a constructive code. The conflict is in the individual. He must decide for himself the degree to which he is willing to control and re-educate his own appetites and instincts. The inducements to personality reorientation are real, evident, and undeniable. ~ Manly P. Hall, Horizon Magazine, Winter 1950, p. 16, #NFDB
813:It is a sad thing to think of, but there is no doubt that genius lasts longer than beauty. That accounts for the fact that we all take such pains to over-educate ourselves. In the wild struggle for existence, we want to have something that endures, and so we fill our minds with rubbish and facts, in the silly hope of keeping our place. The thoroughly well-informed man--that is the modern ideal. And the mind of the thoroughly well-informed man is a dreadful thing. It is like a bric-a-brac shop, all monsters and dust, with everything priced above its proper value. ~ Oscar Wilde, #NFDB
814:An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected. ~ Thomas Moore, #NFDB
815:Even if you're trying to remain objective, even if you're trying not to mount any campaigns or endorse anything, when you cover an issue you are at least encouraging people to think about all the possibilities and if you're not covering political reform, electoral reform, you can write stories about them that don't say we must do this but just educate people on the fact that there are various advocates who are tugging us in that direction, that can present the arguments of those advocates, and I do think that's an issue we for some reason completely turned away from. ~ Frank Bruni, #NFDB
816:It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles. H.L. Mencken once said that the state doesn't just want to make you obey. It tries to make you want to obey. And that's one thing the government schools do very well. ~ Llewellyn Rockwell, #NFDB
817:Mass education was designed to turn independent farmers into docile, passive tools of production. That was its primary purpose. And don’t think people didn’t know it. They knew it and they fought against it. There was a lot of resistance to mass education for exactly that reason. It was also understood by the elites. Emerson once said something about how we’re educating them to keep them from our throats. If you don’t educate them, what we call “education,” they’re going to take control — “they” being what Alexander Hamilton called the “great beast,” namely the people. ~ Noam Chomsky, #NFDB
818:The schools we go to are reflections of the society that created them. Nobody is going to give you the education you need to overthrow them. Nobody is going to teach you your true history, teach you your true heroes, if they know that that knowledge will help set you free. Schools in amerika are interested in brainwashing people with amerikanism, giving them a little bit of education, and training them in skills needed to fill the position the capitalist system requires. As long as we expect amerika's schools to educate us, we will remain ignorant. ~ Assata Shakur, Autobiography (1987), #NFDB
819:I'm sure a lot of you had this experience when you're changing. You're growing as a person and people tend to treat you like you were 18 months ago, and it's really frustrating sometimes when you're growing up and you're more capable. It's the same thing with a company and the press. The press is going to have a lag time. The best thing we can do about the press is embrace them and do the best thing we can to educate them about our strategy. But to keep our eye on the prize, that is turning out some great products. the press and the stock prize will take care of themselves. ~ Steve Jobs, #NFDB
820:Now that we have understood the nature of speciesism and seen the consequences it has for nonhuman animals it is time to ask: What can we do about it? There are many things that we can and should do about speciesism. We should, for instance, write to our political representatives about the issues discussed in this book; we should make our friends aware of these issues; we should educate our children to be concerned about the welfare of all sentient beings; and we should protest publicly on behalf of nonhuman animals whenever we have an effective opportunity to do so. While ~ Peter Singer, #NFDB
821:I tend to lose them. The manuscripts. I remember myself as an aspiring writer, and you know, I never did this. I assumed that published writers had worked at it until they became worth publishing, and I assumed that that’s the only way to do it, and I’m a little puzzled by young men who write me charming letters suggesting that I conduct an impromptu writing course. Evidently, I’ve become part of the Establishment that’s expected to serve youth—like college presidents and the police. I’m still trying to educate myself. I want to read only what will help me unpack my own bag. ~ John Updike, #NFDB
822:It's good to be happy and tell us how cool your life is and how awesome you are on social media. It inspires other people to be happy, too. But a lot of times, people are trying to be happy in the wrong ways - with money or with different things that are not true happiness. It's leading people down a rabbit hole that actually doesn't exist. So people think like, "Yo, once I get this money and these cars and stuff, I'ma be so happy." But that's not true. And I feel like that's why it's very important to educate people on different things while you are actually on social media. ~ Jaden Smith, #NFDB
823:Rejecting all religion as a fable, he yet cultivated feelings that inclined him — for though his intellect was weak, his dispositions were good — to that false and exaggerated sensibility which its dupes so often mistake for benevolence. He had no children; he resolved to adopt an enfant du peuple. He resolved to educate this boy according to “reason.” He selected an orphan of the lowest extraction, whose defects of person and constitution only yet the more moved his pity, and finally engrossed his affection. In this outcast he not only loved a son, he loved a theory! ~ Edward Bulwer Lytton, #NFDB
824:I think that all journalists, specifically print journalists, have a responsibility to educate the public. When you handle a culture's intellectual property, like journalists do, you have a responsibility not to tear it down, but to raise it up. The depiction of rap and of hip-hop culture in the media is one that needs more of a responsible approach from journalists. We need more 30-year-old journalists. We need more journalists who have children, who have families and wives or husbands, those kinds of journalists. And then you'll get a different depiction of hip-hop and rap music. ~ KRS One, #NFDB
825:What is freedom to that young man, who sits there, with his arms folded over his broad chest, the tint of African blood in his cheek, its dark fires in his eyes,—what is freedom to George Harris? To your fathers, freedom was the right of a nation to be a nation. To him, it is the right of a man to be a man, and not a brute; the right to call the wife of his bosom is wife, and to protect her from lawless violence; the right to protect and educate his child; the right to have a home of his own, a religion of his own, a character of his own, unsubject to the will of another. ~ Harriet Beecher Stowe, #NFDB
826:Peace, however, is not merely a gift to be received: it is also a task to be undertaken. In order to be true peacemakers, we must educate ourselves in compassion, solidarity, working together, fraternity, in being active within the community and concerned to raise awareness about national and international issues and the importance of seeking adequate mechanisms for the redistribution of wealth, the promotion of growth, cooperation for development and conflict resolution. 'Blessed are the peacemakers, for they shall be called sons of God', as Jesus says in the Sermon on the Mount ~ Pope Benedict XVI, #NFDB
827:For what is meant by saying that a government ought to educate the people? Why should they be educated? What is the education for? Clearly, to fit the people for social life - to make them good citizens. And who is to say what are good citizens? The government: there is no other judge. And who is to say how these good citizens may be made? The government: there is no other judge. Hence the proposition is convertible into this - a government ought to mold children into good citizens, using its own discretion in settling what a good citizen is and how the child may be molded into one. ~ Herbert Spencer, #NFDB
828:Poverty does not necessarily lead to extremism,’ I said. In my head, images of the proud Imams defending their traditions against the murderous corruptions; of the determined youth leader Tawane, risking his life to provide services for the refugees when the aid agencies withdrew for fear of being kidnapped; of Kheyro, working to educate the children of the camp for a pittance; of Professor White Eyes broadcasting his reports on the camp radio. How could I convey their towering dignity, their courage and independence of spirit when they only featured in the official mind as potential terrorists? ~ Ben Rawlence, #NFDB
829:There are many people of mature age who are making this kind of major readjustment after having attained a place and profession in their own country and acquired substantial means. Stripped of their possessions and their money, they must start once more at the beginning. They must re-educate themselves, first in the language and second in the new customs. They must re-train themselves in the profession, which, in their own country, they had already mastered. To an older man, this is irksome, but in order to comform to the law and have an opportunity to start life once again, it must be done. ~ Eleanor Roosevelt, #NFDB
830:The balance of our world frequently is seen as a question of power. If I have more power and more knowledge, more capacity, then I can do more. And when we have power, we can very quickly push people down. I’m the one that knows and you don’t know, and I’m strong and I’m powerful, I have the knowledge. This is the history of humanity. And it is in the whole educational system, that we must educate people to become capable and to take their place in society. That has value, obviously. But it’s not quite the same thing as to educate people to relate, to listen, to help people to become themselves. ~ Krista Tippett, #NFDB
831:I shall never pay a dollar of your unjust penalty. All the stock in trade I possess is a $10,000 debt, incurred by publishing my paper - The Revolution - four years ago, the sole object of which was to educate all women to do precisely as I have done, rebel against your man-made, unjust, unconstitutional forms of law, that tax, fine, imprison and hang women, while they deny them the right of representation in the government... And I shall earnestly and persistently continue to urge all women to the practical recognition of the old revolutionary maxim, that "Resistance to tyranny is obedience to God." ~ Susan B Anthony, #NFDB
832:the primary task of the Church is not to educate man, is not to heal him physically or psychologically, it is not to make him happy. I will go further; it is not even to make him good. These are things that accompany salvation; and when the Church performs her true task she does incidentally educate men and give them knowledge and information, she does bring them happiness, she does make them good and better than they were. But my point is that those are not her primary objectives. Her primary purpose is not any of these; it is rather to put man into the right relationship with God, to reconcile man to God. ~ Anonymous, #NFDB
833:These are very scary times for a lot of people who are just now realizing that America is not, and has never been, the melting-pot utopia that their parents and teachers told them it was. These are very scary times for those who are just now realizing how justifiably hurt, angry, and terrified so many people of color have been all along. These are very stressful times for people of color who have been fighting and yelling and trying to protect themselves from a world that doesn’t care, to suddenly be asked by those who’ve ignored them for so long, “What has been happening your entire life? Can you educate me? ~ Ijeoma Oluo, #NFDB
834:Education” Unlike in years past, a degree in Education today is effectively a degree in “Baby Sitting.” It is the degree selfish, lazy people major in because they know you get three months a year off for vacation and they think being a teacher is an easy job. They are arguably even more arrogant than Political Science majors because they are choosing the degree not for the kids they intend to educate, but first and foremost for themselves. They are simply using the kids. This is not to say all teachers majored in education for themselves and didn't put the kids first. This is to say the majority of them did. ~ Aaron Clarey, #NFDB
835:Indeed, in government, the worse a government agency performs, the more money it can claim from a legislature, city council, or county commission. If state-run schools fail to educate children, then obviously they need more money (even if government-run schools often already spend several times more per student than private schools do). If the welfare state fails to reduce, or actually increases, poverty then obviously, say the bureaucrats, we need to expand welfare programs even further. The Obama administration actually bragged about expanding food stamp rolls and claimed they were good for the economy. ~ Thomas J DiLorenzo, #NFDB
836:New Rule: Since Glenn Beck is clearly onto us, liberals must launch our plan for socialist domination immediately. Listen closely, comrades, I've received word from General Soros and our partners in the UN--Operation Streisand is a go. Markos Moulitsas, you and your Daily Kos-controlled army of gay Mexican day laborers will join with Michael Moore's Prius tank division north of Branson, where you will seize the guns of everyone who doesn't blame America first, forcing them into the FEMA concentration camps. That's where ACORN and I will re-educate them as atheists and declare victory in the war on Christmas. ~ Bill Maher, #NFDB
837:James was part of a movement of prominent American businessmen, politicians, and intellectuals who formed the Anti-Imperialist League in 1898 and carried on a long campaign to educate the American public about the horrors of the Philippine war and the evils of imperialism. It was an odd group (Andrew Carnegie belonged), including antilabor aristocrats and scholars, united in a common moral outrage at what was being done to the Filipinos in the name of freedom. Whatever their differences on other matters, they would all agree with William James’s angry statement: “God damn the U.S. for its vile conduct in the Philippine Isles. ~ Howard Zinn, #NFDB
838:The division of our culture is making us more obtuse than we need be: we can repair communications to some extent: but, as I have said before, we are not going to turn out men and women who understand as much of their world as Piero della Francesca did of his, or Pascal, or Goethe. With good fortune, however, we can educate a large proportion of our better minds so that they are not ignorant of the imaginative experience, both in the arts and in science, nor ignorant either of the endowments of applied science, of the remediable suffering of most of their fellow humans, and of the responsibilities which, once seen, cannot be denied. ~ C P Snow, #NFDB
839:While I fold laundry I memorize things for school,
dates of wars:
French ones, African ones, Russian ones,
battles of all ugly kinds.
It's a shame to have us hopeful young students
learn these horrible things.
Exactly the kind of behaving
they have told us over and over again not to do
is what the history class is full of,
full-grown adults making these wars:
killing each other for land, for religions,
for greed and more greed,
Why bother to have children and educate them
and invent things to make their lives better,
just to send them off to war and get slaughtered? ~ Virginia Euwer Wolff,#NFDB
840:I listened, I understood and I didn’t understand. Long ago she had threatened Marcello with the shoemaker’s knife simply because he had dared to grab my wrist and break the bracelet. From that point on, I was sure that if Marcello had just brushed against her she would have killed him. But toward Stefano, now, she showed no explicit aggression. Of course, the explanation was simple: we had seen our fathers beat our mothers from childhood. We had grown up thinking that a stranger must not even touch us, but that our father, our boyfriend, and our husband could hit us when they liked, out of love, to educate us, to reeducate us. As ~ Elena Ferrante, #NFDB
841:Reading wasn't an attempt to educate myself. It was my chief escape from a world that, although gorgeous in landscape and rich with mountain culture, didn't provide what I needed—the promise of adventure, a life beyond the perimeter of hills. I often fantasized that I'd been adopted and had mysterious powers such as flying or teleportation. Books offered the promise of a world in which misfits like me could flourish. Within the pages of a novel, I was unafraid: of my father, of dogs, snakes, and the bully across the creek; of older boys who drove hot rods close enough to make me jump in the ditch; of armed men parked near the bootlegger. ~ Chris Offutt, #NFDB
842:Do you want to study under the great teachers? Is that it? Well, you can find them anywhere. They live on the shelves of your library; they live on the walls of museums; they live in recordings made decades ago. Your teachers don’t even need to be alive to educate you masterfully. No living writer has ever taught me more about plotting and characterization than Charles Dickens has taught me—and needless to say, I never met with him during office hours to discuss it. All I had to do in order to learn from Dickens was to spend years privately studying his novels like they were holy scripture, and then to practice like the devil on my own. ~ Elizabeth Gilbert, #NFDB
843:We, the nuclear hostages - all the peoples of the Earth - must educate ourselves about conventional and nuclear warfare. Then we must educate our governments. We must learn the science and technology that provide the only conceivable tools for our survival. We must be willing to challenge courageously the conventional social, political, economic and religious wisdom. We must make every effort to understand that our fellow humans, all over the world, are human. Of course, such steps are difficult. Bus as Einstein many times replied when his suggestions were rejected as impractical or as inconsistent with ‘human nature’: What is the alternative? ~ Carl Sagan, #NFDB
844:Everyone’s talking about the death and disappearance of the book as a format and an object. I don’t think that will happen. I think whatever happens, we have to figure out a way to protect our imaginations. Stories and poetry do that. You need a language in this world. People want words, they want to hear their situation in language, and find a way to talk about it. It allows you to find a language to talk about your own pain.
If you give kids a language, they can use it. I think that’s what these educators fear. If you really educate these kids, they aren’t going to punch you in the face, they are going to challenge you with your own language. ~ Jeanette Winterson,#NFDB
845:Writers,’ she mused. ‘Does anybody else cause as much trouble, in the long run? But I can tell you what my father would say: Writers don’t cause trouble so much as they describe it. Once it is described, trouble takes on a life visible to all, whereas until it is described, and made visible, only a few are able to see it. Still, there is something about writers ...’ Nzingha laughed. ‘As the Russians are finding out, they’re damned hard people to re-educate. I think it is a kind of curlicue they have in the brain. They come into the world with a certain perspective, and the drive to share it. This curlicue is totally lacking in other people; I don’t know why. ~ Alice Walker, #NFDB
846:If the children themselves were considered, education would not aim at making them belong to this party or that, but at enabling them to choose intelligently between the parties; it would aim at making them able to think, not at making them think what their teachers think. Education as a political weapon could not exist if we respected the rights of children. If we respected the rights of children, we should educate them so as to give them the knowledge and the mental habits required for forming independent opinions; but education as a political institution endeavours to form habits and to circumscribe knowledge in such a way as to make one set of opinions inevitable. ~ Anonymous, #NFDB
847:So when we think about the future, how to build a healthy humanity, we really have to think about how we create a new generation of citizens with a different kind of mind-set. Here education is really the key. Christianity has wonderful teachings, so does Buddhism, but these teachings and approaches are not sufficient. Now secular education is universal. So now we must include in formal education of our youth some teaching of compassion and basic ethics, not on the basis of religious belief but on the basis of scientific findings and our common sense and our universal experience. ... to educate children about the value of compassion and the value of applying our mind. ~ Dalai Lama XIV, #NFDB
848:We can educate our conscience by: • reading and pondering over the wisdom literature of the ages to broaden our awareness of the true north principles that run as common themes throughout time • standing apart from and learning from our own experience • carefully observing the experience of others • taking time to be still and listen to that deep inner voice • responding to that voice It’s not enough just to listen to conscience; we must also respond. When we fail to act in harmony with our inner voice, we begin to build a wall around the conscience that blocks its sensitivity and receptivity. As C. S. Lewis observed, “disobedience to conscience makes conscience blind. ~ Stephen R Covey, #NFDB
849:There is nobody in this country who got rich on their own. Nobody. You built a factory out there - good for you. But I want to be clear. You moved your goods to market on roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn't have to worry that marauding bands would come and seize everything at your factory... Now look. You built a factory and it turned into something terrific or a great idea - God bless! Keep a hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along. ~ Elizabeth Warren, #NFDB
850:In Greek, our word for play is paidia and the word for education is paideia, and it is very natural and right that these words should be entangled at the root, together with our word for children, paides, which gave you your words pedagogy and pediatrician.14 What one tries to force into a child against its own nature will never come to good. A child’s natural form of behavior is play, and in our aim to educate, play should be honored and preserved for as long past childhood as can be. So we may say, in fact, the sum and substance of education is the right training that effectually leads the soul of the child at play on to the love of the calling in its adult life (Laws 643d). ~ Rebecca Goldstein, #NFDB
851:So what have I learned that is helpful? Well, if you are white, like I am, you can't get rid of the privilege you have, but you can use it for good. Don't say I don't even notice race! like it's a positive thing. Instead, recognize that differences between people make it harder for some to cross a finish line, and create fair paths to success for everyone that accommodate those differences. Educate yourself. If you think someone's voice is being ignored, tell others to listen. If your friend makes a racist joke, call him out on it, instead of just going along with it. If the two former skinheads I met can have such a complete change of heart, I feel confident that ordinary people can, too. ~ Jodi Picoult, #NFDB
852:Meditation is one of the most serious things; you do it all day, in the office, with the family, when you say to somebody "I love you", when you are considering your children, when you educate them to become soldiers, to kill, to be nationalized, worshipping the flag, educating them to enter into this trap of the modern world; watching all that, realizing your part in it, all that is part of meditation. And when you so meditate you will find in it an extraordinary beauty; you will act rightly at every moment; and if you do not act rightly at a given moment it does not matter, you will pick it up again - you will not waste time in regret. Meditation is part of life, not something different from life. ~ Jiddu Krishnamurti, #NFDB
853:Such is the trend of Nihilism. It occurs to no one to educate the masses to the level of true culture - that would be too much trouble, and possibly certain postulates for it are absent. On the contrary, the structure of society is to be levelled down to the standard of the populace. General equality is to reign, everything is to be equally vulgar. The same way of getting money and the same pleasures to spend it on: panem et circenses - no more is wanted, no more would be understood. Superiority, manners, taste, and every description of inward rank are crimes. Ethical, religious, national ideas, marriage for the sake of children, the family, State authority: all these are old-fashioned and reactionary. ~ Oswald Spengler, #NFDB
854:On a societal level, the most obvious implication of the new science of bonding is that we must educate for connection. The most organic way to do this is to support couples in their efforts to create loving bonds and be responsive parents. We should acknowledge, as Frans de Waal notes, that “there is no escaping the reality that we are dependent on others. It is a given. If dependency/vulnerability is recognized and handled well in loving relationships…it is the source of the best human qualities, empathy, kindness and cooperation.” We need to educate for qualities such as empathy, which is at least as relevant to health, happiness, and citizenship as arithmetic. But do we know how to teach these qualities? ~ Sue Johnson, #NFDB
855:If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy. ~ Jonathan Kozol, #NFDB
856:Creative business seminar. Basically a quick, impromptu brainwashing course to educate your typical corporate warriors. They use a training manual instead of sacred scriptures, with promotion and a high salary as their equivalent of enlightenment and paradise. A new religion for a pragmatic age. No transcendent elements like in a religion, though, and everything is theorized and digitalized. Very transparent and easy to grasp. And quite a few people get positive encouragement from this. But the fact remains that it’s nothing more than an infusion of the hypnotic into a system of thought that suits their goal, a conglomeration of only those theories and statistics that line up with their ultimate objectives. ~ Haruki Murakami, #NFDB
857:This consists in not taking a book into one’s hand merely because it is interesting the great public at the time — such as political or religious pamphlets, novels, poetry, and the like, which make a noise and reach perhaps several editions in their first and last years of existence. Remember rather that the man who writes for fools always finds a large public: and only read for a limited and definite time exclusively the works of great minds, those who surpass other men of all times and countries, and whom the voice of fame points to as such. These alone really educate and instruct.
One can never read too little of bad, or too much of good books: bad books are intellectual poison; they destroy the mind ~ Arthur Schopenhauer,#NFDB
858:Group Headquarters was alarmed, for there was no telling what people might find out once they felt free to ask whatever questions they wanted to. Colonel Cathcart sent Colonel Korn to stop it, and Colonel Korn succeeded with a rule governing the asking of questions. Colonel Korn's rule was a stroke of genius, Colonel Korn explained in his report to Colonel Cathcart. Under Colonel Korn's rule, the only people permitted to ask questions were those who never did. Soon the only people attending were those who never asked questions, and the sessions were discontinued altogether, since Clevinger, the corporal and Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
859:In recent years I had begun to be interested in fashion, to educate my taste under Adele's guidance, and now I enjoyed dressing up. But sometimes - especially when I had dressed not only to make a good impression in general, but for a man - preparing myself (this was the word) seemed to me to have something ridiculous about it. All that struggle, all that time spent camouflaging myself when I could be doing something else. The colors that suited me, the ones that didn't, the styles that made me look thinner, those that made me fatter, the cut that flattered me, the one that didn't. A lengthy, costly preparation. Reducing myself to a table set for the sexual appetite of the male, to a well-cooked dish to make his mouth water. ~ Elena Ferrante, #NFDB
860:Group headquarters was alarmed, for there is no telling what people might find out once they felt felt free to ask whatever questions they wanted to. Colonel Cathcart sent Colonel Korn to stop it, and Colonel Korn succeeded with a rule governing the asking of questions. Colonel Korn's rule was a stroke of genius, Colonel Korn explained in his report to Colonel Cathcart. Under Colonel Corn's rule the only people permitted to ask questions were those who never did. Soon the only people attending [sessions] were those who never asked questions, and the sessions were discontinued altogether, since Clevinger, the corporal and Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything. ~ Joseph Heller, #NFDB
861:Similar reasoning has promoted educational policies which seek to create more equal outcomes for "special education" students with mental, physical, or psychological handicaps—again with little or no regard for the financial costs of this to the taxpayers or the educational costs to other children in whose classrooms they are to be "mainstreamed," often with little regard to the disruptive effects of their special needs. These financial costs can be several times what it costs to educate the average student, while the educational results for a severely retarded student may be imperceptible. The educational cost can also include a substantial part of a teacher's time being devoted to one or a few students, to the neglect of the majority. ~ Thomas Sowell, #NFDB
862:[A woman's] education should be as varied and perfect as possible. If for no other reason to enable her properly to educate and rear her own children. Whatever grand truths are planted in the mother's mind may take root in the next generation, and there grow, blossom, and shed their perfume on the world. The child receives the mother's very thought by intuition. If the mother's mind is weak and narrow in its range, the child is affected by this fact long before it finds meaning in the mother's words. But if the mother's mind is cultured and refined by study until her thoughts are grand and far-reaching, the child's soul will grow and expand under the mesmeric influence of these thoughts, as the plant grows under the influence of the sun. ~ Karen Andreola, #NFDB
863:Children should above all be taught self-reliance, love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves. We would reduce the purely mechanical work of the memory to an absolute minimum, and devote the time to the development and training of the inner senses, faculties and latent capacities. We would endeavour to deal with each child as a unit, and to educate it so as to produce the most harmonious and equal unfoldment of its powers, in order that its special aptitudes should find their full natural development. We should aim at creating free men and women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish. ~ H.P. Blavatsky, The Key to Theosophy p. 215, (1889), #NFDB
864:America became very confident in its own English language. A witty resolution was proposed in the House of Representatives in 1820 suggesting they educate the English in their own language: Whereas the House of Representatives in common with the people of America is justly proud of its admirable native tongue and regards this most expressive and energetic language as one of the best of its birthrights . . . Resolved, therefore, that the nobility and gentry of England be courteously invited to send their elder sons and such others as may be destined to appear as politic speakers in Church and State to America for their education . . . [and after due instruction he suggested that they be given] certificates of their proficiency in the English tongue. ~ Melvyn Bragg, #NFDB
865:Education - continuing education, continually honing and expanding the mind - is vital mental renewal. Sometimes that involves the external discipline of the classroom or systematized study programs; more often it does not. Proactive people can figure out many, many ways to educate themselves.
It is extremely valuable to train the mind to stand apart and examine its own program. That, to me, is the definition of a liberal education - the ability to examine the programs of life against larger questions and purposes and other paradigms. Training, without such education, narrows and closes the mind so that the assumptions underlying the training are never examined. That's why it is so valuable to read broadly and to expose yourself to great minds. ~ Stephen R Covey,#NFDB
866:Education, human education, is the leading out and lifting up of the soul into the ripe, full enjoyment of all its powes potential. To educate men and women is to put them in full command of themselves, to completely possess them of their faculties, which are only half possessed until they are educated. Education imparts nothing but discipline and development. It does not increase the number of man's original talents; it adds nothing to the sum of his inherent capabilities; but it improves those talents, it develops and strengthens those capabilities, brightening what is dull, making the crude fine, the clumsy skillful, the small great, and the great still greater. Education supplements creation, and moves next to it in the order of infinite progression. ~ Orson F Whitney, #NFDB
867:There is one kind of charity common enough among us, and which is certainly a good thing, though I do not think it the best thing we can have. It is that patchwork philanthropy which clothes the ragged, feeds the poor, and heals the sick and halts. I am far from decrying the noble spirit which seeks to help a poor or suffering fellow-being. But charities of the hospital and poor asylum kind are comparatively more common and fashionable among us Parsis. What advances a nation or community is not so much to prop up its weakest and most helpless members as to lift up the best and most gifted so as to make them of the greatest service to the country. I prefer this constructive philanthropy which seeks to educate and develop the faculties of the best of our young men. ~ R M Lala, #NFDB
868:There is nobody in this country who got rich on his own. Nobody. You built a factory out there? Good for you. But I want to be clear: You moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn’t have to worry that marauding bands would come and seize everything at your factory, and hire someone to protect against this, because of the work the rest of us did. Now look, you built a factory and it turned into something terrific, or a great idea? God bless! Keep a big hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along. ~ Elizabeth Warren, #NFDB
869:As soon as realized that I was treating MPD clients, I read the few existing books on the condition, attended a workshop at the Justice Institute, and used some sexual abuse prevention money to organize a workshop where therapists could exchange information and educate each other about dissociation. There, I learnt something that I found really shocking. Many people suffering from MPD had been severely abused throughout their childhood years by organized groups, including Satanic and other "dark-side” religious cults. Moreover, quite a few of them were still involved in those groups, although they were not aware of their involvement, because it was other "personalities"—dissociated parts of them—who went off to the groups’ rituals. I was skeptical, to say the least. ~ Alison Miller, #NFDB
870:Do you know the difference between a good man and a great man? A good man looks around at his brothers, sees their ignorance, finds himself horrified by it, and sets out to educate them. A great man instead finds himself elated by realizing that his brothers will never know any better, using it to his advantage to form an army of the ignorant, fighting to leave the world a better place. Ignorance is the only one truly unstoppable force in this world. And the only difference between a despot and a foundling father is that the foundling father convinces you that everything he does was your idea to begin with and that he was acting at your behest all along. Yes, people are sheep. Big deal. You need to stop trying to educate the sheep and instead just steer the herd. ~ C Robert Cargill, #NFDB
871:Whenever the need for some pretense of communication arises, those who profit from our oppression call upon us to share our knowledge with them. In other words, it is the responsibility of the oppressed to teach the oppressors their mistakes. I am responsible for educating teachers who dismiss my children’s culture in school. Black and Third World people are expected to educate white people as to our humanity. Women are expected to educate men. Lesbians and gay men are expected to educate the heterosexual world. The oppressors maintain their position and evade responsibility for their own actions. There is a constant drain of energy which might be better used in redefining ourselves and devising realistic scenarios for altering the present and constructing the future. ~ Audre Lorde, #NFDB
872:All the world’s major religions have their own form of the Golden Rule that teaches kindness to others as the essence of their message. They all recognize animals as sentient and vulnerable to us, and include them within the moral sphere of our behavior. There are also strong voices in all the traditions emphasizing that our kindness to other beings should be based on compassion. This is more than merely being open to the suffering of others; it also explicitly includes the urge to act to relieve their suffering. We are thus responsible not just to refrain from harming animals and humans, but also to do what we can to stop others from harming them, and to create conditions that educate, inspire, and help others to live in ways that show kindness and respect for all life. ~ Will Tuttle, #NFDB
873:There is nobody in this country who got rich on his own. Nobody. You built a factory out there? Good for you. But I want to be clear: You moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn't have to worry that marauding bands would come and seize everything at your factory, and hire someone to protect against this, because of the work the rest of us did.
Now look, you built a factory and it turned into something terrific, or a great idea? God bless! Keep a big hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along. ~ Elizabeth Warren,#NFDB
874:Aye. 'Tis a free country."
Monq had come to check on Elora just as she asked that question.
"Well, that kind of has to be qualified," he interjected.
"You can't come or go without a passport. You can't drive without a driver's license, registration, auto insurance and proof that your vehicle is up to code. You can't work or even get health care without a social security number. You have to pay taxes on everything including air and water. The closest distance between point A and B may involve paying a road toll. There are over three hundred thousand federal laws. You have to educate your children according to legal standards set by someone that's not you. There are laws about who can marry whom. But other than a few more such trivialities, it's a free country. ~ Victoria Danann,#NFDB
875:As the current U.S.-Israel assault raged, New York Times columnist Thomas Friedman explained that Israel’s tactics in the current attack, as in its invasion of Lebanon in 2006, are based on the sound principle of “trying to ‘educate’ Hamas, by inflicting a heavy death toll on Hamas militants and heavy pain on the Gaza population.” That makes sense on pragmatic grounds, as it did in Lebanon, where “the only long-term source of deterrence was to exact enough pain on the civilians—the families and employers of the militants—to restrain Hezbollah in the future.”10 And by similar logic, bin Laden’s effort to “educate” Americans on 9/11 was highly praiseworthy, as were the Nazi attacks on Lidice and Oradour, Putin’s destruction of Grozny, and other notable educational exercises. ~ Noam Chomsky, #NFDB
876:The real argument for democracy is, then, that in the people we have the source of that endless life and unbounded wisdom which the rulers of men must have. A given people today may not be intelligent, but through a democratic government that recognizes, not only the worth of the individual to himself, but the worth of his feelings and experiences to all, they can educate, not only the individual unit, but generation after generation, until they accumulate vast stores of wisdom. Democracy alone is the method of showing the whole experience of the race for the benefit of the future and if democracy tries to exclude women or Negroes or the poor or any class because of innate characteristics which do not interfere with intelligence, then that democracy cripples itself and belies its name. ~ W E B Du Bois, #NFDB
877:God knows no good resides in man; no flesh can please Him. It is corrupted beyond repair. Since it is so absolutely hopeless, how then can man please God after he has believed in His Son unless He gives him something new? Thank God. He has bestowed a new life, His untreated life, upon those who believe in the salvation of the Lord Jesus and receive Him as their personal Savior. This is called "regeneration" or "new birth." Though He cannot alter our flesh God gives us His life. Man's flesh remains as corrupt in those who are born anew as in those who are not. The flesh in a saint is the same as that in a sinner. In regeneration the flesh is not transformed. New birth exerts no good influence on the flesh. It remains as is. God does not impart His life to us to educate and train the flesh. ~ Watchman Nee, #NFDB
878:That’s sensationalized, to be sure, and yet there are all sorts of rumors and anecdotes and semiofficial reports that over the decades have grown into a bank of lore about the counties that each of us adds to whenever we repeat that saying or others with which we admonish our naturally curious children. Thank goodness they are curious! It’s a sign of healthy minds. And while it may be obvious, it’s our responsibility to educate them to the idea that romancing the unknown is attended by myriad possibilities, too, shepherding them through those heady periods of urge and instinct when they think they can soar, and deliver them, we hope whole, to a place where perspective begins to reign, where they know that the groggy old bear at the zoo will instantly wake the moment you step inside the cage. ~ Chang rae Lee, #NFDB
879:An abolitionist is, as I have developed that notion, one who (1) maintains that we cannot justify animal use, however “humane” it may be; (2) rejects welfare campaigns that seek more “humane” exploitation, or single-issue campaigns that seek to portray one form of animal exploitation as morally worse than other forms of animal exploitation (e.g., a campaign that seeks to distinguish fur from wool or leather); and (3) regards veganism, or the complete rejection of the consumption or use of any animal products, as a moral baseline. An abolitionist regards creative, nonviolent vegan education as the primary form of activism, because she understands that the paradigm will not shift until we address demand and educate people to stop thinking of animals as things we eat, wear, or use as our resources. ~ Gary L Francione, #NFDB
880:I always carried lawbooks in my car. Sometimes, when a policeman was harassing a citizen, I would stand off a little and read the relevant portions of the penal code in a loud voice to all within hearing distance. In doing this, we were helping to educate those who gathered to observe these incidents. If the policeman arrested the citizen and took him to the station, we would follow and immediately post bail. Many community people could not believe at first that we had only their interest at heart. Nobody had ever given them any support or assistance when the police harassed them, but here we were, proud Black men, armed with guns and a knowledge of the law. Many citizens came right out of jail and into the Party, and the statistics of murder and brutality by policemen in our communities fell sharply. ~ Huey P Newton, #NFDB
881:Now secular education is universal. So now we must include in formal education of our youth some teaching of compassion and basic ethics, not on the basis of religious belief but on the basis of scientific findings and our common sense and our universal experience. Just complaining about the present situation is not much help. It is very difficult to deal with our current world crises because of our basic mentality. As you mentioned, your father was usually a very good man, but when he was drunk he behaved badly. Today I think many human beings are drunk. They have too many negative emotions like greed, fear, and anger dominating their minds. So they act like drunk people. “The only way out of this drunken stupor is to educate children about the value of compassion and the value of applying our mind. ~ Dalai Lama XIV, #NFDB
882:When traditional cultures are outlawed, that is the homogenization of culture. It’s an old story, which could be told by any Native American, or by my grandparents, who fled pogroms and saw the Eastern European Yiddishkeit they were born into disperse and disappear in a single generation. By the time I headed home to the land of obscenely stocked supermarket shelves, I had come to the conclusion that no matter what I said or did, my presence in Africa served only to glamorize the capitalist world order, adding to the seductive allure that if you abandon your traditional culture, educate your kids in colonial languages at missionary schools, and grow cacao beans for export, maybe someday you’ll accumulate the kind of excess wealth to travel to the other side of the globe, just for fun and stimulation. ~ Sandor Ellix Katz, #NFDB
883:As part of an effort to prod college seniors to get tetanus shots, a group of students was given a lecture meant to educate them about the dangers of tetanus and the importance of getting inoculated against it. A large majority of those students reported that they were convinced and planned to get their shots, but in the end only 3 percent got them. Bu another group of students, who were presented with the same lecture, had a 28 percent inoculation rate. The difference? The second group was given a map of the campus and asked to plan their route to the health center and pick a date and time to go. Sometimes, you see, motivation isn't our problem. Rather, we need to identify life's everyday mental obstacles - regret, fatigue, overconfidence, fear, to name just four - and put ourselves into position to hurdle them. ~ Gary Belsky, #NFDB
884:Most people who educate themselves on health matters are aware that inflammation can go unnoticed and lead to chronic diseases after long periods of dormancy. Blood tests, such as a C-reactive protein (CRP) test or a test of the erythrocyte sedimentation rate (ESR), can detect inflammation even before any symptoms are noted. Even the most traditional of western allopathic doctors, who are finally catching up to the dangers of inflammation, have started ordering these tests routinely. That doesn’t mean they know what to do with the results, however. Most doctors I meet treat inflammation as the disease itself and deploy all sorts of anti-inflammatory weapons, from natural fish oils to synthetic drugs such as statins. They still consider these measures “preventive” since inflammation precedes a chronic disease. ~ Alejandro Junger, #NFDB
885:Massachusetts senator Elizabeth Warren put it eloquently: “There is nobody in this country who got rich on his own. Nobody. You built a factory out there, good for you. But, I want to be clear: you moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn’t have to worry that marauding bands would come and seize everything at your factory and hire someone to protect against this because of the work the rest of us did. Now look, you built a factory and it turned into something terrific or a great idea. God bless. Keep a big hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along. ~ Anu Partanen, #NFDB
886:Instead of total destruction, which evolutionary history has shown is impossible (pathogens have been around since the beginning), vaccines demonstrate the more reasonable approach: Control the degree to which populations coexist, and you can preserve the necessary diversity of life. We don’t tear down old cathedrals, we repurpose them. Our organs aren’t created de novo for each new species; they have been inherited and reworked to perform new functions, even if sometimes less efficient than what an engineer might design. It’s the persistence of coexisting diverse populations, cellular and organismic, that is a recurring phenomenon in the pageant of life. This is the message we need to use to educate people about their world, not the tired, outdated metaphor of victors and vanquished in some imaginary “war of nature. ~ Greg Graffin, #NFDB
887:Of course it may be argued that this is a fairly bleak view of life. It means, for instance, that we can stand in a room full of dear friends, knowing that nine-tenths of them, if the pack demands it, will become your enemies-will, as it were, throw stones through your window. It means that if you are a member of a close-knit community, you know you differ from this community's ideas at the risk of being seen as a no-goodnik, a criminal, an evil-doer. This is an absolutely automatic process; nearly everyone in such situations behaves automatically.
But there is always the minority who do not, and it seems to me that our future, the future of everybody depends on this minority. And that we should be thinking of ways to educate our children to strengthen this minority and not, as we mostly do now, to revere the pack. ~ Doris Lessing,#NFDB
888:If your concern is that I may be overcome with manly ardor and ravish you in a moment of weakness…I may. If you ask nicely.”
Evie clamped her teeth on the sweet, pulpy grape and maneuvered the seeds out with her teeth and tongue. As he watched her mouth working on the fruit, Sebastian’s smile faded slightly, and he leaned back. “At the moment you’re too much of a novice to be worth the bother,” he continued coolly. “Perhaps I’ll seduce you in the future, after some other men have taken the trouble to educate you.”
“I doubt it,” she said sullenly. “I would never be so bourgeois as to sleep with my own husband.”
A catch of laughter escaped him. “My God. You must have been waiting for days to use that one. Congratulations, child. We haven’t yet been married a week, and you’re already learning how to fight. ~ Lisa Kleypas,#NFDB
889:Were we to confront our creaturehood squarely, how would we propose to educate? The answer, I think is implied in the root of the word education, educe, which means "to draw out." What needs to be drawn out is our affinity for life. That affinity needs opportunities to grow and flourish, it needs to be validated, it needs to be instructed and disciplined, and it needs to be harnessed to the goal of building humane and sustainable societies. Education that builds on our affinity for life would lead to a kind of awakening of possibilities and potentials that lie dormant and unused in the industrial-utilitarian mind. Therefore the task of education, as Dave Forman stated, is to help us 'open our souls to love this glorious, luxuriant, animated, planet.' The good news is that our own nature will help us in the process if we let it. ~ David Orr, #NFDB
890:It is a weakness to think that any one is dependent on me, and that I can do good to another. This belief is the mother of all our attachment, and through this attachment comes all our pain. We must inform our minds that no one in this universe depends upon us; not one beggar depends on our charity; not one soul on our kindness; not one living thing on our help. All are helped on by nature, and will be so helped even though millions of us were not here. The course of nature will not stop for such as you and me; it is, as already pointed out, only a blessed privilege to you and to me that we are allowed, in the way of helping others, to educate ourselves. This is a great lesson to learn in life, and when we have learned it fully, we shall never be unhappy; we can go and mix without harm in society anywhere and everywhere. ~ Swami Vivekananda, #NFDB
891:There are very few SJWs who would be willing to give up indoor plumbing or their iPhones for their ideals. The fact that they cannot see the contradiction now does not mean they will always be unable to do so, particularly given the way in which their corrupted institutions are falling into rapid decline, one after the other, and being replaced by radical new institutions. The public schools can no longer educate, so people are turning to homeschooling. The universities can no longer provide liberal arts educations, so people are becoming technology-assisted autodidacts. The banks no longer loan, the state and local governments no longer provide basic public services, the military does not defend the borders, the newspapers no longer provide news, the television networks no longer entertain, and the corporations are increasingly unable to provide employment. ~ Vox Day, #NFDB
892:The School Now we come to the school. The responsibility of the school is to educate a child and at the same time, not to vanquish all the virtues that a child is born with. A child is born with virtues and a school should see that it protects their virtues, that innocence, the sense of belongingness, love, and trust which every child is born with. Often in the educational system, the school only caters as an information bureau, but not as a personality-building center. Most schools can produce great computers but only a few good human beings. We have brilliant students. They have information about the world. Just by one question they can answer all the information that is needed. But are they good human beings? Do they know how to behave well? Are they cultured, civilized, compassionate human beings? This is a question that every school and every teacher should ask. ~ Sri Sri Ravi Shankar, #NFDB
893:Love the creatures for the sake of God and not for themselves. You will never become angry or impatient if you love them for the sake of God. Humanity is not perfect. There are imperfections in every human being, and you will always become unhappy if you look toward the people themselves. But if you look toward God, you will love them and be kind to them, for the world of God is the world of perfection and complete mercy. Therefore, do not look at the shortcomings of anybody; see with the sight of forgiveness. The imperfect eye beholds imperfections. The eye that covers faults looks toward the Creator of souls. He created them, trains and provides for them, endows them with capacity and life, sight and hearing; therefore, they are the signs of His grandeur. You must love and be kind to everybody, care for the poor, protect the weak, heal the sick, teach and educate the ignorant. ~ Abdu l Bah, #NFDB
894:Universal literacy was supposed to educate the common man to control his environment. Once he could read and write he would have a mind fit to rule. So ran the democratic doctrine. But instead of a mind, universal literacy has given him rubber stamps, rubber stamps inked with advertising slogans, with editorials, with published scientific data, with the trivialities of the tabloids and the platitudes of history, but quite innocent of original thought. Each man's rubber stamps are the duplicates of millions of others, so that when those millions are exposed to the same stimuli, all receive identical imprints. It may seem an exaggeration to say that the American public gets most of its ideas in this wholesale fashion. The mechanism by which ideas are disseminated on a large scale is propaganda, in the broad sense of an organized effort to spread a particular belief or doctrine. ~ Edward L Bernays, #NFDB
895:We would think a man insane who, instead of covering his house with a roof and putting windows in his window frames, goes out in stormy weather, and scolds the wind, the rain, and the clouds. But we all do the same when we scold and blame the evil in other people instead of fighting the evil which exists in us. It is possible to get rid of the evil inside of us, as it is possible to make a roof and windows for our house. This is possible. But it is not possible for us to destroy evil in this world, just as we cannot order the weather to change and the clouds to disappear. If, instead of teaching others, we would educate and improve ourselves, then there would be less evil in this world, and all people would live better lives. Do not be embarrassed by your mistakes. Nothing can teach us better than our understanding of them. This is one of the best ways of self-education. —THOMAS CARLYLE ~ Leo Tolstoy, #NFDB
896:We're trying to help people on death row. We're trying to stop the death penalty, actually. We're trying to do something about prison conditions and excessive punishment. We want to free people who've been wrongly convicted. We want to end unfair sentences in criminal cases and stop racial bias in criminal justice. We're trying to help the poor and do something about indigent defense and the fact that people don't get the legal help they need. We're trying to help people who are mentally ill. We're trying to stop them from putting children in adult jails and prisons. We're trying to do something about the poverty and hopelessness that dominates poor communities. We want to see more diversity in decision-makingroles in the justice system. We're trying to educate people about racial history and the need for racial justice. We're trying to confront abuse of power by police and prosecutors. ~ Bryan Stevenson, #NFDB
897:We're trying to help people on death row. We're trying yo stop the death penalty, actually. We're trying to do something about prison conditions and excessive punishment. We want to free people who've been wrongly convicted. We want to end unfair sentences in criminal cases and stop racial bias in criminal justice. We're trying to help the poor and do something about indigent defense and the fact that people don't get the legal help they need. We're trying to help people who are mentally ill. We're trying to stop them from putting children in adult jails and prisons. We're trying to do something about the poverty and hopelessness that dominates poor communities. We want to see more diversity in decision-makingroles in the justice system. We're trying to educate people about racial history and the need for racial justice. We're trying to confront abuse of power by police and prosecutors. ~ Bryan Stevenson, #NFDB
898:Through these stories, I want to explore two ideas. The first is that much of what we consider valuable in our world arises out of these kinds of lopsided conflicts, because the act of facing overwhelming odds produces greatness and beauty. And second, that we consistently get these kinds of conflict wrong. We misread them. We misinterpret them. Giants are now what we think they are. The same qualities that appear to give them strength are often the sources of great weakness. And the fact of being an underdog can change people in ways that we often fail to appreciate: it can open doors and create opportunities and educate and enlighten and make possible what might otherwise have seemed unthinkable. We need a better guide to facing giants-and there is no better place to start that journey than with the epic confrontation between David and Goliath three thousand years ago in the Valley of Elah. ~ Malcolm Gladwell, #NFDB
899:When I talk about a political revolution, what I am referring to is the need to do more than just win the next election. It's about creating a situation where we are involving millions of people in the process who are not now involved, and changing the nature of media so they are talking about issues that reflect the needs and the pains that so many of our people are currently feeling. A campaign has got to be much more than just getting votes and getting elected. It has got to be helping to educate people, organize people. If we can do that, we can change the dynamic of politics for years and years to come. If 80 to 90 percent of the people in this country vote, if they know what the issues are (and make demands based on that knowledge), Washington and Congress will look very, very different from the Congress currently dominated by big money and dealing only with the issues that big money wants them to deal with. ~ Bernie Sanders, #NFDB
900:Coe’s expansive boundaries encompassed more than two million acres of the southern Everglades, Florida Bay, Ten Thousand Islands, Big Cypress, and the upper Keys, stretching as far north as fifteen miles above the Tamiami Trail highway and as far east as the barrier reefs in the Atlantic. The primary goa was the preserve the ecosystems’ vast diversity of habitats in their primitive condition- pinelands and marshlands, estuaries and sloughs, dwarf cypress and elk horn coral. A secondary goal was half a million annual visitors, buts the botanist David Fairchild explained at a congresisonal hearing, the Everglades was not Yosemite, and its entertainment value would be only part of its appeal. It would also educate children, provide a unique laboratory for scientists, protect rare flora and fauna from extinction, and “Startle Americans out of the runs which an exclusive association with he human animal produces in the mind of man. ~ Michael Grunwald, #NFDB
901:For the next two years, Gary assisted unions in getting some justice for the worker from the business owner. Gary would also help educate voters, who didn’t have too much in the way of an education, to vote how Gary, and the other community organizers, wanted. They told those voters that the Republicans and conservatives wanted to enslave them, that they, the Republicans, were against the working man and woman, and the Republicans only cared about rich, white, old men, who were making millions of dollars off of the poor peoples’ backs. Gary helped hold protests all over the state for these poorer people, with other communist and socialist organizers. Any time a politician had to hold a town hall meeting, or a city council meeting, when the subject was jobs and housing, they were there. Gary knew this was all smoke and mirrors, because nothing would ever actually change, it was all to keep the supposedly downtrodden on the same side as Gary and the others. ~ Cliff Ball, #NFDB
902:So I really appreciate your coming to have this conversation,” the Dalai Lama said. “In order to develop our mind, we must look at a deeper level. Everyone seeks happiness, joyfulness, but from outside—from money, from power, from big car, from big house. Most people never pay much attention to the ultimate source of a happy life, which is inside, not outside. Even the source of physical health is inside, not outside. “So there may be a few differences between us. You usually emphasize faith. Personally I am Buddhist, and I consider faith very important, but at the same time the reality is that out of seven billion people, over one billion people on the planet are nonbelievers. So we cannot exclude them. One billion is quite a large number. They are also our human brothers and sisters. They also have the right to become happier human beings and to be good members of the human family. So one need not depend on religious faith to educate our inner values. ~ Dalai Lama XIV, #NFDB
903:The benefits of a philosophy of neo-religious pessimism are nowhere more apparent than in relation to marriage, one of modern society’s most grief-stricken arrangements, which has been rendered unnecessarily hellish by the astonishing secular supposition that it should be entered into principally for the sake of happiness. Christianity and Judaism present marriage not as a union inspired and governed by subjective enthusiasm but rather, and more modestly, as a mechanism by which individuals can assume an adult position in society and thence, with the help of a close friend, undertake to nurture and educate the next generation under divine guidance. These limited expectations tend to forestall the suspicion, so familiar to secular partners, that there might have been more intense, angelic or less fraught alternatives available elsewhere. Within the religious ideal, friction, disputes and boredom are signs not of error, but of life proceeding according to plan. ~ Alain de Botton, #NFDB
904:Character must show itself in the man's
performance both of the duty he owes himself and of the duty he owes the state.
The man's foremast duty is owed to himself and his family; and he can do this
duty only by earning money, by providing what is essential to material wellbeing;
it is only after this has been done that he can hope to build a higher
superstructure on the solid material foundation; it is only after this has been
done that he can help in his movements for the general well-being. He must pull
his own weight first, and only after this can his surplus strength be of use to the
general public. It is not good to excite that bitter laughter which expresses
contempt; and contempt is what we feel for the being whose enthusiasm to
benefit mankind is such that he is a burden to those nearest him; who wishes to
do great things for humanity in the abstract, but who cannot keep his wife in
comfort or educate his children. ~ Theodore Roosevelt,#NFDB
905:He met his day in the shower, washing his hair with shampoo that was guaranteed to have never been put in a bunny's eyes and from which ten percent of the profits went to save the whales. He lathered his face with shaving cream free of chlorofluorocarbons, thereby saving the ozone layer. He breakfasted on fertile eggs laid by sexually satisfied chickens that were allowed to range while listening to Brahms, and muffins made with pesticide-free grain, so no eagle-egg shells were weakened by his thoughtless consumption. He scrambled the eggs in margarine free of tropical oils, thus preserving the rain forest, and he added milk from a cartn made of recycled paper and shipped from a small family farm. By the time he finished his second cup of coffee, which would presumably help to educate the children of a poor peasant farmer named Juan Valdez, Sam was on the verge of congratulating himself for single-handedly preserving the planet just by getting up in the morning. ~ Christopher Moore, #NFDB
906:We have gone on too long blaming or pitying the mothers who devour their children, who sow the seeds of progressive dehumanization, because they have never grown to full humanity themselves. If the mother is at fault, why isn't it time to break the pattern by urging all these Sleeping Beauties to grow up and live their own lives? There never will be enough Prince Charmings or enough therapists to break that pattern now. It is society's job, and finally that of each woman alone. For it is not the strength of the mothers that is at fault but their weakness, their passive childlike dependency and immaturity that is mistaken for "femininity." Our society forces boys, insofar as it can, to grow up, to endure the pains of growth, to educate themselves to work, to move on. Why aren't girls forced to grow up - to achieve somehow the core of self that will end the unnecessary dilemma, the mistaken choice between femaleness and humanness that is implied in the feminine mystique? ~ Betty Friedan, #NFDB
907:Being worshiped (for most women) is preferable to being defiled, and being looked up to is better than being walked on. It is hard for women to refuse the worship of what otherwise is despised: being female. Woman’s special moral nature has sometimes been used to plead her case: being moral, she will be able to upgrade the morality of the nation if she has the rights of citizenship, the tone of the marketplace if she is employed, the quality of the church if she officiates, the humanism of government if she is in it; being moral, she will be on the side of good. It has also been argued, more loudly and more often, that her moral nature must not be contaminated by vulgar responsibilities; that she has a special moral role to play in making the nation and the world good— she must be in her person the example of good that will civilize and educate men and make the nation moral. One cannot do what men do—not in government, not in the family, not even in religion, not anywhere—and be an example of good. ~ Andrea Dworkin, #NFDB
908:Will and Willingness.-Someone brought a youth to a wise man, and said, " See, this is one who is being corrupted by women!" The wise man shook his head and smiled. " It is men," he called out, " who corrupt women; and everything that women lack should be atoned for and improved in men,-for man creates for himself the ideal of woman, and woman moulds herself according to this ideal."-" You are too tender-hearted towards women," said one of the bystanders, " you do not know them !" The wise man answered : " Man's attribute is will, woman's attribute is willingness,- such is the law of the sexes, verily! a hard law for woman! All human beings are innocent of their existence, women, however, are doubly innocent; who could have enough of salve and gentleness for them !"-"What about salve! What about gentleness ! " called out another person in the crowd, " we must educate women better!"-" We must educate men better," said the wise man, and made a sign to the youth to follow him.-The youth, however, did not follow him. ~ Friedrich Nietzsche, #NFDB
909:While we have taken over higher level education, it’s time to start infiltrating the elementary, middle, and high school levels, and turn them into indoctrination centers. Most of the parents in this country will be too busy with their careers to notice what they’re children are learning in school, so we will be able to do whatever we want. We will educate them to the point where they are the type of voters who are so low-information that they get their news from entertainment programs and not much else. There will be those few who educate their own children or put them in private education, but there’s not enough of them to make much of a dent in the future we will have planned. We have to teach these young people that America was started by bloodthirsty whites who wanted gold and silver, and the Puritans and others weren’t nearly as pure as they claimed. We have to make the Natives who were here out to be innocents, that none of them ever committed atrocities themselves, that they were what one writer once called ‘Noble Savages. ~ Cliff Ball, #NFDB
910:Be bigger presence at work. Race up ladder (joyfully, w/smile on face), get raise. Get in best shape of life, start dressing nicer. Learn guitar? Make point of noticing beauty of world? Why not educate self re. birds, flowers, trees, constellations, become true citizen of natural world, walk around neighborhood w/kids, patiently teaching kids names of birds, flowers, etc. etc.? Why not take kids to Europe? Kids have never been. Have never, in Alps, had hot chocolate in mountain café, served by kindly white- haired innkeeper, who finds them so sophisticated/friendly relative to usual snotty/rich American kids (who always ignore his pretty but crippled daughter w/braids) that he shows them secret hiking path to incredible glade, kids frolic in glade, sit with crippled pretty girl on grass, later say it was most beautiful day of their lives, keep in touch with crippled girl via email, we arrange surgery here for her, surgeon so touched he agrees to do surgery for free, she is on front page of our paper, we are on front page of their paper in Alps? Ha ha. ~ George Saunders, #NFDB
911:The state university is supported by grants from the people of the state, voted by the state legislature. In theory, the degree of support which the university receives is dependent upon the degree of acceptance accorded it by the voters. The state university prospers according to the extent to which it can sell itself to the people of the state.
The state university is therefore in an unfortunate position unless its president happens to be a man of outstanding merit as a propagandist and a dramatizer of educational issues. Yet if this is the case--if the university shapes its whole policy toward gaining the support of the state legislature--its educational function may suffer. It may be tempted to base its whole appeal to the public on its public service, real or supposed, and permit the education of its individual students to take care of itself. It may attempt to educate the people of the state at the expense of its own pupils. This may generate a number of evils, to the extent of making the university a political instrument, a mere tool of the political group in power. ~ Edward L Bernays,#NFDB
912:Before school, there had to be vaccination. That was the law. How it was dreaded! When the health authorities tried to explain to the poor and illiterate that vaccination was a giving of the harmless form of smallpox to work up immunity against the deadly form, the parents didn’t believe it. All they got out of the explanation was that germs would be put into a healthy child’s body. Some foreign-born parents refused to permit their children to be vaccinated. They were not allowed to enter school. Then the law got after them for keeping the children out of school. A free country? they asked. You should live so long. What’s free about it, they reasoned, when the law forces you to educate your children and then endangers their lives to get them into school? Weeping mothers brought bawling children to the health center for inoculation. They carried on as though bringing their innocents to the slaughter. The children screamed hysterically at the first sight of the needle and their mothers, waiting in the anteroom, threw their shawls over their heads and keened loudly as if wailing for the dead. Francie ~ Betty Smith, #NFDB
913:Most of us think the word racism is synonymous with the word prejudice. But racism is more than just discrimination based on skin color. It’s also about who has institutional power. Just as racism creates disadvantages for people of color that make success harder to achieve, it also gives advantages to white people that make success easier to achieve. It’s hard to see those advantages, much less own up to them. And that, I realized, was why I had to write this book. When it comes to social justice, the role of the white ally is not to be a savior or a fixer. Instead, the role of the ally is to find other white people and talk to make them see that many of the benefits they’ve enjoyed in life are direct results of the fact that someone else did not have the same benefits. I began my research by sitting down with women of color. Although I knew that peppering people of color with questions is not the best way to educate oneself, I hoped to invite these women into a process, and in return they gave me a gift: they shared their experiences of what it really feels like to be Black. I remain so grateful to ~ Jodi Picoult, #NFDB
914:MARK TWAIN Some months after invading Iraq, President George W. Bush said he had taken the war to liberate the Philippines as his model. Both wars were inspired from heaven. Bush disclosed that God had ordered him to act as he did. And a century beforehand, President William McKinley also heard the voice from the Great Beyond: “God told me that we could not leave the Filipinos to themselves. They were unfit for self-government. There was nothing left for us to do but to take them all, and to educate them, and uplift and civilize and Christianize them.” Thus the Philippines were liberated from the Filipino threat, and along the way the United States also saved Cuba, Puerto Rico, Honduras, Colombia, Panama, Dominican Republic, Hawaii, Guam, Samoa . . . At the time, writer Ambrose Bierce revealed: “War is God’s way of teaching us geography.” And his colleague Mark Twain, leader of the Anti-Imperialist League, designed a new flag for the nation, featuring little skulls in place of stars. General Frederick Funston suggested Twain ought to be hanged for treason. Tom Sawyer and Huck Finn defended their father. ~ Eduardo Galeano, #NFDB
915:God knows no good resides in man; no flesh can please Him. It is corrupted beyond repair. Since it is so absolutely hopeless, how then can man please God after he has believed in His Son unless He gives him something new? Thank God. He has bestowed a new life, His untreated life, upon those who believe in the salvation of the Lord Jesus and receive Him as their personal Savior. This is called "regeneration" or "new birth." Though He cannot alter our flesh God gives us His life. Man's flesh remains as corrupt in those who are born anew as in those who are not. The flesh in a saint is the same as that in a sinner. In regeneration the flesh is not transformed. New birth exerts no good influence on the flesh. It remains as is. God does not impart His life to us to educate and train the flesh. Rather, it is given to overcome the flesh. Man in regeneration actually becomes related to God by birth. Regeneration means to be born of God. As our fleshy life is born of our parents so our spiritual life is born of God. The meaning of birth is "to impart life." When we say we are born of God it signifies we receive a new life from Him. What we have received is a real life. ~ Watchman Nee, #NFDB
916:Randy says, “You asked me earlier what is the highest and best purpose to which we could dedicate our lives. And the obvious answer is ‘to prevent future Holocausts.’ ”
Avi laughs darkly. “I’m glad it’s obvious to you, my friend. I was beginning to think I was the only one.”
“What!? Get over yourself, Avi. People are commemorating the Holocaust all the time.”
“Commemorating the Holocaust is not, not not not not not, the same thing as fighting to prevent future holocausts. Most of the commemorationists are just whiners. They think that if everyone feels bad about past holocausts, human nature will magically transform, and no one will want to commit genocide in the future.”
“I take it you do not share this view, Avi?”
“Look at Bosnia!” Avi scoffs. “Human nature doesn’t change, Randy. Education is hopeless. The most educated people in the world can turn into Aztecs or Nazis just like that.” He snaps his fingers.
“So what hope is there?”
“Instead of trying to educate the potential perpetrators of holocausts, we try to educate the potential victims. They will at least pay some fucking attention. ~ Neal Stephenson,#NFDB
917:Note to self: Try to extend positive feelings associated with Scratch-Off win into all areas of life. Be bigger presence at work. Race up ladder (joyfully, w/smile on face), get raise. Get in best shape of life, start dressing nicer. Learn guitar? Make point of noticing beauty of world? Why not educate self re. birds, flowers, trees, constellations, become true citizen of natural world, walk around neighborhood w/kids, patiently teaching kids names of birds, flowers, etc. etc.? Why not take kids to Europe? Kids have never been. Have never, in Alps, had hot chocolate in mountain café, served by kindly white-haired innkeeper, who finds them so sophisticated/friendly relative to usual snotty/rich American kids (who always ignore his pretty but crippled daughter w/braids) that he shows them secret hiking path to incredible glade, kids frolic in glade, sit with crippled pretty girl on grass, later say it was most beautiful day of their lives, keep in touch with crippled girl via email, we arrange surgery here for her, surgeon so touched he agrees to do surgery for free, she is on front page of our paper, we are on front page of their paper in Alps? Ha ha. Just happy. ~ George Saunders, #NFDB
918:Take an honest inventory of the education you already have—the years you have lived, the trials you have endured, the skills you have learned along the way. If you are a young person, open your eyes wide and let the world educate you to the fullest extent. And feel free to start sharing your perspective through creativity, even if you’re just a kid. If you are young, you see things differently than I do, and I want to know how you see things. We all want to know. When we look at your work (whatever your work may be), we will want to feel your youth—that fresh sense of your recent arrival here. Be generous with us and let us feel it. After all, for many of us it has been so long since we stood where you now stand. If you are older, trust that the world has been educating you all along. You already know so much more than you think you know. You are not finished; you are merely ready. After a certain age, no matter how you’ve been spending your time, you have very likely earned a doctorate in living. If you’re still here—if you have survived this long—it is because you know things. We need you to reveal to us what you know, what you have learned, what you have seen and felt. ~ Elizabeth Gilbert, #NFDB
919:David and Goliath is a book about what happens when ordinary people confront giants. By “giants,” I mean powerful opponents of all kinds—from armies and mighty warriors to disability, misfortune, and oppression. Each chapter tells the story of a different person—famous or unknown, ordinary or brilliant—who has faced an outsize challenge and been forced to respond. Should I play by the rules or follow my own instincts? Shall I persevere or give up? Should I strike back or forgive? Through these stories, I want to explore two ideas. The first is that much of what we consider valuable in our world arises out of these kinds of lopsided conflicts, because the act of facing overwhelming odds produces greatness and beauty. And second, that we consistently get these kinds of conflicts wrong. We misread them. We misinterpret them. Giants are not what we think they are. The same qualities that appear to give them strength are often the sources of great weakness. And the fact of being an underdog can change people in ways that we often fail to appreciate: it can open doors and create opportunities and educate and enlighten and make possible what might otherwise have seemed unthinkable. ~ Malcolm Gladwell, #NFDB
920:A thousand years or more ago,
When I was newly sewn,
There lived four wizards of renown,
Whose name are still well-known:
Bold Gryffindor from wild moor,
Fair Ravlenclaw from glen,
Sweet Hufflepuff from valley broad,
Shrewd Slytherin from fen.
They share a wish, a hope, a dream,
They hatched a daring plan,
To educate young sorcerers,
Thus Hogwarts school began.
Now each of these four founders
Formed their own house, for each
Did value different virtues,
In the ones they had to teach.
By Gryffindor, the bravest were
Prized far beyond the rest;
For Ravenclaw, the cleverest
Would always be the best;
For Hufflepuff, hardworkers were
Most worthy of admission;
And power-hungry Slytherin
Loved those of great ambition.
While still alive they did divide
Their favourates from the throng,
Yet how to pick the worthy ones
When they were dead and gone?
'Twas Gryffindor who found the way,
He whipped me off his head
The founders put some brains in me
So I could choose instead!
Now slip me snug around your ears,
I've never yet been wrong,
I'll have alook inside your mind
And tell where you belong! ~ J K Rowling,#NFDB
921:[...] la schiavitù non è altro che il profitto di pochi del lavoro della massa. Perché la schiavitù possa essere abolita è necessario che gli uomini non sfruttino più le fatiche delle masse e che considerino vergognoso e vile tale sfruttamento. Intanto si fa in modo che venga nascosta la forma esteriore della schiavitù e che venga abolito il mercato degli schiavi; così facendo tendiamo a persuaderci che non esiste più la schiavitù e non vediamo e non vogliamo vedere che invece continua a esistere, dal momento che tutti gli uomini continuano a credere che sia giusto sfruttare le fatiche altrui. E poiché quest'opinione resiste, ci saranno sempre quelli più furbi e più forti che si credono in diritto di farlo. La stessa cosa accade con l'emancipazione della donna. Essa viene resa schiava perché ne possiamo approfittare a nostro piacere, e crediamo che ciò sia giusto. Ed ecco che le considerano libere, concedono loro gli stessi diritti degli uomini, ma continuano a pensarle come oggetto di piacere. Con questi principi vengono educate fin dall'infanzia e così vengono considerate in società. Ed esse saranno sempre schiave umiliate e corrotte, e altrettanto corrotto è l'uomo, il loro padrone. ~ Leo Tolstoy, #NFDB
922:For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own bases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structure and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about” Ludwig Wittgenstein warned “we must pass over in silence. ~ Chris Hedges, #NFDB
923:For both men and women, Good Men can be somewhat disturbing to be around because they usually do not act in ways associated with typical men; they listen more than they talk; they self-reflect on their behavior and motives, they actively educate themselves about women’s reality by seeking out women’s culture and listening to women…. They avoid using women for vicarious emotional expression…. When they err—and they do err—they look to women for guidance, and receive criticism with gratitude. They practice enduring uncertainty while waiting for a new way of being to reveal previously unconsidered alternatives to controlling and abusive behavior. They intervene in other men’s misogynist behavior, even when women are not present, and they work hard to recognize and challenge their own. Perhaps most amazingly, Good Men perceive the value of a feminist practice for themselves, and they advocate it not because it’s politically correct, or because they want women to like them, or even because they want women to have equality, but because they understand that male privilege prevents them not only from becoming whole, authentic human beings but also from knowing the truth about the world…. They offer proof that men can change. ~ bell hooks, #NFDB
924:The family is not of man's making; it is a gift of God and full of life. Upbringing in the family bears a quite special character. No school or educational institution can replace or compensate for the family. "Everything educates in the family, the handshake of the father, the voice of the mother, the older brother, the younger sister, the baby in the cradle, the sick loved one, the grandparents and the grandchildren, the uncles and the aunts, the guests and friends, prosperity and adversity, the feast day and the day of mourning, Sundays and workdays, the prayer and the thanksgiving at the table and the reading of God's Word, the morning and evening prayer. Everything is engaged to educate one another, from day to day, from hour to hour, unintentionally, without previously devised plan, method or system. From everything proceeds an educative influence though it can neither be analyzed nor calculated. A thousand insignificant things, a thousand trifles, a thousand details, all have their effect. It is life itself that here educates, life in its greatness, the rich, inexhaustible, universal life. The family is the school of life, because there is its spring and its hearth.' In A.B.W.M. Kok, Herman Bavinck, Amsterdam, 1945, pp. 1819.] ~ Anonymous, #NFDB
925:One of the questions I asked Ken was “what’s your vision of an ideal education curriculum for children?” This is what Ken told me: Humanity is flying way under its full potential simply because we do not educate for the whole or complete human being. We educate for just a small part, a slice, a fragment of just what’s possible for us. . . . Because according to the great wisdom traditions around the world—not only do humans possess typical states of consciousness like waking, dreaming, or deep sleep, they also possess profoundly high states of consciousness like enlightenment or awakening—and none of our education systems teach ANY of that. Now, all of these factors I’ve mentioned . . . none of these are rare, isolated, esoteric, far-out, strange, or occult. They are all some of the very most basic and most fundamental potentials of a human being everywhere. They are simply human 101. Yet we don’t educate human 101. We educate something like human 1/10. So yes, I firmly believe that we can bring about health on this planet for the planet and the humans on it if we started educating the whole person with all their fundamental potentials and capacities and skills and stopped this fragmented, partial, broken system that we have now. Consciousness ~ Vishen Lakhiani, #NFDB
926:So certain were experts that neonates felt no pain that through the mid-1980s major surgeries on newborn babies were sometimes performed without anesthesia. These included major cardiovascular procedures requiring prying open rib cages, puncturing lungs, and tying off major arteries. Though provided with no pharmacologic agents to blunt the pain that cracking ribs or cutting through the sternum might have induced, babies were given powerful agents to induce paralysis—ensuring an immobile (and undoubtedly terrified) patient on whom to operate. Jill Lawson’s remarkable story of her premature son, Jeffrey, and his unanesthetized heart surgery provides a heartbreaking account of such a procedure. After Jeffrey’s death in 1985, Lawson’s campaign to educate the medical profession about the need to treat pain in the young literally changed the field. And likely led to improved awareness of pain in animals, too. bA technique called clicker training pairs a metallic tick-tock! with a food treat every time the animal performs a desired behavior. Eventually the animal comes to associate the sound of the clicker with the feel-good neurochemical rewards of the food. When the treat is discontinued, the animal will continue doing the behavior, because ~ Barbara Natterson Horowitz, #NFDB
927:In any case I fully endorse the singer's attitude towards the booklet that he will write and the child he wishes to educate, for not only am I familiar with the passion for education but the desire to write a small book has for a long time also not been far from my thoughts, and now that I am free of my office this desire has assumed the proportions of a precious and alluring promise—to write a book in all good-humor and at my leisure, a pamphlet, an insignificant booklet for my friends and fellow thinkers.'
'And upon what subject, may I ask?' put in Designori with curiosity.
'Oh the subject would not matter so much. It would merely be an opportunity for me to weave my thoughts around some theme and to enjoy the good fortune of having a great deal of free time. The chief thing in my case would be the tone—a tone not of scholarship but a decorous mean between respect and intimacy, between gravity and playfulness, a friendly communication and utterance of sundry things that I believe I have experienced and learned… In the immediate future I cannot anticipate the joys and problems of writing my little book, for I have to prepare myself the luxury of blossoming into authorship, as I see it, with a comfortable but careful presentation of things, not for my solitary pleasure but always bearing in mind a few good friends and readers. ~ Hermann Hesse,#NFDB
928:People who really want to make a difference in the world usually do it, in one way or another. And I’ve noticed something about people who make a difference in the world: They hold the unshakable conviction that individuals are extremely important, that every life matters. They get excited over one smile. They are willing to feed one stomach, educate one mind, and treat one wound. They aren’t determined to revolutionize the world all at once; they’re satisfied with small changes. Over time, though, the small changes add up. Sometimes they even transform cities and nations, and yes, the world. People who want to make a difference get frustrated along the way. But if they have a particularly stressful day, they don’t quit. They keep going. Given their accomplishments, most of them are shockingly normal and the way they spend each day can be quite mundane. They don’t teach grand lessons that suddenly enlighten entire communities; they teach small lessons that can bring incremental improvement to one man or woman, boy or girl. They don’t do anything to call attention to themselves, they simply pay attention to the everyday needs of others, even if it’s only one person. They bring change in ways most people will never read about or applaud. And because of the way these world-changers are wired, they wouldn’t think of living their lives any other way. ~ Katie Davis, #NFDB
929:How to be there for someone with depression or anxiety 1. Know that you are needed, and appreciated, even if it seems you are not. 2. Listen. 3. Never say ‘pull yourself together’ or ‘cheer up’ unless you’re also going to provide detailed, foolproof instructions. (Tough love doesn’t work. Turns out that just good old ‘love’ is enough.) 4. Appreciate that it is an illness. Things will be said that aren’t meant. 5. Educate yourself. Understand, above all, that what might seem easy to you –going to a shop, for instance –might be an impossible challenge for a depressive. 6. Don’t take anything personally, any more than you would take someone suffering with the flu or chronic fatigue syndrome or arthritis personally. None of this is your fault. 7. Be patient. Understand it isn’t going to be easy. Depression ebbs and flows and moves up and down. It doesn’t stay still. Do not take one happy/ bad moment as proof of recovery/ relapse. Play the long game. 8. Meet them where they are. Ask what you can do. The main thing you can do is just be there. 9. Relieve any work/ life pressure if that is doable. 10. Where possible, don’t make the depressive feel weirder than they already feel. Three days on the sofa? Haven’t opened the curtains? Crying over difficult decisions like which pair of socks to wear? So what. No biggie. There is no standard normal. Normal is subjective. There are seven billion versions of normal on this planet. ~ Matt Haig, #NFDB
930:Clevedon,' she began.
He turned back to her, the smile fading. 'You may not rake me over the coals,' he said. 'She set out to captivate me, much as her mother did-'
'She's six years old!'
'You both succeeded,' he said. 'What was I to do? She's a little girl. Why should she not have a doll?'
'She has dolls! Does she seem neglected to you? Deprived in any way? She's *my* daughter, and I take care of her. She has nothing to do with you. You've no business buying her dolls. What will Lady Clara think? What do you think your fine friends in the ton will say when they hear you've given my daughter gifts? You know they'll hear of it.' Lucie would show the doll to the seamstresses, naturally, and they'd tell everybody they knew, and word would spread through the ton in no time at all. 'And do you think their speculations will do my business any good?'
'That's all you think about. Your business.'
'It's my life, you great thickhead! This' - she swept her hand to indicate the shop - 'This is how I *earn* my living. Can you not grasp this simple concept? Earning a living?'
'I'm not-'
'This is how I feed and clothe and house and educate my daughter,' she raged on. 'This is how I provide for my sisters. What must I do to make you understand? How can you be so blind, so willfully obtuse, so-'
'You'll make me run mad,' he said. 'Everywhere I turn, there you are.'
'That's monstrous unfair! Everywhere I go, there is your great carcass! ~ Loretta Chase,#NFDB
931:We are often told, that in the critical periods of history it is the national soul which counts: that "where there is no vision, the people perish." No nation is truly defeated which retains its spiritual self-possession. No nation is truly victorious which does not emerge with soul unstained. If this be so, it becomes a part of true patriotism to keep the spiritual life, both of the individual citizen and of the social group, active and vigorous; its vision of realities unsullied by the entangled interests and passions of the time. This is a task in which all may do their part. The spiritual life is not a special career, involving abstraction from the world of things. It is a part of every man's life; and until he has realised it he is not a complete human being, has not entered into possession of all his powers. It is therefore the function of a practical mysticism to increase, not diminish, the total efficiency, the wisdom and steadfastness, of those who try to practise it. It will help them to enter, more completely than ever before, into the life of the group to which they belong. It will teach them to see the world in a truer proportion, discerning eternal beauty beyond and beneath apparent ruthlessness. It will educate them in a charity free from all taint of sentimentalism; it will confer on them an unconquerable hope; and assure them that still, even in the hour of greatest desolation, "There lives the dearest freshness deep down things. ~ Evelyn Underhill, #NFDB
932:Second, though this secularist educational approach looks patient and civil, it has a darker underbelly. It proposes to suppress the fundamentalist opponent not by a friendly discussion searching for truth but by the use of state power and state money to smother a generation of vulnerable children with propaganda. Propaganda in the schools will preach tolerance and, by implication, the errors of fundamentalism. Power and money will take away from fundamentalists the opportunity for equal means to educate their own children or to spread their particular views. This procedure appears to mean, “We will tolerate you temporarily, but we will make sure by political power that we seize the minds of your children and educate them against your views.” Tolerance has apparently become intolerance. People who abhor oppression nevertheless oppress. People who abhor dogmatism turn dog matic. People who may say that all their knowledge is tentative, and who may even say that there is no absolute truth, have remarkable confidence in their ability to use political power. They craft a compulsory educational system that they allege will solve our moral problems. (See, at the end of this chapter, the excursus on public education.) Implicitly, they have supposed that they can diagnose the deepest ills behind human moral failures. They are really proposing an alternative means of salvation, a means of rescue from the evils of the human heart. That amounts to an alternative religion. ~ Vern Sheridan Poythress, #NFDB
933:Mellie and Joey are getting a little restless, and Joey makes her way down the bleachers without Sky noticing. She’s not used to this mom stuff yet. She sees it just as Joey gets to the bottom step and gets up to go retrieve her. “I’ll get her,” I say. I stand up and tromp down the steps. Joey looks sheepishly up at me. She knows she wasn’t supposed to sneak off. I scoop her up in my arms and carry her back up to Sky. She stretches out, and I blow a raspberry into her shirt-covered belly. She giggles and sticks her belly out like she wants me to do it again, so I do. She laughs, and the sound is so damn happy it takes my breath away. I sit down and tuck her onto my lap, then pull out my phone and turn on some Angry Birds. I show her how to play it really quickly, and she starts launching birds. She moves off my lap to sit beside me, and Mellie comes to lean against her and watch. That should last them for a while. “Why does this seem so natural to you?” Sky asks quietly. “What?” I ask. I flinch as one of the boys on the mat makes a terrible move. “Not like that,” I say to him, even though I know he can’t hear me. “All of it,” she says. “You do it all so well.” I look at her. “Do what?” “You entertained Mellie and Joey, and you’re watching the match, and I’d wager you’re going to educate Seth and tell him everything he does wrong when we get home.” Home? I grin. “Am I going home with you tonight?” I ask right beside her ear. “You better,” she says. My heart stutters. “Okay,” I breathe. ~ Tammy Falkner, #NFDB
934:BY THE SWEAT OF THEIR BROW YOU SHALL TAX THEM? This is also why you pay taxes, for the authorities are God’s servants, who give their full time to governing. Romans 13:6 Onerous taxes hurt hard workers, slam job creators, and make us less competitive against other nations. High government spending is unsustainable and leads to national bankruptcy. Printing more dollars only leads to inflation and squeezes out private borrowing. High taxes, excessive regulation, and an ever-expanding welfare state discourage enterprise and undermine our nation’s work ethic. Politicians and bureaucrats always want to expand the size of government, and they will take inaction on our part—our failing to protest against taxes, regulations, and unnecessary government programs—as not only a sign of approval, but a signal to expand government’s reach even further. Only when a law contradicts God’s higher authority can we disobey it, and our obligation to pay taxes doesn’t rise to that level, doggone it. But what we can do is elect politicians willing to support freedom, reward hard work, and honor savings and investment by rolling back unnecessary taxes, government programs, and regulations. To do that, we need to do more than vote; we need to volunteer on campaigns, and we need to help educate our neighbors, friends, and community about the consequences we all suffer when government plays fast and loose with our tax dollars. We need to show how big government is unjust government, robbing hardworking Peters to pay bureaucrat-preferred Pauls. ~ Sarah Palin, #NFDB
935:I can hear myself whining again 'Why does God torture me?' - But anybody who's never had a delirium tremens even in their early stages may not understand that it's not so much a physical pain but a mental anguish indescribable to those ignorant people who don't drink and accuse drinkers of irresponsibility - The mental anguish is so intense that you feel you have betrayed your very birth, the efforts nay the birth pangs of your mother when she bore you and delivered you to the world, you've betrayed every effort your father ever made to feed you and raise you and make you strong and my God even 'educate' you for life, you feel a guilt so deep you identify yourself with the devil and God seems far away abandoning you to your sick silliness - You feel sick in the greatest sense of the world, breathing without believing it, sicksicksick, your soul groans, you look at your helpless hands as tho they were on fire and you can't move to help, you look at the world with dead eyes, there's on your face an expression of incalculable repining like a constipated angel on a cloud - In fact it's actually a cancerous look you throw on the world, through browngray wool fuds over your eyes - Your tongue is white and disgusting, your teeth are stained, your hair seems to have dried out overnight, there are huge mucks in the corners of your eyes, greases on your nose, froth at the sides of your moth: in short that very disgusting and well-known hideousness everybody knows who's walked past a city street drunk in the Boweries of the world ~ Jack Kerouac, #NFDB
936:The Names, in fact, is a study in American ignorance; then as now, few Americans knew the difference between Sunni and Shiite, or how to pronounce Iran (“E-ron”). DeLillo’s protagonist, Axton, is a risk analyst for an insurance company that counsels multinational corporations on pressing questions about the world. Which country is risky? Where will the next bomb go off? Who creates the risk? Axton is also, as my Turkish friends liked to imagine I was, an unwitting agent for the CIA, the spy who doesn’t know he’s a spy. “Are they killing Americans?” is his main question. Axton and the Americans abroad can’t make sense of the world, can’t grab onto anything. They are not so much arrogant as confused. They perceive their vulnerability, their noses wrinkling at smells in the air: “Wasn’t there a sense, we Americans felt, in which we had it coming?” A Greek man named Eliades, with the aspect of a grumpy sage, says to the Americans: I think it’s only in a crisis that Americans see other people. It has to be an American crisis, of course. If two countries fight that do not supply the Americans with some precious commodity, then the education of the public does not take place. But when the dictator falls, when the oil is threatened, then you turn on the television and they tell you where the country is, what the language is, how to pronounce the names of the leaders, what the religion is all about, and maybe you can cut out recipes in the newspaper of Persian dishes. I will tell you. The whole world takes an interest in this curious way Americans educate themselves. ~ Suzy Hansen, #NFDB
937:Schools have tried just about anything to try to calm racial tensions: professional mediation, multi-cultural training, diversity celebrations, anger-management classes, and a host of other interventions. In 2004, the Murrieta Valley Unified School District, in Riverside County, California, even considered a rule that would have forbidden any student to “form or openly participate in groups that tend to exclude, or create the impression of the exclusion of, other students.” The school board narrowly rejected the proposal when it was pointed out that the ban would have prohibited membership in the Hispanic group, La Raza, and could have been read to forbid playing rap music around white students.
Absurd measures like this show how desperate schools are to solve the race problem. A 2003 survey found that 5.4 percent of high-school students had stayed home at least once during the previous month because they were physically afraid. This was an increase over 4.4 percent ten years earlier. Racial violence was undoubtedly an important factor.
The circumstances under which some of our least advantaged citizens must try to get an education are nothing short of scandalous. Is it a wonder their test scores are low, that many drop out, that they fail to see the value of an education? How many times must school race riots be put down by SWAT teams before school authorities realize that this may be a problem that will not be cured with sensitivity training? The purpose of schools is to educate, not to force on children integration of a kind their parents do not even practice. ~ Jared Taylor,#NFDB
938:We’re all “storytellers.” We don’t call ourselves storytellers, but it’s what we do every day. Although we’ve been sharing stories for thousands of years, the skills we needed to succeed in the industrial age were very different from those required today. The ability to sell our ideas in the form of story is more important than ever. Ideas are the currency of the twenty-first century. In the information age, the knowledge economy, you are only as valuable as your ideas. Story is the means by which we transfer those ideas to one another. Your ability to package your ideas with emotion, context, and relevancy is the one skill that will make you more valuable in the next decade. Storytelling is the act of framing an idea as a narrative to inform, illuminate, and inspire. The Storyteller’s Secret is about the stories you tell to advance your career, build a company, pitch an idea, and to take your dreams from imagination to reality. When you pitch your product or service to a new customer, you’re telling a story. When you deliver instructions to a team or educate a class, you’re telling a story. When you build a PowerPoint presentation for your next sales meeting, you’re telling a story. When you sit down for a job interview and the recruiter asks about your previous experience, you’re telling a story. When you craft an e-mail, write a blog or Facebook post, or record a video for your company’s YouTube channel, you’re telling a story. But there’s a difference between a story, a good story, and a transformative story that builds trust, boosts sales, and inspires people to dream bigger. ~ Carmine Gallo, #NFDB
939:[R]esitance is by nature reactive; it is not forward-looking. And anti-Trumpism is not a politics. My worry is that liberals will get so caught up in countering his every move, essentially playing his game, that they will fail to seize -- or even recognize -- the opportunity he has given them. Now that he has destroyed conventional Republicanism and what was left of principled conservatism, the playing field is empty. For the first time in living memory, we liberals have no ideological adversary worthy of the name. So it is crucial that we look beyond Trump.
The only adversary left is ourselves. And we have mastered the art of self-sabotage. At a time when we liberals need to speak in a way that convinces people from very different walks of life, in every part of the country, that they share a common destiny and need to stand together, our rhetoric encourages self-righteous narcissism. At a moment when political consciousness and strategizing need to be developed, we are expending our energies on symbolic drama over identity. At a time when it is crucial to direct our efforts into seizing institutional power by winning elections, we dissipate them in expressive movements indifferent to the effects they may have on the voting public. In an age when we need to educate young people to think of themselves as citizens with duties toward each other, we encourage them instead to descend into the rabbit hole of the self. The frustrating truth is that we have no political vision to offer the nation, and we are thinking and speaking and acting in ways guaranteed to prevent one from emerging. ~ Mark Lilla,#NFDB
940:BE THE MAN Set a good example. Even if you’ve got to fake it. Your kids observe everything you do. And even though it may not seem like it at the time, your kids want to be like you. They want to be proud of you and brag about their dad at school and to their friends. Be observant of your own actions around them kids. Listen to your girl. We men sometimes get frustrated when our ladies talk. We will try to actually converse when she is deep into a story about the boss being a dick, or some other friend of hers doing your girl wrong. Do not even try to fix this situation! Your sweetie just wants you to listen. Hell, you don’t even have to agree. Just listen. This is black-belt-level man stuff. Do the dishes. Hell, take it one level further: cook the dinner and do the dishes. Doing laundry is man’s work too, as well as cleaning up after the dogs and cuddling your kids. Having a home life where you get the opportunity to be a family man and partake in all these things is a very good thing. It means that you have elevated your man thing to the very top level. Keep it up. Don’t be a pussy. Don’t shy away from a situation just because it’s tough. If you need to protect the one you love or things are tough at work . . . pin those ears back and remember who the fuck you are. Get smart. Educate yourself on what is going on in culture and politics. Read some books about history. Don’t be a pawn, be a scholar. Evolve. Our dads and granddads grew up in a different time. Communication and tenderness were not necessarily components of their age groups’ makeup. You don’t have to be exactly like them. Even though we saw good examples of man stuff in them, the times, they are a-changing. ~ Duff McKagan, #NFDB
941:Perhaps..." Resuming his rake's persona, investing every movement with languid grace, he shifted forward, closer. Held her gaze. "You could teach me what it is you need." He let his gaze drift from her eyes to her lips. "I've always been considered a fast learner, and if I'm willing to learn, to devote myself to the study of what you truly want..."
Her lips parted slightly. He raised his gaze once more to her eyes, to the stormy blue. Read her interest, knew he had her undivided attention.
Inwardly smiled. "If I swear I'll do all I can to meet your requirements, shouldn't you accept the...challenge, if you like, to take me as I am and reshape me to your need?"
Holding her gaze, resisting the urge to lower his to her tempting lips, he raised a hand, touched the backs of his fingers to her cheek in a tantalizingly light caress. "You could, if you wished, take on the challenge of taming the ton's foremost rake, of making me your devoted slave...but you'd have to work at it, make the effort and take the time to educate me-arrogantly oblivious male that I am-all of which will be much easier, facilitated as it were, by us marrying. After all, nothing worthwhile is ever attained easily or quickly. If I'm willing to give you free rein to mold me to your liking, shouldn't you be willing to engage?"
She was thinking, considering he could see it in her eyes. She was following his arguments, her mind following the path he wanted it to take.
Shifting his fingers to lightly frame her chin, he held her face steady as if for a kiss.
"And just think," he murmured, his eyes still locked with hers, his lips curving in a practiced smile, "of the cachet you'll be able to claim as the lady who captured me. ~ Stephanie Laurens,#NFDB
942:The effects can already be felt: with each passing day our public life is getting uglier. So it is encouraging to see how quickly liberals have organized to resist Trump. But resistance is by nature reactive; it is not forward-looking. And anti-Trumpism is not a politics. My worry is that liberals will get so caught up in countering his every move, essentially playing his game, that they will fail to seize—or even recognize—the opportunity he has given them. Now that he has destroyed conventional Republicanism and what was left of principled conservatism, the playing field is empty. For the first time in living memory, we liberals have no ideological adversary worthy of the name. So it is crucial that we look beyond Trump. The only adversary left is ourselves. And we have mastered the art of self-sabotage. At a time when we liberals need to speak in a way that convinces people from very different walks of life, in every part of the country, that they share a common destiny and need to stand together, our rhetoric encourages self-righteous narcissism. At a moment when political consciousness and strategizing need to be developed, we are expending our energies on symbolic dramas over identity. At a time when it is crucial to direct our efforts into seizing institutional power by winning elections, we dissipate them in expressive movements indifferent to the effects they may have on the voting public. In an age when we need to educate young people to think of themselves as citizens with duties toward each other, we encourage them instead to descend into the rabbit hole of the self. The frustrating truth is that we have no political vision to offer the nation, and we are thinking and speaking and acting in ways guaranteed to prevent one from emerging. ~ Mark Lilla, #NFDB
943:They destroyed all the equipment, all the medicines. The Harijans – the people we used to call Untouchables – used to come a hundred miles for treatment.’ ‘But I thought Untouchability was outlawed at independence,’ I said. ‘Technically it was,’ replied Tyagi. ‘But do you know the saying “Dilli door ast”? It means “Delhi is far away.” The laws they pass in the Lok Sabha [Indian parliament] make little difference in these villages. Out here it will take much more than a change in the law to alleviate the lot of the Dalits [the oppressed castes, i.e. the former Untouchables].’ ‘But I still don’t understand why the Rajputs did this. What difference does it make to them if you educate the Untouchables?’ ‘The lower castes have always been the slaves of the higher castes,’ replied Tyagi. ‘They work in their fields for low wages, they sweep their streets, clean their clothes. If we educate them, who will do these dirty jobs?’ Dr Tyagi waved his hands at me in sudden exasperation: ‘Don’t you see?’ he said. ‘The Rajputs hate this place because it frees their slaves.’ ‘And what did you do,’ I asked, ‘while the Rajputs were beating the place up?’ Dr Tyagi made a slight gesture with his open palm: ‘I was just sitting,’ he said. ‘What could I do? I was thinking of Gandhiji. He was also beaten up – many times. He said you must welcome such attacks because it is only through confrontation that you can go forward. An institution like ours needs such incidents if it is to regenerate itself. It highlights the injustice the Harijans are facing.’ He paused, and smiled. ‘You yourself would not have come here if this had not happened to us.’ ‘What will you do now?’ I asked. ‘We will start again. The poor of this desert still need us.’ ‘And if the higher castes come for you again?’ ‘Then we will welcome them. They are also victims of their culture. ~ William Dalrymple, #NFDB
944:I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. ... But where do we discover a harmonious whole at all, a simultaneous sounding of many voices in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion. ~ Friedrich Nietzsche, Untimely Meditations, “Schopenhauer as educator,” § 3.2, R. Hollingdale, trans. (1983), pp. 130-131, #NFDB
945:This is the history of governments, - one man does something which is to bind another. A man who cannot be acquainted with me, taxes me; looking from afar at me, ordains that a part of my labour shall go to this or that whimsical end, not as I, but as he happens to fancy. Behold the consequence. Of all debts, men are least willing to pay the taxes. What a satire is this on government! Everywhere they think they get their money's worth, except for these. Hence, the less government we have, the better, - the fewer laws, and the less confided power. The antidote to this abuse of formal Government, is, the influence of private character, the growth of the Individual; the appearance of the principal to supersede the proxy; the appearance of the wise man, of whom the existing government, is, it must be owned, but a shabby imitation. That which all things tend to educe, which freedom, cultivation, intercourse, revolutions, go to form and deliver, is character; that is the end of nature, to reach unto this coronation of her king. To educate the wise man, the State exists; and with the appearance of the wise man, the State expires. The appearance of character makes the State unnecessary. The wise man is the State. He needs no army, fort, or navy, - he loves men too well; no bribe, or feast, or palace, to draw friends to him; no vantage ground, no favourable circumstance. He needs no library, for he has not done thinking; no church, for he is a prophet; no statute book, for he has the lawgiver; no money, for he is value; no road, for he is at home where he is; no experience, for the life of the creator shoots through him, and looks from his eyes. He has no personal friends, for he who has the spell to draw the prayer and piety of all men unto him, needs not husband and educate a few, to share with him a select and poetic life. His relation to men is angelic; his memory is myrrh to them; his presence, frankincense and flowers. ~ Ralph Waldo Emerson, #NFDB
946:Mattis and Gary Cohn had several quiet conversations about The Big Problem: The president did not understand the importance of allies overseas, the value of diplomacy or the relationship between the military, the economy and intelligence partnerships with foreign governments. They met for lunch at the Pentagon to develop an action plan. One cause of the problem was the president’s fervent belief that annual trade deficits of about $500 billion harmed the American economy. He was on a crusade to impose tariffs and quotas despite Cohn’s best efforts to educate him about the benefits of free trade. How could they convince and, in their frank view, educate the president? Cohn and Mattis realized they were nowhere close to persuading him. The Groundhog Day–like meetings on trade continued and the acrimony only grew. “Let’s get him over here to the Tank,” Mattis proposed. The Tank is the Pentagon’s secure meeting room for the Joint Chiefs of Staff. It might focus him. “Great idea,” Cohn said. “Let’s get him out of the White House.” No press; no TVs; no Madeleine Westerhout, Trump’s personal secretary, who worked within shouting distance of the Oval Office. There wouldn’t even be any looking out the window, because there were no windows in the Tank. Getting Trump out of his natural environment could do the trick. The idea was straight from the corporate playbook—a retreat or off-site meeting. They would get Trump to the Tank with his key national security and economic team to discuss worldwide strategic relations. Mattis and Cohn agreed. Together they would fight Trump on this. Trade wars or disruptions in the global markets could savage and undermine the precarious stability in the world. The threat could spill over to the military and intelligence community. Mattis couldn’t understand why the U.S. would want to pick a fight with allies, whether it was NATO, or friends in the Middle East, or Japan—or particularly with South Korea. ~ Bob Woodward, #NFDB
947:As is well-known among those who still remember Marxism, the ambiguous central point of its theoretical edifice concerns its premise that capitalism itself creates the conditions for its self-overcoming through proletarian revolution - how are we to read this? Is it to be read in a linear evolutionary way: revolution should take place when capitalism fully develops all its potentials and exhausts all its possibilities, the mythic point at which it confronts its central antagonism ("contradiction") at its purest, in its naked form? And is it enough to add the "subjective" aspect and to emphasize that the working class should not just sit and wait for the "ripe moment," but to "educate" itself through long struggle? As is also well-known, Lenin's theory of the "weakest link of the chain" is a kind of compromise-solution: although it accepts that the first revolution can take place not in the most developed country, but in a country in which antagonisms of the capitalist development are most aggravated, even if it is less developed (Russia, which combined concentrated modern capitalist-industrial islands with agrarian backwardness and pre-democratic authoritarian government), it still perceived October Revolution as a risky break-through which can only succeed if it will be soon accompanied by a large-scale Western European revolution (all eyes were focused on Germany in this respect). The radical abandonment of this model occurred only with Mao, for whom the proletarian revolution should take place in the less developed part of the world, among the large crowds of the Third World impoverished peasants, workers and even "patriotic bourgeoisie," who are exposed to the aftershocks of the capitalist globalization, organizing their rage and despair. In a total reversal (perversion even) of the Marx's model, the class struggle is thus reformulated as the struggle between the First World "bourgeois nations" and the Third World "proletarian nations. ~ Slavoj i ek, #NFDB
948:Despite the fact that her parents had both died when she was barely nine, and she’d had no mother to educate her in these matters, Eva was not ignorant on the subject of men and women. Mavis had seen to that. The girl spent most of her time working in the kitchens when not pressed into service as her lady’s maid, so it was in the kitchen with the rest of the servants that she slept, though she occasionally had slept in the great hall if Cook was in a mood. Sleeping there with all the rest of the servants, Mavis had seen—and eagerly recounted to Eva—much of what went on between a man and woman—at least among the servant class. The maid had described it as a sort of wrestling match that ended when the man took his pillock, “rather like a large boiled sausage,” she had described it, and stuck it up between the woman’s legs. Eva had never fancied the idea of having a boiled sausage shoved up between her legs and found her feet shifting together to press her thighs more tightly closed as she stood before the mumbling priest. Then her gaze dropped to the side of its own accord, to peer at the point where her husband’s boiled sausage would be. Although he normally wore his plaid, or had since she’d arrived, today Connall had chosen to wear the outfit she had seen him in at court for their wedding; a fine dark blue doublet and white hose. Eva was flattered that he had troubled himself to dress up for the occasion, but it meant that his figure was now rather on view and her eyes widened in alarm at the size of the bulge visible beneath the hose. Mavis had said that the bigger the bulge, the bigger the boiled sausage, and her husband appeared quite huge to her. Not that she had ever before seen a man’s sausage or troubled to notice the size of their bulge, but Connall’s bulge looked rather large to her anxious eyes. Eva squeezed her thighs a little tighter closed as she tried to imagine him wrestling her to the bed and assaulting her with his sausage. “Eva? ~ Hannah Howell, #NFDB
949:Nazism, fascism, and communism were belief systems adopted passionately by millions of well-educated men and women. Taken together, all of the totalitarian ideologies were self-contained and delivered through a one-way flow of propaganda that prevented the people who were enmeshed in the ideology from actively participating in challenging its lack of human values. Unfortunately, the legacy of the twentieth century’s ideologically driven bloodbaths has included a new cynicism about reason itself—because reason was so easily used by propagandists to disguise their impulse to power by cloaking it in clever and seductive intellectual formulations. In an age of propaganda, education itself can become suspect. When ideology is so often woven into the “facts” that are delivered in fully formed and self-contained packages, people naturally begin to develop some cynicism about what they are being told. When people are subjected to ubiquitous and unrelenting mass advertising, reason and logic often begin to seem like they are no more than handmaidens for the sophisticated sales force. And now that these same techniques dominate the political messages sent by candidates to voters, the integrity of our democracy has been placed under the same cloud of suspicion. Many advocacy organizations—progressive as well as conservative—often give the impression that they already have exclusive possession of the truth and merely have to “educate” others about what they already know. Resentment toward this attitude is also one of the many reasons for a resurgence of the traditional anti-intellectual strain in America. When people don’t have an opportunity to interact on equal terms and test the validity of what they’re being “taught” in the light of their own experience, and share with one another in a robust and dynamic dialogue that enriches what the “experts” are telling them with the wisdom of the groups as a whole, they naturally begin to resist the assumption that the experts know best. If well-educated citizens have no effective way to communicate their ideas to others and no realistic prospect of catalyzing the formation of a critical mass of opinion supporting their ideas, then their education is for naught where the vitality of our democracy is concerned. ~ Al Gore, #NFDB
950:I see how it is,” I snapped. “You were all in favor of me breaking the tattoo and thinking on my own—but that’s only okay if it’s convenient for you, huh? Just like your ‘loving from afar’ only works if you don’t have an opportunity to get your hands all over me. And your lips. And . . . stuff.”
Adrian rarely got mad, and I wouldn’t quite say he was now. But he was definitely exasperated. “Are you seriously in this much self-denial, Sydney? Like do you actually believe yourself when you say you don’t feel anything? Especially after what’s been happening between us?”
“Nothing’s happening between us,” I said automatically. “Physical attraction isn’t the same as love. You of all people should know that.”
“Ouch,” he said. His expression hadn’t changed, but I saw hurt in his eyes. I’d wounded him. “Is that what bothers you? My past? That maybe I’m an expert in an area you aren’t?”
“One I’m sure you’d just love to educate me in. One more girl to add to your list of conquests.”
He was speechless for a few moments and then held up one finger. “First, I don’t have a list.” Another finger, “Second, if I did have a list, I could find someone a hell of lot less frustrating to add to it.” For the third finger, he leaned toward me. “And finally, I know that you know you’re no conquest, so don’t act like you seriously think that. You and I have been through too much together. We’re too close, too connected. I wasn’t that crazy on spirit when I said you’re my flame in the dark. We chase away the shadows around each other. Our backgrounds don’t matter. What we have is bigger than that. I love you, and beneath all that logic, calculation, and superstition, I know you love me too. Running away and fleeing all your problems isn’t going to change that. You’re just going to end up scared and confused.”
“I already feel that way,” I said quietly.
Adrian moved back and leaned into his seat, looking tired. “Well, that’s the most accurate thing you’ve said so far.”
I grabbed the basket and jerked open the car door. Without another word, I stormed off, refusing to look back in case he saw the tears that had inexplicably appeared in my eyes. Only, I wasn’t sure exactly which part of our conversation I was most upset about. ~ Richelle Mead,#NFDB
951:Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can.
Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied.
To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation.
While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real.
Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration.
When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual.
To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators. ~ Jiddu Krishnamurti,#NFDB
952:I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows -
'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.'
I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil") ~ George Eliot,#NFDB
953:You want to kiss her, right?”
“What?” I have lost track of our conversation. I was thinking about how if Kit called me her friend, then I would have multiplied my number of them by a factor of two. And then I considered the word flirting, how it sounds like fluttering, which is what butterflies do. Which of course looped me back to chaos theory and my realization that I’d like to have more information to provide Kit on the topic.
“Do. You. Want. To. Kiss. Her?” Miney asks again.
“Yes, of course I do. Who wouldn’t want to kiss Kit?”
“I don’t want to kiss Kit,” Miney says, doing that thing where she imitates me and how I answer rhetorical questions. Though her intention is to mock rather than to educate, it’s actually been a rather informative technique to demonstrate my tendency toward taking people too literally. “Mom doesn’t want to kiss Kit. I don’t know about Dad, but I doubt it.”
My father doesn’t look up. His face is buried in a book about the mating patterns of migratory birds. It’s too bad our scholarly interests have never overlapped. Breakfast would be so much more interesting if we could discuss our work.
“So if you want to kiss Kit, that means you want her to see you like a real guy,” Miney says, and points at me with her cup of coffee. She’s drinking it black. Maybe there’s nothing wrong with Miney. Maybe she’s just tired.
“I am a real guy.” How come even my own sister sees me as something not quite human? Something other. “I have a penis.”
“And just when I think we’ve made progress you go and mention your penis.”
“What? Fact: I have a penis. That makes me a guy. Though technically there are some trans people who have penises but self-identify as girls.”
“Please stop saying that word.”
“What word? Penis?”
“Yes.”
“Do you prefer member? Shlong? Wang? Johnson?” I ask. “Dongle, perhaps?”
“I would prefer we not discuss your man parts at all.”
“Wait, should I text Kit immediately and clarify that I do in fact have man parts?” I pick up my phone and start typing. “Dear Kit. Just to be clear. I have a penis.”
“Oh my God. Do not text her. Seriously, stop.” Miney puts her coffee down hard. She’ll climb over the table and tackle me if she has to.
“Ha! Totally got you!” I smile, as proud as I was the other day for my that’s what she said joke.
“Who are you?” Miney asks, but she’s grinning too. I’ll admit it takes a second—something about the disconnect between her confused tone and her happy face—and I almost, almost say out loud: Duh, I’m Little D. Instead I let her rhetorical question hang, just like I’m supposed to ~ Julie Buxbaum,#NFDB
954:The pressure is on. They've teased me all week, because I've avoided anything that requires ordering. I've made excuses (I'm allergic to beef," "Nothing tastes better than bread," Ravioli is overrated"), but I can't avoid it forever.Monsieur Boutin is working the counter again. I grab a tray and take a deep breath.
"Bonjour, uh...soup? Sopa? S'il vous plait?"
"Hello" and "please." I've learned the polite words first, in hopes that the French will forgive me for butchering the remainder of their beautiful language. I point to the vat of orangey-red soup. Butternut squash, I think. The smell is extraordinary, like sage and autumn. It's early September, and the weather is still warm. When does fall come to Paris?
"Ah! soupe.I mean,oui. Oui!" My cheeks burn. "And,um, the uh-chicken-salad-green-bean thingy?"
Monsieur Boutin laughs. It's a jolly, bowl-full-of-jelly, Santa Claus laugh. "Chicken and haricots verts, oui. You know,you may speek Ingleesh to me. I understand eet vairy well."
My blush deepends. Of course he'd speak English in an American school. And I've been living on stupid pears and baquettes for five days. He hands me a bowl of soup and a small plate of chicken salad, and my stomach rumbles at the sight of hot food.
"Merci," I say.
"De rien.You're welcome. And I 'ope you don't skeep meals to avoid me anymore!" He places his hand on his chest, as if brokenhearted. I smile and shake my head no. I can do this. I can do this. I can-
"NOW THAT WASN'T SO TERRIBLE, WAS IT, ANNA?" St. Clair hollers from the other side of the cafeteria.
I spin around and give him the finger down low, hoping Monsieur Boutin can't see. St. Clair responds by grinning and giving me the British version, the V-sign with his first two fingers. Monsieur Boutin tuts behind me with good nature. I pay for my meal and take the seat next to St. Clair. "Thanks. I forgot how to flip off the English. I'll use the correct hand gesture next time."
"My pleasure. Always happy to educate." He's wearing the same clothing as yesterday, jeans and a ratty T-shirt with Napolean's silhouette on it.When I asked him about it,he said Napolean was his hero. "Not because he was a decent bloke, mind you.He was an arse. But he was a short arse,like meself."
I wonder if he slept at Ellie's. That's probably why he hasn't changed his clothes. He rides the metro to her college every night, and they hang out there. Rashmi and Mer have been worked up, like maybe Ellie thinks she's too good for them now.
"You know,Anna," Rashmi says, "most Parisians understand English. You don't have to be so shy."
Yeah.Thanks for pointing that out now. ~ Stephanie Perkins,#NFDB
955:The key point here is Macaulay’s belief that “knowledge and reflection” on the part of the Hindus, especially the Brahmanas, would cause them to give up their age-old belief in anything Vedic in favor of Christianity. The purpose was to turn the strength of Hindu intellectuals against their own kind by utilizing their commitment to scholarship in uprooting their own tradition, which Macaulay viewed as nothing more than superstitions. His plan was to educate the Hindus to become Christians and turn them into collaborators. He persisted with this idea for fifteen years until he found the money and the right man for turning his utopian idea into reality. He needed someone who would translate and interpret the Vedic texts in such a way that the newly educated Indian elite would see the superiority of the Bible and choose that over everything else. Upon his return to England, after a good deal of effort he found a talented but impoverished young German Vedic scholar by name Friedrich Max Muller who was willing to take on the arduous job. Macaulay used his influence with the East India Company to find funds for Max Muller’s translation of the Rig Veda. Though an ardent German nationalist, Max Muller agreed for the sake of Christianity to work for the East India Company, which in reality meant the British Government of India. He also badly needed a major sponsor for his ambitious plans, which he felt he had at last found. The fact is that Max Muller was paid by the East India Company to further its colonial aims, and worked in cooperation with others who were motivated by the superiority of the German race through the white Aryan race theory. This was the genesis of his great enterprise, translating the Rig Veda with Sayana's commentary and the editing of the fifty-volume Sacred Books of the East. In this way, there can be no doubt regarding Max Muller’s initial aim and commitment to converting Indians to Christianity. Writing to his wife in 1866 he observed: “It [the Rig Veda] is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has sprung from it during the last three thousand years.” Two years later he also wrote the Duke of Argyle, then acting Secretary of State for India: “The ancient religion of India is doomed. And if Christianity does not take its place, whose fault will it be?” This makes it very clear that Max Muller was an agent of the British government paid to advance its colonial interests. Nonetheless, he still remained an ardent German nationalist even while working in England. This helps explain why he used his position as a recognized Vedic and Sanskrit scholar to promote the idea of the “Aryan race” and the “Aryan nation,” a theory amongst a certain class of so-called scholars, which has maintained its influence even until today. ~ Stephen Knapp, #NFDB
956:What are we doing here?” Burnes said, almost to himself. “That, Burnes, I cannot tell you. I do not know why anyone leaves his house, to travel ten thousand miles, when all the poetry that has ever been written, all the poetry since the beginning of the world all tells us the single lesson that we would be happiest in our own homes, since that is where happiness is born, and where it lives. What poetry cannot answer is the question that follows from that, whether we men actually want to be happy, or whether we would prefer to be restless. In your case—in the English, excuse me, the British case—I would say that when you have gone home, when you are all old and thinking about what this adventure, this whole centuries-long adventure meant, what it meant to you . . . well, things do not always mean something, but perhaps your adventure, perhaps it meant something. You will sit at home and look into your fires and draw your Cashmire shawls about you, and think that you came here for one reason. Of course, now, you tell yourself all sorts of fairy stories—you are here to sell us your wonderful English goods, you want to set us free, you want us to grow up, you want to educate us and make us worship three gods instead of forty thousand—” “Only one God.” “I stand corrected, Burnes-ji, and I am sure your one God is much more sensible than ours, who are quaint, who have the heads of elephants and monkeys and have blue skin. They are all very good reasons to tell yourself at the time, but they are not, at the bottom, the real reason you came here. You came here not to make yourselves rich, not to make us better and Christian and clean and dressed in Bradford cotton. You believe all this, I know. But when you are old and tired and sleeping in a thousand years’ time, you will start to realize that you came here and took possession of what was not yours for one reason. To surrender it, to give it up. That is the only reason. Do you not know your Shakespeare, Burnes? Have you never seen The Tempest in your London theatres? Do you not think it strange that, so very long ago, before your English kings owned anything at all, your English poet was dreaming of giving it all up, of surrendering what was not yet yours? Of what never would truly be yours? You are not adventurers; you are all Prosperos, waiting for the day you can give it up, drown your book, and return nobly. We endure your presence, because we see that when you look at us, you know that we will take it all back one day. And you want us to. That desire is so strong in you, it makes you build an empire; because if you never had an empire, you would not have one so nobly to surrender. That, Burnes, is what you are doing here. You asked me, and you did not think that I had an answer. But I have an answer, and that is what you are doing here. And now you are tired, and I shall leave you. ~ Philip Hensher, #NFDB
957:From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery. ~ Robert Greene, #NFDB
958:The failure of Communism was consecrated in the fall of the Soviet Union. The remarkable thing is that, as in most cases when prophecy fails, the faith never faltered. Indeed, an alternative version had long been maturing, though cast into the shadows for a time by enthusiasm for the quick fix of revolution. It had, however, been maturing for at least a century and already had a notable repertoire of institutions available. We may call it Olympianism, because it is the project of an intellectual elite that believes that it enjoys superior enlightenment and that its business is to spread this benefit to those living on the lower slopes of human achievement. And just as Communism had been a political project passing itself off as the ultimate in scientific understanding, so Olympianism burrowed like a parasite into the most powerful institution of the emerging knowledge economy--the universities.
We may define Olympianism as a vision of human betterment to be achieved on a global scale by forging the peoples of the world into a single community based on the universal enjoyment of appropriate human rights. Olympianism is the cast of mind dedicated to this end, which is believed to correspond to the triumph of reason and community over superstition and hatred. It is a politico-moral package in which the modern distinction between morals and politics disappears into the aspiration for a shared mode of life in which the communal transcends individual life. To be a moral agent is in these terms to affirm a faith in a multicultural humanity whose social and economic conditions will be free from the causes of current misery. Olympianism is thus a complex long-term vision, and contemporary Western Olympians partake of different fragments of it.
To be an Olympian is to be entangled in a complex dialectic involving elitism and egalitarianism. The foundational elitism of the Olympian lies in self-ascribed rationality, generally picked up on an academic campus. Egalitarianism involves a formal adherence to democracy as a rejection of all forms of traditional authority, but with no commitment to taking any serious notice of what the people actually think. Olympians instruct mortals, they do not obey them. Ideally, Olympianism spreads by rational persuasion, as prejudice gives way to enlightenment. Equally ideally, democracy is the only tolerable mode of social coordination, but until the majority of people have become enlightened, it must be constrained within a framework of rights, to which Olympian legislation is constantly adding. Without these constraints, progress would be in danger from reactionary populism appealing to prejudice. The overriding passion of the Olympian is thus to educate the ignorant and everything is treated in educational terms. Laws for example are enacted not only to shape the conduct of the people, but also to send messages to them. A belief in the power of role models, public relations campaigns, and above all fierce restrictions on raising sensitive questions devant le peuple are all part of pedagogic Olympianism. ~ Kenneth Minogue,#NFDB
959:In order to grasp the meaning of this liberal program we need to imagine a world order in which liberalism is supreme. Either all the states in it are liberal, or enough are so that when united they are able to repulse an attack of militarist aggressors. In this liberal world, or liberal part of the world, there is private property in the means of production. The working of the market is not hampered by government interference. There are no trade barriers; men can live and work where they want. Frontiers are drawn on the maps but they do not hinder the migrations of men and shipping of commodities. Natives do not enjoy rights that are denied to aliens. Governments and their servants restrict their activities to the protection of life, health, and property against fraudulent or violent aggression. They do not discriminate against foreigners. The courts are independent and effectively protect everybody against the encroachments of officialdom. Everyone is permitted to say, to write, and to print what he likes. Education is not subject to government interference. Governments are like night-watchmen whom the citizens have entrusted with the task of handling the police power. The men in office are regarded as mortal men, not as superhuman beings or as paternal authorities who have the right and duty to hold the people in tutelage. Governments do not have the power to dictate to the citizens what language they must use in their daily speech or in what language they must bring up and educate their children. Administrative organs and tribunals are bound to use each man’s language in dealing with him, provided this language is spoken in the district by a reasonable number of residents. In such a world it makes no difference where the frontiers of a country are drawn. Nobody has a special material interest in enlarging the territory of the state in which he lives; nobody suffers loss if a part of this area is separated from the state. It is also immaterial whether all parts of the state’s territory are in direct geographical connection, or whether they are separated by a piece of land belonging to another state. It is of no economic importance whether the country has a frontage on the ocean or not. In such a world the people of every village or district could decide by plebiscite to which state they wanted to belong. There would be no more wars because there would be no incentive for aggression. War would not pay. Armies and navies would be superfluous. Policemen would suffice for the fight against crime. In such a world the state is not a metaphysical entity but simply the producer of security and peace. It is the night-watchman, as Lassalle contemptuously dubbed it. But it fulfills this task in a satisfactory way. The citizen’s sleep is not disturbed, bombs do not destroy his home, and if somebody knocks at his door late at night it is certainly neither the Gestapo nor the O.G.P.U. The reality in which we have to live differs very much from this perfect world of ideal liberalism. But this is due only to the fact that men have rejected liberalism for etatism. ~ Ludwig von Mises, #NFDB
960:Gli studenti alla Camera “Ma come, state tutto il tempo sui videogiochi?” L’Istituto tecnico di Frattamaggiore choccato Lettera alla Boldrini: troppi deputati distratti Scotto Capogruppo di Sel, ha raccolto la protesta e ha incontrato i ragazzi 514 parole Non si può vietare l’uso di tablet e telefonini?», chiedono indignati gli studenti di un istituto campano, l’Itis di Frattamaggiore, che entrati in aula alla Camera per la prima volta gonfi di emozione, non credono ai loro occhi di fronte allo spettacolo «indecoroso» di deputati distratti e indifferenti a quanto si discute in aula, cioè la riforma dell’assetto istituzionale. La scena risale allo scorso gennaio, ma i ragazzi restano così scioccati che tornati a scuola decidono di mandare una lettera alla Boldrini con toni accorati. Una missiva venuta a galla quando il capogruppo di Sel, il napoletano Arturo Scotto, venutone a conoscenza, pur non essendo tra quelli da sette in condotta, si è preso la briga di chiedere scusa per lettera a nome dei deputati per questo comportamento «inaccettabile». Poi, un venerdì di due settimane fa, il 17 aprile, Scotto va a trovarli nella loro scuola e si sottopone ad un fuoco di fila di domande. Nella lettera i ragazzi parlano del «caos inimmaginabile» che hanno trovato in una giornata di dibattito sulle riforme costituzionali. Ecco cosa dicono: «Tutto si faceva tranne che discutere su come cambiare questo Paese che a noi, nuove generazioni, non piace affatto. Abbiamo osservato basiti dalla platea deputati che giocavano a “Tetris, Candy Crash e Fruit Ninja”, invece di partecipare ai lavori parlamentari. C’era poi chi messaggiava su “ WhatsApp” o chi navigava sul web intrattenendosi sui noti e famosi social network. E non è tutto. Alcuni parlamentari si intrattenevano leggendo la Gazzetta dello Sport o magari conversavano tranquillamente al cellulare». Insomma, quello che doveva essere un momento solenne da conservare nella memoria si trasforma in un flop educativo. Ecco alla fine cosa ne ricavano i ragazzi di Frattamaggiore: «Tutto questo tra la piena indifferenza collettiva. Ci siamo guardati negli occhi e ci siamo chiesti: a cosa serve insegnarci ad essere persone educate e rispettose del lavoro se poi sono in primis le istituzioni a non rispettare queste regole basilari per qualsivoglia società civile?». Encomiabile dunque il coraggio di Scotto, che da capogruppo sempre obbligato a stare in aula attento a quanto accade in ogni passaggio, è andato a misurarsi con loro in assemblea. Dove si è sentito rivolgere pure domande specifiche sulle riforme, a parte la rabbia «contro un’aula svogliata di una platea per nulla animata da grillismo». «Mi scuso, ma guardate, è vero che non è bello vedere i deputati che stanno attaccati al cellulare, ma se venivate ieri mi avreste trovato al telefono che parlavo con i sindacalisti di Fiom e Uil sulla vicenda dei licenziamenti Whirlpool». E per dire che non sempre è una forma di disattenzione, ha provato a spiegare come funziona la Camera. «Certo le riforme dovrebbero avere la massima attenzione, ma capita ad esempio la legge sul codice della strada dove interviene solo chi ha seguito questa materia specifica in commissione: gli altri votano seguendo le indicazioni dei gruppi». [CAR. BER.] ~ Anonymous, #NFDB
961:To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world.
Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand.
Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education.
Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child.
Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain.
The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love.
The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves.
The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters. ~ Jiddu Krishnamurti,#NFDB
962:Education
THE EDUCATION of a human being should begin at birth and continue throughout his life.
Indeed, if we want this education to have its maximum result, it should begin even before birth; in this case it is the mother herself who proceeds with this education by means of a twofold action: first, upon herself for her own improvement, and secondly, upon the child whom she is forming physically. For it is certain that the nature of the child to be born depends very much upon the mother who forms it, upon her aspiration and will as well as upon the material surroundings in which she lives. To see that her thoughts are always beautiful and pure, her feelings always noble and fine, her material surroundings as harmonious as possible and full of a great simplicity - this is the part of education which should apply to the mother herself. And if she has in addition a conscious and definite will to form the child according to the highest ideal she can conceive, then the very best conditions will be realised so that the child can come into the world with his utmost potentialities. How many difficult efforts and useless complications would be avoided in this way!
Education to be complete must have five principal aspects corresponding to the five principal activities of the human being: the physical, the vital, the mental, the psychic and the spiritual. Usually, these phases of education follow chronologically the growth of the individual; this, however, does not mean that one of them should replace another, but that all must continue, completing one another until the end of his life.
We propose to study these five aspects of education one by one and also their interrelationships. But before we enter into the details of the subject, I wish to make a recommendation to parents. Most parents, for various reasons, give very little thought to the true education which should be imparted to children. When they have brought a child into the world, provided him with food, satisfied his various material needs and looked after his health more or less carefully, they think they have fully discharged their duty. Later on, they will send him to school and hand over to the teachers the responsibility for his education.
There are other parents who know that their children must be educated and who try to do what they can. But very few, even among those who are most serious and sincere, know that the first thing to do, in order to be able to educate a child, is to educate oneself, to become conscious and master of oneself so that one never sets a bad example to one's child. For it is above all through example that education becomes effective. To speak good words and to give wise advice to a child has very little effect if one does not oneself give him an example of what one teaches. Sincerity, honesty, straightforwardness, courage, disinterestedness, unselfishness, patience, endurance, perseverance, peace, calm, self-control are all things that are taught infinitely better by example than by beautiful speeches. Parents, have a high ideal and always act in accordance with it and you will see that little by little your child will reflect this ideal in himself and spontaneously manifest the qualities you would like to see expressed in his nature. Quite naturally a child has respect and admiration for his parents; unless they are quite unworthy, they will always appear to their child as demigods whom he will try to imitate as best he can.
With very few exceptions, parents are not aware of the disastrous influence that their own defects, impulses, weaknesses and lack of self-control have on their children. If you wish to be respected by a child, have respect for yourself and be worthy of respect at every moment. Never be authoritarian, despotic, impatient or ill-tempered. When your child asks you a question, do not give him a stupid or silly answer under the pretext that he cannot understand you. You can always make yourself understood if you take enough trouble; and in spite of the popular saying that it is not always good to tell the truth, I affirm that it is always good to tell the truth, but that the art consists in telling it in such a way as to make it accessible to the mind of the hearer. In early life, until he is twelve or fourteen, the child's mind is hardly open to abstract notions and general ideas. And yet you can train it to understand these things by using concrete images, symbols or parables. Up to quite an advanced age and for some who mentally always remain children, a narrative, a story, a tale well told teach much more than any number of theoretical explanations.
Another pitfall to avoid: do not scold your child without good reason and only when it is quite indispensable. A child who is too often scolded gets hardened to rebuke and no longer attaches much importance to words or severity of tone. And above all, take good care never to scold him for a fault which you yourself commit. Children are very keen and clear-sighted observers; they soon find out your weaknesses and note them without pity.
When a child has done something wrong, see that he confesses it to you spontaneously and frankly; and when he has confessed, with kindness and affection make him understand what was wrong in his movement so that he will not repeat it, but never scold him; a fault confessed must always be forgiven. You should not allow any fear to come between you and your child; fear is a pernicious means of education: it invariably gives birth to deceit and lying. Only a discerning affection that is firm yet gentle and an adequate practical knowledge will create the bonds of trust that are indispensable for you to be able to educate your child effectively. And do not forget that you have to control yourself constantly in order to be equal to your task and truly fulfil the duty which you owe your child by the mere fact of having brought him into the world.
Bulletin, February 1951
~ The Mother, On Education, #index,#NFDB
963:The Homecoming
Phatik Chakravorti was ringleader among the boys of the village. A new mischief got into his head. There was a heavy log lying on the mud-flat of the river waiting to be shaped into a mast for a boat. He decided that they should all work together to shift the log by main force from its place and roll it away. The owner of the log would be angry and surprised, and they would all enjoy the fun. Every one seconded the proposal, and it was carried unanimously.
But just as the fun was about to begin, Makhan, Phatiks younger brother, sauntered up, and sat down on the log in front of them all without a word. The boys were puzzled for a moment. He was pushed, rather timidly, by one of the boys and told to get up but he remained quite unconcerned. He appeared like a young philosopher meditating on the futility of games. Phatik was furious. Makhan, he cried, if you dont get down this minute Ill thrash you!
Makhan only moved to a more comfortable position.
Now, if Phatik was to keep his regal dignity before the public, it was clear he ought to carry out his threat. But his courage failed him at the crisis. His fertile brain, however, rapidly seized upon a new maneuver which would discomfit his brother and afford his followers an added amusement. He gave the word of command to roll the log and Makhan over together. Makhan heard the order, and made it a point of honor to stick on. But he overlooked the fact, like those who attempt earthly fame in other matters, that there was peril in it.
The boys began to heave at the log with all their might, calling out, One, two, three, go, At the word go the log went; and with it went Makhans philosophy, glory and all.
All the other boys shouted themselves hoarse with delight. But Phatik was a little frightened. He knew what was coming. And, sure enough, Makhan rose from Mother Earth blind as Fate and screaming like the Furies. He rushed at Phatik and scratched his face and beat him and kicked him, and then went crying home. The first act of the drama was over.
Phatik wiped his face, and sat down on the edge of a sunken barge on the river bank, and began to chew a piece of grass. A boat came up to the landing, and a middle-aged man, with grey hair and dark moustache, stepped on shore. He saw the boy sitting there doing nothing, and asked him where the Chakravortis lived. Phatik went on chewing the grass, and said: Over there, but it was quite impossible to tell where he pointed. The stranger asked him again. He swung his legs to and fro on the side of the barge, and said; Go and find out, and continued to chew the grass as before.
But now a servant came down from the house, and told Phatik his mother wanted him. Phatik refused to move. But the servant was the master on this occasion. He took Phatik up roughly, and carried him, kicking and struggling in impotent rage.
When Phatik came into the house, his mother saw him. She called out angrily: So you have been hitting Makhan again?
Phatik answered indignantly: No, I havent; who told you that?
His mother shouted: Dont tell lies! You have.
Phatik said suddenly: I tell you, I havent. You ask Makhan! But Makhan thought it best to stick to his previous statement. He said: Yes, mother. Phatik did hit me.
Phatiks patience was already exhausted. He could not hear this injustice. He rushed at Makban, and hammered him with blows: Take that he cried, and that, and that, for telling lies.
His mother took Makhans side in a moment, and pulled Phatik away, beating him with her hands. When Phatik pushed her aside, she shouted out: What I you little villain! would you hit your own mother?
It was just at this critical juncture that the grey-haired stranger arrived. He asked what was the matter. Phatik looked sheepish and ashamed.
But when his mother stepped back and looked at the stranger, her anger was changed to surprise. For she recognized her brother, and cried: Why, Dada! Where have you come from? As she said these words, she bowed to the ground and touched his feet. Her brother had gone away soon after she had married, and he had started business in Bombay. His sister had lost her husband while he was In Bombay. Bishamber had now come back to Calcutta, and had at once made enquiries about his sister. He had then hastened to see her as soon as he found out where she was.
The next few days were full of rejoicing. The brother asked after the education of the two boys. He was told by his sister that Phatik was a perpetual nuisance. He was lazy, disobedient, and wild. But Makhan was as good as gold, as quiet as a lamb, and very fond of reading, Bishamber kindly offered to take Phatik off his sisters hands, and educate him with his own children in Calcutta. The widowed mother readily agreed. When his uncle asked Phatik If he would like to go to Calcutta with him, his joy knew no bounds, and he said; Oh, yes, uncle! In a way that made it quite clear that he meant it.
It was an immense relief to the mother to get rid of Phatik. She had a prejudice against the boy, and no love was lost between the two brothers. She was in daily fear that he would either drown Makhan some day in the river, or break his head in a fight, or run him into some danger or other. At the same time she was somewhat distressed to see Phatiks extreme eagerness to get away.
Phatik, as soon as all was settled, kept asking his uncle every minute when they were to start. He was on pins and needles all day long with excitement, and lay awake most of the night. He bequeathed to Makhan, in perpetuity, his fishing-rod, his big kite and his marbles. Indeed, at this time of departure his generosity towards Makhan was unbounded.
When they reached Calcutta, Phatik made the acquaintance of his aunt for the first time. She was by no means pleased with this unnecessary addition to her family. She found her own three boys quite enough to manage without taking any one else. And to bring a village lad of fourteen into their midst was terribly upsetting. Bishamber should really have thought twice before committing such an indiscretion.
In this world of human affairs there is no worse nuisance than a boy at the age of fourteen. He is neither ornamental, nor useful. It is impossible to shower affection on him as on a little boy; and he is always getting in the way. If he talks with a childish lisp he is called a baby, and if he answers in a grown-up way he is called impertinent. In fact any talk at all from him is resented. Then he is at the unattractive, growing age. He grows out of his clothes with indecent haste; his voice grows hoarse and breaks and quavers; his face grows suddenly angular and unsightly. It is easy to excuse the shortcomings of early childhood, but it is hard to tolerate even unavoidable lapses in a boy of fourteen. The lad himself becomes painfully self-conscious. When he talks with elderly people he is either unduly forward, or else so unduly shy that he appears ashamed of his very existence.
Yet it is at this very age when in his heart of hearts a young lad most craves for recognition and love; and he becomes the devoted slave of any one who shows him consideration. But none dare openly love him, for that would be regarded as undue indulgence, and therefore bad for the boy. So, what with scolding and chiding, he becomes very much like a stray dog that has lost his master.
For a boy of fourteen his own home is the only Paradise. To live in a strange house with strange people is little short of torture, while the height of bliss is to receive the kind looks of women, and never to be slighted by them.
It was anguish to Phatik to be the unwelcome guest in his aunts house, despised by this elderly woman, and slighted, on every occasion. If she ever asked him to do anything for her, he would be so overjoyed that he would overdo it; and then she would tell him not to be so stupid, but to get on with his lessons.
The cramped atmosphere of neglect in his aunts house oppressed Phatik so much that he felt that he could hardly breathe. He wanted to go out into the open country and fill his lungs and breathe freely. But there was no open country to go to. Surrounded on all sides by Calcutta houses and walls, be would dream night after night of his village home, and long to be back there. He remembered the glorious meadow where he used to By his kite all day long; the broad river-banks where he would wander about the livelong day singing and shouting for joy; the narrow brook where he could go and dive and swim at any time he liked. He thought of his band of boy companions over whom he was despot; and, above all, the memory of that tyrant mother of his, who had such a prejudice against him, occupied him day and night. A kind of physical love like that of animals; a longing to be in the presence of the one who is loved; an inexpressible wistfulness during absence; a silent cry of the inmost heart for the mother, like the lowing of a calf in the twilight;-this love, which was almost an animal instinct, agitated the shy, nervous, lean, uncouth and ugly boy. No one could understand it, but it preyed upon his mind continually.
There was no more backward boy in the whole school than Phatik. He gaped and remained silent when the teacher asked him a question, and like an overladen **** patiently suffered all the blows that came down on his back. When other boys were out at play, he stood wistfully by the window and gazed at the roofs of the distant houses. And if by chance he espied children playing on the open terrace of any roof, his heart would ache with longing.
One day he summoned up all his courage, and asked his uncle: Uncle, when can I go home?
His uncle answered; Wait till the holidays come. But the holidays would not come till November, and there was a long time still to wait.
One day Phatik lost his lesson-book. Even with the help of books he had found it very difficult indeed to prepare his lesson. Now it was impossible. Day after day the teacher would cane him unmercifully. His condition became so abjectly miserable that even his cousins were ashamed to own him. They began to jeer and insult him more than the other boys. He went to his aunt at last, and told her that he bad lost his book.
His aunt pursed her lips in contempt, and said: You great clumsy, country lout. How can I afford, with all my family, to buy you new books five times a month?
That night, on his way back from school, Phatik had a bad headache with a fit of shivering. He felt he was going to have an attack of malarial fever. His one great fear was that he would be a nuisance to his aunt.
The next morning Phatik was nowhere to be seen. All searches in the neighborhood proved futile. The rain had been pouring in torrents all night, and those who went out in search of the boy got drenched through to the skin. At last Bisbamber asked help from the police.
At the end of the day a police van stopped at the door before the house. It was still raining and the streets were all flooded. Two constables brought out Phatik in their arms and placed him before Bishamber. He was wet through from head to foot, muddy all over, his face and eyes flushed red with fever, and his limbs all trembling. Bishamber carried him in his arms, and took him into the inner apartments. When his wife saw him, she exclaimed; What a heap of trouble this boy has given us. Hadnt you better send him home ?
Phatik heard her words, and sobbed out loud: Uncle, I was just going home; but they dragged me back again,
The fever rose very high, and all that night the boy was delirious. Bishamber brought in a doctor. Phatik opened his eyes flushed with fever, and looked up to the ceiling, and said vacantly: Uncle, have the holidays come yet? May I go home?
Bishamber wiped the tears from his own eyes, and took Phatiks lean and burning hands in his own, and sat by him through the night. The boy began again to mutter. At last his voice became excited: Mother, he cried, dont beat me like that! Mother! I am telling the truth!
The next day Phatik became conscious for a short time. He turned his eyes about the room, as if expecting some one to come. At last, with an air of disappointment, his head sank back on the pillow. He turned his face to the wall with a deep sigh.
Bishamber knew his thoughts, and, bending down his head, whispered: Phatik, I have sent for your mother. The day went by. The doctor said in a troubled voice that the boys condition was very critical.
Phatik began to cry out; By the mark! three fathoms. By the mark four fathoms. By the mark-. He had heard the sailor on the river- steamer calling out the mark on the plumb-line. Now he was himself plumbing an unfathomable sea.
Later in the day Phatiks mother burst into the room like a whirlwind, and began to toss from side to side and moan and cry in a loud voice.
Bishamber tried to calm her agitation, but she flung herself on the bed, and cried: Phatik, my darling, my darling.
Phatik stopped his restless movements for a moment. His hands ceased beating up and down. He said: Eh?
The mother cried again: Phatik, my darling, my darling.
Phatik very slowly turned his head and, without seeing anybody, said: Mother, the holidays have come.
4
~ Rabindranath Tagore, The Homecoming
,#NFDB
964:Is it the same Sordello in the dusk
As at the dawn?merely a perished husk
Now, that arose a power fit to build
Up Rome again? The proud conception chilled
So soon? Ay, watch that latest dream of thine
A Rome indebted to no Palatine
Drop arch by arch, Sordello! Art possessed
Of thy wish now, rewarded for thy quest
To-day among Ferrara's squalid sons?
Are this and this and this the shining ones
Meet for the Shining City? Sooth to say,
Your favoured tenantry pursue their way
After a fashion! This companion slips
On the smooth causey, t' other blinkard trips
At his mooned sandal. "Leave to lead the brawls
"Here i' the atria?" No, friend! He that sprawls
On aught but a stibadium . . . what his dues
Who puts the lustral vase to such an use?
Oh, huddle up the day's disasters! March,
Ye runagates, and drop thou, arch by arch,
Rome!
Yet before they quite disbanda whim
Study mere shelter, now, for him, and him,
Nay, even the worst,just house them! Any cave
Suffices: throw out earth! A loophole? Brave!
They ask to feel the sun shine, see the grass
Grow, hear the larks sing? Dead art thou, alas,
And I am dead! But here's our son excels
At hurdle-weaving any Scythian, fells
Oak and devises rafters, dreams and shapes
His dream into a door-post, just escapes
The mystery of hinges. Lie we both
Perdue another age. The goodly growth
Of brick and stone! Our building-pelt was rough,
But that descendant's garb suits well enough
A portico-contriver. Speed the years
What 's time to us? At last, a city rears
Itself! nay, enterwhat's the grave to us?
Lo, our forlorn acquaintance carry thus
The head! Successively sewer, forum, cirque
Last age, an aqueduct was counted work,
But now they tire the artificer upon
Blank alabaster, black obsidion,
Careful, Jove's face be duly fulgurant,
And mother Venus' kiss-creased nipples pant
Back into pristine pulpiness, ere fixed
Above the baths. What difference betwixt
This Rome and oursresemblance what, between
That scurvy dumb-show and this pageant sheen
These Romans and our rabble? Use thy wit!
The work marched: step by step,a workman fit
Took each, nor too fit,to one task, one time,
No leaping o'er the petty to the prime,
When just the substituting osier lithe
For brittle bulrush, sound wood for soft withe,
To further loam-and-roughcast-work a stage,
Exacts an architect, exacts an age:
No tables of the Mauritanian tree
For men whose maple log 's their luxury!
That way was Rome built. "Better" (say you) "merge
"At once all workmen in the demiurge,
"All epochs in a lifetime, every task
"In one!" So should the sudden city bask
I' the daywhile those we 'd feast there, want the knack
Of keeping fresh-chalked gowns from speck and brack,
Distinguish not rare peacock from vile swan,
Nor Mareotic juice from Ccuban.
"Enough of Rome! 'T was happy to conceive
"Rome on a sudden, nor shall fate bereave
"Me of that credit: for the rest, her spite
"Is an old storyserves my folly right
"By adding yet another to the dull
"List of abortionsthings proved beautiful
"Could they be done, Sordello cannot do."
He sat upon the terrace, plucked and threw
The powdery aloe-cusps away, saw shift
Rome's walls, and drop arch after arch, and drift
Mist-like afar those pillars of all stripe,
Mounds of all majesty. "Thou archetype,
"Last of my dreams and loveliest, depart!"
And then a low voice wound into his heart:
"Sordello!" (low as some old Pythoness
Conceding to a Lydian King's distress
The cause of his long errorone mistake
Of her past oracle) "Sordello, wake!
"God has conceded two sights to a man
"One, of men's whole work, time's completed plan,
"The other, of the minute's work, man's first
"Step to the plan's completeness: what's dispersed
"Save hope of that supreme step which, descried
"Earliest, was meant still to remain untried
"Only to give you heart to take your own
"Step, and there stay, leaving the rest alone?
"Where is the vanity? Why count as one
"The first step, with the last step? What is gone
"Except Rome's ary magnificence,
"That last step you 'd take first?an evidence
"You were God: be man now! Let those glances fall!
"The basis, the beginning step of all,
"Which proves you just a manis that gone too?
"Pity to disconcert one versed as you
"In fate's ill-nature! but its full extent
"Eludes Sordello, even: the veil rent,
"Read the black writingthat collective man
"Outstrips the individual. Who began
"The acknowledged greatnesses? Ay, your own art
"Shall serve us: put the poet's mimes apart
"Close with the poet's self, and lo, a dim
"Yet too plain form divides itself from him!
"Alcamo's song enmeshes the lulled Isle,
"Woven into the echoes left erewhile
"By Nina, one soft web of song: no more
"Turning his name, then, flower-like o'er and o'er!
"An elder poet in the younger's place;
"Nina's the strength, but Alcamo's the grace:
"Each neutralizes each then! Search your fill;
"You get no whole and perfect Poetstill
"New Ninas, Alcamos, till time's mid-night
"Shrouds allor better say, the shutting light
"Of a forgotten yesterday. Dissect
"Every ideal workman(to reject
"In favour of your fearful ignorance
"The thousand phantasms eager to advance,
"And point you but to those within your reach)
"Were you the first who brought(in modern speech)
"The Multitude to be materialized?
"That loose eternal unrestwho devised
"An apparition i' the midst? The rout
"Was checked, a breathless ring was formed about
"That sudden flower: get round at any risk
"The gold-rough pointel, silver-blazing disk
"O' the lily! Swords across it! Reign thy reign
"And serve thy frolic service, Charlemagne!
"The very child of over-joyousness,
"Unfeeling thence, strong therefore: Strength by stress
"Of Strength comes of that forehead confident,
"Those widened eyes expecting heart's content,
"A calm as out of just-quelled noise; nor swerves
"For doubt, the ample cheek in gracious curves
"Abutting on the upthrust nether lip:
"He wills, how should he doubt then? Ages slip:
"Was it Sordello pried into the work
"So far accomplished, and discovered lurk
"A company amid the other clans,
"Only distinct in priests for castellans
"And popes for suzerains (their rule confessed
"Its rule, their interest its interest,
"Living for sake of livingthere an end,
"Wrapt in itself, no energy to spend
"In making adversaries or allies)
"Dived you into its capabilities
"And dared create, out of that sect, a soul
"Should turn a multitude, already whole,
"Into its body? Speak plainer! Is 't so sure
"God's church lives by a King's investiture?
"Look to last step! A staggeringa shock
"What 's mere sand is demolished, while the rock
"Endures: a column of black fiery dust
"Blots heaventhat help was prematurely thrust
"Aside, perchance!but air clears, nought 's erased
"Of the true outline. Thus much being firm based,
"The other was a scaffold. See him stand
"Buttressed upon his mattock, Hildebrand
"Of the huge brain-mask welded ply o'er ply
"As in a forge; it buries either eye
"White and extinct, that stupid brow; teeth clenched,
"The neck tight-corded, too, the chin deep-trenched,
"As if a cloud enveloped him while fought
"Under its shade, grim prizers, thought with thought
"At dead-lock, agonizing he, until
"The victor thought leap radiant up, and Will,
"The slave with folded arms and drooping lids
"They fought for, lean forth flame-like as it bids.
"Call him no flowera mandrake of the earth,
"Thwarted and dwarfed and blasted in its birth,
"Rather,a fruit of suffering's excess,
"Thence feeling, therefore stronger: still by stress
"Of Strength, work Knowledge! Full three hundred years
"Have men to wear away in smiles and tears
"Between the two that nearly seemed to touch,
"Observe you! quit one workman and you clutch
"Another, letting both their trains go by
"The actors-out of either's policy,
"Heinrich, on this hand, Otho, Barbaross,
"Carry the three Imperial crowns across,
"Aix' Iron, Milan's Silver, and Rome's Gold
"While Alexander, Innocent uphold
"On that, each Papal keybut, link on link,
"Why is it neither chain betrays a chink?
"How coalesce the small and great? Alack,
"For one thrust forward, fifty such fall back!
"Do the popes coupled there help Gregory
"Alone? Harkfrom the hermit Peter's cry
"At Claremont, down to the first serf that says
"Friedrich 's no liege of his while he delays
"Getting the Pope's curse off him! The Crusade
"Or trick of breeding Strength by other aid
"Than Strength, is safe. Harkfrom the wild harangue
"Of Vimmercato, to the carroch's clang
"Yonder! The Leagueor trick of turning Strength
"Against Pernicious Strength, is safe at length.
"Yet harkfrom Mantuan Albert making cease
"The fierce ones, to Saint Francis preaching peace
"Yonder! God's Truceor trick to supersede
"The very Use of Strength, is safe. Indeed
"We trench upon the future. Who is found
"To take next step, next agetrail o'er the ground
"Shall I say, gourd-like?not the flower's display
"Nor the root's prowess, but the plenteous way
"O' the plantproduced by joy and sorrow, whence
"Unfeeling and yet feeling, strongest thence?
"Knowledge by stress of merely Knowledge? No
"E'en were Sordello ready to forego
"His life for this, 't were overleaping work
"Some one has first to do, howe'er it irk,
"Nor stray a foot's breadth from the beaten road.
"Who means to help must still support the load
"Hildebrand lifted'why hast Thou,' he groaned,
"`Imposed on me a burthen, Paul had moaned,
"'And Moses dropped beneath?' Much doneand yet
"Doubtless that grandest task God ever set
"On man, left much to do: at his arm's wrench,
"Charlemagne's scaffold fell; but pillars blench
"Merely, start back againperchance have been
"Taken for buttresses: crash every screen,
"Hammer the tenons better, and engage
"A gang about your work, for the next age
"Or two, of Knowledge, part by Strength and part
"By Knowledge! Then, indeed, perchance may start
"Sordello on his racewould time divulge
"Such secrets! If one step's awry, one bulge
"Calls for correction by a step we thought
"Got over long since, why, till that is wrought,
"No progress! And the scaffold in its turn
"Becomes, its service o'er, a thing to spurn.
"Meanwhile, if your half-dozen years of life
"In store dispose you to forego the strife,
"Who takes exception? Only bear in mind
"Ferrara 's reached, Goito 's left behind:
"As you then were, as half yourself, desist!
"The warrior-part of you may, an it list,
"Finding real faulchions difficult to poise,
"Fling them afar and taste the cream of joys
"By wielding such in fancy,what is bard
"Of you may spurn the vehicle that marred
"Elys so much, and in free fancy glut
"His sense, yet write no versesyou have but
"To please yourself for law, and once could please
"What once appeared yourself, by dreaming these
"Rather than doing these, in days gone by.
"But all is changed the moment you descry
"Mankind as half yourself,then, fancy's trade
"Ends once and always: how may half evade
"The other half? men are found half of you.
"Out of a thousand helps, just one or two
"Can be accomplished presently: but flinch
"From these (as from the faulchion, raised an inch,
"Elys, described a couplet) and make proof
"Of fancy,then, while one half lolls aloof
"I' the vines, completing Rome to the tip-top
"See if, for that, your other half will stop
"A tear, begin a smile! The rabble's woes,
"Ludicrous in their patience as they chose
"To sit about their town and quietly
"Be slaughtered,the poor reckless soldiery,
"With their ignoble rhymes on Richard, how
"'Polt-foot,' sang they, 'was in a pitfall now,'
"Cheering each other from the engine-mounts,
"That crippled spawling idiot who recounts
"How, lopped of limbs, he lay, stupid as stone,
"Till the pains crept from out him one by one,
"And wriggles round the archers on his head
"To earn a morsel of their chestnut bread,
"And Cino, always in the self-same place
"Weeping; beside that other wretch's case,
"Eyepits to ear, one gangrene since he plied
"The engine in his coat of raw sheep's hide
"A double watch in the noon sun; and see
"Lucchino, beauty, with the favours free,
"Trim hacqueton, spruce beard and scented hair,
"Campaigning it for the first timecut there
"In two already, boy enough to crawl
"For latter orpine round the southern wall,
"Tom, where Richard 's kept, because that ****
"Marfisa, the fool never saw before,
"Sickened for flowers this wearisomest siege:
"And Tiso's wifemen liked their pretty liege,
"Cared for her least of whims once,Berta, wed
"A twelvemonth gone, and, now poor Tiso's dead,
"Delivering herself of his first child
"On that chance heap of wet filth, reconciled
"To fifty gazers!"(Here a wind below
Made moody music augural of woe
From the pine barrier)"What if, now the scene
"Draws to a close, yourself have really been
"You, plucking purples in Goito's moss
"Like edges of a trabea (not to cross
"Your consul-humour) or dry aloe-shafts
"For fasces, at Ferrarahe, fate wafts,
"This very age, her whole inheritance
`Of opportunities? Yet you advance
"Upon the last! Since talking is your trade,
"There 's Salinguerra left you to persuade:
"Fail! then"
"Nonowhich latest chance secure!"
Leaped up and cried Sordello: "this made sure,
"The past were yet redeemable; its work
"Washelp the Guelfs, whom I, howe'er it irk,
"Thus help!" He shook the foolish aloe-haulm
Out of his doublet, paused, proceeded calm
To the appointed presence. The large head
Turned on its socket; "And your spokesman," said
The large voice, "is Elcorte's happy sprout?
"Few such"(so finishing a speech no doubt
Addressed to Palma, silent at his side)
"My sober councils have diversified.
"Elcorte's son! good: forward as you may,
"Our lady's minstrel with so much to say!"
The hesitating sunset floated back,
Rosily traversed in the wonted track
The chamber, from the lattice o'er the girth
Of pines, to the huge eagle blacked in earth
Opposite,outlined sudden, spur to crest,
That solid Salinguerra, and caressed
Palma's contour; 't was day looped back night's pall;
Sordello had a chance left spite of all.
And much he made of the convincing speech
Meant to compensate for the past and reach
Through his youth's daybreak of unprofit, quite
To his noon's labour, so proceed till night
Leisurely! The great argument to bind
Taurello with the Guelf Cause, body and mind,
Came the consummate rhetoric to that?
Yet most Sordello's argument dropped flat
Through his accustomed fault of breaking yoke,
Disjoining him who felt from him who spoke.
Was 't not a touching incidentso prompt
A rendering the world its just accompt,
Once proved its debtor? Who 'd suppose, before
This proof, that he, Goito's god of yore,
At duty's instance could demean himself
So memorably, dwindle to a Guelf?
Be sure, in such delicious flattery steeped,
His inmost self at the out-portion peeped,
Thus occupied; then stole a glance at those
Appealed to, curious if her colour rose
Or his lip moved, while he discreetly urged
The need of Lombardy becoming purged
At soonest of her barons; the poor part
Abandoned thus, missing the blood at heart
And spirit in brain, unseasonably off
Elsewhere! But, though his speech was worthy scoff,
Good-humoured Salinguerra, famed for tact
And tongue, who, careless of his phrase, ne'er lacked
The right phrase, and harangued Honorius dumb
At his accession,looked as all fell plumb
To purpose and himself found interest
In every point his new instructor pressed
Left playing with the rescript's white wax seal
To scrutinize Sordello head and heel.
He means to yield assent sure? No, alas!
All he replied was, "What, it comes to pass
"That poesy, sooner than politics,
"Makes fade young hair?" To think such speech could fix
Taurello!
Then a flash of bitter truth:
So fantasies could break and fritter youth
That he had long ago lost earnestness,
Lost will to work, lost power to even express
The need of working! Earth was turned a grave:
No more occasions now, though he should crave
Just one, in right of superhuman toil,
To do what was undone, repair such spoil,
Alter the pastnothing would give the chance!
Not that he was to die; he saw askance
Protract the ignominious years beyond
To dream intime to hope and time despond,
Remember and forget, be sad, rejoice
As saved a trouble; he might, at his choice,
One way or other, idle life out, drop
No few smooth verses by the wayfor prop,
A thyrsus, these sad people, all the same,
Should pick up, and set store by,far from blame,
Plant o'er his hearse, convinced his better part
Survived him. "Rather tear men out the heart
"O' the truth!"Sordello muttered, and renewed
His propositions for the Multitude.
But Salinguerra, who at this attack
Had thrown great breast and ruffling corslet back
To hear the better, smilingly resumed
His task; beneath, the carroch's warning boomed;
He must decide with Tito; courteously
He turned then, even seeming to agree
With his admonisher"Assist the Pope,
"Extend Guelf domination, fill the scope
"O' the Church, thus based on All, by All, for All
"Change Secular to Evangelical"
Echoing his very sentence: all seemed lost,
When suddenly he looked up, laughingly almost,
To Palma: "This opinion of your friend's
"For instance, would it answer Palma's ends?
"Best, were it not, turn Guelf, submit our Strength"
(Here he drew out his baldric to its length)
"To the Pope's Knowledgelet our captive slip,
"Wide to the walls throw ope our gates, equip
"Azzo with . . . what I hold here! Who 'll subscribe
"To a trite censure of the minstrel tribe
"Henceforward? or pronounce, as Heinrich used,
"'Spear-heads for battle, burr-heads for the joust!'
"When Constance, for his couplets, would promote
"Alcamo, from a parti-coloured coat,
"To holding her lord's stirrup in the wars.
"Not that I see where couplet-making jars
"With common sense: at Mantua I had borne
"This chanted, better than their most forlorn
"Of bull-baits,that 's indisputable!"
Brave!
Whom vanity nigh slew, contempt shall save!
All 's at an end: a Troubadour suppose
Mankind will class him with their friends or foes?
A puny uncouth ailing vassal think
The world and him bound in some special link?
Abrupt the visionary tether burst.
What were rewarded here, or what amerced
If a poor drudge, solicitous to dream
Deservingly, got tangled by his theme
So far as to conceit the knack or gift
Or whatsoe'er it be, of verse, might lift
The globe, a lever like the hand and head
Of"Men of Action," as the Jongleurs said,
"The Great Men," in the people's dialect?
And not a moment did this scorn affect
Sordello: scorn the poet? They, for once,
Asking "what was," obtained a full response.
Bid Naddo think at Mantuahe had but
To look into his promptuary, put
Finger on a set thought in a set speech:
But was Sordello fitted thus for each
Conjecture? Nowise; since within his soul,
Perception brooded unexpressed and whole.
A healthy spirit like a healthy frame
Craves aliment in plentyall the same,
Changes, assimilates its aliment.
Perceived Sordello, on a truth intent?
Next day no formularies more you saw
Than figs or olives in a sated maw.
'T is Knowledge, whither such perceptions tend;
They lose themselves in that, means to an end,
The many old producing some one new,
A last unlike the first. If lies are true,
The Caliph's wheel-work man of brass receives
A meal, munched millet grains and lettuce leaves
Together in his stomach rattle loose;
You find them perfect next day to produce:
But ne'er expect the man, on strength of that,
Can roll an iron camel-collar flat
Like Haroun's self! I tell you, what was stored
Bit by bit through Sordello's life, outpoured
That eve, was, for that age, a novel thing:
And round those three the People formed a ring,
Of visionary judges whose award
He recognised in fullfaces that barred
Henceforth return to the old careless life,
In whose great presence, therefore, his first strife
For their sake must not be ignobly fought;
All these, for once, approved of him, he thought,
Suspended their own vengeance, chose await
The issue of this strife to reinstate
Them in the right of taking itin fact
He must be proved king ere they could exact
Vengeance for such king's defalcation. Last,
A reason why the phrases flowed so fast
Was in his quite forgetting for a time
Himself in his amazement that the rhyme
Disguised the royalty so much: he there
And Salinguerra yet all-unaware
Who was the lord, who liegeman!
"Thus I lay
"On thine my spirit and compel obey
"His lord,my liegeman,impotent to build
"Another Rome, but hardly so unskilled
"In what such builder should have been, as brook
"One shame beyond the charge that I forsook
"His function! Free me from that shame, I bend
"A brow before, suppose new years to spend,
"Allow each chance, nor fruitlessly, recur
"Measure thee with the Minstrel, then, demur
"At any crowd he claims! That I must cede
"Shamed now, my right to my especial meed
"Confess thee fitter help the world than I
"Ordained its champion from eternity,
"Is much: but to behold thee scorn the post
"I quit in thy behalfto hear thee boast
"What makes my own despair!" And while he rung
The changes on this theme, the roof up-sprung,
The sad walls of the presence-chamber died
Into the distance, or embowering vied
With far-away Goito's vine-frontier;
And crowds of faces(only keeping clear
The rose-light in the midst, his vantage-ground
To fight their battle from)deep clustered round
Sordello, with good wishes no mere breath,
Kind prayers for him no vapour, since, come death
Come life, he was fresh-sinewed every joint,
Each bone new-marrowed as whom gods anoint
Though mortal to their rescue. Now let sprawl
The snaky volumes hither! Is Typhon all
For Hercules to tramplegood report
From Salinguerra only to extort?
"So was I" (closed he his inculcating
A poet must be earth's essential king)
"So was I, royal so, and if I fail,
"'T is not the royalty, ye witness quail,
"But one deposed who, caring not exert
"Its proper essence, trifled malapert
"With accidents insteadgood things assigned
"As heralds of a better thing behind
"And, worthy through display of these, put forth
"Never the inmost all-surpassing worth
"That constitutes him king precisely since
"As yet no other spirit may evince
"Its like: the power he took most pride to test,
"Whereby all forms of life had been professed
"At pleasure, forms already on the earth,
"Was but a means to power beyond, whose birth
"Should, in its novelty, be kingship's proof.
"Now, whether he came near or kept aloof
"The several forms he longed to imitate,
"Not there the kingship lay, he sees too late.
"Those forms, unalterable first as last,
"Proved him her copier, not the protoplast
"Of nature: what would come of being free,
"By action to exhibit tree for tree,
"Bird, beast, for beast and bird, or prove earth bore
"One veritable man or woman more?
"Means to an end, such proofs are: what the end?
"Let essence, whatsoe'er it be, extend
"Never contract. Already you include
"The multitude; then let the multitude
"Include yourself; and the result were new:
"Themselves before, the multitude turn you.
"This were to live and move and have, in them,
"Your being, and secure a diadem
"You should transmit (because no cycle yearns
"Beyond itself, but on itself returns)
"When, the full sphere in wane, the world o'erlaid
"Long since with you, shall have in turn obeyed
"Some orb still prouder, some displayer, still
"More potent than the last, of human will,
"And some new king depose the old. Of such
"Am Iwhom pride of this elates too much?
"Safe, rather say, 'mid troops of peers again;
"I, with my words, hailed brother of the train
"Deeds once sufficed: for, let the world roll back,
"Who fails, through deeds howe'er diverse, retrack
"My purpose still, my task? A teeming crust
"Air, flame, earth, wave at conflict! Then, needs must
"Emerge some Calm embodied, these refer
"The brawl toyellow-bearded Jupiter?
"No! Saturn; some existence like a pact
"And protest against Chaos, some first fact
"I' the faint of time. My deep of life, I know
"Is unavailing e'en to poorly show" . . .
(For here the Chief immeasurably yawned)
. . . "Deeds in their due gradation till Song dawned
"The fullest effluence of the finest mind,
"All in degree, no way diverse in kind
"From minds about it, minds which, more or less,
"Lofty or low, move seeking to impress
"Themselves on somewhat; but one mind has climbed
"Step after step, by just ascent sublimed.
"Thought is the soul of act, and, stage by stage,
"Soul is from body still to disengage
"As tending to a freedom which rejects
"Such help and incorporeally affects
"The world, producing deeds but not by deeds,
"Swaying, in others, frames itself exceeds,
"Assigning them the simpler tasks it used
"To patiently perform till Song produced
"Acts, by thoughts only, for the mind: divest
"Mind of e'en Thought, and, lo, God's unexpressed
"Will draws above us! All then is to win
"Save that. How much for me, then? where begin
"My work? About me, faces! and they flock,
"The earnest faces. What shall I unlock
"By song? behold me prompt, whate'er it be,
"To minister: how much can mortals see
"Of Life? No more than so? I take the task
"And marshal you Life's elemental masque,
"Show Men, on evil or on good lay stress,
"This light, this shade make prominent, suppress
"All ordinary hues that softening blend
"Such natures with the level. Apprehend
"Which sinner is, which saint, if I allot
"Hell, Purgatory, Heaven, a blaze or blot,
"To those you doubt concerning! I enwomb
"Some wretched Friedrich with his red-hot tomb;
"Some dubious spirit, Lombard Agilulph
"With the black chastening river I engulph!
"Some unapproached Matilda I enshrine
"With languors of the planet of decline
"These, fail to recognize, to arbitrate
"Between henceforth, to rightly estimate
"Thus marshalled in the masque! Myself, the while,
"As one of you, am witness, shrink or smile
"At my own showing! Next agewhat 's to do?
"The men and women stationed hitherto
"Will I unstation, good and bad, conduct
"Each nature to its farthest, or obstruct
"At soonest, in the world: light, thwarted, breaks
"A limpid purity to rainbow flakes,
"Or shadow, massed, freezes to gloom: behold
"How such, with fit assistance to unfold,
"Or obstacles to crush them, disengage
"Their forms, love, hate, hope, fear, peace make, war wage,
"In presence of you all! Myself, implied
"Superior now, as, by the platform's side,
"I bade them do and suffer,would last content
"The world . . . nothat 's too far! I circumvent
"A few, my masque contented, and to these
"Offer unveil the last of mysteries
"Man's inmost life shall have yet freer play:
"Once more I cast external things away,
"And natures composite, so decompose
"That" . . . Why, he writes Sordello!
"How I rose,
"And how have you advanced! since evermore
"Yourselves effect what I was fain before
"Effect, what I supplied yourselves suggest,
"What I leave bare yourselves can now invest.
"How we attain to talk as brothers talk,
"In half-words, call things by half-names, no balk
"From discontinuing old aids. To-day
"Takes in account the work of Yesterday:
"Has not the world a Past now, its adept
"Consults ere he dispense with or accept
"New aids? a single touch more may enhance,
"A touch less turn to insignificance
"Those structures' symmetry the past has strewed
"The world with, once so bare. Leave the mere rude
"Explicit details! 't is but brother's speech
"We need, speech where an accent's change gives each
"The other's soulno speech to understand
"By former audience: need was then to expand,
"Expatiatehardly were we brothers! true
"Nor I lament my small remove from you,
"Nor reconstruct what stands already. Ends
"Accomplished turn to means: my art intends
"New structure from the ancient: as they changed
"The spoils of every clime at Venice, ranged
"The horned and snouted Libyan god, upright
"As in his desert, by some simple bright
"Clay cinerary pitcherThebes as Rome,
"Athens as Byzant rifled, till their Dome
"From earth's reputed consummations razed
"A seal, the all-transmuting Triad blazed
"Above. Ah, whose that fortune? Ne'ertheless
"E'en he must stoop contented to express
"No tithe of what 's to saythe vehicle
"Never sufficient: but his work is still
"For faces like the faces that select
"The single service I am bound effect,
"That bid me cast aside such fancies, bow
"Taurello to the Guelf cause, disallow
"The Kaiser's comingwhich with heart, soul, strength,
"I labour for, this eve, who feel at length
"My past career's outrageous vanity,
"And would, as its amends, die, even die
"Now I first estimate the boon of life,
"If death might win compliancesure, this strife
"Is right for oncethe People my support."
My poor Sordello! what may we extort
By this, I wonder? Palma's lighted eyes
Turned to Taurello who, long past surprise,
Began, "You love himwhat you 'd say at large
"Let me say briefly. First, your father's charge
"To me, his friend, peruse: I guessed indeed
"You were no stranger to the course decreed.
"He bids me leave his children to the saints:
"As for a certain project, he acquaints
"The Pope with that, and offers him the best
"Of your possessions to permit the rest
"Go peaceablyto Ecelin, a stripe
"Of soil the cursed Vicentines will gripe,
"To Alberic, a patch the Trevisan
"Clutches already; extricate, who can,
"Treville, Villarazzi, Puissolo,
"Loria and Cartiglione!all must go,
"And with them go my hopes. 'T is lost, then! Lost
"This eve, our crisis, and some pains it cost
"Procuring; thirty yearsas good I'd spent
"Like our admonisher! But each his bent
"Pursues: no question, one might live absurd
"Oneself this while, by deed as he by word
"Persisting to obtrude an influence where
"'T is made account of, much as . . . nay, you fare
"With twice the fortune, youngster!I submit,
"Happy to parallel my waste of wit
"With the renowned Sordello's: you decide
"A course for me. Romano may abide
"Romano,Bacchus! After all, what dearth
"Of Ecelins and Alberics on earth?
"Say there 's a prize in prospect, must disgrace
"Betide competitors, unless they style
"Themselves Romano? Were it worth my while
"To try my own luck! But an obscure place
"Suits methere wants a youth to bustle, stalk
"And attitudinizesome fight, more talk,
"Most flaunting badgeshow, I might make clear
"Since Friedrich's very purposes lie here
"Here, pity they are like to lie! For me,
"With station fixed unceremoniously
"Long since, small use contesting; I am but
"The liegemanyou are born the lieges: shut
"That gentle mouth now! or resume your kin
"In your sweet self; were Palma Ecelin
"For me to work with! Could that neck endure
"This bauble for a cumbrous garniture,
"She should . . . or might one bear it for her? Stay
"I have not been so flattered many a day
"As by your pale friendBacchus! The least help
"Would lick the hind's fawn to a lion's whelp:
"His neck is broad enougha ready tongue
"Beside: too writhledbut, the main thing, young
"I could . . . why, look ye!"
And the badge was thrown
Across Sordello's neck: "This badge alone
"Makes you Romano's Headbecomes superb
"On your bare neck, which would, on mine, disturb
"The pauldron," said Taurello. A mad act,
Nor even dreamed about beforein fact,
Not when his sportive arm rose for the nonce
But he had dallied overmuch, this once,
With power: the thing was done, and he, aware
The thing was done, proceeded to declare
(So like a nature made to serve, excel
In serving, only feel by service well!)
That he would make Sordello that and more.
"As good a scheme as any. What 's to pore
"At in my face?" he asked"ponder instead
"This piece of news; you are Romano's Head!
"One cannot slacken pace so near the goal,
"Suffer my Azzo to escape heart-whole
"This time! For you there 's Palma to espouse
"For me, one crowning trouble ere I house
"Like my compeer."
On which ensued a strange
And solemn visitation; there came change
O'er every one of them; each looked on each:
Up in the midst a truth grew, without speech.
And when the giddiness sank and the haze
Subsided, they were sitting, no amaze,
Sordello with the baldric on, his sire
Silent, though his proportions seemed aspire
Momently; and, interpreting the thrill,
Night at its ebb,Palma was found there still
Relating somewhat Adelaide confessed
A year ago, while dying on her breast,
Of a contrivance, that Vicenza night
When Ecelin had birth. "Their convoy's flight,
"Cut off a moment, coiled inside the flame
"That wallowed like a dragon at his game
"The toppling city throughSan Biagio rocks!
"And wounded lies in her delicious locks
"Retrude, the frail mother, on her face,
"None of her wasted, just in one embrace
"Covering her child: when, as they lifted her,
"Cleaving the tumult, mighty, mightier
"And mightiest Taurello's cry outbroke,
"Leapt like a tongue of fire that cleaves the smoke,
"Midmost to cheer his Mantuans onwarddrown
"His colleague Ecelin's clamour, up and down
"The disarray: failed Adelaide see then
"Who was the natural chief, the man of men?
"Outstripping time, her infant there burst swathe,
"Stood up with eyes haggard beyond the scathe
"From wandering after his heritage
"Lost once and lost for aye: and why that rage,
"That deprecating glance? A new shape leant
"On a familiar shapegloatingly bent
"O'er his discomfiture; 'mid wreaths it wore,
"Still one outflamed the resther child's before
"'T was Salinguerra's for his child: scorn, hate,
"Rage now might startle her when all too late!
"Then was the moment!rival's foot had spurned
"Never that House to earth else! Sense returned
"The act conceived, adventured and complete,
"They bore away to an obscure retreat
"Mother and childRetrude's self not slain"
(Nor even here Taurello moved) "though pain
"Was fled; and what assured them most 't was fled,
"All pain, was, if they raised the pale hushed head
"'T would turn this way and that, waver awhile,
"And only settle into its old smile
"(Graceful as the disquieted water-flag
"Steadying itself, remarked they, in the quag
"On either side their path)when suffered look
"Down on her child. They marched: no sign once shook
"The company's close litter of crossed spears
"Till, as they reached Goito, a few tears
"Slipped in the sunset from her long black lash,
"And she was gone. So far the action rash;
"No crime. They laid Retrude in the font,
"Taurello's very gift, her child was wont
"To sit beneathconstant as eve he came
"To sit by its attendant girls the same
"As one of them. For Palma, she would blend
"With this magnific spirit to the end,
"That ruled her first; but scarcely had she dared
"To disobey the Adelaide who scared
"Her into vowing never to disclose
"A secret to her husband, which so froze
"His blood at half-recital, she contrived
"To hide from him Taurello's infant lived,
"Lest, by revealing that, himself should mar
"Romano's fortunes. And, a crime so far,
"Palma received that action: she was told
"Of Salinguerra's nature, of his cold
"Calm acquiescence in his lot! But free
"To impart the secret to Romano, she
"Engaged to repossess Sordello of
"His heritage, and hers, and that way doff
"The mask, but after years, long years: while now,
"Was not Romano's sign-mark on that brow?"
Across Taurello's heart his arms were locked:
And when he did speak 't was as if he mocked
The minstrel, "who had not to move," he said,
"Nor stirshould fate defraud him of a shred
"Of his son's infancy? much less his youth!"
(Laughingly all this)"which to aid, in truth,
"Himself, reserved on purpose, had not grown
"Old, not too old't was best they kept alone
"Till now, and never idly met till now;"
Then, in the same breath, told Sordello how
All intimations of this eve's event
Were lies, for Friedrich must advance to Trent,
Thence to Verona, then to Rome, there stop,
Tumble the Church down, institute a-top
The Alps a Prefecture of Lombardy:
"That 's now!no prophesying what may be
"Anon, with a new monarch of the clime,
"Native of Gesi, passing his youth's prime
"At Naples. Tito bids my choice decide
"On whom . . ."
"Embrace him, madman!" Palma cried,
Who through the laugh saw sweat-drops burst apace,
And his lips blanching: he did not embrace
Sordello, but he laid Sordello's hand
On his own eyes, mouth, forehead.
Understand,
This while Sordello was becoming flushed
Out of his whiteness; thoughts rushed, fancies rushed;
He pressed his hand upon his head and signed
Both should forbear him. "Nay, the best 's behind!"
Taurello laughednot quite with the same laugh:
"The truth is, thus we scatter, ay, like chaff
"These Guelfs, a despicable monk recoils
"From: nor expect a fickle Kaiser spoils
"Our triumph!Friedrich? Think you, I intend
"Friedrich shall reap the fruits of blood I spend
"And brain I waste? Think you, the people clap
"Their hands at my out-hewing this wild gap
"For any Friedrich to fill up? 'T is mine
"That 's yours: I tell you, towards some such design
"Have I worked blindly, yes, and idly, yes,
"And for another, yesbut worked no less
"With instinct at my heart; I else had swerved,
"While nowlook round! My cunning has preserved
"Samminiatothat 's a central place
"Secures us Florence, boy,in Pisa's case.
"By land as she by sea; with Pisa ours,
"And Florence, and Pistoia, one devours
"The land at leisure! Gloriously dispersed
"Brescia, observe, Milan, Piacenza first
"That flanked us (ah, you know not!) in the March;
"On these we pile, as keystone of our arch,
"Romagna and Bologna, whose first span
"Covered the Trentine and the Valsugan;
"Sofia's Egna by Bolgiano 's sure!" . . .
So he proceeded: half of all this, pure
Delusion, doubtless, nor the rest too true,
But what was undone he felt sure to do,
As ring by ring he wrung off, flung away
The pauldron-rings to give his sword-arm play
Need of the sword now! That would soon adjust
Aught wrong at present; to the sword intrust
Sordello's whiteness, undersize: 't was plain
He hardly rendered right to his own brain
Like a brave hound, men educate to pride
Himself on speed or scent nor aught beside,
As though he could not, gift by gift, match men!
Palma had listened patiently: but when
'T was time expostulate, attempt withdraw
Taurello from his child, she, without awe
Took off his iron arms from, one by one,
Sordello's shrinking shoulders, and, that done,
Made him avert his visage and relieve
Sordello (you might see his corslet heave
The while) who, loose, rosetried to speak, then sank:
They left him in the chamber. All was blank.
And even reeling down the narrow stair
Taurello kept up, as though unaware
Palma was by to guide him, the old device
Something of Milan"how we muster thrice
"The Torriani's strength there; all along
"Our own Visconti cowed them"thus the song
Continued even while she bade him stoop,
Thrid somehow, by some glimpse of arrow-loop,
The turnings to the gallery below,
Where he stopped short as Palma let him go.
When he had sat in silence long enough
Splintering the stone bench, braving a rebuff
She stopped the truncheon; only to commence
One of Sordello's poems, a pretence
For speaking, some poor rhyme of "Elys' hair
"And head that 's sharp and perfect like a pear,
"So smooth and close are laid the few fine locks
"Stained like pale honey oozed from topmost rocks
"Sun-blanched the livelong summer"from his worst
Performance, the Goito, as his first:
And that at end, conceiving from the brow
And open mouth no silence would serve now,
Went on to say the whole world loved that man
And, for that matter, thought his face, tho' wan,
Eclipsed the Count'she sucking in each phrase
As if an angel spoke. The foolish praise
Ended, he drew her on his mailed knees, made
Her face a framework with his hands, a shade,
A crown, an aureole: there must she remain
(Her little mouth compressed with smiling pain
As in his gloves she felt her tresses twitch)
To get the best look at, in fittest niche
Dispose his saint. That done, he kissed her brow,
"Lauded her father for his treason now,"
He told her, "only, how could one suspect
"The wit in him?whose clansman, recollect,
`Was ever Salinguerrashe, the same,
"Romano and his ladyso, might claim
"To know all, as she should"and thus begun
Schemes with a vengeance, schemes on schemes, "not one
"Fit to be told that foolish boy," he said,
"But only let Sordello Palma wed,
"Then!"
'T was a dim long narrow place at best:
Midway a sole grate showed the fiery West,
As shows its corpse the world's end some split tomb
A gloom, a rift of fire, another gloom,
Faced Palmabut at length Taurello set
Her free; the grating held one ragged jet
Of fierce gold fire: he lifted her within
The hollow underneathhow else begin
Fate's second marvellous cycle, else renew
The ages than with Palma plain in view?
Then paced the passage, hands clenched, head erect,
Pursuing his discourse; a grand unchecked
Monotony made out from his quick talk
And the recurring noises of his walk;
Somewhat too much like the o'ercharged assent
Of two resolved friends in one danger blent,
Who hearten each the other against heart;
Boasting there 's nought to care for, when, apart
The boaster, all 's to care for. He, beside
Some shape not visible, in power and pride
Approached, out of the dark, ginglingly near,
Nearer, passed close in the broad light, his ear
Crimson, eyeballs suffused, temples full-fraught,
Just a snatch of the rapid speech you caught,
And on he strode into the opposite dark,
Till presently the harsh heel's turn, a spark
I' the stone, and whirl of some loose embossed throng
That crashed against the angle aye so long
After the last, punctual to an amount
Of mailed great paces you could not but count,
Prepared you for the pacing back again.
And by the snatches you might ascertain
That, Friedrich's Prefecture surmounted, left
By this alone in Italy, they cleft
Asunder, crushed together, at command
Of none, were free to break up Hildebrand,
Rebuild, he and Sordello, Charlemagne
But garnished, Strength with Knowledge, "if we deign
"Accept that compromise and stoop to give
"Rome law, the Csar's Representative."
Enough, that the illimitable flood
Of triumphs after triumphs, understood
In its faint reflux (you shall hear) sufficed
Young Ecelin for appanage, enticed
Him on till, these long quiet in their graves,
He found 't was looked for that a whole life's braves
Should somehow be made good; so, weak and worn,
Must stagger up at Milan, one grey morn
Of the to-come, and fight his latest fight.
But, Salinguerra's prophecy at height
He voluble with a raised arm and stiff,
A blaring voice, a blazing eye, as if
He had our very Italy to keep
Or cast away, or gather in a heap
To garrison the betteray, his word
Was, "run the cucumber into a gourd,
"Drive Trent upon Apulia"at their pitch
Who spied the continents and islands which
Grew mulberry leaves and sickles, in the map
(Strange that three such confessions so should hap
To Palma, Dante spoke with in the clear
Amorous silence of the Swooning-sphere,
Cunizza, as he called her! Never ask
Of Palma more! She sat, knowing her task
Was done, the labour of it,for, success
Concerned not Palma, passion's votaress.)
Triumph at neight, and thus Sordello crowned
Above the passage suddenly a sound
Stops speech, stops walk: back shrinks Taurello, bids
With large involuntary asking lids,
Palma interpret. "'T is his own foot-stamp
"Your hand! His summons! Nay, this idle damp
"Befits not!" Out they two reeled dizzily.
"Visconti 's strong at Milan," resumed he,
In the old, somewhat insignificant way
(Was Palma wont, years afterward, to say)
As though the spirit's flight, sustained thus far,
Dropped at that very instant.
Gone they are
Palma, Taurello; Eglamor anon,
Ecelin,only Naddo 's never gone!
Labours, this moonrise, what the Master meant:
"Is Squarcialupo speckled?purulent,
"I 'd say, but when was Providence put out?
"He carries somehow handily about
"His spite nor fouls himself!" Goito's vines
Stand like a cheat detectedstark rough lines,
The moon breaks through, a grey mean scale against
The vault where, this eve's Maiden, thou remain'st
Like some fresh martyr, eyes fixedwho can tell?
As Heaven, now all 's at end, did not so well,
Spite of the faith and victory, to leave
Its virgin quite to death in the lone eve.
While the persisting hermit-bee . . . ha! wait
No longer: these in compass, forward fate!
~ Robert Browning, Sordello - Book the Fifth
,#NFDB
89 Integral Yoga
18 Psychology
17 Philosophy
14 Yoga
12 Occultism
11 Education
10 Christianity
8 Fiction
7 Poetry
4 Baha i Faith
1 Sufism
1 Science
1 Philsophy
1 Mysticism
1 Alchemy
63 The Mother
21 Satprem
19 Nolini Kanta Gupta
17 Sri Aurobindo
14 Carl Jung
11 Sri Ramakrishna
7 Saint Augustine of Hippo
7 H P Lovecraft
7 Aleister Crowley
5 Plato
5 Jordan Peterson
5 Baha u llah
5 Aldous Huxley
5 A B Purani
4 Sri Ramana Maharshi
3 Friedrich Nietzsche
2 Thubten Chodron
2 Swami Vivekananda
2 Rudolf Steiner
2 Plotinus
2 Mahendranath Gupta
2 Jorge Luis Borges
2 Henry David Thoreau
10 The Gospel of Sri Ramakrishna
9 On Education
7 The Practice of Psycho therapy
7 Questions And Answers 1950-1951
7 Lovecraft - Poems
6 Questions And Answers 1954
6 City of God
5 The Perennial Philosophy
5 Maps of Meaning
5 Evening Talks With Sri Aurobindo
5 Collected Works of Nolini Kanta Gupta - Vol 07
5 Collected Works of Nolini Kanta Gupta - Vol 04
5 Agenda Vol 09
4 The Secret Doctrine
4 The Human Cycle
4 Talks
4 Questions And Answers 1956
4 Questions And Answers 1955
4 Questions And Answers 1953
4 Liber ABA
4 Collected Works of Nolini Kanta Gupta - Vol 02
3 Vedic and Philological Studies
3 The Book of Certitude
3 The Archetypes and the Collective Unconscious
3 Some Answers From The Mother
3 Mysterium Coniunctionis
3 Magick Without Tears
2 Words Of Long Ago
2 Walden
2 Twilight of the Idols
2 The Essentials of Education
2 Questions And Answers 1957-1958
2 Questions And Answers 1929-1931
2 On Thoughts And Aphorisms
2 How to Free Your Mind - Tara the Liberator
2 Essays In Philosophy And Yoga
2 Collected Works of Nolini Kanta Gupta - Vol 03
2 Collected Works of Nolini Kanta Gupta - Vol 01
2 Bhakti-Yoga
2 Agenda Vol 11
2 Agenda Vol 10
2 Agenda Vol 07
2 Agenda Vol 05
2 Agenda Vol 04
00.03 - Upanishadic Symbolism, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
The one, however, is not completely divorced from the other. The apparent, the inferior nature is only a preparation for the real, the superior nature. The Path of the Fathers concerns itself with man as a mental being and seeks so to ordain and accomplish its duties and ideals as to lead him on to the Path of the Gods; the mind, the life, and the body consciousness should be so disciplined, educated, purified, they should develop along such a line and gradually rise to such a stage as to make them fit to receive the light which belongs to the higher level, so allowing the human soul imbedded in them to extricate itself and pass on to the Immortal Life.
And they who are thus lifted up into the Higher Orbit are freed from the bondage to the cycle of rebirth. They enjoy the supreme Liberation that is of the Spirit; and even when they descend into the Inferior Path, it is to work out as free agents, as vehicles of the Divine, a special purpose, to bring down something of the substance and nature of the Solar reality into the lower world, enlighten and elevate the lower, as far as it is allowed, into the higher.
0.00 - INTRODUCTION, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
The first effect of the draught on the educated Hindus was a complete effacement from their minds of the time-honoured beliefs and traditions of Hindu society. They came to believe that there was no transcendental Truth; The world perceived by the senses was all that existed. God and religion were illusions of the untutored mind. True knowledge could be derived only from the analysis of nature. So atheism and agnosticism became the fashion of the day. The youth of India, taught in English schools, took malicious delight in openly breaking the customs and traditions of their society. They would do away with the caste-system and remove the discriminatory laws about food. Social reform, the spread of secular education, widow remarriage, abolition of early marriage — they considered these the panacea for the degenerate condition of Hindu society.
The Christian missionaries gave the finishing touch to the process of transformation. They ridiculed as relics of a barbarous age the images and rituals of the Hindu religion. They tried to persuade India that the teachings of her saints and seers were the cause of her downfall, that her Vedas, Puranas, and other scriptures were filled with superstition. Christianity, they maintained, had given the white races position and power in this world and assurance of happiness in the next; therefore Christianity was the best of all religions. Many intelligent young Hindus became converted. The man in the street was confused. The majority of the educated grew materialistic in their mental outlook. Everyone living near Calcutta or the other strong-holds of Western culture, even those who attempted to cling to the orthodox traditions of Hindu society, became infected by the new uncertainties and the new beliefs.
But the soul of India was to be resuscitated through a spiritual awakening. We hear the first call of this renascence in the spirited retort of the young Gadadhar: "Brother, what shall I do with a mere bread-winning education?"
--
The real organizer of the Samaj was Devendranath Tagore (1817-1905), the father of the poet Rabindranath. His physical and spiritual beauty, aristocratic aloofness, penetrating intellect, and poetic sensibility made him the foremost leader of the educated Bengalis. These addressed him by the respectful epithet of Maharshi, the "Great Seer". The Maharshi was a Sanskrit scholar and, unlike Raja Rammohan Roy, drew his inspiration entirely from the Upanishads. He was an implacable enemy of image worship ship and also fought to stop the infiltration of Christian ideas into the Samaj. He gave the movement its faith and ritual. Under his influence the Brahmo Samaj professed One Self-existent Supreme Being who had created the universe out of nothing, the God of Truth, Infinite Wisdom, Goodness, and Power, the Eternal and Omnipotent, the One without a Second. Man should love Him and do His will, believe in Him and worship Him, and thus merit salvation in the world to come.
By far the ablest leader of the Brahmo movement was Keshab Chandra Sen (1838-1884). Unlike Raja Rammohan Roy and Devendranath Tagore, Keshab was born of a middle-class Bengali family and had been brought up in an English school. He did not know Sanskrit and very soon broke away from the popular Hindu religion. Even at an early age he came under the spell of Christ and professed to have experienced the special favour of John the Baptist, Christ, and St. Paul. When he strove to introduce Christ to the Brahmo Samaj, a rupture became inevitable with Devendranath. In 1868 Keshab broke with the older leader and founded the Brahmo Samaj of India, Devendra retaining leadership of the first Brahmo Samaj, now called the Adi Samaj.
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In 1878 a schism divided Keshab's Samaj. Some of his influential followers accused him of infringing the Brahmo principles by marrying his daughter to a wealthy man before she had attained the marriageable age approved by the Samaj. This group seceded and established the Sadharan Brahmo Samaj, Keshab remaining the leader of the Navavidhan. Keshab now began to be drawn more and more toward the Christ ideal, though under the influence of Sri Ramakrishna his devotion to the Divine Mother also deepened. His mental oscillation between Christ and the Divine Mother of Hinduism found no position of rest. In Bengal and some other parts of India the Brahmo movement took the form of unitarian Christianity, scoffed at Hindu rituals, and preached a crusade against image worship. Influenced by Western culture, it declared the supremacy of reason, advocated the ideals of the French Revolution, abolished the caste-system among its own members, stood for the emancipation of women, agitated for the abolition of early marriage, sanctioned the remarriage of widows, and encouraged various educational and social-reform movements. The immediate effect of the Brahmo movement in Bengal was the checking of the proselytizing activities of the Christian missionaries. It also raised Indian culture in the estimation of its English masters. But it was an intellectual and eclectic religious ferment born of the necessity of the time. Unlike Hinduism, it was not founded on the deep inner experiences of sages and prophets. Its influence was confined to a comparatively few educated men and women of the country, and the vast masses of the Hindus remained outside it. It sounded monotonously only one of the notes in the rich gamut of the Eternal Religion of the Hindus.
--- ARYA SAMAJ
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Pratap Chandra Mazumdar, the right-hand man of Keshab and an accomplished Brahmo preacher in Europe and America, bitterly criticized Sri Ramakrishna's use of uncultured language and also his austere attitude toward his wife. But he could not escape the spell of the Master's personality. In the course of an article about Sri Ramakrishna, Pratap wrote in the "Theistic Quarterly Review": "What is there in common between him and me? I, a Europeanized, civilized, self-centred, semi-sceptical, so-called educated reasoner, and he, a poor, illiterate, unpolished, half-idolatrous, friendless Hindu devotee? Why should I sit long hours to attend to him, I, who have listened to Disraeli and Fawcett, Stanley and Max Muller, and a whole host of European scholars and divines? . . . And it is not I only, but dozens like me, who do the same. . . . He worships Siva, he worships Kali, he worships Rama, he worships Krishna, and is a confirmed advocate of Vedantic doctrines. . . . He is an idolater, yet is a faithful and most devoted meditator on the perfections of the One Formless, Absolute, Infinite Deity. . . . His religion is ecstasy, his worship means transcendental insight, his whole nature burns day and night with a permanent fire and fever of a strange faith and feeling. . . . So long as he is spared to us, gladly shall we sit at his feet to learn from him the sublime precepts of purity, unworldliness, spirituality, and inebriation in the love of God. . . . He, by his childlike bhakti, by his strong conceptions of an ever-ready Motherhood, helped to unfold it [God as our Mother] in our minds wonderfully. . . . By associating with him we learnt to realize better the divine attributes as scattered over the three hundred and thirty millions of deities of mythological India, the gods of the Puranas."
The Brahmo leaders received much inspiration from their contact with Sri Ramakrishna. It broadened their religious views and kindled in their hearts the yearning for God-realization; it made them understand and appreciate the rituals and symbols of Hindu religion, convinced them of the manifestation of God in diverse forms, and deepened their thoughts about the harmony of religions. The Master, too, was impressed by the sincerity of many of the Brahmo devotees. He told them about his own realizations and explained to them the essence of his teachings, such as the necessity of renunciation, sincerity in the pursuit of one's own course of discipline, faith in God, the performance of one's duties without thought of results, and discrimination between the Real and the unreal.
This contact with the educated and progressive Bengalis opened Sri Ramakrishna's eyes to a new realm of thought. Born and brought up in a simple village, without any formal education, and taught by the orthodox holy men of India in religious life, he had had no opportunity to study the influence of modernism on the thoughts and lives of the Hindus. He could not properly estimate the result of the impact of Western education on Indian culture. He was a Hindu of the Hindus, renunciation being to him the only means to the realization of God in life. From the Brahmos he learnt that the new generation of India made a compromise between God and the world. educated young men were influenced more by the Western philosophers than by their own prophets. But Sri Ramakrishna was not dismayed, for he saw in this, too, the hand of God. And though he expounded to the Brahmos all his ideas about God and austere religious disciplines, yet he bade them accept from his teachings only as much as suited their tastes and temperaments.
^The term "woman and gold", which has been used throughout in a collective sense, occurs again and again in the teachings of Sri Ramakrishna to designate the chief impediments to spiritual progress. This favourite expression of the Master, "kaminikanchan", has often been misconstrued. By it he meant only "lust and greed", the baneful influence of which retards the aspirant's spiritual growth. He used the word "kamini", or "woman", as a concrete term for the sex instinct when addressing his man devotees. He advised women, on the other hand, to shun "man". "Kanchan", or "gold", symbolizes greed, which is the other obstacle to spiritual life.
--
In the year 1879 occasional writings about Sri Ramakrishna by the Brahmos, in the Brahmo magazines, began to attract his future disciples from the educated middle-class Bengalis, and they continued to come till 1884. But others, too, came, feeling the subtle power of his attraction. They were an ever shifting crowd of people of all castes and creeds: Hindus and Brahmos, Vaishnavas and Saktas, the educated with university degrees and the illiterate, old and young, maharajas and beggars, journalists and artists, pundits and devotees, philosophers and the worldly-minded, jnanis and yogis, men of action and men of faith, virtuous women and prostitutes, office-holders and vagabonds, philanthropists and self-seekers, dramatists and drunkards, builders-up and pullers-down. He gave to them all, without stint, from his illimitable store of realization. No one went away empty-handed. He taught them the lofty .knowledge of the Vedanta and the soul
-melting love of the Purana. Twenty hours out of twenty-four he would speak without out rest or respite. He gave to all his sympathy and enlightenment, and he touched them with that strange power of the soul which could not but melt even the most hardened. And people understood him according to their powers of comprehension.
--
Suresh Mitra, a beloved disciple whom the Master often addressed as Surendra, had received an English education and held an important post in an English firm. Like many other educated young men of the time, he prided himself on his atheism and led a Bohemian life. He was addicted to drinking. He cherished an exaggerated notion about man's free will. A victim of mental depression, he was brought to Sri Ramakrishna by Ramchandra chandra Dutta. When he heard the Master asking a disciple to practise the virtue of self-surrender to God, he was impressed. But though he tried thenceforth to do so, he was unable to give up his old associates and his drinking. One day the Master said in his presence, "Well, when a man goes to an undesirable place, why doesn't he take the Divine Mother with him?" And to Surendra himself Sri Ramakrishna said: "Why should you drink wine as wine? Offer it to Kali, and then take it as Her prasad, as consecrated drink
. But see that you don't become intoxicated; you must not reel and your thoughts must not wander. At first you will feel ordinary excitement, but soon you will experience spiritual exaltation." Gradually Surendra's entire life was changed. The Master designated him as one of those commissioned by the Divine Mother to defray a great part of his expenses. Surendra's purse was always open for the Master's comfort.
0.00 - THE GOSPEL PREFACE, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
While many educated people heard Sri Ramakrishna's talks, it was given to this illustrious personage alone to leave a graphic and exact account of them for posterity, with details like date, hour, place, names and particulars about participants. Humanity owes this great book to the ingrained habit of diary-keeping with which M. was endowed.
Even as a boy of about thirteen, while he was a student in the 3rd class of the Hare School, he was in the habit of keeping a diary. "Today on rising," he wrote in his diary, "I greeted my father and mother, prostrating on the ground before them" (Swami Nityatmananda's 'M The Apostle and the Evangelist' Part I. P 29.) At another place he wrote, "Today, while on my way to school, I visited, as usual, the temples of Kli, the Mother at Tharitharia, and of Mother Sitala, and paid my obeisance to them." About twenty-five years after, when he met the Great Master in the spring of 1882, it was the same instinct of a born diary-writer that made him begin his book, 'unique in the literature of hagiography', with the memorable words: "When hearing the name of Hari or Rma once, you shed tears and your hair stands on end, then you may know for certain that you do not have to perform devotions such as Sandhya any more."
0.00 - The Wellspring of Reality, #Synergetics - Explorations in the Geometry of Thinking, #R Buckminster Fuller, #Science
Quite clearly, our task is predominantly metaphysical, for it is how to get all of humanity to educate itself swiftly enough to generate spontaneous social behaviors that will avoid extinction.
Living upon the threshold between yesterday and tomorrow, which threshold we reflexively assumed in some long ago yesterday to constitute an eternal now, we are aware of the daily-occurring, vast multiplication of experience generated information by which we potentially may improve our understanding of our yesterdays' experiences and therefrom derive our most farsighted preparedness for successive tomorrows.
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While it takes but meager search to discover that many well-known concepts are false, it takes considerable search and even more careful examination of one's own personal experiences and inadvertently spontaneous reflexing to discover that there are many popularly and even professionally unknown, yet nonetheless fundamental, concepts to hold true in all cases and that already have been discovered by other as yet obscure individuals. That is to say that many scientific generalizations have been discovered but have not come to the attention of what we call the educated world at large, thereafter to be incorporated tardily within the formal education processes, and even more tardily, in the ongoing political-economic affairs of everyday life. Knowledge of the existence and comprehensive significance of these as yet popularly unrecognized natural laws often is requisite to the solution of many of the as yet unsolved problems now confronting society. Lack of knowledge of the solution's existence often leaves humanity confounded when it need not be.
Intellectually advantaged with no more than the child's facile, lucid eagerness to understand constructively and usefully the major transformational events of our own times, it probably is synergetically advantageous to review swiftly the most comprehensive inventory of the most powerful human environment transforming events of our totally known and reasonably extended history. This is especially useful in winnowing out and understanding the most significant of the metaphysical revolutions now recognized as swiftly tending to reconstitute history. By such a comprehensively schematic review, we might identify also the unprecedented and possibly heretofore overlooked pivotal revolutionary events not only of today but also of those trending to be central to tomorrow's most cataclysmic changes.
0.06 - Letters to a Young Sadhak, #Some Answers From The Mother, #The Mother, #Integral Yoga
a help, for, in general, a refined and educated mind finds its
satisfaction in itself and rarely seeks to silence itself so as to be
01.07 - The Bases of Social Reconstruction, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
The French Revolution wanted to remould human society and its ideal was liberty, equality and fraternity. It pulled down the old machinery and set up a new one in its stead. And the result? "Liberty, Equality, Fraternity" remained always in effect a cry in the wilderness. Another wave of idealism is now running over the earth and the Bolshevists are its most fiercely practical exponents. Instead of dealing merely with the political machinery, the Socialistic Revolution tries to break and remake, above all, the social machinery. But judged from the results as yet attained and the tendencies at work, few are the reasons to hope but many to fear the worst. Even education does not seem to promise us anything better. Which nation was better educatedin the sense we understood and still commonly understand the wordthan Germany?
And yet we have no hesitation today to call them Huns and Barbarians. That education is not giving us the right thing is proved further by the fact that we are constantly changing our programmes and curriculums, everyday remodelling old institutions and founding new ones. Even a revolution in the educational system will not bring about the desired millennium, so long as we lay so much stress upon the system and not upon man himself. And finally, look to all the religions of the worldwe have enough of creeds and dogmas, of sermons and mantras, of churches and templesand yet human life and society do not seem to be any the more worthy for it.
0.10 - Letters to a Young Captain, #Some Answers From The Mother, #The Mother, #Integral Yoga
how they educate us!
When one has the true attitude, everything can be an opportunity
0.11 - Letters to a Sadhak, #Some Answers From The Mother, #The Mother, #Integral Yoga
have to be educated little by little, just as one educates a child
- and little by little too the situation will improve.
0 1958-11-08, #Agenda Vol 01, #unset, #Zen
And so, physically, the body followed. My body has been taught to express the inner experience to a certain extent. In the body there is the body-force or the body-form or the body-spirit (according to the different schools, it bears a different name), and this is what leaves the body last when one dies, usually taking a period of seven days to leave.2 With special training, it can acquire a conscious lifeindependent and consciousto such a degree that not only in a state of trance (in trance, it frequently happens that one can speak and move if one is slightly trained or educated), but even in a cataleptic state it can produce sounds and even make the body move. Thus, through training, the body begins to have somnambulistic capacitiesnot an ordinary somnambulism, but it can live an autonomous life.3 This is what took place, yesterday evening it was like that I had gone out of my body, but my body was participating. And then I was pulled downwards: my hand, which had been on the arm of the chair, slipped down, then the other hand, then my head was almost touching my knees! (The consciousness was elsewhere, I saw it from outsideit was not that I didnt know what I was doing, I saw it from outside.) So I said, In any case, this has to stop somewhere because if it continues, my head (laughing) is going to be on the ground! And I thought, But what is there at the bottom of this hole?
Scarcely had these words been formulated when there I was, at the bottom of the hole! And it was absolutely as if a tremendous, almighty spring were there, and then (Mother hits the table) vrrrm! I was cast out of the abyss into a vastness. My body immediately sat straight up, head on high, following the movement. If someone had been watching, this is what he would have seen: in a single bound, vrrrm! Straight up, to the maximum, my head on high.
0 1961-01-24, #Agenda Vol 02, #The Mother, #Integral Yoga
I had a woman here with me who was born among these people. She had been adopted by Thomas (the French musician who composed the comic-opera, Mignon). They had come to India and found this little girl who at the time was very young; she was only thirteen, quite pretty and nice. So they took her back to France with them as a nanny and treated her as one of their own children. She was cared for, educated, given everything, treated absolutely like one of the family; she remained there for twenty years. Moreover, she was gifted with clairvoyance and could tell fortunes by reading palms, which she did remarkably well. She even worked for a while in a caf, the Moulin-Rouge or a similar place, as a Hindu Fortune Teller! What a maharani she was, with her magnificent jewelsand beautiful, as well. In short, she had completely left all her old habits behind.
Then she returned to India and I took her in with me. I continued to treat her almost as a friend and I helped her to develop her gifts. Mon petit,10 how dirty she started to get, lying, stealing, and absolutely needlesslyshe had money, she was well treated, she had everything she needed, she ate what we didthere was absolutely no reason! When I finally asked her, But why, why!? (she was no longer young at this point), she replied, When I came back here, it took hold of me again; its stronger than I am. That was a revelation for me! Those old habits had been impervious to education.
0 1963-10-16, #Agenda Vol 04, #The Mother, #Integral Yoga
You see, what I do is this: the thing comes, its taken up, presented (gesture to the Heights) as though it were mine: But look, see how I am (but its the Ithe great I), its presented to the Lord, very humbly, with the sense and feeling of complete helplessness I simply say, Here, change it. The feeling that only He can do it, that everything that people have tried everywhere appears childisheverything appears to be childish. The most sublime intelligence seems to me childish. All the attempts that are made to enlighten, organize, educate mankind, to awaken it to a higher consciousness, to give it mastery over Nature and its forces, all of itall of it, which for a human vision is sometimes utterly sublime, seems absolutely like children playing and having fun in a nursery. And children who love dangerous games, who believe TERRIBLY in what they do (as do children, naturally). I have never met more serious and stern a justice than the justice children have in their games. They really take life seriously. Well, thats exactly the impression it makes on me: the impression of a mankind in infancy which takes what it does with ferocious seriousness. And which will never get out of itit will never get out of it, it lacks the little something (which may be really nothing at all), a very little something thanks to which ah, everything becomes clear and organizedall that comes from mankind always BORDERS on Truth.
So the only thing I can do is this (gesture of presenting): Look, Lord, see how ignorant and powerless we are, how utterly stupid we areits up to You to change it. How do you change it? You cant even imagine the change, you cant even do that. So all my time (same gesture)not from time to time: constantly, day and night, without letup, day and night without letup. If for an interval of one or two minutes this isnt done, there is something that catches up: Oh, all that time wasted! And if I take a close look at what happened, then I see; I see that for these few minutes, I was blissful in the Lord, letting myself live blissfully in the Lord; so I no longer presented things to Himit happens two or three times a day. A relaxation, you know, you let yourself flow blissfully in the Lord. And its so natural and spontaneous that I dont even notice it; I notice it when I resume my attitude (same gesture to the Heights) of transferring everything to the Lord every minute.
0 1963-10-19, #Agenda Vol 04, #The Mother, #Integral Yoga
The big difficulty is that tamasic stupidity. Yesterday, in this connection, I had the experience of a young couple who came to see me. (It has become a custom nowadays that young people who are going to marry and whose families I know, or who live here, come to receive my blessings before marrying! Thats the new fashion.) So they came. The girl was educated here and the boy stayed here for quite a long time, working here; anyway, they want to marry. The boy went searching for a job; he had trust [in Mother] and found one. He is I cant say conscious because it isnt like consciousness, I would call it rather superstition (!) but its a superstition on the right target! The movement is ignorant, but well directed, so it works; not that he has an enlightened faith, but he has faith. All right. Things are fine and he does very well. So they came yesterday to receive my blessings. Then they went. And they left behind in the room a vital formation, very bubbly, absolutely ignorant, very bubbly with a joie de vivre, a joie de vivre so blissfully ignorant of all possible difficulties, all possible miseries, and not only for oneself but for everyone! You know, that joie de vivre that says, Oh, it doesnt matter to me if we are born and dielife is short, well, let it be good, thats enough. No mental curiosity, no urge to know the why of the worldall that is nonsense, we neednt bother about it! Lets be happy, have some fun, and do as well as we can. Thats all. That formation was so strong, you know, in the room that I saw it and had to find a place for it. It put me in contact with a whole domain of the earth, of mankind, and I had to put it in its proper place, put it in order and organize it. It took me a little time (long enough, maybe three quarters of an hour or an hour), I had to order and organize everything. Then I saw how widespread it is on earth. (Note that these young people belong to the top of society, they are regarded as very intelligent, they are very well educated, in a word, its about the best you can find in mankind! Not the dregs, far from it.) And I wondered if it isnt even more widespread in Western countries than here I think it is. At that moment I came into contact with everywhere, and, well, the everywhere was really quite extensive.
Afterwards, I asked myself, But what the devil can be done with all this? Disturb these people? They are quite incapable of getting out of their condition in this life and will probably need many, many, many lives to awaken to the NEED TO KNOWas long as they can move about, you know (laughing), as long as they can move about and things arent too painful, theyre quite contented! And then, in addition, there is, all the way down, that whole inert mass, you know, of men who are very close to the animalwhat can be done with that? If that too has to be ready, it seems to me impossible. Because that young couple, according to human opinion, are very fine people!
0 1964-02-05, #Agenda Vol 05, #The Mother, #Integral Yoga
Some time ago, I was saying to myself, Some people see physical things at a distance, but I have never seen anything of the sort. I have seen things in the subtle physical (very close to the physical, with a very small difference), but that wasnt a physical vision: it was a vision in the subtle physical. Some time ago I said to myself, Thats odd, physically I have no special capacities, I have never observed interesting phenomena! (Mother laughs) But that was in passing. And now this story! But, mon petit, it took me forty-eight hours to be convinced that it wasnt in the book! I havent yet got over it! Because my eyes have the eyes memory, a very precise memory; they were educated by painting and they see things very exactly as they are (well, as they pretend to be materially). You know, I could have sworn that it was in the book. And clearly it isnt. Four people, apart from me, have seen the book, and its not there!
I found that interesting, its new.
0 1964-10-14, #Agenda Vol 05, #The Mother, #Integral Yoga
Its as if the body were being dealt with like a child who has to be educated. Because that mind I am talking about is the physical mind, the material mind (not the speculative mind: the vibration isnt the same at all), its the mind OF THE EARTH, the mind of everyday life, the mind you carry along in your every movement and which tires the body so much! Such a tension, an anguishliving is an anguish. Yes, the feeling of a living death.
This morning, when I came out of it, I said to myself, Thats odd. But the body is learning its lesson; that way, its learning its lesson. And yet it goes on with that nasty habit of wanting rules, of wanting to know in advance what it should do, of wanting to know in advance how it should do it, of organizing its life within a straitjacket, instead of letting itself live.
0 1965-08-21, #Agenda Vol 06, #The Mother, #Integral Yoga
The cells, the whole material consciousness, used to obey the inner individual consciousness the psychic consciousness most of the time, or the mental (but the mind had been silent for a long time). But now this material mind is organizing itself like the other one, or the other ones, rather, like the mind of all the states of beingdo you know, it is educating itself. It is learning things and organizing the ordinary science of the material world. When I write, for instance, I have noticed that it takes great care not to make spelling errors; and it doesnt know, so it inquires, it learns, it looks up in the dictionary or it asks. Thats very interesting. It wants to know. You see, all the memory that came from mental knowledge went away a long, long time ago, and I used to receive indications only like this (gesture from above). But now its a sort of memory being built from below, and with the care of a little child who educates himself but who wants to know, who doesnt want to make errorswho is perfectly conscious of his ignorance, and who wants to know. And the truly interesting thing is that it knows this knowledge to be quite more than relative, simply conventional, but it is like an instrument that would like to be free of defects, like a machine that would like to be perfect.
It is a rather recent awakening. There has been a sort of reversal of consciousness.
0 1966-08-03, #Agenda Vol 07, #The Mother, #Integral Yoga
At the same time, I am little by little learning from demonstration the true use that must be made of mental activity. Its purpose is easy to understand: it has been used to educate, awaken and so on; but its not something that after having done its duty and fulfilled its purpose will disappear. It will be used in its own manner, but in its true manner and true place. And it becomes wonderfully interesting. For instance, the idea that you are what you think, that your knowledge is your power, well, it seems to be a necessity of the transition, of the passage from one state of consciousness to another, but its not, as I said, something that will disappear when something else is reached: it will be used, but in its own place. Because when you experience union, the mind appears unnecessary: the direct contact, the direct action, do without it. But in its true place, acting in the true way, sticking to its place (a place not of necessity or even usefulness, but of refinement in action), it becomes quite interesting. When you see the Whole as a growing self-awareness, the mind enrichesit enriches the Whole. And when each thing is in its own place, it all becomes so harmonious and simple, but with such full and complete and perfect simplicity that everything is used.
And with all this, there is (it almost seems to be the key to the problem, to the understanding), there is a special concentration on the why, the how of death. Years and years ago, when Sri Aurobindo was still here, there came one day a sort of dazzling, imperious revelation: One dies only when one chooses to die. I told Sri Aurobindo, This is what I saw and KNEW. He said to me, It is true. Then I asked him, Always, in every case? He said, Always. Only, one isnt conscious, human beings arent conscious, but thats how it is. But now I am beginning to understand! Some experiences, some examples are given in the details of the bodys inner vibrations, and I see that there is a choice, a choice generally unconscious, but which, in some individuals, can be conscious. I am not talking about sentimental cases, I am talking about the body, the cells accepting disintegration. There is a will like this (Mother raises a finger upward) or a will like that (Mother lowers her finger). The origin of that will lies in the truth of the being, but it seems (and that is something marvelous), it seems that the final decision is left to the choice of the cells themselves.
0 1966-09-30, #Agenda Vol 07, #The Mother, #Integral Yoga
I am absolutely convinced (because Ive had experiences that proved it to me) that the life of this body its life, what makes it move and changecan be replaced by a force; that is to say, a sort of immortality can be created, and the wear and tear can disappear. These two things are possible: the power of life can come, and the wear and tear can disappear. And it can come about psychologically, through total obedience to the divine Impulsion, so that every moment you have the force you need, you do the thing that must be doneall these things, all of them are certitudes. Certitudes. Theyre not a hope, not an imagining: they are certitudes. Of course, you must educate the body and slowly transform and change the habits. It can be done, all that can be done. But the question is, how much time would it take to do away with the necessity (to take just this problem) of the skeleton? This is still very far ahead, it seems to me. Which means many intermediary stages will be needed. Sri Aurobindo said that life can be prolonged indefinitely. Yes, thats clear. But we arent yet built with something that completely escapes dissolution, the necessity of dissolution. Bones are very durable, they can even last a thousand years if conditions are favorable, thats agreed, but it doesnt mean immortality IN PRINCIPLE. Do you understand what I mean?
No. Do you think it would have to be a nonphysical substance?
0 1967-04-19, #Agenda Vol 08, #The Mother, #Integral Yoga
I read it yesterday, because she had spoken so much of this prenatal education, saying the child is fully educated by the age of three, so I wanted to know what she proposed. But there isnt a single thing in it, she doesnt say what should be done.
Just at the last page.
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Yes, its the parents who should be educated!
Yes, to begin with.
--
Of course, we know from experience you can give the form that you imagine; in the broad lines, you can give the character you imagine; all that is quite correct. So to begin with, its the mother who should be educated, not the child. Then, through a very strict control of your own reactions, you can prevent certain wrong impulses from mixing into the childs making. But all that isnt new, its been known for a long time since its what I practiced when I was expecting a child. So I know it.
But once again, its the mother who must be educated, before she has a child, thats what matters.
As for me, I understood that you could already give the child ideas, aspirations, tendencies (I didnt know how that was possible), but she doesnt say anything leading to that.
0 1968-02-17, #Agenda Vol 09, #The Mother, #Integral Yoga
Well, its the story of little R. whom they educate with music and caresses. Its the same story. But still, the city of love, damn! Auroville should be something that impels you towards other concepts than these petty things. I went there one day, and, you know, that place is moving
Oh, its beautiful.
0 1968-04-10, #Agenda Vol 09, #The Mother, #Integral Yoga
If there is no representative of the supreme Consciousness (which can happen, of course), if there isnt any, we could perhaps (this would be worth trying) replace him with the government by a small numberwe would have to choose between four and eight, something like that: four, seven or eighta small number having an INTUITIVE intelligence. Intuitive is more important than intelligence: they should have an intuition that manifests intellectually. (From a practical standpoint it would have some drawbacks, but it might be nearer the truth than the lowest rung: socialism or communism.) All the intermediaries have proved incompetent: theocracy, aristocracy, democracy, plutocracyall that is a complete failure. The other one too is now giving proof of its failure, the government of what can we call it? Democracy?4 (But democracy always implies the idea of educated, rich people.) That has given proof of its complete incompetence.
Its the reign of the most equally shared stupidity.
0 1968-09-04, #Agenda Vol 09, #The Mother, #Integral Yoga
(Mother laughs) As for me, I have nothing to say. Its this poor body being educated. Its charming!
(Nolini) So well publish it, wont we?
--
And the body quite has the impression of being educated, of learning thingslearning not things: learning everything.
It [this subtle physical world] is like a lining, but a lining that would be more conscious.
0 1968-11-13, #Agenda Vol 09, #The Mother, #Integral Yoga
Its really an interminable work. Its this certain (what should I call it? We can hardly call it mind), this mind of the physical. It seems its being educated. But its an interminable work.
For instance, its habit of building possibilities, or foreseeing (we can hardly call it building or foreseeing its a sort of very dark thing deep down) possibilities and imagining events, with the whole pessimistic and dramatic side shown in all its ridiculousness. So then, I dont know, its obviously to learn to control and direct that, but At first sight, it just has to be swept away, its absolutely useless: you waste your time with it and make a bad job. You fill the atmosphere with a quantity of thoroughly disgusting formations with pulp-fiction imaginations.
0 1968-11-16, #Agenda Vol 09, #The Mother, #Integral Yoga
Its the physical being educated.
When the vital and the mind are there, they use the physical as an instrument for their will and whimsusually it has no independent life. So then, in the space of a few days, a few weeks, it has been educated all over again. It remembered all the experiences it had and sorted them out again, so to speak, and it has reached a sort of homogeneity wholly centered around the divine Presence.
It has had several experiences of this Presence. Spontaneously, for the body, its a conscious Light; a conscious Light it sees everywhere, feels everywhere, whose presence it constantly feels. But once or twice it saw a figure. That surprised it a lot and it wasnt too reassured (!), it wondered if it wasnt an imposture or But a great Presence (gesture like a human figure). The details of shape werent there, but It was like a concretization meant for the physical, of this conscious Light which was there, you see, and was as if concretized (gesture of gathering) into a shape which was luminous, too, which could be seen, and with such power! Above all, it was like the Power of the Lordit was awesome. And the bodys impression was that That could do anything. There was nothing That couldnt do. I cant say arms or hands or legs could be seen; it wasnt that, it was a shape, but as if with a head and shoulders: a shape, you understand. And to begin with, as I said, the first time the body saw it, it was slightly alarmed: Whats this? Is it an imposture? Then, as always, the Thing came over it and said, Quiet, quiet, quiet. Not words: like waves. So it kept very still, and it felt an awesome Power. It came when the body was very still and had stopped worrying, and That seemed to be telling it, This is how I act on people. And it was a sort of concretization or materialization of this conscious Light. You couldnt see any eyes or a nose or a mouth or anything of the sort: it was an immense figure (immense, anyway the part that was like a head was touching the ceiling).
0 1969-10-25, #Agenda Vol 10, #The Mother, #Integral Yoga
I havent learned anything new. All that she [Mother] says I have known for twenty years. The very basis of my experience was the transformation of the cells, that was my starting point. According to what Mother writes, I think she only began this experience two years ago, and I understand she has now completed it. So for me, all that she says is true, correct, and it cannot be otherwise. Only, unlike her, I did not go through every stage of the experience in detail, right to the end. My method was direct straight, all the way up; I cut out all those stages and visions on the way, because otherwise I could not have done what I did. You understand, I couldnt attempt those details, because if I had, I would have lost my aim, I would have missed my realization. For her, its all right, because she was educated. She knows philosophy, metaphysics, science, and what not! Moreover, she had the good fortune of meeting Sri Aurobindo. I would like to meet him. But as for me, I was all alone. So I had no option. I dont regret it. I came here because I knew there was here someone who spoke my language. I got confirmation of my experiences, and I provide conirmation to her experience. Thats right. One might say that we have gone hand in hand into our experiencewe are on the same plane. Thats how I understand it. I dont know what she thinks of me, she didnt tell me anything. I wanted to talk with her, but I dont think she is inclined to speak much. So!
At any rate, she told me she would help me; in that case, something is surely being done. The seed you sow today doesnt grow the next day. We must wait. It may take time.
0 1969-11-22, #Agenda Vol 10, #The Mother, #Integral Yoga
Very far ahead, one does see the possibility (as you yourself said) of a materialization, but between now and then, there is something. Lately Ive discovered a great deal of things while looking in that direction. I saw (I dont know if I noted that, I think I forgot to write it), I saw that with most people who have children almost without wanting it, just like that, for them its a sort of (naturally, many women desire to have children, but without even knowing what it means), for the VAST majority of educated people, that is to say, whose heads have been stuffed full of ideas about the faults one mustnt have, the qualities one must have and so on, all that they repressed in their beings, all the bad, pernicious instincts, it all comes out [in the child]. I remembered (I observed and saw), I remembered something I read very, very long ago; I think it was by Renan, he wrote somewhere that one should beware of parents who are good and very respectable, because (laughing) birth is a purge! And he also said: observe carefully the children of bad people, because those often are a reaction! So then, after that, after my experience, when I saw, I said to myself, But that man was right! For people, its a way of purging themselves. They throw out of themselves all that they dont want. There are some children here horrid! And thats it, you wonder, How come? Their parents are very good people. Its very interesting, because it gives the KEY of what should be doneby showing you what shouldnt be done, it gives you the key of what should be done.
In that case, this prenatal education Y speaks of isnt a falsehood after all. Its something that may be true.
0 1970-01-17, #Agenda Vol 11, #The Mother, #Integral Yoga
But you understand, they speak of physical work, and for physical work there are only the young ones at the Schoolall the ashramites have become old, mon petit! They are all old. There are only the young ones at the School, and those are not here to become ashramites, theyre here to be educatedits for them to choose. Many of them, many want to go to Auroville. So that would mean the Ashrams education going to Auroville there are many of them. But give me names: who can go and work with his hands?
But, Mother, the only possibility is for you to SAY; and then, tomorrow Ill go and spend two hours in Auroville picking up baskets [of rubble]!
0 1970-05-23, #Agenda Vol 11, #The Mother, #Integral Yoga
The country seems to be falling apart, so there [in Delhi] they asked me what should be done. I told them that this Centenary [of Sri Aurobindo, in 1972] has come ON PURPOSE. Its certainly something thats coming now because the ONLY salvation for the country, the ONLY thing that can unify it, is for it to adopt Sri Aurobindos ideal for the countryhe had a plan, he very clearly saw how the country should be organized, he said it to me. Its there, if one reads his books seriously, one can see it. So I said that things should be so organized that THROUGHOUT India there should be study groups, libraries, lectures, anything whatever, so the whole country should know Sri Aurobindos thought and will. And the Centenary is an excellent opportunity. They asked me, Whats the way out of this chaos? On my advice, Indira has been trying to surround herself with people of value. (She had me told that she had forgotten questions of party and wants to surround herself with capable people.) The difficulty is to find upright people. So they need to be educated they dont even have a NOTION of how they can be! So I said, This Centenary should be organized right now, at once, like something covering the whole country on the occasion of the Centenary. And in what Sri Aurobindo wrote, they will find all they need to organize the country, and much better, I tell them, infinitely better than what I may say, because he knew the country infinitely better than I do, and the mental formation and everything.
People need occasions to do things. But this seems to have been wonderfully prepared ON PURPOSE.
02.08 - Jules Supervielle, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
Jules supervielle is a French poet and a modern French poet. He belongs to this century and died only a few years ago. Although he wrote in French, he came of a Spanish colonist family settled in South America (Montevideo). He came to France early in life and was educated there. He lived in France but maintained his relation with his mother-country.
His poetry is very characteristic and adds almost a new vein to the spirit and manner of French poetry. He has bypassed the rational and emotional tradition of his adopted country, brought in a mystic way of vision characteristic of the East. This mysticism is not however the normal spiritual way but a kind of oblique sight into what is hidden behind the appearance. By the oblique way I mean the sideway to enter into the secret of things, a passage opening through the side. The mystic vision has different ways of approachone may look at the thing straight, face to face, being level with it with a penetrating gaze, piercing a direct entry into the secrets behind. This frontal gaze is also the normal human way of knowing and understanding, the scientific way. It becomes mystic when it penetrates sufficiently behind and strikes a secret source of another light and sight, that is, the inner sight of the soul. The normal vision which I said is the scientist's vision, stops short at a certain distance and so does not possess the key to the secret knowledge. But an aspiring vision can stretch itself, drill into the surface obstacle confronting it, and make its contact with the hidden ray behind. There is also another mystic way, not a gaze inward but a gaze upward. The human intelligence and the higher brain consciousness seeks a greater and intenser light, a vaster knowledge and leaps upward as it were. There develops a penetrating gaze towards heights up and above, to such a vision the mystery of the spirit slowly reveals itself. That is Vedantic mysticism. There is a look downward also below the life-formation and one enters into contact with forces and beings and creatures of another type, a portion of which is named Hell or Hades in Europe, and in India Ptl and rastal. But here we are speaking of another way, not a frontal or straight movement, but as I said, splitting the side and entering into it, something like opening the shell of a mother of pearl and finding the pearl inside. There is a descriptive mystic: the suprasensuous experience is presented in images and feeling forms. That is the romantic way. There is an explanatory mysticism: the suprasensuous is set in intellectual or mental terms, making it somewhat clear to the normal understanding. That is I suppose classical mysticism. All these are more or less direct ways, straight approaches to the mystic reality. But the oblique is differentit is a seeking of the mind and an apprehension of the senses that are allusive, indirect, that move through contraries and negations, that point to a different direction in order just to suggest the objective aimed at. The Vedantic (and the Scientific too) is the straight, direct, rectilinear gaze the Vedantin says, May I look at the Sun with a transfixed gaze'; whether he looks upward or inward or downward. But the modem mystic is of a different mould. He has not that clear absolute vision, he has the apprehension of an aspiring consciousness. His is not religious poetry for that matter, but it is an aspiration and a yearning to perceive and seize truth and reality that eludes the senses, but seems to be still there. We shall understand better by taking a poem of his as example. Thus:
03.07 - Brahmacharya, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
In our days there has been this unhappy division between the student and the aspirant. In the student life, life and study are things apart. One may be a good student, study very seriously and attain considerable eminence in intellectual achievement, and yet in life one may remain quite the ordinary man with very normal reactions. Along with the brain we do not endeavour to educate the life instincts and body impulses. This portion of our nature we leave all alone and do not dare or care to handle it consciously. Sometimes we call that freedom; but it is more slavery than freedom, slavery to our commonplace animal nature. Because one follows one's impulses and instincts freely, without let or hindrance one feels as if he were free. Far from it.
This hiatus in our nature, the separation between intellectual culture and life movement has to be healed up; human personality must be made a unified whole. The training given under Brahmacharya will be of immense help in that direction. The deeper purpose, however, of this discipline is not merely a unification of the personality, but a heightening also, lifting it to a level of consciousness from where it can envisage its spiritual destiny and seek to realise it.
03.08 - The Spiritual Outlook, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
The spiritual outlook is a global view, unlike the mental which is very often the view from a single angle or in rare cases, at the most, from a few angles. The ordinary man, even the most cultured and enlightened, has always a definite standpoint from which he surveys and judges; indeed without such a standpoint he would not be considered educated and worthy of respect. In other words, he aspects one side of his object and thus perceives only a partial truth. That there are other standpoints, that other people may view the same thing from other grounds does not trouble him or troubles him to the extent that he considers them all mistaken, illusory. He condescends to admit other standpoints if they are near enough to his, if they support or confirm it. Otherwise, if they are contrary or contradictory to what he perceives and concludes, then evidently they are to be discarded and thrown away into the dustbin as rubbish.
The spiritual consciousness dawns precisely with the rejection of this monomania, this obsession of one-track mentality. It means, in other words, nothing les than coming out of the shell of one's egoism. To be able thus to come out of oneself, enter into others' consciousness, see things as others see them, that is the great initiation, the true beginning of the life of the spirit. For the Spirit is the truth of all things: all things, even what appears evil and reprehensible, exist and have their play because of a core of truth and force of truth in each. Mind and mind's external consciousness and practical drive compel one to take to a single line of perception and action and that which is more or less superficial and immediately necessary. But it is only when one withdraws from the drive' of Maya and gets behind, gets behind all opposing views and standpoints and tries to see what is the underlying truth that seeks to manifest in each that one enters the gateway of the spiritual consciousness.
03.11 - The Language Problem and India, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
Naturally I am referring to the educated or cultured stratum of humanity, the lite. This restriction, however, does not vitiate or nullify our position. The major part of humanity is bound and confined to the soil where they are born and brought up. Their needs do not go beyond the assistance of their vernacular. A liberal education, extending even to the masses, may and does include acquaintance with one or two foreign languages, especially in these days, but in fact it turns out to be only a nodding acquaintance, a secondary and marginal acquisition. When Latin was the lingua franca in Europe or Sanskrit in India, it was the lite, the intelligentsia, the Brahmin, the cleric, who were the trustees and guardians of the language. That position has virtually been taken in modern times, as I have said, by English and French.
The cultivation of a world language need not mean a neglect or discouragement of the national or regional language. Between the two instead of there being a relation of competition there can be a relation of mutual aid and helpfulness. The world language can influence the local language in the way of its growth and development and can itself be influenced and enriched in the process. The history of the relation of English and the Indian languages, especially Bengali, is an instance in point.
--
But this is judging the present or the future by the past. Mankind is no longer exclusively or even mainly national inits outlook; it cannot remain so if it is to progress, to take the next step in evolution. We say if mankind overpasses the nationalistic stage and attains something of the international consciousness and disposition, it would be possible and even natural for a few at least among the educated to express themselves in and through the wider world language, not merely as an instrument of business deal, but as a vehicle of literary and aesthetic creation.
There are certain externalsocial and politicalcircumstances in existence today and will be more and more in evidence perhaps with the lapse of time which tend to corroborate and streng then that possibility. A language learnt for commercial or diplomatic transaction cannot remain limited to that function. Those who intend merely to learn may end very probably by cultivating it. And then it has been suggested that in the march of evolution towards world unity, there is likely to be an intermediate stage or rung where nations with special affinities or common interests will group together forming larger collectivities: there will be free associations of free nations, the Commonwealth as it has been termed. If India is to link herself specially to the English-speaking group, the English language will not cease to be an acquaintance but continue to be or develop into a very good friend.
05.09 - The Changed Scientific Outlook, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
From our standpoint, as we view the modern scientific developments, what we see is not that Matter has been spiritualised, but that it has been considerably dematerialised, even immaterialised, that it is in the process of further dematerialisation or immaterialisation. That opens a long and large vista. We say Science by itself cannot arrive at the spiritual, for there is a frontier bar which has to be overleaped, negotiated by something like a somersault. For the scientific view is after all limited by one scope and range of the physical eye. Still, this eye has begun to see things and in a manner to which it was not normally accustomed; it has been trained and educated, made keen and supple so that it seems to be getting more and more attuned even to other vibrations of light beyond and outside the normal sevenfold spectrum.
Science has not spiritualised (or idealised or mentalised) the world; it has not spiritualised itself. Agreed. But what it has done is remarkable. First, with its new outlook it has cut away the ground from where it was wont to give battle to religion and spirituality, it has abjured its cast-iron strait-jacket mentality which considered that senses and syllogism encompass all knowledge and objects of knowledge. It has learnt humility and admits of the possibility of more things there being in heaven and earth which are not amenable to its fixed co-ordinates. Secondly, it has gone at times even beyond this attitude of benevolent neutrality. For certain of its conclusions, certain ways of formulation seem to echo other truths, other manners. That is to say, if Science by itself is unable to reach or envisage the spiritual outlook, yet the position it has reached, the vistas it envisages seem to be not perhaps exactly one with, but in line with what our vision (of the scientific world) would be like if once we possess the spiritual eye. Matter, Science says today, is energy and forms of matter, objects, are various vibrations of this one energy. What is this energy? According to science, it is electrical, radiant, ethereal (Einstein replaces "ether" by "field")biological science would venture to call it life energy. You have only to move one step farther and arrive at the greater and deeper generalisationMatter is a mode of the energy of consciousness, all forms of Matter are vibrations of consciousness.
07.42 - The Nature and Destiny of Art, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
True art means the expression of beauty in the material world. In a world wholly converted, that is to say, expressing integrally the divine reality, art must serve as the revealer and teacher of this divine beauty in life. In other words, the artist must be able to enter into communion with the Divine and receive the inspiration as to what should be the form or forms for the material realisation of the divine beauty. At the same time, in expressing true beauty in the physical, he also sets an example, becomes an instrument of education... Art not only creates beauty, but educates the taste of people to find true beauty, the essential beauty that expresses the divine truth. That is the true role of art. But between that and what it is now there is a great difference.
The decline comes in the normal course of evolution which follows a spiral movement. From the beginning of the last century to the middle of it, art became totally a debased thing, commercial, obscure, ignorant, something very far from its true nature and function. But the spirit of art cannot die; only as it rose as a movement of protest or revolt, the forms it chose were equally bizarre. In attempting to counteract the general debasing of taste it went to the other extreme, as is the character of all movements of nature. One was a servile copy of nature, it was pointed out or not even that. In those days it used to be called photographic art, if one were to condemn it: But now it is no longer a term of condemnation, for photography has developed into a consummate art. Neither could it be truly called realism, for there are realistic paintings which belong to a very high order. That art was conventional, artificial, I lifeless. Now the reaction to this movement said: we do not concern ourselves with physical life any more, the reality as we see with outward eyes is no longer our business; we want instead to express the vital life, the mental life. Hence came a whole host of reformers and rebelscubists, surrealists, futurists and so onwho sought to create art with their head. They forgot the simple truth that in art it is not the head that commands, but the feeling of beauty in the heart. So art landed into the most absurd, ridiculous and frightful of worlds. Indeed with the two wars behind us we have gone further in that direction. Each war has brought down a world in decomposition. And now we seem to be in the very heart of chaos.
08.24 - On Food, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
Originally very material in nature, much like the animal, man in he course of his progress through centuries or millenniums became more and more mental, more and more vital. And as he grew more mental and more vital, refinement became possible, the intelligence increased, but the possibility too of perversion and deformation. It is one thing to educate the senses so as to bring into them every variety of refinement, growth, knowledge, appreciation, taste and all that, meaning a progress in consciousness: it is quite another to be attached to the objects of sense, to have greed, to be a glutton.
You can make a very thorough study of taste, for example, you can acquire a detailed knowledge of the different tastes of different things, the association of an idea or notion with taste, which means not perhaps a progress in the vital, but at least a development of this particular sense. That is permissible but there is a great difference between that and eating out of greed, thinking of food all the while, eating not because of its need but because of desire and gluttony.
09.13 - On Teachers and Teaching, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
Now I would like to add one word, since I have the occasion. We have asked many of our students, when they are grown up and know something, to teach others. There are some, I believe, who know the reason why; but there are others who think that it is because it is good to serve in some-way or other, because teachers are needed after all and that we are glad to have them. But I tell you, for it is a fact, I have never asked any of those who were educated here to give lessons unless I saw that that was the best way for them to acquire self-discipline, to learn what they are to teach, to attain an inner perfection which they would not do except by being teachers and having this opportunity, an exceptionally severe one, for self-discipline.
They who are successful here as teachers,I do not mean an external, artificial and superficial success,they who become truly good teachers, are exactly those who are capable of making an inner progress towards impersonalisation, capable of eliminating their egoism, becoming masters of their movements, possessing insight, comprehension of others and a patience, proof against all test and trial.
10.08 - Consciousness as Freedom, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
In fact, education means precisely this instilling of the consciousness into the part that is sought to be educated. Usually the thing is done in a different way which is wrong, at least an inefficient way. By education we usually mean exercising, that is teaching some exercises mostly of memory on some subject in which one seeks education. It is more or less an exercise of mechanical repetition. Whether it is of the mind or of the body the procedure is the same. As the muscles of the body are sought to be streng thened and developed through repetitive exercises, the mental faculties too are put under a training that consists of similar repetitive exercises. To store the mind with as many kinds of information as possible, hammer all ingredients of knowledge into the brain cellslearning by rote as it is termed, this is what education normally means; but as I said, it is consciousness that is to be evoked in the mind and it is not done by mere mechanical exercises. Even the body does not reach its true perfection unless the exercises are attended with consciousness, awareness, a play of light into the movements of the body, into the limbs that participate in the play of the exercises. Naturally the vital does not need any exercise for its development, it is naturally exercised, much exercised. It has to be not exercised but exorcised, that is to say, purified and controlled. And that means the introduction of the pure light of consciousness into it.
I have laid stress on consciousness, but consciousness has three facets or steps. The first is simple consciousness, the next is self-consciousness and the last supra-consciousness. First you become conscious of a thing, next you become conscious that you are conscious of the thing, last something else is conscious in and through your consciousness.
1.00g - Foreword, #Magick Without Tears, #Aleister Crowley, #Philosophy
"Nevertheless and notwithstanding! For many years the Master Therion has felt acutely the need of some groundwork-teaching suited to those who have only just begun the study of Magick and its subsidiary sciences, or are merely curious about it, or interested in it with intent to study. Always he has done his utmost to make his meaning clear to the average intelligent educated person, but even those who understand him perfectly and are most sympathetic to his work, agree that in this respect he has often failed.
"So much for the diagnosis now for the remedy!
1.00 - Introduction to Alchemy of Happiness, #The Alchemy of Happiness, #Al-Ghazali, #Sufism
The remarkable treatise, which I introduce to your notice, is a translation from one of the numerous works of the Arabian Philosopher, Abou Hamid Mohammed ben Mohammed al Ghazzali, who flourished in the eleventh century. He was born about the year A. D. 1056, or 450 of the Mohammedan era, at Tous in Khorasan, and he died in the prime of life in his native country about the year 1011, or 505 A. H. Although educated by Mohammedan parents, he avows that during a considerable period of his life he was a prey to doubts about the truth, and that at times he was an absolute sceptic. While yet comparatively young, his learning and genius recommended him to the renowned sovereign Nizam ul Mulk, who gave him a professorship in the college which he had founded at Bagdad. His speculative mind still harassing him with doubts, in his enthusiasm to arrive at a solid foundation for knowledge, he resigned his position, visited Mecca and Jerusalem, and finally returned to Khorasan, where he led a life of both monastic study and devotion, and consecrated his pen to writing the results of his meditations.
Mohammedan scholars of the present day still hold him in such high respect, that his name is never mentioned by them without some such distinctive epithet, as the "Scientific [6] Imaum," or "Chief witness for Islamism." His rank in the eastern world, as a philosopher and a theologian, had naturally given his name some distinction in our histories of philosophy, and it is enumerated in connection with those of Averroes (Abu Roshd) and Avicenna (Abu Sina) as illustrating the intellectual life and the philosophical schools of the Mohammedans. Still his writings were less known than either of the two others. His principal work, The Destruction of the Philosophers, called forth in reply one of the two most important works of Averroes entitled The Destruction of the Destruction. Averroes, in his commentary upon Aristotle, extracts from Ghazzali copiously for the purpose of refuting bis views. A short treatise of his had been published at Cologne, in 1506, and Pocock had given in Latin his interpretation of the two fundamental articles of the Mohammedan creed. Von Hammer printed in 1838, at Vienna, a translation of a moral essay, Eyuha el Weled, as a new year's token for youth.
1.00 - Main, #The Book of Certitude, #Baha u llah, #Baha i
Exile and imprisonment are decreed for the thief, and, on the third offence, place ye a mark upon his brow so that, thus identified, he may not be accepted in the cities of God and His countries. Beware lest, through compassion, ye neglect to carry out the statutes of the religion of God; do that which hath been bidden you by Him Who is compassionate and merciful. We school you with the rod of wisdom and laws, like unto the father who educateth his son, and this for naught but the protection of your own selves and the elevation of your stations. By My life, were ye to discover what We have desired for you in revealing Our holy laws, ye would offer up your very souls for this sacred, this mighty, and most exalted Faith.
46
1.00 - PREFACE - DESCENSUS AD INFERNOS, #Maps of Meaning, #Jordan Peterson, #Psychology
businessmen. They were all well (or at least practically) educated, pragmatic, confident, outspoken; they
had all accomplished something worthwhile and difficult. I could not help but admire them, even though I
10.10 - Education is Organisation, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
The soul's purpose, the soul's destiny has to be achieved and fulfilled. An organised and educated mind and life and body means to be the best and the most perfect vehicle for the expression upon earth of the soul's consciousness.
***
1.012 - Sublimation - A Way to Reshuffle Thought, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
We are not to bring about a conflict in life, because spirituality is not in favour of any kind of conflict, whether it is inside or outside. So when we are exerting to control ourselves and to educate ourselves in a higher sense, either in society or in our personal lives, we are not creating any kind of split of consciousness, either social or personal. Rather, we are rising to a higher integrated condition where we have grown into a larger personality, so that in no step that we have taken have we lost anything, nor have we created tension anywhere. All stages of spiritual practice are freedoms attained from tension of every kind. A spiritual genius, even a spiritual seeker, does not create tension anywhere, either externally in society or in one's own self. Whenever we feel tension, we must understand that we have committed a mistake in our practice. What is the mistake.
The mistake is in believing that something is real, and yet not wanting it on account of a traditional attitude towards it that has been religiously introduced. The tradition of religion tells us that something is wrong, though we do not believe it. This is the difficulty. "My feelings say that something is okay, but religion says it is not okay. So I have a split between myself and the religious values." The religious novitiate then becomes a neurotic, an unhappy person, because in the cloister and the monastery he has a world of his own which is in conflict with the world outside. He has been told by religion that the world outside is wrong and the world inside the monastery is right, but he does not believe it. Oh, this is a horror that we cannot believe it and yet we are told to accept it. This is a kind of tyranny. Religion can become a tyrant; it can become a kind of dictator's order. But religion is far from dictatorship this is an important point to remember. Religion is not a dictator. Spirituality is not a tyrant. It is not asking us to do something because it says so. It is again to be emphasised that it is a process of inward adjustment to higher values by way of a positive education.
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Here, we feel that the withdrawal of consciousness from its object would be something like tearing off our own skin from our body. How can we tear off our own skin? It would be terrible, but this is what is happening when we practise self-control. We are tearing off our flesh, and it is so painful. But the pain is lessened if the consciousness is properly educated and made to reasonably accept the background of its attitudes and the incorrectness of its perceptions, for reasons which are superior to the one that it is adopting at the present moment.
1.01 - Archetypes of the Collective Unconscious, #The Archetypes and the Collective Unconscious, #Carl Jung, #Psychology
philosophical speculations of the educated European are at-
tracted by the symbols of the East those grandiose conceptions
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observe much the same thing in the educated Oriental, who not
infrequently feels drawn to the Christian symbol or to the sci-
1.01 - Necessity for knowledge of the whole human being for a genuine education., #The Essentials of Education, #unset, #Zen
In earlier times, people had a sense of inner empathy with the spirit and soul of other human beings, which gave them an intui- tive impression of the souls inner experiences; it made sense that what one knew about the inner spirit and soul life would explain external physical manifestations. Now, we do just the opposite. People experiment with external aspects and processes very effec- tively, since all contemporary natural science is effective. The only thing that has been demonstrated, however, is that, given our modern views of life, we take seriously only what is sense- perceptible and what the intellect can comprehend with the help of the senses. Consequently, we have come to a point where we no longer have the capacity to really observe the inner human being; we are often content to observe its outer shell. We are further removed from the human being. Indeed, the very methods that have so eagerly illuminated life in the outer world the work- ing of naturehave robbed us of the most basic access between souls. Our wonderfully productive civilization has brought us very close to certain natural phenomena, but it has also driven us away from human nature. It should be obvious that the aspect of our culture most harmed by this situation is educationevery- thing related to human development and teaching children. Once we can understand those we are to shape, we will be able to educate and teach, just as painters must understand the nature and quality of colors before they can paint, and sculptors must first understand their materials before they can create, and so on. If this is true of the arts that deal with physical materials, isnt it all the more true of an art that works with the noblest of all materials, the material that only the human being can work withhuman life, human nature and human development?
These issues remind us that all education and all teaching must spring from the fountain of real knowledge of human nature. In the Waldorf schools, we are attempting to create such an art of education, solidly based on true understanding of the human being, and this educational conference is about the educational methods of Waldorf education.
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This is the knowledge I have in mind as I give you a few exam- ples about the intimate ways the teachers soul can affect the childs soul. I will present only a few indications for todaywe will go into greater detail later. We can understand how to prepare the intellect for impulses of the will only if we can answer this ques- tion: What happens between the teacher and the child, simply because the teacher and the child are present together, each with a unique nature and temperamenta particular character, level of development, constitution of body and soul? Before we even begin to teach and educate, the teacher and the child are both present. There is already an interaction. The teachers relationship to the child presents the first important question.
Rather than groping about in abstractions, lets just look at specifics; we shall examine one particular characteristic in human nature the temperament. Lets begin by looking not at a childs temperament, which of course offers us no choicewe have to educate each human being regardless of temperament (and well speak later about the childrens temperaments)but lets begin rather by looking at the teachers temperament. The teacher enters the school and meets the child with a very specific tem- peramentcholeric, sanguine, melancholic, or phlegmatic. The question is: As educators, what can we do to control our own temperaments; how can we perhaps educate ourselves in relation to our own temperament? To answer this question we must first look directly at the fundamental question: How does a teachers temperament affect the child, just by being what it is?
The Choleric Temperament
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We might even be able to explain widespread cultural patholo- gies in this way. Why is it that nervous diseases such as depression are so widespread today? You might be thinking Im trying to con- vince you that when the current generation of neuras thenic adults was being educated the whole teaching profession was phlegmatic! I tell you that it did consist of phlegmaticsnot in the usual sense of the word, but in a much deeper sense. Were speaking of the historical period of the nineteenth century when materialism rose. The materialistic worldview turns away from the human being, and develops a monstrous indifference in the teacher toward the most intimate movements of the souls of those being educated.
If, in an unbiased way, we can observe the cultural manifesta- tions of the modern era, we find that a person may be a phleg- matic in that sense, even though that same person might angrily react to a child who spilled ink, yelling: You shouldnt do that! You shouldnt throw ink because youre angry; Ill throw it back at you, you rascal! Such outbursts of choleric temper werent forbidden during the time I just described, nor am I suggesting that there was any shortage of sanguine or melancholic teachers. But in their actual teaching, they were still phlegmatics and acted phlegmatic. The materialistic worldview was unable to access human nature, and least of all the developing child. And so it was possible to be a phlegmatic even though one was a choleric or melancholic by birth. Phlegma became an aspect of all education in the materialistic era. And it has a lot to do with the appear- ance of nervousness, of neuras thenia, of nervous disorders in our culture. Well look at this in detail later. Nevertheless, we see the effect of phlegmatic teachers whose very presence next to children triggers nervous disorders.
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If a teacher gives in to a melancholic temperament, it can lead to breathing and circulatory problems for the children in later life. Teachers shouldnt educate with only childhood in mind. And doc- tors should look beyond the specific onset of disease to a particu- lar age, with a capacity to observe human life as one connected whole. In this way, people can see that many cases of heart trouble between forty and forty-five began with the whole mood generated by the uncontrolled melancholic temperament of a teacher.
Obviously, when we observe the spiritual and psychic imponder- ables that play between the teachers soul and that of the child, were compelled to ask: How should teachers and educational profession- als work upon themselves inwardly regarding the various tempera- ments? We can understand that its not enough for the teacher to say, I was born with my temperament; I cant help myself. First12 of all, this is untrue, and even if it were true, the human race would have died out long ago due to pedagogical malpractice.
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And that demand is: Given the various simple and superficial observations of research, statistics, and other ingenious meth- odswhich form the basis of almost all education and peda- gogyhow can we educate in a way that equally considers the whole human experience and the eternal within us that shines through human experience? Something much deeper appears in relation to these questions. By way of an introduction, Ive tried to show you whats at play between teacher and student just because theyre thereeven before anything is done consciously, but merely because the two are there. This is especially revealed in the different temperaments.
It will be argued that there comes a point when we have to begin to educate. Yes, and immediately we encounter the opin- ion that anyone can teach someone else whatever theyve already learned. If Ive learned something, I am, so to speak, qualified to teach it to someone else. People frequently fail to notice that there is an inner attitude of temperament, character, and so on, which is the result of the teachers own inner work or teacher training (as well see), behind everything that a teacher can learn on her own, what she can assimilate. Here, too, a real knowledge of the human constitution leads more deeply into human nature itself.
Lets inquire, then, about teaching an unschooled child some- thing we have learned. Is it enough to present it to the child just as we learned it? It certainly is not. Now I will speak of an empirical fact, the results of a real observation of the whole life of a human being in body, soul, and spirit. It concerns the first period of life, from birth until the change of teeth.
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As far as this life period is concerned, if a civilization never spoke of education and in its elementary, primitive way simply educated, it would have a much healthier outlook than ours. This was true of the ancient Eastern regions, which had no educa- tion in our sense of the word. There the adults body, soul, and spirit was allowed to affect the child so that the child could take this adult as a guide, moving a muscle when the teacher moved a muscle and blinking when the teacher blinked. The teacher was trained to do this in a way that enabled the child to imitate. Such a teacher was not as the Western pedagogue, but the Eastern data. 3 A certain instinctive quality was behind this. Even today, its obvious that what Ive learned is totally irrelevant in terms of my ability to teach a child effectively before the change of teeth. After the change of teeth, the teachers knowledge begins to have some significance; but this is lost again, if I merely impart what I learned as it lives in me. It all has to be transformed artistically and made into images, as we shall see later. I have to awaken invis- ible forces between the child and myself.
3. In Sanskrit, the giver.
1.01 - Principles of Practical Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
carefully beforehand. In the case of educated people the decision is not
difficult: I advise them to read a bit of Freud and a bit of Adler. As a rulethey soon find out which of the two suits them best. So long as one is
1.01 - THAT ARE THOU, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
When Svetaketu was twelve years old he was sent to a teacher, with whom he studied until he was twenty-four. After learning all the Vedas, he returned home full of conceit in the belief that he was consummately well educated, and very censorious.
His father said to him, Svetaketu, my child, you who are so full of your learning and so censorious, have you asked for that knowledge by which we hear the unbearable, by which we perceive what cannot be perceived and know what cannot be known?
10.29 - Gods Debt, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
First let us understand the mystery of God's debt to man. We know, in ordinary life a subordinate has a duty towards his superior, the lesser owes a debt to the greater. That is easily understood. Likewise the superior also has a duty to his subordinate, the greater has his duty to the smaller. The child owes a debt to his parents; no less is the debt that the parents owe to the child. The parents not only bring forth the child, but they have to bring him up, nourish, foster, educate and settle him in life. We know also, as the scriptures tell us, that there is a debt man owes to the gods. The paying of the debt is described in the institution of the sacrifice (yajna). It is through his sacrifice that man achieves what he has to achieve upon earth. It is the givingof what one is and what one hasto the gods the sacrifice mounts carrying the offering to the gods. But the sacrifice is not a mere one-sided movement, the sacrifice brings from the gods gifts for the manmaterial prosperity and spiritual fulfilment. Man increases himself in this way, but thereby increases the gods also. The offering that man brings in his sacrificeall his possessionshis earthly possessions, but chiefly his possessions of the inner world, the wealth of his spirit, the virtues of his consciousness all go to the gods and increase them, that is to say, they become more manifest and more powerful upon earth and in earthly existence and in the service of man.
The sacrifice going up to the gods as offered by man means the sadhana, the inner discipline that he follows by which he lifts up his being with its mental and vital and physical formulations to their higher and higher potencies upon earth. The dedication of the normal powers and faculties to the gods means purification and release from the bondages of ignorance and egoism. This serves to make the gods living to us, bring them near to our terrestrial life, to our normal consciousness. This is what is meant by increasing the godsman's duty or debt to the gods. In answer there is a corresponding gesture from the gods, with their immortalising reality they dwell in us and fill our being with their godlike qualities, their light, their energy, their delight, their very immortality. Man increases the gods and the gods increase man and by their mutual increasing they attain the supreme increment, the Divine status, so says the Gita.
1.02 - BEFORE THE CITY-GATE, #Faust, #Johann Wolfgang von Goethe, #Poetry
The dog, when he's well educated,
Is by the wisest tolerated.
1.02 - Education, #On Education, #The Mother, #Integral Yoga
There are other parents who know that their children must be educated and who try to do what they can. But very few, even among those who are most serious and sincere, know that the first thing to do, in order to be able to educate a child, is to educate oneself, to become conscious and master of oneself so that one never sets a bad example to ones child. For it is above all through example that education becomes effective. To speak good words and to give wise advice to a child has very little effect if one does not oneself give him an example of what one teaches. Sincerity, honesty, straightforwardness, courage, disinterestedness, unselfishness, patience, endurance, perseverance, peace, calm, self-control are all things that are taught infinitely better by example than by beautiful speeches. Parents, have a high ideal and always act in accordance with it and you will see that little by little your child will reflect this ideal in himself and spontaneously manifest the qualities you would like to see expressed in his nature. Quite naturally a child has respect and admiration for his parents; unless they are quite unworthy, they will always appear to their child as demigods whom he will try to imitate as best he can.
With very few exceptions, parents are not aware of the disastrous influence that their own defects, impulses, weaknesses and lack of self-control have on their children. If you wish to be respected by a child, have respect for yourself and be worthy of respect at every moment. Never be authoritarian, despotic, impatient or ill-tempered. When your child asks you a question, do not give him a stupid or silly answer under the pretext that he cannot understand you. You can always make yourself understood if you take enough trouble; and in spite of the popular saying that it is not always good to tell the truth, I affirm that it is always good to tell the truth, but that the art consists in telling it in such a way as to make it accessible to the mind of the hearer. In early life, until he is twelve or fourteen, the childs mind is hardly open to abstract notions and general ideas. And yet you can train it to understand these things by using concrete images, symbols or parables. Up to quite an advanced age and for some who mentally always remain children, a narrative, a story, a tale well told teach much more than any number of theoretical explanations.
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When a child has done something wrong, see that he confesses it to you spontaneously and frankly; and when he has confessed, with kindness and affection make him understand what was wrong in his movement so that he will not repeat it, but never scold him; a fault confessed must always be forgiven. You should not allow any fear to come between you and your child; fear is a pernicious means of education: it invariably gives birth to deceit and lying. Only a discerning affection that is firm yet gentle and an adequate practical knowledge will create the bonds of trust that are indispensable for you to be able to educate your child effectively. And do not forget that you have to control yourself constantly in order to be equal to your task and truly fulfil the duty which you owe your child by the mere fact of having brought him into the world.
Bulletin, February 1951
1.02 - MAPS OF MEANING - THREE LEVELS OF ANALYSIS, #Maps of Meaning, #Jordan Peterson, #Psychology
effective is our society in this regard that its members especially the well-to-do and educated ones
may not even guess at some of their own potentialities. One usually thinks of education, in the broad
1.02 - The Child as growing being and the childs experience of encountering the teacher., #The Essentials of Education, #unset, #Zen
Yesterday I spoke of the teachers encounter with the children. Today I will try to describe the child as a growing being, and the childs experience of encountering the teacher. A more exact observation of the forces active in human development shows that at the beginning of a childs earthly life we need to distinguish three distinct stages of life. Only after our applied knowledge of human nature yields insight into the characteristic qualities of each of these three stages can we begin to educate in a way that is more appropriateor rather, an education that is more humane.
The Nature of Proof in Spiritual Matters
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This is also true of spiritual facts. When we speak of the material nature of plants, animals, minerals, or the human physical body, we need to prove our statements through experiment and sense observation. This kind of proof, like the example mentioned, suggests that an object must be supported. In the free realm of the spirit, however, truths support one another. The only validation required is their mutual support. Thus, in representing spiritual reality, every idea needs to be placed clearly within the whole, just as Earth or any other heavenly body moves freely in cosmic space. Truths must support one another. Anyone who tries to understand the spiritual realm must first examine truths coming from other directions, and how they support the one truth through the free activity of their gravitational force of proof, as it were. In this way, that single truth is kept free in the cosmos, just as a heavenly body is supported freely in the cosmos by the countering forces of gravity. We need to develop the capacity to think the spiritual as a fundamental, inner disposition; otherwise, though we may be able to understand and educate the human soul, well remain unable to grasp, cultivate, and educate the spirit that also lives and moves within us as human beings.
The Individuals Entry into the World
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The psychologist, the observer of souls, the person of broad practical experience, and the doctor thus all become a unity, inso- far as the child is concerned. This is important, since anything28 that makes an impression on the child, anything that causes the souls response, continues in the circulation of the blood and in digestion, becoming a part of the foundation of health in later years. Due to the imitative nature of the child, whenever we edu- cate childrens spirit and soul, we also educate their body and their physical constitution. This is the wonderful metamorphosis that whatever approaches children, touching their spirit and soul, becomes their physical, organic organization and their predisposi- tion to health or illness in later life.
Consequently, we can say that if Waldorf schools educate out of spirit and soul, its not because we choose to work in an unbal- anced way with only the soul and spirit. Its because we know that this is how we physically educate the inner being in the highest sense of the word: the physical being exists within the envelope of the skin. Perhaps you recall yesterdays examples. Beginning with the model supplied by the human forces of heredity, the developing child builds a second human self, experienced in the second phase of life between the change of teeth and puberty. During the initial phase of life, we struggle to fashion a second, uninherited self out of whats present within our individuality as a result of experiences in earlier earthly lives during a purely spiritual existence between death and rebirth. During the second stage of life, between the change of teeth and puberty, the influences of the outer world likewise struggle against what our individuality wants to incorpo- rate into itself. During this second stage, external influences grow more pow- erful. The childs inner nature is streng thened, however, since at this point it no longer allows every influence in the environment to continue vibrating within the bodily organization as though it were mainly a sense organ. Sensory perception begins to be more concentrated at the surface, or periphery, of the childs constitu- tion. The senses now become more individual and autonomous, and for the first time there appears within us a way of relating to the world that isnt intellectual but rather is comparable only to an artistic view of life.
The Teacher as Artist
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When we read modern books on embryology, botany, or zool- ogy, we feel a sense of despair in finding ourselves immediately forced to plunge into a cold intellectuality. Although the life and the development of nature are not essentially intellectual, we have to deliberately and consciously set aside every artistic ele- ment. Once weve read a book on botany written according to strict scientific rules, our first task as teachers is to rid ourselves of everything we found there. Obviously, we have to assimilate the information about botanical processes, and the sacrifice of learn- ing from such books is necessary; but in order to educate children between the change of teeth and puberty, we have to eliminate what we found there, transforming everything into artistic, imagi- nal forms through our own artistic activity and sensibility. What- ever lives in our thoughts about nature has to fly on the wings of artistic inspiration and be transformed into images that then come before the soul of the child.
Artistically shaping our instruction for children between the change of teeth and puberty is all that we should be concerned with in the metamorphosis of education for our time and the near future. If the first period of childhood requires a priestly element in education, the second requires an artistic element. What are we really doing when we educate a person in the second stage of life? The individuality journeying from an earlier earthly life and from the spiritual world is trying gradually to develop and permeate a second self. Our job is to assist in this process; we incorporate what we do with the child as teachers into the forces that inter- wove with spirit and soul to shape the second self with a unique and individual character. Again, the consciousness of this cosmic context needs to act as an enlivening impulse, running through our teaching methods and the everyday conditions of education. We cant contrive what needs to be done; we can only allow it to happen through the influence of the children themselves on their teachers.
Two extremes must be avoided. One is a result of intellectual- izing tendencies, where we approach children in an academic way, expecting them to assimilate sharply outlined ideas and defini- tions. It is, after all, very comfortable to instruct and teach by definitions. And the more gifted children learn to parrot them, allowing the teacher to be certain that they retain what theyve been taught in the previous lesson, whereas those who dont learn can be left behind.
1.02 - The Concept of the Collective Unconscious, #The Archetypes and the Collective Unconscious, #Carl Jung, #Psychology
possible for an educated person of that time, because in those
days artists were distinguished for their wide knowledge of
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had been educated at a State school and been employed as a
clerk in an office. He had no special gifts, and I myself knew
1.02 - What is Psycho therapy?, #The Practice of Psycho therapy, #Carl Jung, #Psychology
in order to educate him to the point where he can consciously take the right
road for him and at the same time clearly recognize his own social
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to this plea addressed to the doctor by the sick. The educated public knows
of the existence of psycho therapy, and the intelligent doctor knows, from
1.03 - APPRENTICESHIP AND ENCULTURATION - ADOPTION OF A SHARED MAP, #Maps of Meaning, #Jordan Peterson, #Psychology
the educated modern mind credulous, despite its skepticism particularly if those who embody or
otherwise promote them allow the listener every opportunity to identify with the creative and positive
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this caprice, this rigorous and grandiose stupidity has educated the spirit. Slavery is, as it seems, both in
the cruder and in the more subtle sense, the indispensable means of spiritual discipline and cultivation,
1.03 - PERSONALITY, SANCTITY, DIVINE INCARNATION, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
Among the cultivated and mentally active, hagiography is now a very unpopular form of literature. The fact is not at all surprising. The cultivated and the mentally active have an insatiable appetite for novelty, diversity and distraction. But the saints, however commanding their talents and whatever the nature of their professional activities, are all incessantly preoccupied with only one subjectspiritual Reality and the means by which they and their fellows can come to the unitive knowledge of that Reality. And as for their actions these are as monotonously uniform as their thoughts; for in all circumstances they behave selflessly, patiently and with indefatigable charity. No wonder, then, if the biographies of such men and women remain unread. For one well educated person who knows anything about William Law there are two or three hundred who have read Boswells life of his younger contemporary. Why? Because, until he actually lay dying, Johnson indulged himself in the most fascinating of multiple personalities; whereas Law, for all the superiority of his talents was almost absurdly simple and single-minded. Legion prefers to read about Legion. It is for this reason that, in the whole repertory of epic, drama and the novel there are hardly any representations of true theocentric saints.
O Friend, hope for Him whilst you live, know whilst you live, understand whilst you live? for in life deliverance abides.
1.03 - Questions and Answers, #Book of Certitude, #unset, #Zen
105. And in another Tablet, these exalted words have been revealed: O Muhammad! The Ancient of Days hath turned His countenance towards thee, making mention of thee, and exhorting the people of God to educate their children. Should a father neglect this most weighty commandment laid down in the Kitab-i-Aqdas by the Pen of the Eternal King, he shall forfeit rights of fatherhood, and be accounted guilty before God. Well is it with him who imprinteth on his heart the admonitions of the Lord, and steadfastly cleaveth unto them. God, in truth, enjoineth on His servants what shall assist and profit them, and enable them to draw nigh unto Him. He is the Ordainer, the Everlasting.
106. He is God, exalted be He, the Lord of majesty and power! The Prophets and Chosen Ones have all been commissioned by the One True God, magnified be His glory, to nurture the trees of human existence with the living waters of uprightness and understanding, that there may appear from them that which God hath deposited within their inmost selves. As may be readily observed, each tree yieldeth a certain fruit, and a barren tree is but fit for fire. The purpose of these Educators, in all they said and taught, was to preserve man's exalted station. Well is it with him who in the Day of God hath laid fast hold upon His precepts and hath not deviated from His true and fundamental Law. The fruits that best befit the tree of human life are trustworthiness and godliness, truthfulness and sincerity; but greater than all, after recognition of the unity of God, praised and glorified be He, is regard for the rights that are due to one's parents. This teaching hath been mentioned in all the Books of God, and reaffirmed by the Most Exalted Pen. Consider that which the Merciful Lord hath revealed in the Qur'an, exalted are His words: "Worship ye God, join with Him no peer or likeness; and show forth kindliness and charity towards your parents..." Observe how loving-kindness to one's parents hath been linked to recognition of the one true God! Happy they who are endued with true wisdom and understanding, who see and perceive, who read and understand, and who observe that which God hath revealed in the Holy Books of old, and in this incomparable and wondrous Tablet.
1.03 - Reading, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
What does our Concord culture amount to? There is in this town, with a very few exceptions, no taste for the best or for very good books even in English literature, whose words all can read and spell. Even the college-bred and so called liberally educated men here and elsewhere have really little or no acquaintance with the English classics; and as for the recorded wisdom of mankind, the ancient classics and Bibles, which are accessible to all who will know of them, there are the feeblest efforts any where made to become acquainted with them. I know a woodchopper, of middle age, who takes a French paper, not for news as he says, for he is above that, but to keep himself in practice, he being a Canadian by birth; and when I ask him what he considers the best thing he can do in this world, he says, beside this, to keep up and add to his English. This is about as much as the college bred generally do or aspire to do, and they take an English paper for the purpose. One who has just come from reading perhaps one of the best
English books will find how many with whom he can converse about it? Or suppose he comes from reading a Greek or Latin classic in the original, whose praises are familiar even to the so called illiterate; he will find nobody at all to speak to, but must keep silence about it. Indeed, there is hardly the professor in our colleges, who, if he has mastered the difficulties of the language, has proportionally mastered the difficulties of the wit and poetry of a Greek poet, and has any sympathy to impart to the alert and heroic reader; and as for the sacred Scriptures, or Bibles of mankind, who in this town can tell me even their titles? Most men do not know that any nation but the Hebrews have had a scripture. A man, any man, will go considerably out of his way to pick up a silver dollar; but here are golden words, which the wisest men of antiquity have uttered, and whose worth the wise of every succeeding age have assured us of;and yet we learn to read only as far as Easy Reading, the primers and class-books, and when we leave school, the Little Reading, and story books, which are for boys and beginners; and our reading, our conversation and thinking, are all on a very low level, worthy only of pygmies and manikins.
1.03 - Tara, Liberator from the Eight Dangers, #How to Free Your Mind - Tara the Liberator, #Thubten Chodron, #unset
propels us to think creatively about how to deal with a possibly adverse situation. For example, parents educate their children to have a wise fear of
matches. They want their children to respect the power of re without
1.03 - The Coming of the Subjective Age, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
Behind it all the hope of the race lies in those infant and as yet subordinate tendencies which carry in them the seed of a new subjective and psychic dealing of man with his own being, with his fellow-men and with the ordering of his individual and social life. The characteristic note of these tendencies may be seen in the new ideas about the education and upbringing of the child that became strongly current in the pre-war era. Formerly, education was merely a mechanical forcing of the childs nature into arbitrary grooves of training and knowledge in which his individual subjectivity was the last thing considered, and his family upbringing was a constant repression and compulsory shaping of his habits, his thoughts, his character into the mould fixed for them by the conventional ideas or individual interests and ideals of the teachers and parents. The discovery that education must be a bringing out of the childs own intellectual and moral capacities to their highest possible value and must be based on the psychology of the child-nature was a step forward towards a more healthy because a more subjective system; but it still fell short because it still regarded him as an object to be handled and moulded by the teacher, to be educated. But at least there was a glimmering of the realisation that each human being is a self-developing soul and that the business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material. It is not yet realised what this soul is or that the true secret, whether with child or man, is to help him to find his deeper self, the real psychic entity within. That, if we ever give it a chance to come forward, and still more if we call it into the foreground as the leader of the march set in our front, will itself take up most of the business of education out of our hands and develop the capacity of the psychological being towards a realisation of its potentialities of which our present mechanical view of life and man and external routine methods of dealing with them prevent us from having any experience or forming any conception. These new educational methods are on the straight way to this truer dealing. The closer touch attempted with the psychical entity behind the vital and physical mentality and an increasing reliance on its possibilities must lead to the ultimate discovery that man is inwardly a soul and a conscious power of the Divine and that the evocation of this real man within is the right object of education and indeed of all human life if it would find and live according to the hidden Truth and deepest law of its own being. That was the knowledge which the ancients sought to express through religious and social symbolism, and subjectivism is a road of return to the lost knowledge. First deepening mans inner experience, restoring perhaps on an unprecedented scale insight and self-knowledge to the race, it must end by revolutionising his social and collective self-expression.
Meanwhile, the nascent subjectivism preparative of the new age has shown itself not so much in the relations of individuals or in the dominant ideas and tendencies of social development, which are still largely rationalistic and materialistic and only vaguely touched by the deeper subjective tendency, but in the new collective self-consciousness of man in that organic mass of his life which he has most firmly developed in the past, the nation. It is here that it has already begun to produce powerful results whether as a vitalistic or as a psychical subjectivism, and it is here that we shall see most clearly what is its actual drift, its deficiencies, its dangers as well as the true purpose and conditions of a subjective age of humanity and the goal towards which the social cycle, entering this phase, is intended to arrive in its wide revolution.
1.04 - ADVICE TO HOUSEHOLDERS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
Thus conversing, the Master came to the west end of the verandah. M stood by his side. Sri Ramakrishna had repeated again and again that God cannot be realized without discrimination and renunciation. This made M. extremely worried. He had married and was then a young man of twenty-eight, educated in college in the Western way. Having a sense of duty, he asked himself, "Do discrimination and dispassion mean giving up 'woman and gold'?" He was really at a loss to know what to do.
M. (to the Master): "What should one do if one's wife says: 'You are neglecting me. I shall commit suicide?' "
1.04 - A Leader, #Words Of Long Ago, #The Mother, #Integral Yoga
I have told them that for a nation to win its freedom, it must first of all deserve it, make itself worthy of it, prepare itself to be able to enjoy it. This is not the case in Russia, and we shall have much to do to educate the masses and pull them out of their torpor; but the sooner we set to the task, the sooner we shall be ready for renewed action.
I have been able to make my friends understand these things; they trusted me and we began to study. That is how we came to read your books. And now I have come to ask your help in adapting your ideas to our present situation and with them to draw up a plan of action, and also write a small pamphlet which will become our new weapon and which we shall use to spread these beautiful thoughts of solidarity, harmony, freedom and justice among the people.
1.04 - Sounds, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
Far through unfrequented woods on the confines of towns, where once only the hunter penetrated by day, in the darkest night dart these bright saloons without the knowledge of their inhabitants; this moment stopping at some brilliant station-house in town or city, where a social crowd is gathered, the next in the Dismal Swamp, scaring the owl and fox. The startings and arrivals of the cars are now the epochs in the village day. They go and come with such regularity and precision, and their whistle can be heard so far, that the farmers set their clocks by them, and thus one well conducted institution regulates a whole country. Have not men improved somewhat in punctuality since the railroad was invented? Do they not talk and think faster in the depot than they did in the stage-office? There is something electrifying in the atmosphere of the former place. I have been astonished at the miracles it has wrought; that some of my neighbors, who, I should have prophesied, once for all, would never get to Boston by so prompt a conveyance, are on hand when the bell rings. To do things railroad fashion is now the by-word; and it is worth the while to be warned so often and so sincerely by any power to get off its track. There is no stopping to read the riot act, no firing over the heads of the mob, in this case. We have constructed a fate, an _Atropos_, that never turns aside. (Let that be the name of your engine.) Men are advertised that at a certain hour and minute these bolts will be shot toward particular points of the compass; yet it interferes with no mans business, and the children go to school on the other track. We live the steadier for it. We are all educated thus to be sons of Tell. The air is full of invisible bolts. Every path but your own is the path of fate. Keep on your own track, then.
What recommends commerce to me is its enterprise and bravery. It does not clasp its hands and pray to Jupiter. I see these men every day go about their business with more or less courage and content, doing more even than they suspect, and perchance better employed than they could have consciously devised. I am less affected by their heroism who stood up for half an hour in the front line at Buena Vista, than by the steady and cheerful valor of the men who inhabit the snow-plough for their winter quarters; who have not merely the three-o-clock in the morning courage, which Bonaparte thought was the rarest, but whose courage does not go to rest so early, who go to sleep only when the storm sleeps or the sinews of their iron steed are frozen. On this morning of the Great Snow, perchance, which is still raging and chilling mens blood, I hear the muffled tone of their engine bell from out the fog bank of their chilled breath, which announces that the cars
1.04 - The Aims of Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
effectively as possible, that is, to educate his will. Unless he is a positive
genius he cannot, indeed he should not, believe in anything active within
--
needs to educate his conscious will, but who, to understand the meaning of
his individual life, needs to experience his own inner being. Social
1.04 - THE APPEARANCE OF ANOMALY - CHALLENGE TO THE SHARED MAP, #Maps of Meaning, #Jordan Peterson, #Psychology
remains intact (at least in the case of the respectable citizen). The modern educated individual therefore
acts out, but does not believe. It might be said that the lack of isomorphism between explicit abstract
--
judge life and condemn it were created not by me but by them. I myself was born, educated and have
grown up thanks to them. They dug out the iron, taught us how to cut the timber, tamed the cattle and
1.04 - The Core of the Teaching, #Essays On The Gita, #Sri Aurobindo, #Integral Yoga
Duty is a relative term and depends upon our relation to others. It is a father's duty, as a father, to nurture and educate his children; a lawyer's to do his best for his client even if he knows him to be guilty and his defence to be a lie; a soldier's to fight and shoot to order even if he kill his own kin and countrymen; a judge's to send the guilty to prison and hang the murderer.
And so long as these positions are accepted, the duty remains clear, a practical matter of course even when it is not a point of honour or affection, and overrides the absolute religious or moral law. But what if the inner view is changed, if the lawyer is awakened to the absolute sinfulness of falsehood, the judge becomes convinced that capital punishment is a crime against humanity, the man called upon to the battlefield feels, like the conscientious objector of today or as a Tolstoy would feel, that
1.05 - Dharana, #Liber ABA, #Aleister Crowley, #Philosophy
2:We know that it is fairly easy for the ordinary educated mind to think without much distraction on a subject in which it is much interested. We have the popular phrase, "revolving a thing in the mind"; and as long as the subject is sufficiently complex, as long as thoughts pass freely, there is no great difficulty. So long as a gyroscope is in motion, it remains motionless relatively to its support, and even resists attempts to distract it; when it stops it falls from that position. If the earth ceased to spin round the sun, it would at once fall into the sun.
3:The moment then that the student takes a simple subject - or rather a simple object - and imagines it or visualizes it, he will find that it is not so much his creature as he supposed. Other thoughts will invade the mind, so that the object is altogether forgotten, perhaps for whole minutes at a time; and at other times the object itself will begin to play all sorts of tricks.
1.05 - Problems of Modern Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
cannot become normal. That it should enter anyones head to educate them
to normality is a nightmare for the former, because their deepest need is
--
doctor has to overcome these resistances in himself, for who can educate
others if he is himself un educated? Who can enlighten others if he is still
1.05 - THE HOSTILE BROTHERS - ARCHETYPES OF RESPONSE TO THE UNKNOWN, #Maps of Meaning, #Jordan Peterson, #Psychology
the educated modern man finds it difficult to understand what is meant by reality of the psyche. So it
is not surprising that it was incomparably more difficult for medieval man to imagine something
--
majority of westerners, who regard themselves as educated. The mythic view of history cannot be credited
with reality, from the material, empirical point of view. It is nonetheless the case that all of western ethics,
1.07 - A Song of Longing for Tara, the Infallible, #How to Free Your Mind - Tara the Liberator, #Thubten Chodron, #unset
People in the West also need to be educated so that they understand the
purpose and value of generosity. Dana entails being generous because we
1.07 - TRUTH, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
Between the horns of Chuang Tzus dilemma there is no way but that of love, peace and joy. Only those who manifest their possession, in however small a measure, of the fruits of the Spirit can persuade others that the life of the spirit is worth living. Argument and controversy are almost useless; in many cases, indeed, they are positively harmful. But this, of course, is a thing that clever men with a gift for syllogisms and sarcasm, find it peculiarly hard to admit. Milton, no doubt, genuinely believed that he was working for truth, righteousness and the glory of God by exploding in torrents of learned scurrility against the enemies of his favourite dictator and his favourite brand of nonconformity. In actual fact, of course, he and the other controversialists of the sixteenth and seventeenth centuries did nothing but harm to the cause of true religion, for which, on one side or the other, they fought with an equal learning and ingenuity and with the same foulmou thed intemperance of language. The successive controversies went on, with occasional lucid intervals, for about two hundred yearsPapists arguing with anti-Papists, Protestants with other Protestants, Jesuits with Quietists and Jansenists. When the noise finally died down, Christianity (which, like any other religion, can survive only if it manifests the fruits of the Spirit) was all but dead; the real religion of most educated Europeans was now nationalistic idolatry. During the eighteenth century this change to idolatry seemed (after the atrocities committed in the name of Christianity by Wallenstein and Tilly) to be a change for the better. This was because the ruling classes were determined that the horrors of the wars of religion should not be repeated and therefore deliberately tempered power politics with gentlemanliness. Symptoms of gentlemanliness can still be observed in the Napoleonic and Crimean wars. But the national Molochs were steadily devouring the eighteenth-century ideal. During the first and second World Wars we have witnessed the total elimination of the old checks and self-restraints. The consequences of political idolatry now display themselves without the smallest mitigation either of humanistic honour and etiquette or of transcendental religion. By its internecine quarrels over words, forms of organization, money and power, historic Christianity consummated the work of self-destruction, to which its excessive preoccupation with things in time had from the first so tragically committed it.
Sell your cleverness and buy bewilderment;
1.08 - Civilisation and Barbarism, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
Moreover, although man has not yet really heard and understood the message of the sages,know thyself, he has accepted the message of the thinker, educate thyself, and, what is more, he has understood that the possession of education imposes on him the duty of imparting his knowledge to others. The idea of the necessity of general education means the recognition by the race that the mind and not the life and the body are the man and that without the development of the mind he does not possess his true manhood. The idea of education is still primarily that of intelligence and mental capacity and knowledge of the world and things, but secondarily also of moral training and, though as yet very imperfectly, of the development of the aesthetic faculties. The intelligent thinking being, moralised, controlling his instincts and emotions by his will and his reason, acquainted with all that he should know of the world and his past, capable of organising intelligently by that knowledge his social and economic life, ordering rightly his bodily habits and physical being, this is the conception that now governs civilised humanity. It is, in essence, a return to and a larger development of the old Hellenic ideal, with a greater stress on capacity and utility and a very diminished stress on beauty and refinement. We may suppose, however, that this is only a passing phase; the lost elements are bound to recover their importance as soon as the commercial period of modern progress has been overpassed, and with that recovery, not yet in sight but inevitable, we shall have all the proper elements for the development of man as a mental being.
The old Hellenic or Graeco-Roman civilisation perished, among other reasons, because it only imperfectly generalised culture in its own society and was surrounded by huge masses of humanity who were still possessed by the barbarian habit of mind. Civilisation can never be safe so long as, confining the cultured mentality to a small minority, it nourishes in its bosom a tremendous mass of ignorance, a multitude, a proletariate. Either knowledge must enlarge itself from above or be always in danger of submergence by the ignorant night from below. Still more must it be unsafe, if it allows enormous numbers of men to exist outside its pale uninformed by its light, full of the natural vigour of the barbarian, who may at any moment seize upon the physical weapons of the civilised without undergoing an intellectual transformation by their culture. The Graeco-Roman culture perished from within and from without, from without by the floods of Teutonic barbarism, from within by the loss of its vitality. It gave the proletariate some measure of comfort and amusement, but did not raise it into the light. When light came to the masses, it was from outside in the form of the Christian religion which arrived as an enemy of the old culture. Appealing to the poor, the oppressed and the ignorant, it sought to capture the soul and the ethical being, but cared little or not at all for the thinking mind, content that that should remain in darkness if the heart could be brought to feel religious truth. When the barbarians captured the Western world, it was in the same way content to Christianise them, but made it no part of its function to intellectualise. Distrustful even of the free play of intelligence, Christian ecclesiasticism and monasticism became anti-intellectual and it was left to the Arabs to reintroduce the beginnings of scientific and philosophical knowledge into a semi-barbarous Christendom and to the half-pagan spirit of the Renaissance and a long struggle between religion and science to complete the return of a free intellectual culture in the re-emerging mind of Europe. Knowledge must be aggressive, if it wishes to survive and perpetuate itself; to leave an extensive ignorance either below or around it, is to expose humanity to the perpetual danger of a barbaric relapse.
1.08 - Psycho therapy Today, #The Practice of Psycho therapy, #Carl Jung, #Psychology
investigation, its declared aim is to educate people towards independence
and moral freedom in accordance with the knowledge arrived at by
--
would have to be educated and at the same time seduced from their own
highest destiny. Against this conclusion it will undoubtedly be objected
1.08 - RELIGION AND TEMPERAMENT, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
Like technological progress, with which it is so closely associated in so many ways, modern war is at once a cause and a result of the somatotonic revolution. Nazi education, which was specifically education for war, had two principal aims: to encourage the manifestation of somatotonia in those most richly endowed with that component of personality, and to make the rest of the population feel ashamed of its relaxed amiability or its inward-looking sensitiveness and tendency towards self-restraint and tender-mindedness. During the war the enemies of Nazism have been compelled, of course, to borrow from the Nazis educational philosophy. All over the world millions of young men and even of young women are being systematically educated to be tough and to value toughness beyond every other moral quality. With this system of somatotonic ethics is associated the idolatrous and polytheistic theology of nationalisma pseudo-religion far stronger at the present time for evil and division than is Christianity, or any other monotheistic religion, for unification and good. In the past most societies tried systematically to discourage somatotonia. This was a measure of self-defense; they did not want to be physically destroyed by the power-loving aggressiveness of their most active minority, and they did not want to be spiritually blinded by an excess of extraversion. During the last few years all this has been changed. What, we may apprehensively wonder, will be the result of the current world-wide reversal of an immemorial social policy? Time alone will show.
next chapter: 1.09 - SELF-KNOWLEDGE
1.08 - The Four Austerities and the Four Liberations, #On Education, #The Mother, #Integral Yoga
There are also a great many people, even among those who are educated but whose mental power is weak, who do not know what they want to say until they say it. This makes their speech interminable and tedious. For as they speak, their thought becomes clearer and more precise, and so they have to repeat the same thing several times in order to say it more and more exactly.
Some need to prepare beforeh and what they have to say, and splutter when they are obliged to improvise, because they have not had time to elaborate step by step the exact terms of what they want to say.
1.08 - The Gods of the Veda - The Secret of the Veda, #Vedic and Philological Studies, #Sri Aurobindo, #Integral Yoga
With the acceptance of these modern opinions Hinduism ought by this time to have been as dead among educated men as the religion of the Greeks & Romans. It should at best have become a religio Pagana, a superstition of ignorant villagers. Itis, on the contrary, stronger & more alive, fecund & creative than it had been for the previous three centuries. To a certain extent this unexpected result may be traced to the high opinion in which even European opinion has been compelled to hold the Vedanta philosophy, the Bhagavat Gita and some of the speculationsas the Europeans think themor, as we hold, the revealed truths of the Upanishads. But although intellectually we are accustomed in obedience to Western criticism to base ourselves on the Upanishads & Gita and put aside Purana and Veda as mere mythology & mere ritual, yet in practice we live by the religion of the Puranas & Tantras even more profoundly & intimately than we live by & realise the truths of the Upanishads. In heart & soul we still worship Krishna and Kali and believe in the truth of their existence. Nevertheless this divorce between the heart & the intellect, this illicit compromise between faith & reason cannot be enduring. If Purana & Veda cannot be rehabilitated, it is yet possible that our religion driven out of the soul into the intellect may wither away into the dry intellectuality of European philosophy or the dead formality & lifeless clarity of European Theism. It behoves us therefore to test our faith by a careful examination into the meaning of Purana & Veda and into the foundation of that truth which our intellect seeks to deny [but] our living spiritual experience continues to find in their conceptions. We must discover why it is that while our intellects accept only the truth of Vedanta, our spiritual experiences confirm equally or even more powerfully the truth of Purana. A revival of Hindu intellectual faith in the totality of the spiritual aspects of our religion, whether Vedic, Vedantic, Tantric or Puranic, I believe to be an inevitable movement of the near future.
There has already been, indeed, a local movement towards the rehabilitation of the Veda. Swami Dayananda, the founder of the Arya Samaj, preached a monotheistic religion founded on a new interpretation of the sacred hymns. But this important attempt, successful & vigorous in the Panjab, is not likely to comm and acceptance among the more subtle races of the south & east. It was based like the European rendering on a system of philology,the Nirukta of Yaska used by the scholastic ingenuity & robust faith of Dayananda to justify conclusions far-reaching & even extravagant, to which it is difficult to assent unless we are offered stronger foundations.Moreover, by rejecting the authority of all later Scriptures and scouting even the Upanishads because they transcend the severity of his monotheistic teaching, Dayananda cut asunder the unity of Hindu religion even more fatally than the Europeans & by the slenderness of vision & the poverty of spiritual contents, the excessive simplicity of doctrine farther weakened the authority of this version for the Indian intellect. He created a sect & a rendering, but failed to rehabilitate to the educated mind in India the authority of the Vedas. Nevertheless, he put his finger on the real clue, the true principle by which Veda can yet be made to render up its long-guarded secret. A Nirukta, based on a wider knowledge of the Aryan tongues than Dayananda possessed, more scientific than the conjectural philology of the Europeans, is the first condition of this great recovery. The second is a sympathy & flexibility of intelligence capable of accepting passively & moulding itself to the mentality of the men of this remote epoch.
If indeed the philology of the Europeans were an exact science or its conclusions inevitable results from indisputable premises, there would be no room for any reopening of the subject. But the failure of comparative philology to develop a sound scientific basis & to create a true science of language has been one of the conspicuous intellectual disappointments of the nineteenth century. There can be no denial of that failure. This so-called science is scouted by scientific minds and even the possibility of an etymological science has been disputed. The extravagances of the philological sun myth weavers have been checked by a later method which prefers the evidence of facts to the evidence of nouns & adjectives. The later ethnological theories ignore the conclusions & arguments of the philologists. The old theory of Aryan, Semite, Dravidian & Turanian races has everywhere been challenged and is everywhere breached or rejected. The philologists have indeed established some useful identities and established a few rules of phonetical modification and detrition. But the rest is hypothesis and plausible conjecture. The capacity of brilliant conjecture, volatile inference and an ingenious imagination have been more useful to the modern Sanscrit scholar than rigorous research, scientific deduction or patient and careful generalisation. We are therefore at liberty even on the ground of European science & knowledge to hesitate before the conclusions of philological scholarship.
1.08 - The Historical Significance of the Fish, #Aion, #Carl Jung, #Psychology
means ruled out that there were educated Christians who knew
of the coniunctio maxima of Jupiter and Saturn in Pisces in
1.09 - A System of Vedic Psychology, #Vedic and Philological Studies, #Sri Aurobindo, #Integral Yoga
The successes of European science have cast the shadow of their authority & prestige over the speculations of European scholarship; for European thought is, in appearance, a serried army marching to world-conquest and we who undergo the yoke of its tyranny, we, who paralysed by that fascination and overborne by that domination, have almost lost the faculty of thinking for ourselves, receive without distinction all its camp followers or irregular volunteers as authorities to whom we must needs submit.We reflect in our secondh and opinions the weak parts of European thought equally with the strong; we do not distinguish between those of its ideas which eternal Truth has ratified and those which have merely by their ingenuity and probability captivated for a short season the human imagination. The greater part of the discoveries of European Science (its discoveries, not its intellectual generalisations) belong to the first category; the greater part of the conclusions of European scholarship to the second. The best European thought has itself no illusions on this score. One of the greatest of European scholars & foremost of European thinkers, Ernest Renan, after commencing his researches in Comparative Philology with the most golden & extravagant hopes, was compelled at the close of a life of earnest & serious labour, to sum up the chief preoccupation of his days in a formula of measured disparagement,petty conjectural sciences. In other words, no sciences at all; for a science built upon conjectures is as much an impossibility & a contradiction in terms as a house built upon water. Renans own writings bear eloquent testimony to the truth of his final verdict; those which sum up his scholastic research, read now like a mass of learned crudity, even the best of them no longer authoritative or valid; those which express the substance or shades of his lifes thinking are of an imperishable beauty & value. The general sentiment of European Science agrees with the experience of Renan and even shoots beyond it; in the vocabulary of German scientists the word Philologe, philologist, bears a sadly disparaging and contemptuous significance & so great is the sense among serious thinkers of the bankruptcy of Comparative Philology that many deny even the possibility of an etymological Science. There is no doubt an element of exaggeration in some of these views; but it is true that Comparative Philology, Comparative Mythology, ethnology, anthropology and their kindred sciences are largely a mass of conjectures,shifting intellectual quagmires in which we can find no sure treading. Only the airy wings of an ingenious imagination can bear us up on that shimmering surface and delude us with the idea that it is the soil which supports our movement & not the wings. There is a meagre but sound substratum of truth which will disengage itself some day from the conjectural rubbish; but the present stage of these conjectural sciences is no better but rather worse than the state of European chemistry in the days of Paracelsus.But we in India are under the spell of European philology; we are taken by its ingenuity, audacity & self-confidence, an ingenuity which is capable of giving a plausibility to the absurd and an appearance of body to the unsubstantial, an audacity which does not hesitate to erect the most imposing theories on a few tags of disconnected facts, a confidence which even the constant change of its own opinions cannot disconcert. Moreover, our natural disposition is to the intellectuality of the scholar; verbal ingenuities, recondite explanations, far-fetched glosses have long had a weight with us which the discontinuity of our old scientific activities and disciplined experimental methods of reaching subjective truth has exaggerated and our excessive addiction to mere verbal metaphysics strongly confirmed. It is not surprising that educated India should have tacitly or expressly accepted even in subjects of such supreme importance to us as the real significance of the Vedas and Upanishads, the half patronising, half contemptuous views of the European scholar.
What are those views? They represent the Veda to us as a mass of naturalistic, ritualistic & astrological conceits, allegories & metaphors, crude & savage in the substance of its thought but more artificial & ingenious in its particular ideas & fancies than the most artificial, allegorical or Alexandrian poetry to be found in the worlds literaturea strange incoherent & gaudy jumble unparalleled by the early literature of any other nation,the result of a queer psychological mixture of an early savage with a modern astronomer & comparative mythologist.
1.09 - Civilisation and Culture, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
We have first the distinction between civilisation and barbarism. In its ordinary, popular sense civilisation means the state of civil society, governed, policed, organised, educated, possessed of knowledge and appliances as opposed to that which has not or is not supposed to have these advantages. In a certain sense the Red Indian, the Basuto, the Fiji islander had their civilisation; they possessed a rigorously, if simply organised society, a social law, some ethical ideas, a religion, a kind of training, a good many virtues in some of which, it is said, civilisation is sadly lacking; but we are agreed to call them savages and barbarians, mainly it seems, because of their crude and limited knowledge, the primitive rudeness of their appliances and the bare simplicity of their social organisation. In the more developed states of society we have such epithets as semi-civilised and semi-barbarous which are applied by different types of civilisation to each other,the one which is for a time dominant and physically successful has naturally the loudest and most self-confident say in the matter. Formerly men were more straightforward and simpleminded and frankly expressed their standpoint by stigmatising all peoples different in general culture from themselves as barbarians or Mlechchhas. The word civilisation so used comes to have a merely relative significance or hardly any fixed sense at all. We must therefore get rid in it of all that is temporary or accidental and fix it upon this distinction that barbarism is the state of society in which man is almost entirely preoccupied with his life and body, his economic and physical existence,at first with their sufficient maintenance, not as yet their greater or richer well-being, and has few means and little inclination to develop his mentality, while civilisation is the more evolved state of society in which to a sufficient social and economic organisation is added the activity of the mental life in most if not all of its parts; for sometimes some of these parts are left aside or discouraged or temporarily atrophied by their inactivity, yet the society may be very obviously civilised and even highly civilised. This conception will bring in all the civilisations historic and prehistoric and put aside all the barbarism, whether of Africa or Europe or Asia, Hun or Goth or Vandal or Turcoman. It is obvious that in a state of barbarism the rude beginnings of civilisation may exist; it is obvious too that in a civilised society a great mass of barbarism or numerous relics of it may exist. In that sense all societies are semi-civilised. How much of our present-day civilisation will be looked back upon with wonder and disgust by a more developed humanity as the superstitions and atrocities of an imperfectly civilised era! But the main point is this that in any society which we can call civilised the mentality of man must be active, the mental pursuits developed and the regulation and improvement of his life by the mental being a clearly self-conscious concept in his better mind.
But in a civilised society there is still the distinction between the partially, crudely, conventionally civilised and the cultured. It would seem therefore that the mere participation in the ordinary benefits of civilisation is not enough to raise a man into the mental life proper; a farther development, a higher elevation is needed. The last generation drew emphatically the distinction between the cultured man and the Philistine and got a fairly clear idea of what was meant by it. Roughly, the Philistine was for them the man who lives outwardly the civilised life, possesses all its paraphernalia, has and mouths the current stock of opinions, prejudices, conventions, sentiments, but is impervious to ideas, exercises no free intelligence, is innocent of beauty and art, vulgarises everything that he touches, religion, ethics, literature, life. The Philistine is in fact the modern civilised barbarian; he is often the half-civilised physical and vital barbarian by his unintelligent attachment to the life of the body, the life of the vital needs and impulses and the ideal of the merely domestic and economic human animal; but essentially and commonly he is the mental barbarian, the average sensational man. That is to say, his mental life is that of the lower substratum of the mind, the life of the senses, the life of the sensations, the life of the emotions, the life of practical conduct the first status of the mental being. In all these he may be very active, very vigorous, but he does not govern them by a higher light or seek to uplift them to a freer and nobler eminence; rather he pulls the higher faculties down to the level of his senses, his sensations, his unenlightened and unchastened emotions, his gross utilitarian practicality. His aesthetic side is little developed; either he cares nothing for beauty or has the crudest aesthetic tastes which help to lower and vulgarise the general standard of aesthetic creation and the aesthetic sense. He is often strong about morals, far more particular usually about moral conduct than the man of culture, but his moral being is as crude and undeveloped as the rest of him; it is conventional, unchastened, unintelligent, a mass of likes and dislikes, prejudices and current opinions, attachment to social conventions and respectabilities and an obscure dislikerooted in the mind of sensations and not in the intelligenceof any open defiance or departure from the generally accepted standard of conduct. His ethical bent is a habit of the sensemind; it is the morality of the average sensational man. He has a reason and the appearance of an intelligent will, but they are not his own, they are part of the group-mind, received from his environment; or so far as they are his own, merely a practical, sensational, emotional reason and will, a mechanical repetition of habitual notions and rules of conduct, not a play of real thought and intelligent determination. His use of them no more makes him a developed mental being than the daily movement to and from his place of business makes the average Londoner a developed physical being or his quotidian contri butions to the economic life of the country make the bank-clerk a developed economic man. He is not mentally active, but mentally reactive,a very different matter.
The Philistine is not dead,quite the contrary, he abounds,but he no longer reigns. The sons of Culture have not exactly conquered, but they have got rid of the old Goliath and replaced him by a new giant. This is the sensational man who has got awakened to the necessity at least of some intelligent use of the higher faculties and is trying to be mentally active. He has been whipped and censured and educated into that activity and he lives besides in a maelstrom of new information, new intellectual fashions, new ideas and new movements to which he can no longer be obstinately impervious. He is open to new ideas, he can catch at them and hurl them about in a rather confused fashion; he can understand or misunderstand ideals, organise to get them carried out and even, it would appear, fight and die for them. He knows he has to think about ethical problems, social problems, problems of science and religion, to welcome new political developments, to look with as understanding an eye as he can attain to at all the new movements of thought and inquiry and action that chase each other across the modern field or clash upon it. He is a reader of poetry as well as a devourer of fiction and periodical literature,you will find in him perhaps a student of Tagore or an admirer of Whitman; he has perhaps no very clear ideas about beauty and aesthetics, but he has heard that Art is a not altogether unimportant part of life. The shadow of this new colossus is everywhere. He is the great reading public; the newspapers and weekly and monthly reviews are his; fiction and poetry and art are his mental caterers, the theatre and the cinema and the radio exist for him: Science hastens to bring her knowledge and discoveries to his doors and equip his life with endless machinery; politics are shaped in his image. It is he who opposed and then brought about the enfranchisement of women, who has been evolving syndicalism, anarchism, the war of classes, the uprising of labour, waging what we are told are wars of ideas or of cultures,a ferocious type of conflict made in the very image of this new barbarism,or bringing about in a few days Russian revolutions which the century-long efforts and sufferings of the intelligentsia failed to achieve. It is his coming which has been the precipitative agent for the reshaping of the modern world. If a Lenin, a Mussolini, a Hitler have achieved their rapid and almost stupefying success, it was because this driving force, this responsive quick-acting mass was there to carry them to victorya force lacking to their less fortunate predecessors.
The first results of this momentous change have been inspiriting to our desire of movement, but a little disconcerting to the thinker and to the lover of a high and fine culture; for if it has to some extent democratised culture or the semblance of culture, it does not seem at first sight to have elevated or streng thened it by this large accession of the half-redeemed from below. Nor does the world seem to be guided any more directly by the reason and intelligent will of her best minds than before. Commercialism is still the heart of modern civilisation; a sensational activism is still its driving force. Modern education has not in the mass redeemed the sensational man; it has only made necessary to him things to which he was not formerly accustomed, mental activity and occupations, intellectual and even aesthetic sensations, emotions of idealism. He still lives in the vital substratum, but he wants it stimulated from above. He requires an army of writers to keep him mentally occupied and provide some sort of intellectual pabulum for him; he has a thirst for general information of all kinds which he does not care or has not time to coordinate or assimilate, for popularised scientific knowledge, for such new ideas as he can catch, provided they are put before him with force or brilliance, for mental sensations and excitation of many kinds, for ideals which he likes to think of as actuating his conduct and which do give it sometimes a certain colour. It is still the activism and sensationalism of the crude mental being, but much more open and free. And the cultured, the intelligentsia find that they can get a hearing from him such as they never had from the pure Philistine, provided they can first stimulate or amuse him; their ideas have now a chance of getting executed such as they never had before. The result has been to cheapen thought and art and literature, to make talent and even genius run in the grooves of popular success, to put the writer and thinker and scientist very much in a position like that of the cultured Greek slave in a Roman household where he has to work for, please, amuse and instruct his master while keeping a careful eye on his tastes and preferences and repeating trickily the manner and the points that have caught his fancy. The higher mental life, in a word, has been democratised, sensationalised, activised with both good and bad results. Through it all the eye of faith can see perhaps that a yet crude but an enormous change has begun. Thought and Knowledge, if not yet Beauty, can get a hearing and even produce rapidly some large, vague, yet in the end effective will for their results; the mass of culture and of men who think and strive seriously to appreciate and to know has enormously increased behind all this surface veil of sensationalism, and even the sensational man has begun to undergo a process of transformation. Especially, new methods of education, new principles of society are beginning to come into the range of practical possibility which will create perhaps one day that as yet unknown phenomenon, a race of mennot only a classwho have to some extent found and developed their mental selves, a cultured humanity.
1.09 - Fundamental Questions of Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
rate with the educated public. Difficult cases, therefore, are a veritable
ordeal for both patient and doctor. The latter should be prepared for this as
1.09 - SKIRMISHES IN A WAY WITH THE AGE, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
aut libri:_ the literary woman, sufficiently educated to understand the
voice of nature, even when nature speaks Latin, and moreover enough
--
If they will have slaves, then it is madness to educate them to be
masters.
1.09 - The Chosen Ideal, #Bhakti-Yoga, #Swami Vivekananda, #Hinduism
On the other hand, intensely narrow sectaries, whilst displaying a very commendable love of their own ideals, are seen to have acquired every particle of that love by hating every one who is not of exactly the same opinions as themselves. Would to God that this world was full of men who were as intense in their love as worldwide in their sympathies! But such are only few and far between. Yet we know that it is practicable to educate large numbers of human beings into the ideal of a wonderful blending of both the width and the intensity of love; and the way to do that is by this path of the Istha-Nishtha or "steadfast devotion to the chosen ideal". Every sect of every religion presents only one ideal of its own to mankind, but the eternal Vedantic religion opens to mankind an infinite number of doors for ingress into the inner shrine of divinity, and places before humanity an almost inexhaustible array of ideals, there being in each of them a manifestation of the Eternal One. With the kindest solicitude, the Vedanta points out to aspiring men and women the numerous roads, hewn out of the solid rock of the realities of human life, by the glorious sons, or human manifestations, of God, in the past and in the present, and stands with outstretched arms to welcome all to welcome even those that are yet to be to that Home of Truth and that Ocean of Bliss, wherein the human soul, liberated from the net of My, may transport itself with perfect freedom and with eternal joy.
Bhakti-Yoga, therefore, lays on us the imperative comm and not to hate or deny any one of the various paths that lead to salvation. Yet the growing plant must be hedged round to protect it until it has grown into a tree. The tender plant of spirituality will die if exposed too early to the action of a constant change of ideas and ideals. Many people, in the name of what may be called religious liberalism, may be seen feeding their idle curiosity with a continuous succession of different ideals. With them, hearing new things grows into a kind of disease, a sort of religious drink-mania. They want to hear new things just by way of getting a temporary nervous excitement, and when one such exciting influence has had its effect on them, they are ready for another. Religion is with these people a sort of intellectual opiumeating, and there it ends. "There is another sort of man", says Bhagavan Ramakrishna, "who is like the pearl-oyster of the story. The pearl-oyster leaves its bed at the bottom of the sea, and comes up to the surface to catch the rain-water when the star Svti is in the ascendant. It floats about on the surface of the sea with its shell wide open, until it has succeeded in catching a drop of the rain-water, and then it dives deep down to its sea-bed, and there rests until it has succeeded in fashioning a beautiful pearl out of that rain-drop."
1.09 - To the Students, Young and Old, #On Education, #The Mother, #Integral Yoga
Consequently, we are not here to repeat what others have done, but to prepare ourselves for the blossoming of a new consciousness and a new life. That is why I address myself to you, the students, that is, to all who wish to learn, to learn always more and always better, so that one day you may be capable of opening yourselves to the new force and of giving it the possibility of manifesting on the physical plane. For that is our programme and we must not forget it. To understand the true reason why you are here, you must remember that we want to become instruments that are as perfect as possible, instruments that express the divine will in the world. And if the instruments are to be perfect, they must be cultivated, educated, trained. They must not be left like fallow land or a formless piece of stone. A diamond reveals all its beauty only when it is artistically cut. It is the same for you. If you want your physical being to be a perfect instrument for the manifestation of the supramental consciousness, you must cultivate it, sharpen it, refine it, give it what it lacks, perfect what it already possesses. That is why you go to school, my children, whether you are big or small, for one can learn at any ageand so you must go to your classes.
Sometimes, if you are not in a very good mood, you say, How boring it is going to be! Yes, perhaps the teacher who is taking your class does not know how to amuse you. He may be a very good teacher, but at the same time he may not know how to entertain you, for it is not always easy. There are days when one does not feel like being entertaining. There are days, for him as for you, when one would like to be elsewhere than in school. But still, you go to your class. You go because you must, for if you obey all your fancies you will never have any control over yourselves; your fancies will control you. So you go to your class, but instead of going there and thinking, How bored I am going to be; I am sure it is not going to be interesting, you should tell yourselves, There is not a single minute in life, not one circumstance that is not an opportunity for progress. So what progress am I going to make today? The class I am going to now is on a subject that does not interest me. But perhaps that is because something is lacking in me; perhaps, in my brain, a certain number of cells are deficient and that is why I cannot find any interest in the subject. If so, I shall try, I shall listen carefully, concentrate hard and above all drive out of my mind this aimlessness, this superficial shallowness which makes me feel bored when there is something I cannot grasp. I am bored because I do not make an effort to understand, because I do not have this will for progress. When one does not progress, one feels bored, everyone, young or old; for we are here on earth to progress. How tedious life would be without progress! Life is monotonous. Most often it is not fun. It is far from being beautiful. But if you take it as a field for progress, then everything changes, everything becomes interesting and there is no longer any room for boredom. Next time your teacher seems boring to you, instead of wasting your time doing nothing, try to understand why he bores you. Then if you have a capacity of observation and if you make an effort to understand, you will soon see that a kind of miracle has occurred and that you are no longer feeling bored at all.
1.10 - The Secret of the Veda, #Vedic and Philological Studies, #Sri Aurobindo, #Integral Yoga
This theory, although it starts really from a return to the point of view of the early Vedantic writers, appears at the present day doubly revolutionary, because it denies the two established systems of interpretation which have conquered and still hold the modern mind and determine for it the sense of the Veda. Sayana is for the orthodox Indian the decisive and infallible authority; for the heterodox or educated the opinions and apparent discoveries of European philologists are the one infallible and irrefutable pramna. Is it then really true that either from the point of view of orthodox Hindu faith or on the basis of a rational interpretation based on sound philology and criticism the door is closed to any radically new interpretation and the true sense of Veda has, in the main, been settled for us & to all future generations? If so, if Sayanas authority is unquestionable, or if the system of the Europeans is sound and unimprovable in its essential features, then there is no room for the new theory of which I have briefly indicated the nature. The Veda then remains nothing more than a system of sacrificial ritual & mythology of the most primitive crudeness. I hope to show briefly that there is no such finality; the door is wide open, the field is still free for a better understanding and a deeper knowledge.
The modern world cares little for orthodox Hindu opinion, for the opinion of its Pandits or for the ancient authority of its received guides; putting these things aside as the heavy and now useless baggage of the dead past it moves on free and unhampered to its objective, seeking ever fresh vistas of undiscovered knowledge. But a Hindu writer, still holding the faith of his ancestors, owes a certain debt to the immediate past, not so much as to hamper his free enquiry and outlook upon truth, but enough to demand from him a certain respect for whatever in it is really respectworthy and some attempt to satisfy his coreligionists that in opening out a fresh outlook on ancient knowledge he is not uprooting truths that are essential to their common religion. Nothing in those truths compels us to accept the plenary authority of Sayana or the ritualistic interpretation of the Vedas. The hymns of the Veda are, for us, inspired truth and therefore infallible; it follows that the only interpretative authority on them which can claim also to be infallible is one which itself works by the faculty of divine inspiration. The only works for which the ordinary tradition claims this equal authority are the Brahmanas, Aranyakas & Upanishads. Even among these authorities, if we accept them as all and equally inspired and authoritative, and on this point Hindus are not in entire agreement,the Brahmanas which deal with the ceremonial detail of Vedic sacrifice, are authoritative for the ritual only; for the inner sense the Upanishads are the fit authority. Sayana can lay claim to no such sanctity for his opinions. He is no ancient Rishi, nor even an inspired religious teacher, but a grammarian and scholar writing in the twelfth century after Christ several millenniums subsequent to the Rishis to whom Veda was revealed. By his virtues & defects as a scholar his interpretation must be judged. His erudition is vast, his industry colossal; he has so occupied the field that everyone who approaches the Veda must pass to it under his shadow; his commentary is a mine of knowledge about Vedic Sanscrit and full of useful hints for the interpretation of Veda. But there the tale of his merits ends. Other qualities are needed for a successful Vedic commentary which in Sayana are conspicuous by their absence; and his defects as a critic are almost as colossal as his industry and erudition. He is not a disinterested mind seeking impartially the truth of Veda but a professor of the ritualistic school of interpretation intent upon reading the traditional ceremonial sense into the sacred hymns; even so he is totally wanting in consistency, coherence and settled method. Not only is he frequently uncertain of himself, halts and qualifies his interpretation with an alternative or not having the full courage of his ritualistic rendering introduces it as a mere possibility,these would be meritorious failings,but he wavers in a much more extraordinary fashion, forcing the ritualistic sense of a word or passage where it cannot possibly hold, abandoning it unaccountably where it can well be sustained. The Vedas are masterpieces of flawless literary style and logical connection. But Sayana, like many great scholars, is guiltless of literary taste and has not the least sense of what is or is not possible to a good writer. His interpretation of any given term is seldom consistent even in similar passages of different hymns, but he will go yet farther and give two entirely different renderings to the same word though occurring in successive riks & in an obviously connected strain of thought. The rhythm and balance of a sentence is nothing to him, he will destroy it ruthlessly in order to get over a difficulty of interpretation; he will disturb the arrangement of a sentence sometimes in the most impossible manner, connecting absolutely disconnected words, breaking up inseparable connections, inserting a second and alien sentence in between the head & tail of the first, and creating a barbarous complexity & confusion where the symbolic movement of the Rishis, unequalled in its golden ease, lucidity and straightforwardness, demands an equal lucidity & straightforwardness in the commentator. A certain rough coherence of thought he attempts to keep, but his rendering makes oftenest a clumsy sense & not unoften no ascertainable sense at all; while he has no scruple in breaking up the coherence entirely in favour of his ritualism. These are, after all, faults common in a scholastic mentality, but even were they less prominent & persistent in him than I have found them to be, they liberate us from all necessity for an exaggerated deference to his authority as an interpreter. Nor, indeed, were Sayana an ideal commentator, could he possibly be relied upon to give us the true sense of Veda; for the language of these hymns, whatever the exact date of their Rishis, goes back to an immense antiquity and long before Sayana the right sense of many Vedic words and the right clue to many Vedic allusions and symbols were lost to the scholars of India. Much indeed survived in tradition, but more had been lost or disfigured, and the two master clues, intellectual & spiritual, on which we can yet rely for the recovery of these losses, a sound philology and the renewal in ourselves of the experiences which form the subject of the Vedic hymns, were the one entirely wanting, the other grown more & more inaccessible with time not only to the Pandit but to the philosopher. Even in our days the sound philology is yet wanting, though the seeds have been sown & even the first beginnings made; nor are the Vedic experiences any longer pursued in their entirety by the Indian Yogins who have learned to follow in this Kali Yuga less difficult paths and more modern systems.
1.16 - On Concentration, #Magick Without Tears, #Aleister Crowley, #Philosophy
It hope I have not been so vague as to allow you to suppose that Concentration Camps are evidence that benevolent and enlightened governments are at last seriously concerned to educate the world to Yoga; but I do agree that it cannot do great harm if I take a dose of my own medicine, and gather into one golden sheaf all the ripe corn of my wisdom on this subject.
For concentration does indeed unlock all doors; it lies at the heart of every practice as it is of the essence of all theory; and almost all the various rules and regulations are aimed at securing adeptship in this matter. All the subsidiary work awareness, one-pointedness, mind- fullness and the rest is intended to train you to this.
--
I must keep always in mind that you are assumed to know nothing whatever about Yoga and Magick, or anything else beyond what the average educated person may be assumed to have been taught.
What is the problem? There are two.
1.16 - The Season of Truth, #On the Way to Supermanhood, #Satprem, #Integral Yoga
The secrets are simple, we have said, and we wonder if that difficult transmutation, that complex alchemy, those thick manuals and mysterious initiations, those educated austerities and spiritual exercises, those meditations and retreats and tortured breathing, that whole labor of the spirit are not actually the labor of the mind trying to make it difficult, tremendously difficult, so it can inflate itself further, and then glory in untying the enormous knot it had itself tied. If things are too simple, it does not believe in them, because it has nothing to do because it yearns to do, at all costs. That is its food and livelihood its ego's livelihood. But that mental inflation and pontification may hide from us an utter simplicity, a supreme facility, a supreme nondoing that is the art of doing well. We have had to do and do again, tramp around the trails of the mind to individualize a fragment of that formidable, immense Consciousness-Force, that universal Energy-Harmony, to make it self-conscious, as it were, in one form and in billions of forms. But has not the time come, at the end of the little flame's long journey, to break the mold that helped us to grow and rediscover the totality of Consciousness and Energy and Harmony in one small center of being, a little point of matter, in one clear little note, and to let That do, That change our eyes, That permeate our tissues, That widen our substance to let a supreme Child who runs over the great prairies of the world play in us and for us, if we want, because he is us? This difficult transmutation may not be so difficult after all. It must be as simple as truth, simple as a smile, simple as a child at play. Perhaps everything hinges simply on whether we wish to take the path of difficulty the path of the mind desperately inflating itself to try to blow itself up to the size of the universe, the path of the buts and whys and hows and all the implacable laws that choke us time and again in our mental straitjacket or the path of an unknown little something stealing through the air, sparkling in the air, winking at every street corner and every encounter, in everything, all the trifles of the day, as though carrying us along in an indescribable golden wake in which everything is easy and simple and miraculous we are right in the midst of the miracle! We are in the full supramental season. It is knocking at all our closed windows, at our countries, our hearts, our crumbling systems, our shaky laws, our faltering wisdoms, in our thousands of ills that keep coming out, our thousands of little lies abandoning the skiff in distress it is softly slipping its golden skiff beneath the old specious appearances, it is growing its unexpected buds beneath the old rags, awaiting a tiny little crack to spring out into the open, a tiny little call. The transmutation is not difficult; it is all there, already done, only waiting for us to open our eyes to the unreality of misery and falsehood and death and our impotence to the unreality of the mind and the laws of the mind. It is waiting for our radical saltus into that future of truth, our mass uprising against the old cage, our general strike against the Machine. Oh! let us leave it to the elders, the old elders of the old world, the old believers in misery and suffering and the bomb and the gospel and the millions of gospels that struggle for a share of the world, to run their old squeaky machine for a few more days, to quarrel over borders, argue over reforms of the rot, debate agreements of disagreement, stockpile bombs and false knowledge and libraries and museums, preach good and evil, preach the friend and the enemy, preach country and no-country, build more and more machines and supermachines and rockets to the moon and misery for every pocketbook let us leave to them the last convulsions of the falsehood, the last cries of the rot, we who do not care about countries, borders, machines and all that walled-in future, we who believe in a light and inexpressible something that is pounding at the doors of the world and pounding in our hearts, in a completely new future, completely clear and vibrant and marvelous, without borders, without laws, without gospels, beyond all their possibilities and impossibilities, their good and evil, their small countries and small thoughts we who believe in Truth, in the supreme beauty of Truth, the supreme joy of Truth, the supreme power of Truth. We are the sons of a more marvelous Future which is already there, which will spring out into the open by our cry of trust, sweeping away all the old machinery like an unreal dream, a nightmare of the mind, an old windbag filled with only as much air as we still consent to lend it. The transmutation has to be done in our hearts, the last revolution to be carried out, the supramental revolution of the human species as others had launched the human revolution among the apes its great rebellion against the Machine, its general strike against mental knowledge, mental power and mental fabrications against the mental prison its mass defection from the old groove of pain, and its calling out for what has to be, its simple cry for truth amidst the rubble of the mental age: the truth, the truth, the truth, and nothing but the truth.
Then Truth shall be.
1.16 - WITH THE DEVOTEES AT DAKSHINESWAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
M. had been visiting Sri Ramakrishna for the past two years. Since he had been educated along English lines, he had acquired a fondness for Western philosophy and science, and had liked to hear Keshab and other scholars lecture. Sri Ramakrishna would address him now and then as the "Englishman". Since coming to Sri Ramakrishna, M. had lost all relish for lectures and for books written by English scholars. The only thing that appealed to him now was to see the Master day and night, and hear the words that fell from his blessed lips. M. constantly dwelt on certain of Sri Ramakrishna's sayings. The Master had said, "One can certainly see God through the practice of spiritual discipline", and again, "The vision of God is the only goal of human life."
MASTER (to M.): "If you practise only a little, someone will come forward to tell you the right path. Observe the ekadasi.
1.17 - The Transformation, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
Once again, Sri Aurobindo verified, not individually this time but collectively, that pulling down too strong a light causes all the darkness below to groan and to feel violated. It should be noted that each time Sri Aurobindo and the Mother has some experience indicating a new progress in the transformation, the disciples, without their even knowing anything about it, experienced in their consciousness a period of increased difficulties or even revolts and illnesses, as if everything were grating. Now we begin to understand how things work. If a pigmy were abruptly subjected to the simple mental light of an educated man, it would probably cause in the poor fellow subterranean revolutions that would traumatize him forever and drive him insane. There is still too much jungle underneath. This present world is still full of jungles: such is the problem in a nutshell.
Our mental colonization is a very thin crust over a barely dried Stone Age.
1.18 - ON LITTLE OLD AND YOUNG WOMEN, #Thus Spoke Zarathustra, #Friedrich Nietzsche, #Philosophy
plaything. Man should be educated for war, and
woman for the recreation of the warrior; all else is
1.18 - The Infrarational Age of the Cycle, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
At this point we see that Nature in her human mass tends to move forward slowly on her various lines of active mind and life towards a greater application of reason and spirituality which shall at last bring near the possibility of a rational and, eventually, a spiritual age of mankind. Her difficulties proceed from two sides. First, while she originally developed thought and reason and spirituality by exceptional individuals, now she develops them in the mass by exceptional communities or nations,at least in the relative sense of a nation governed, led and progressively formed and educated by its intellectually or spiritually cultured class or classes. But the exceptional nation touched on its higher levels by a developed reason or spirituality or both, as were Greece and later Rome in ancient Europe, India, China and Persia in ancient Asia, is surrounded or neighboured by enormous masses of the old infrarational humanity and endangered by this menacing proximity; for until a developed science comes in to redress the balance, the barbarian has always a greater physical force and unexhausted native power of aggression than the cultured peoples. At this stage the light and power of civilisation always collapses in the end before the attack of the outer darkness. Then ascending Nature has to train the conquerors more or less slowly, with long difficulty and much loss and delay to develop among themselves what their incursion has temporarily destroyed or impaired. In the end humanity gains by the process; a greater mass of the nations is brought in, a larger and more living force of progress is applied, a starting-point is reached from which it can move to richer and more varied gains. But a certain loss is always the price of this advance.
But even within the communities themselves reason and spirituality at this stage are always hampered and endangered by existing in a milieu and atmosphere not their own. The lite, the classes in charge of these powers, are obliged to throw them into forms which the mass of human ignorance they lead and rule will accept, and both reason and spirituality tend to be stifled by these forms, to get stereotyped, fossilised, void of life, bound up from their natural play. Secondly, since they are after all part of the mass, these higher enlightened elements are themselves much under the influence of their infrarational parts and do not, except in individuals, arrive at the entirely free play of the reason or the free light of the spirit. Thirdly, there is always the danger of these elements gravitating downward to the ignorance below or even collapsing into it. Nature guards herself by various devices for maintaining the tradition of intellectual and spiritual activity in the favoured classes; here she makes it a point of honour for them to preserve and promote the national culture, there she establishes a preservative system of education and discipline. And in order that these things may not degenerate into mere traditionalism, she brings in a series of intellectual or spiritual movements which by their shock revivify the failing life and help to bring about a broadening and an enlarging and to drive the dominant reason or spirituality deeper down into the infrarational mass. Each movement indeed tends to petrify after a shorter or longer activity, but a fresh shock, a new wave arrives in time to save and regenerate. Finally, she reaches the point when, all immediate danger of relapse overcome, she can proceed to her next decisive advance in the cycle of social evolution. This must take the form of an attempt to universalise first of all the habit of reason and the application of the intelligence and intelligent will to life. Thus is instituted the rational age of human society, the great endeavour to bring the power of the reason and intelligence to bear on all that we are and do and to organise in their light and by their guiding force the entire existence of the race.
1.20 - RULES FOR HOUSEHOLDERS AND MONKS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
"There is always trouble in family life. The wife may be disobedient. Perhaps the husb and earns only twenty rupees a month. He hasn't the means to perform the 'rice-eating ceremony' for his baby. He cannot educate his son. The house is dilapidated.
The roof leaks and he hasn't the money to repair it.
1.21 - IDOLATRY, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
To educateD persons the more primitive kinds of idolatry have ceased to be attractive. They find it easy to resist the temptation to believe that particular natural objects are gods, or that certain symbols and images are the very forms of divine entities and as such must be worshipped and propitiated. True, much fetishistic superstition survives even today. But though it survives, it is not considered respectable. Like drinking and prostitution, the primitive forms of idolatry are tolerated, but not approved. Their place in the accredited hierarchy of values is among the lowest.
How different is the case with the developed and more modern forms of idolatry! These have achieved not merely survival, but the highest degree of respectability. They are recommended by men of science as an up-to-date substitute for genuine religion and by many professional religious teachers are equated with the worship of God. All this may be deplorable; but it is not in the least surprising. Our education disparages the more primitive forms of idolatry; but at the same time it disparages, or at the best it ignores, the Perennial Philosophy and the practice of spirituality. In place of mumbo-jumbo at the bottom and of the immanent and transcendent Godhead at the top, it sets up, as objects of admiration, faith and worship, a pantheon of strictly human ideas and ideals. In academic circles and among those who have been subjected to higher education, there are few fetishists and few devout contemplatives; but the enthusiastic devotees of some form of political or social idolatry are as common as blackberries. Significantly enough, I have observed, when making use of university libraries, that books on spiritual religion were taken out much less frequently than was the case in public libraries, patronized in the main by men and women who had not enjoyed the advantages, or suffered under the handicaps, of prolonged academic instruction.
1.22 - THE END OF THE SPECIES, #The Future of Man, #Pierre Teilhard de Chardin, #Christianity
Born in France, educated in Jesuit schools, and or-
dained in 191 1, he journeyed to various parts of the
1.2.2 - The Place of Study in Sadhana, #Letters On Yoga IV, #Sri Aurobindo, #Integral Yoga
A well-trained intellect and study are two different things there are plenty of people who have read much but have not a well-trained intellect. Inertia can come to anybody, even to the most educated people.
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Intelligence does not depend on the amount one has read, it is a quality of the mind. Study only gives it material for its work as life also does. There are people who do not know how to read and write well who are more intelligent than many highly educated people and understand life and things better. On the other hand a good intelligence can improve itself by reading because it gets more material to work on and grows by exercise and by having a wider range to move in. But book knowledge by itself is not the real thing; it has to be used as a help to the intelligence, but it is often used only as a help to a loquacious stupidity or ignoranceignorance because knowledge of facts is a poor thing if one cannot see their true significance.
***
1.240 - 1.300 Talks, #Talks, #Sri Ramana Maharshi, #Hinduism
Then the experience of a young disciple was mentioned. The young man, educated and in good circumstances, in good health and sober mind, was once facing Sri Bhagavan's picture in his home and meditating on the figure. The figure suddenly appeared animated with life, which threw the young man into a spasm of fear. He called out for his mother. His mother came and asked him what the matter was. He was surrounded by his relatives who were perplexed by his appearance. He was aware of their presence, but was still overpowered by a mysterious force which he tried to resist. He became unconscious for a short time. Fear seized him as he regained consciousness. The people became anxious and tried to bring him round with medicines.
When later he came to Tiruvannamalai he had some foreboding of similar experience. The proximity of Sri Bhagavan prevented any untoward happening. But whenever he wandered away from the hall he found the force almost irresistible and himself in the grip of fear.
1.240 - Talks 2, #Talks, #Sri Ramana Maharshi, #Hinduism
Then the experience of a young disciple was mentioned. The young man, educated and in good circumstances, in good health and sober mind, was once facing Sri Bhagavans picture in his home and meditating on the figure. The figure suddenly appeared animated with life, which threw the young man into a spasm of fear. He called out for his mother. His mother came and asked him what the matter was. He was surrounded by his relatives who were perplexed by his appearance. He was aware of their presence, but was still overpowered by a mysterious force which he tried to resist. He became unconscious for a short time. Fear seized him as he regained consciousness. The people became anxious and tried to bring him round with medicines.
When later he came to Tiruvannamalai he had some foreboding of similar experience. The proximity of Sri Bhagavan prevented any untoward happening. But whenever he wandered away from the hall he found the force almost irresistible and himself in the grip of fear.
1.24 - PUNDIT SHASHADHAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
Pundit Shashadhar, a man of fair complexion and no longer young, had a string of rudraksha beads around his neck. He was one of the renowned Sanskrit scholars of his time-a pillar of orthodox Hinduism, which had reasserted itself after the first wave of Christianity and Western culture had passed over Hindu society. His clear exposition of the Hindu scriptures, his ringing sincerity, and, his stirring eloquence had brought back a large number of the educated young Hindus of Bengal to the religion of their forefa thers.
The pundit saluted the Master with reverence. Narendra, Rkhl , Ram, Hazra, and M., who had come with the Master, seated themselves in the room as near the Master as they could, anxious not to miss one of his words.
1.26 - On discernment of thoughts, passions and virtues, #The Ladder of Divine Ascent, #Saint John of Climacus, #unset
At the beginning of the monastic life some of the unclean demons instruct us in the interpretation of the Divine Scriptures. And they are particularly fond of behaving in this way in the case of vainglorious people and of those who have been educated in secular studies so that by gradually deceiving them they may lead them into heresy and blasphemy. We can recognize this diabolical divinity, or rather, devilry, by the disturbances and the confused and unholy joy which are felt in the soul during the instruction.
All creatures have received from the Creator their order of being and their beginning, and some their end too. But the end of virtue is infinite. For the Psalmist says: I have seen the end of all perfection, but Thy commandment is exceedingly broad and boundless.1 If some good ascetics pass from the strength of action to the strength2 of contemplation, and if love never ceases,3 and if the Lord will guard the coming in of your fear and the going out4 of your love, then from this it follows that there is actually no limit to love. We shall never cease to advance in it, either in the present or in the future life, continually adding light to light. And however strange what I have said may seem to many, nevertheless it shall be said. According to the testimonies we have given, I would say, blessed Father, even the spiritual beings (i.e. the angels) do not lack progress; on the contrary, they ever add glory to glory, and knowledge to knowledge.
1.72 - Education, #Magick Without Tears, #Aleister Crowley, #Philosophy
P.P.S. One more effort: the above reminds me that I have said no word about the other side of the medal. There are many children who cannot be educated at all in any sense of the word. It is an abonin- able waste of both of them and of the teacher to push against brick walls.
Yet one last point. I am as near seventy as makes no matter, and I am still learning with all my might. All my life I have been taught: governesses, private tutors, schools, private and public, the best of the Universities: how little I know! I have traveled all over the world in all conditions, from "grand seigneur," to "holy man;" how little I know!
1929-06-30 - Repulsion felt towards certain animals, etc - Source of evil, Formateurs - Material world, #Questions And Answers 1929-1931, #The Mother, #Integral Yoga
The way to attain to this perfect consciousness is to increase your actual consciousness beyond its present grooves and limits, to educate it, to open it to the Divine Light and to let the Divine Light work in it fully and freely. But the Light can do its full and unhindered work only when you have got rid of all craving and fear, when you have no mental prejudices, no vital preferences, no physical apprehensions or attractions to obscure or bind you.
Repulsion is a movement of weakness. It comes because you have been touched and hurt and recoil from what hurts you. The atmosphere of a being or man or animal or its emanations may be harmful for you, although it may not be so felt by everybody, and directly it touches you, you shrink back from it. But if you were strong enough, you could stop the danger at a distance and not let it reach or hurt you. For you would see and know at once that there was something harmful there and put a barrier of defence around you, and, even if the thing came near, it would not be able to touch you; you would remain unhurt and unmoved by its presence.
1929-07-28 - Art and Yoga - Art and life - Music, dance - World of Harmony, #Questions And Answers 1929-1931, #The Mother, #Integral Yoga
The discipline of Art has at its centre the same principle as the discipline of Yoga. In both the aim is to become more and more conscious; in both you have to learn to see and feel something that is beyond the ordinary vision and feeling, to go within and bring out from there deeper things. Painters have to follow a discipline for the growth of the consciousness of their eyes, which in itself is almost a Yoga. If they are true artists and try to see beyond and use their art for the expression of the inner world, they grow in consciousness by this concentration, which is not other than the consciousness given by Yoga. Why then should not Yogic consciousness be a help to artistic creation? I have known some who had very little training and skill and yet through Yoga acquired a fine capacity in writing and painting. Two examples I can cite to you. One was a girl who had no education whatever; she was a dancer and danced tolerably well. After she took up Yoga, she danced only for friends; but her dancing attained a depth of expression and beauty which was not there before. And although she was not educated, she began to write wonderful things; for she had visions and expressed them in the most beautiful language. But there were ups and downs in her Yoga, and when she was in a good condition, she wrote beautifully, but otherwise was quite dull and stupid and uncreative. The second case is that of a boy who had studied art, but only just a little. The son of a diplomat, he had been trained for the diplomatic career; but he lived in luxury and his studies did not go far. Yet as soon as he took up Yoga, he began to produce inspired drawings which carried the expression of an inner knowledge and were symbolic in character; in the end he became a great artist.
Why are artists generally irregular in their conduct and loose in character?
1951-01-08 - True vision and understanding of the world. Progress, equilibrium. Inner reality - the psychic. Animals and the psychic., #Questions And Answers 1950-1951, #The Mother, #Integral Yoga
If only you were an experienced observer, if you could tell what goes on in a person, simply by looking into his eyes! It is said the eyes are the mirror of the soul; that is a popular way of speaking but if the eyes do not express to you the psychic, it is because it is very far behind, veiled by many things. Look carefully, then, into the eyes of little children, and you will see a kind of lightsome describe it as frank but so true, so true, which looks at the world with wonder. Well, this sense of wonder, it is the wonder of the psychic which sees the truth but does not understand much about the world, for it is too far from it. Children have this but as they learn more, become more intelligent, more educated, this is effaced, and you see all sorts of things in their eyes: thoughts, desires, passions, wickedness but this kind of little flame, so pure, is no longer there. And you may be sure it is the mind that has got in there, and the psychic has gone very far behind.
Even a child who does not have a sufficiently developed brain to understand, if you simply pass on to him a vibration of protection or affection or solicitude or consolation, you will see that he responds. But if you take a boy of fourteen, for example, who is at school, who has ordinary parents and has been ill-treated, his mind is very much in the forefront; there is something hard in him, the psychic being has gone behind. Such boys do not respond to the vibration. One would say they are made of wood or plaster.
1951-01-15 - Sincerity - inner discernment - inner light. Evil and imbalance. Consciousness and instruments., #Questions And Answers 1950-1951, #The Mother, #Integral Yoga
It is only by observing these movements (of our being) with great care, by bringing them, as it were, before the tribunal of our highest ideal, with a sincere will to submit to its judgment, that we can hope to educate in us a discernment which does not err.
The Science of Living, On Education
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If physically you are badly built, badly set up, it will be difficult for you, even with good training, to do gymnastics as well as one with a beautiful well-built body. It is the same with the mindone who has a well-organised mind, complex, complete, refined, will express himself much better than one who has a rather mediocre or badly organised mind. First of all, you must educate your consciousness, become conscious of yourself, organise your consciousness according to your ideal, but at the same time do not neglect the instruments which are in your body.
Take an example. You are in your body with your deepest ideal but you find yourself before a school class and you have to teach something to the students. Well, this light is up there, this light of consciousness, but when you have to explain to your class the science you have to teach, is it more convenient to have a fund of knowledge or will the inspiration be such that you will not need this fund of knowledge? What is your personal experience?You find, dont you, that there are days when everything goes wellyou are eloquent, your students listen to you and understand you easily. But there are other days when what you have to teach does not come, they do not listen to you that is, you are bored and are boring. This means that in the former case your consciousness is awake and concentrated upon what you are doing, while in the second it is more or less asleepyou are left to your most external means. But in this case, if you have a fund of knowledge you can tell your students something; if you have a mind trained, prepared, a good instrument responding well when you want to make use of it, and if you have also gathered all necessary notes and notions all will go very well. But if you have nothing in your head and, besides, you are not in contact with your higher consciousness, then you have no other recourse than to take a book and read out your lessonyou will be obliged to make use of someone elses mind.
1951-01-25 - Needs and desires. Collaboration of the vital, mind an accomplice. Progress and sincerity - recognising faults. Organising the body - illness - new harmony - physical beauty., #Questions And Answers 1950-1951, #The Mother, #Integral Yoga
You must not despise it nor scold it too much, for it is not the culprit; if you follow a suitable method to train and educate your body, you will have an infinitely greater output than you have now. It is quite recently that men have begun to speak of physical culture as an important thing; if you go back a hundred years, it was the privilege of those who had nothing else to do. A hundred years ago it was a luxury. When someone said, I do not want to send my child to school, he must earn his living, there were many who answered, No, pardon me, you make a serious mistake; if you do not prepare your child for his adult life, he will be incapable of doing what he should do. People said this about the mind but it was not said about the body. So many children lived in more or less good conditions, with a body which was indeed a difficulty, but it used to be said, That will get corrected, that will be all right. With training and patience you can acquire a body with which you can get along in life. Nowadays, people recognise the value of a healthy and balanced life. And I have said that this harmony will be progressive:
This harmony will be progressive, for the truth of the being is never static, it is a continual unfolding of a growing, a more and more global and comprehensive perfection. As soon as the body learns to follow the movement of progressive harmony, it will be possible for it, through a continuous process of transformation, to escape the necessity of disintegration and destruction. Thus the irrevocable law of death will have no reason for existing any more.
1951-03-01 - Universe and the Divine - Freedom and determinism - Grace - Time and Creation- in the Supermind - Work and its results - The psychic being - beauty and love - Flowers- beauty and significance - Choice of reincarnating psychic being, #Questions And Answers 1950-1951, #The Mother, #Integral Yoga
Yes. Perhaps not the highest sense of beauty, but in the vital one finds a complete sense of beauty and harmony. The beauty which is fundamental, profound, universal, constant belongs only to the psychic, but the sense of the beauty of form, of appearance, of colour, the educated, refined vital fully possesses.
And not love?
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If a psychic being sees from its psychic world a light on the earth, it may rush down there without knowing exactly where it is. Everything is possible. But if the psychic being is very conscious, sufficiently conscious, it will seek the light of aspiration in a precise place, because of the culture, the education it will find there. This happens much more frequently than one believes, especially in somewhat educated circles. An intelligent woman with some artistic or philosophical culture, a beginning of conscious individuality, may aspire that the child she is going to have may be the best possible according to her idea or according to what she has read. Hence it is not so very complicated to find a place. The number of psychic beings born constantly being considerable, if each time exceptional conditions have to be found it would be difficult. Surely, there are instances where the psychic being seems to have fallen headlong and been stunned, but this is bad luck; in such a case it generally requires a long time to wake up. It is bad luck in the sense that it probably lacked a certain power of discrimination, or perhaps it had to face certain forces which thwarted its decision and won a partial victory over it. There are a thousand possibilities, you know. One cannot say that everything goes according to the same planevery psychic being is different.
Returning to the definition of the word "pre-existent", Mother added the following commentary at the time of the publication of this talk: "Sat, that is, absolute Existence, is not in the Manifestation; it exists without being manifested; it is the non-manifest state of existence. There is Tat which is the state of non-existence and Sat which is the state of existence; and Tat naturally is not manifested, but Sat also is not manifested: it is only when Chit-Tapas comes, the Consciousness-Energy, the Consciousness which realises, that Sat manifests itself."
1951-04-05 - Illusion and interest in action - The action of the divine Grace and the ego - Concentration, aspiration, will, inner silence - Value of a story or a language - Truth - diversity in the world, #Questions And Answers 1950-1951, #The Mother, #Integral Yoga
But first you must will it, I believe that is quite important! There is no one method to follow. I read this and at the same time ask myself how many people would be satisfied to hear this. All the materialism and positivism in the world have been constructed just because people do not want the Divine Grace to come in at all. If they are cured they want to say, It is I who cured myself; if they make a progress, they want to think, It is I who have progressed; if they organise something, they want to proclaim, It is I who am organising. And many, many of those who try to do otherwise, if they look within themselves, would see how seldom spontaneously, sincerely (not as when one says something because one knows it should be said, or as one thinks something because it is the fashion to think like that but spontaneously, sincerely, with all their heart) they know that it is not they who have done the thing, but the divine force. When they have made a progress, when they have changed something in themselves, when they have learnt something, then when is it that spontaneously, without an effort of will, without thinking, without needing to tell oneself, One ought to think like this, spontaneously one knows that without the divine force nothing would have been done? Look into yourself, it is a very interesting thing, very interesting, how many times a day you think (without even telling yourself), I have done this, I have been able to do that, I succeeded in this, I failed in that, and when you have made a good effort, when you have obtained a result, you need a little moment for thought, or more, to tell yourself, If the divine force had not helped me, probably I would not have been able to do it. The spontaneous thing is, Oh! I have succeeded, isnt that true? There is indeed a part of the mind which has been educated, which has learnt, has reflected, understood, which is well-disposed and truly feels that in reality it is like that, but this is only one part of the mind, and it is not always active, sometimes it must be called up, asked its advice, What is then the best attitude to have?, What should I think? I believe all who have taken up yoga, if they are sincere, if they reflect for a moment, tell themselves, I was not aware of it, but if I have succeeded, it was probably because the divine forces were there to help me, otherwise I would not have been able to succeed. This is well understood. But there comes a moment when one knows that one would not have been able to lift a finger if these forces had not been there. That comes later. But to begin with, how many times, if one thinks, if one quite simply observes oneself, does one catch oneself saying, It is I! And, then, one congratulates oneself sometimes, one says, After all I can do something, I am capable! I am going further: how many people would be capable of doing anything at all if simply deprived of the pleasure of being able to tell themselves, I have done this, I have realised that, I have made a progress, how well I played this game? How many people would be able to sincerely do something if this pleasure were taken away? I have known individuals whose mind was much more developed than the rest of the being, they had understood very well (almost too well); they sat down to meditate and all their energy was gone, all vitality evaporated into a kind of peace, not unpleasant, but very still. There is no more need to do anything, no longer any need to move, one dreams. Under a tree, arms crossed, one leaves the Divine to do everything for oneself, including feeding you if you need it. This is perhaps very well, but this shows that the instrument is not ready; it is not really at the service of the Divine, it is at the service of the ego, and when the ego is taken away, it does nothing any longer. Therefore, so long as one lives in the ego this illusion is necessary to make you act; it is necessary to keep up action until one is completely transformed or, in any case, till the true consciousness is established.
I have said this and I repeat it (Mother takes up her book):
1951-04-12 - Japan, its art, landscapes, life, etc - Fairy-lore of Japan - Culture- its spiral movement - Indian and European- the spiritual life - Art and Truth, #Questions And Answers 1950-1951, #The Mother, #Integral Yoga
The art of Japan is a kind of directly mental expression in physical life. The Japanese use the vital world very little. Their art is extremely mentalised; their life is extremely mentalised. It expresses in detail quite precise mental formations. Only, in the physical, they have spontaneously the sense of beauty. For example, a thing one sees very rarely in Europe but constantly, daily in Japan: very simple people, men of the working class or even peasants go for rest or enjoyment to a place where they can see a beautiful landscape. This gives them a much greater joy than going to play cards or indulging in all sorts of distractions as they do in the countries of Europe. They are seen in groups at times, going on the roads or sometimes taking a train or a tram up to a certain point, then walking to a place from where one gets a beautiful view. Then at this place there is a small house which fits very well into the landscape, there is a kind of small platform on which one can sit: one takes a cup of tea and at the same time sees the landscape. For them, this is the supreme enjoyment; they know nothing more pleasant. One can understand this among artists, educated people, quite learned people, but I am speaking of people of the most ordinary class, poor people who like this better than resting or relaxing at home. This is for them the greatest joy.
And in that country, for each season there are known sites. For instance, in autumn leaves become red; they have large numbers of maple-trees (the leaves of the maple turn into all the shades of the most vivid red in autumn, it is absolutely marvellous), so they arrange a place near a temple, for instance, on the top of a hill, and the entire hill is covered with maples. There is a stairway which climbs straight up, almost like a ladder, from the base to the top, and it is so steep that one cannot see what is at the top, one gets the feeling of a ladder rising to the skiesa stone stairway, very well made, rising steeply and seeming to lose itself in the skyclouds pass, and both the sides of the hill are covered with maples, and these maples have the most magnificent colours you could ever imagine. Well, an artist who goes there will experience an emotion of absolutely exceptional, marvellous beauty. But one sees very small children, families even, with a baby on the shoulder, going there in groups. In autumn they will go there. In springtime they will go elsewhere.
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There is a small minority among those who have kept the religious traditions, which understands, but understands only under the religious form. That is to say, if someone enters a monastery, they understand him more or less. But for the average man (I am not speaking of cultured people), if someone wants to lead a spiritual life independent of all religion, simply setting out in the personal quest of a higher truth, then surely he is ready to be put in a lunatic asylum! It would be better not to speak of it. There are those who have read a little, who are educated, who may think you a little eccentric, but still they understand what it means; but the ordinary man, no. I am speaking of fifty years ago, of course; now, after the Second [World] War, I dont know, I cant say if this has begun to change. But evidently, the educated classes of Europe are now in search of something higher because their life has been so tragic that they need to lean upon something else; and perhaps their effort is contagious, in a sense, and there are more people than one thinks who are seekingit is possible. But fifty years ago it was not like that. While here, ordinary people, people of the lower classes dont perhaps have any discernment, perhaps they cannot distinguish between the imposter and the sincere man, but it is understood that if somebody comes along in the yellow robe and with the beggars bowl, he will be given something, he wont be kicked out. If a man did that in Europe (naturally there is no question of the yellow robe), but if he came in sordid clothes, he would be immediately taken to the first police station and arrested for indigence. It is understood that in the so-called civilised countries, if you dont have the minimum money in your pocket, you are a vagabond, and the vagabond has no right to be on the streets, he is put into prison for vagabondage. That is the difference.
Do certain arts express more truth than others?
1951-04-21 - Sri Aurobindos letter on conditions for doing yoga - Aspiration, tapasya, surrender - The lower vital - old habits - obsession - Sri Aurobindo on choice and the double life - The old fiasco - inner realisation and outer change, #Questions And Answers 1950-1951, #The Mother, #Integral Yoga
No, aspiration is a thing to be developed, educated, like all activities of the being. One may be born with a very slight aspiration and develop it so much that it becomes very great. One may be born with a very small will and develop it and make it strong. It is a ridiculous idea to believe that things come to you like that, through a sort of grace, that if you are not given aspiration, you dont have itthis is not true. It is precisely upon this that Sri Aurobindo has insisted in his letter and in the passage I am going to read to you in a minute. He says you must choose, and the choice is constantly put before you and constantly you must choose, and if you do not choose, well, you will not be able to advance. You must choose; there is no force like that which chooses for you, or chance or luck or fatethis is not true. Your will is free, it is deliberately left free and you have to choose. It is you who decide whether to seek the Light or not, whether to be the servitor of the Truth or notit is you. Or whether to have an aspiration or not, it is you who choose. And even when you are told, Make your surrender total and the work will be done for you, it is quite all right, but to make your surrender total, every day and at every moment you must choose to make your surrender total, otherwise you will not do it, it will not get done by itself. It is you who must want to do it. When it is done, all goes well, when you have the Knowledge also, all goes well, and when you are identified with the Divine, all goes even better, but till then you must will, choose and decide. Dont go to sleep lazily, saying, Oh! The work will be done for me, I have nothing to do but let myself glide along with the stream. Besides, it is not true, the work is not done by itself, because if the least little thing thwarts your little will, it says, No, not that! Then?
What is the lesser truth permissible on the way?
1953-04-22, #Questions And Answers 1953, #The Mother, #Integral Yoga
In order to know things well, one must educate oneself, develop the conscious being. But there are all kinds of different things, there are mental and vital projections exactly as in the cinema; then there are visions you may have if you are exteriorised in the mental and vital regions; the great difference is that these dreams are imposed upon you, you are taken in1 Here a whole passage is missing. Then there are countless dreams without any connection which have no interest. For your brain is like a recording instrument: something comes and strikes hundreds of cells, each thing must strike a small note. Things will strike the brainconvolutions a remembrance, an impression, all kinds of tiny memoriesit depends on your condition. But you have the control, ideas follow each other in accordance with a certain logic; there is also a mechanism which puts memories into movement through contagion, and the movement through contagion is made according to logic (what you call logic). But when you sleep, that faculty usually goes to sleep, so all those little cells are left to themselves and the connectionslike the connections of electric wiresdont work any longer, things come the wrong way round or in any direction at all. You must not look for a meaning. It was a contagion: because this one was vibrating, that other also vibrated, one vibration gives rise to another. Your logic works no longer. And you have fantastic dreams, absurd dreams.
It is very difficult to put ones mind into repose. The majority of men get up very tired, more tired than when they went to sleep. One must learn how to quieten ones mind, make it completely blank, and then when one wakes up, one feels refreshed. One must relax the whole mind in the pure white silence, then one has the least number of dreams.
1953-05-13, #Questions And Answers 1953, #The Mother, #Integral Yoga
If you said to yourself, my children, We want to be as perfect instruments as possible to express the divine Will in the world, then for this instrument to be perfect, it must be cultivated, educated, trained. It must not be left like a shapeless piece of stone. When you want to build with a stone you chisel it; when you want to make a formless block into a beautiful diamond, you chisel it. Well, it is the same thing. When with your brain and body you want to make a beautiful instrument for the Divine, you must cultivate it, sharpen it, refine it, complete what is missing, perfect what is there.
For example, you go to your class. If you are not in a very good mood, you say, Oh, how tedious it is going to be! Supposing it is a professor who does not know how to entertain you (one can be a very good professor without knowing how to amuse you, for it is not always easy there are days when one does not like to be amusing), one would like to be somewhere else rather than at the school. Still, you go to your class, in that way, you go because you have to go, for if you go about according to your whims, you will never have control over yourself, it will be your whims that will control you, it wont be you who will control yourself. You go to your class. But then, on your way there, instead of saying, Oh, how bored I am going to be, oh, dear! it is not going to be at all interesting, etc., if you say, There is not a minute in life, there is not a circumstance in ones existence that cannot bring an opportunity for progress; what then is the progress that I am going to make today? I offer all my little person to the Divine. I want it to be a good instrument for Him to express Himself, that I may be ready one day for the transformation. What am I going to do today? I am going to that class, it is a subject that does not enthuse me; but if I do not know how to take interest in this work, it is perhaps because there is something lacking in me, because somewhere in my brain some cells are missing. But then, if that is so, I am going to try to find out; I am going to listen properly, concentrate properly and above all drive away from my mind this kind of frivolity, this outward levity which makes me feel bored when theres something I do not grasp. Why do I get bored? Because I do not progress. When one does not progress, one gets boredold and young, everybodybecause we are here upon earth to progress. If we do not progress every minute, well, it is indeed boring, monotonous; it is not always pleasant, it is far from being fine. So I am going to find out today what progress I can make in this class; there is something I do not know and which I can learn.
1953-08-26, #Questions And Answers 1953, #The Mother, #Integral Yoga
I had a puss, the first time it had its kittens it did not want to move from there. It did not eat, did not satisfy any call of nature. It remained there, stuck to her kittens, shielding them, feeding them; it was so afraid that something would happen to them. And that was quite unthought out, spontaneous. It refused to move, so frightened it was that some harm might come to themjust through instinct. And then, when they were bigger, the trouble it took to educate themit was marvellous. And what patience! And how it taught them to jump from wall to wall, to catch their food; how, with what care, it repeated once, ten times, a hundred times if necessary. It was never tired until the little one had done what it wanted. An extraordinary education. It taught them how to skirt houses following the edge of walls, how to walk so as not to fall, what had to be done when there was much space between one wall and another, in order to cross over. The little ones were quite afraid when they saw the gap and refused to jump because they were frightened (it was not too far for them, but there was the gap and they did not dare) and then the mother jumped, it went over to the other side, it called them: come, come along. They did not move, they were trembling. It jumped back and then gave them a speech, it gave them little blows with its paw and licked them, and yet they did not move. It jumped. I saw it do this for over half an hour. But after half an hour it found that they had learnt enough, so it went behind the one it evidently considered the most ready, the most capable, and gave it a hard knock with its head. Then the little one, instinctively, jumped. Once it had jumped, it jumped again and again and again.
There are few mothers who have this patience. Voil, my children. Thats all? Nothing more? Good night.
1953-12-30, #Questions And Answers 1953, #The Mother, #Integral Yoga
That means that if a child is rightly educated, and if one appeals to his best feelings and explains to him that to do things in such and such a way is harmful to others (and one can make this very tangible for them with a little demonstration), they stop doing harm, very often.
It is above all a question of education. These half-conscious movements of crueltyit is very rare for parents not to have them; well, that is enough to set its impression upon a childs consciousness. There are some but that is a very small numberwho have an adverse formation inside them. These are irretrievably wicked children. But they are very rare. There are none here, happily.
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Sometimes it so happens that a mother educates her child well, but the people around spoil it. Then what can the mother do?
Yes, thats perfectly true. The worst of all (which men usually do) is to leave their children with servants. It is a crime. For these people have an altogether vulgar consciousness, altogether low, altogether obscure; and quite spontaneously, without wanting to do so, they let it enter the children. Naturally, there is also the age when children are put to school and there they begin to come in contact with a host of children whose company is not always quite desirable. It is very difficult to avoid these relations. But all the same, if one has started life with a little consciousness and much goodwill, when one meets people who are not desirable company, one feels it. And if one is good-willed, immediately one tries not to see them or not to be with them.
1954-03-03 - Occultism - A French scientists experiment, #Questions And Answers 1954, #The Mother, #Integral Yoga
We have subtle senses; even as we have a physical body, we have other more subtle bodies which also have senses, and much more refined senses, much more precise and much more powerful than our physical senses. But naturally, as it is not customary in modern education to work in these domains, these things generally escape our ordinary knowledge. Yet children spontaneously live a great deal in this domain. They see things which are as real for them as physical things, they speak about them and they are usually told that they are stupid because they speak of things others dont see but which are as true for them, as tangible and real as what can be seen by everyone. Their dreams have an intensity and a capital importance in their life, and it is only with intensive mental growth that those capacities diminish. Now, there are people who have the good luck to be born with a spontaneous development, with inner sees, and nothing can prevent them from remaining awake. If these people meet in good time someone who can help them in a methodical development, they can become very interesting instruments for the study and discovery of this occult world. In all ages there have been initiatory schools, which took up these particularly talented people and educated them in this kind of science. These schools were always more or less secret or hidden, for ordinary men are quite intolerant of those capacities which are beyond them and disturb them. But there were fine periods in human history when these schools were recognised and much appreciated and respected, as in ancient Egypt, ancient Chaldea, ancient India, and even partially in Greece and Rome. There were always schools of initiation, even in mediaeval Europe, but there they had to be very carefully hidden, for they were pursued and persecuted by the official Christian religion, and if perchance it was discovered that such and such men or women were practising these occult sciences, they were tied to the stake and burnt alive as sorcerers! In our times this knowledge is almost lost; there are only a very few people who have it; but with mental growth the intolerance also has gone. People dont like these things very muchthey are disturbed, annoyed by them but still they are obliged to admit that these things are not crimes and people practising occultism are no longer burnt at the stake or imprisoned. Only, there are many people who claim to know but there are very few who do know. In any case, before entering upon this study, one must have, as I told you at the beginning, a very great self-mastery, must have attained a kind of abnegation, a self-forgetfulness, an egolessness, a disinterestedness and see of sacrifice which enables one to practise this without any danger. For, if you keep all egoistic or passionate movements, full of desires, you are sure, in the practice of this science, to meet with accidents which may have fatal consequences. As I said at the beginning, the absolutely indispensable condition is to have an intrepidity which does not allow any fear to enter into you. For this has been very often said, and it is quite true, that when you enter the invisible realm, the first things you meet are literally terrifying. If you have no fear, there is no danger, but the least fear puts you into danger. So, before anybody at all was allowed to practise this science, for a very long time, sometimes for years, the novice was submitted to a discipline, which gave him the assurance that he could practise it without experiencing the least fear and without any danger. That is why, my children, I have never spoken to you about it. This article was not specially for you the Bulletin goes to the whole world and it can reach here and there people who are prepared. But still, because it is written, I am telling you about it this evening, and I tell you that if anyone among you feels a special inclination, possesses special faculties and is ready to overcome every weakness, all egoism and all fear, I am ready to help him on the way and reveal these secrets to him. Voil!
Now, you will have to be a little more mature for me to undertake this task.
1954-06-02 - Learning how to live - Work, studies and sadhana - Waste of the Energy and Consciousness, #Questions And Answers 1954, #The Mother, #Integral Yoga
What you have said in the Bulletin about educating the mindthis means that one educates oneself for that, lives and studies for the Divine. Then isnt this a work done for the Divine?
Yes, yes, yes. It is very good if it is done with that aim. But it must be with that aim. For instance, when one wants to understand the deep laws of life, wants to be ready to receive whatever message is sent by the Divine, if one wants to be able to penetrate the secrets of the Manifestation, all this asks for a developed mind, so one studies with that will. But then one no longer needs to make a choice to study, for everything, no matter what, the least little circumstance in life, becomes a teacher who can teach you something, teach you how to think and act. Even I think I said this preciselyeven the reflections of an ignorant child can help you to understand something you didnt understand before. Your attitude is so different. It is always an attitude which is awaiting a discovery, an opportunity for progress, a rectification of a wrong movement, a step ahead, and so it is like a magnet that attracts from all around you opportunities to make this progress. The least things can teach you how to progress. As you have the consciousness and will to progress, everything becomes an opportunity, and you project this consciousness and will to progress upon all things.
1954-08-11 - Division and creation - The gods and human formations - People carry their desires around them, #Questions And Answers 1954, #The Mother, #Integral Yoga
Some of the gods are more ill-treated than others. For example, that poor Mahakali, you know, what things are done to her! It is so frightful, it is unimaginable! But this form lives only in a very low world yes, in the lowest vital; and what it possesses of the original being is something a reflection so remote from the origin that it is unrecognisable. However, usually, it is this that is attracted by human consciousness. And when an idol is made, you see, and the priest brings down a formwhen the ceremony takes place in a regular manner, he puts himself in an inner state of invocation and tries to bring down a form or an emanation of the godhead into the idol in order to give it a powerif the priest is truly a man with a power of invocation, he can succeed. But usually there are exceptions to everything but usually these people have been educated in the common ideas according to tradition. And so, when they think of the godhead whom they are invoking, they think of all the attributes and appearances that have been given to it, and the invocation is usually addressed to entities of the vital world or at best to those of the mental world, but not to the Being itself. And it is these small entities which manifest in one idol or another. All these idols in small temples or even in familiessome people have their little shrines, you know, in their homes and keep an image of the godhead they worship these entities manifest in them; sometimes the consequences are rather unfortunate, for these forms are precisely so remote from the original godhead that they are awkward formations. Some of those Kalis they worship in certain families are veritable monsters!
I can tell you, believe me, that I have advised some people to take the statue and throw it in the Ganges in order to get rid of a thoroughly disastrous influence. In fact, this has succeeded very well Some of these are unlucky presences. But this is mans own fault. It is not the fault of the godheads. It would be wrong to put the blame on the godheads. It is mans fault. He wants to fashion the gods in his own image. Some who are wicked make them still more autocratic; and those who are nice make them still more nice; that is, men have magnified their own defects a little more.
1954-09-15 - Parts of the being - Thoughts and impulses - The subconscient - Precise vocabulary - The Grace and difficulties, #Questions And Answers 1954, #The Mother, #Integral Yoga
All educated people do it. Only the barbarian doesnt do it. This is the very substance of education, you know, for it is understood that if one lives in societyindeed even if one lives quite alone, but still much more so if one lives in societyone cannot do all that his impulses drive him to do. It is altogether impossible, you know. From the time you are quite young, the work of your educators is to teach you to control your impulses and obey only those which are in conformity with the laws under which you live or with the ideal you wish to follow or the customs of the environment in which you are. The value of this mental construction which will govern your impulses depends a great deal on the surroundings in which you live and the character of the parents or people who educate you. But whether it be good or bad, mediocre or excellent, it is always the result of a mental control over the impulses. When your parents tell you, You should not do this, or when they say, You have to do that, this is a beginning of education for the minds control over the impulses.
So the man of real merit or the more civilised man has a whole mental construction to which he must conform in order to be in harmony with the ideal of the environment in which he lives. But someone who does not conform at least to the smallest part of this construction would be considered a savage and would be thrown out of the society immediately. In fact, people who are criminals or half-mad are those who obey their impulses without any mental control. There isnt a single person among you who gives way without control to all the impulses that get hold of him. You have only to observe yourselves living, you spend your time saying, No, this I cant do, or This I can, or in restraining one movement or encouraging another. This is mental control.
1954-10-06 - What happens is for the best - Blaming oneself -Experiences - The vital desire-soul -Creating a spiritual atmosphere -Thought and Truth, #Questions And Answers 1954, #The Mother, #Integral Yoga
Well, usually people who have these faculties are not well educated, but for some reason they are born with a gift, as some are born musicians, others painters, and others scientists. These are born clairvoyants, and so it may be, when they are in need they use this faculty to earn their living, and they spoil it completely. If they happen to be in comfortable circumstances and do not need to earn their living, then they become famous among their friends. In any case, this is always an opportunity for a certain kind of commercialism. There are very few who can have these gifts without using them either to make a name for themselves or to earn money. But these gifts are not of a very high level. One can have them without having a very spiritual life. They do not depend at all on an inner spiritual height. One should not mistake them for signs of progress.
Besides, one thing is certain: those who do not have these faculties and want to acquire them, for instance the capacity of foresight, foreseeing what is going to come, which is analogous to prophecy, the capacity to know events before they happenas I said, there are people who have this spontaneously because of some peculiarity from birth and if one wants to acquire them himself, that is to say, enter into contact with regions where these things can be seen and not by chance or accidentally or without having any control over the thing, but on the contrary to see them at will then this indeed means a formidable work. And that is why some people attach a very great value to these things. But they have some value only when they are under ones control, done at will and the result of an inner discipline. In this case, yes, because this proves that you have entered into contact with a certain region where it is difficult to enter consciously, at will, and permanently. It is very difficult, it requires much development. And then, for you to be sure of what you have seen because I havent told you that with these people who make a profession of their clairvoyance, it becomes I said commercialism, but it is worse than that, you know, it is a fraud! When they do not see anything, they invent. When they make a profession of it, and people come to ask them something about the future, and they can see nothing at all, they are obliged to invent something, otherwise they would lose their reputation and their clientele. So this becomes a deception, you see, a falsehood, fraud or falsification.
1954-11-10 - Inner experience, the basis of action - Keeping open to the Force - Faith through aspiration - The Mothers symbol - The mind and vital seize experience - Degrees of sincerity -Becoming conscious of the Divine Force, #Questions And Answers 1954, #The Mother, #Integral Yoga
What? Faith through aspiration? I think so, because it is rare to have it spontaneously, to be born with it. Very few people have this good luck to have a spontaneous faith. But if one is very sincere in ones aspiration, one gets it. Aspiration can bring everything, provided it is sincere and constant. One always has a tiny element of faith within oneself, whether it be faith in what ones parents have said or in the books one has studied. After all, all your education is based upon a faith of this kind. Those who have educated you have told you certain things. You had no means of checking, because you were too young and had no experience. But you have faith in what they told you and you go forward on that faith. So everyone has a tiny bit of faith, and to increase it one can use ones aspiration.
Mother, in your symbol the twelve petals signify the twelve inner planes, dont they?
1954-12-15 - Many witnesses inside oneself - Children in the Ashram - Trance and the waking consciousness - Ascetic methods - Education, spontaneous effort - Spiritual experience, #Questions And Answers 1955, #The Mother, #Integral Yoga
It is because the physical nature in ordinary men is, as Sri Aurobindo writes, rather tamasic. Naturally it does not make any effort. But the vital makes an effort. Only, it makes the effort usually for its own satisfaction. Yet it is quite capable of making an effort because that is in its nature. In fact, I can't say that you don't make any effort, you make a lot of effort for many things, when it pleases you or when you have understood that it is necessary for one reason or another. What you mean is to make a continuous effort for yoga There are even people who have come here for yoga or at least thinking that they came for yoga and who don't make much effort, who take things easy, as they come. I don't think that the physical nature, left to itself, is spontaneously pushed into any effort. It needs a certain amount of activity, but it is very little. You see, the great thing here is that the principle of education is a principle of freedom, and to put it briefly, the whole life is organised on the maximum possible freedom in movement; that is, the rules, regulations, restrictions are reduced absolutely to the minimum. If you compare this with the way in which parents usually educate their children, with a constant "Don't do this", "You can't do that", "Do this", "Go and do that", and, you know, orders and rules, there is a considerable difference.
In schools and colleges everywhere there are infinitely more strict rules than what we have here. So, as one doesn't impose on you the absolute condition of making progress, you make it when it pleases you, you don't when it doesn't, and then you take things as easy as you can. There are some-I do not say this absolutely-there are some who try, but they try spontaneously. Of course from the spiritual point of view this is infinitely more valuable. The progress you will make because you feel within yourself the need to make it, because it is an impulsion that pushes you forward spontaneously, and not because it is something imposed on you like a rule-this progress, from the spiritual point of view, is infinitely greater. All in you that tries to do things well, tries to do it spontaneously and sincerely; it is something that comes from within you, and not because you have been promised rewards if you do well and punishments if you do badly. Our system is not based on this.
1955-06-01 - The aesthetic conscience - Beauty and form - The roots of our life - The sense of beauty - Educating the aesthetic sense, taste - Mental constructions based on a revelation - Changing the world and humanity, #Questions And Answers 1955, #The Mother, #Integral Yoga
In fact, beauty is something very elusive. It is a kind of harmony which you experience much more than think, and the true suprarational relation with beauty is not at all a reasonable relation (Sri Aurobindo will tell you this at the end), it completely overpasses reason, it is a contact in a higher realm. But what precisely he tells us in this paragraph is that when it is an instinct it is found mixed with movements of ignorance and a lack of culture and refinement. So this instinct is sometimes very gross and very imperfect in its expression. One can experience an aesthetic pleasure (let us call it that) in seeing something which is truly beautiful and at the same time something else which is not beautiful, but which gives one some sort of pleasure, because it is mixed, because ones aesthetic instinct is not pure, it is mixed with all kinds of sensations which are very crude and untrained. So it is here, as he says, that reason has its role, that it comes in to explain why a thing is beautiful, to educate the taste; but it is not final, and reason is not the final judge; it can very well make mistakes, only it is a little higher, as judgment, than that of a completely infrarational being who has no reason and no understanding of things. It is a stage. It is a stage, thats what he says, it is a stage. But if you want to realise true beauty, you must go beyond that, very far beyond this stage. In what follows in our reading he will explain it. But this is the summary of what he has said in this paragraph. At first your sense of beauty is instinctive, impulsive, infrarational, lacking light, wanting reason, simply without any true understanding, and so, because the origin of the aesthetic sense is infrarational, it is understood, one always says this: Theres no disputing tastes and colours. You know, there are all kinds of popular proverbs which say that the appreciation of the beautiful is not a matter of reasoning, everyone likes a particular thing he doesnt know why, he takes pleasure in looking at a thing, and this pleasure cannot be discussed. Well, this is the infrarational stage of the aesthetic sense.
Sweet Mother, last time, at the end of the class you were going to tell us something, but you stopped because we had no time.
1955-09-21 - Literature and the taste for forms - The characters of The Great Secret - How literature helps us to progress - Reading to learn - The commercial mentality - How to choose ones books - Learning to enrich ones possibilities ..., #Questions And Answers 1955, #The Mother, #Integral Yoga
You see, there is no excuse for reading any odd novels except when they are remarkably written and you want to learn the languageif they are written either in your own language or in another one and you want to study this language, then you may read anything at all provided that it is well written. Its not what is said thats interesting, its the way of saying it. And so the way to read it is exactly to be concerned only with the way it has been said, and not with what is said, which is uninteresting. Only, for instance, in a book, there are always descriptions; well, you see how these descriptions are made and how the author has chosen the words to express things. And for ideas it is the same thing: how he has made his characters speak; you take no interest in what they say but in how they say it. If you take certain books like study books, to learn just how to write sentences well and express things as you should, because these books are very well written, what the story is has not much importance. But if you start reading books for what they narrate, then in that case you must be much stricter and not take things which darken your consciousness, because thats a waste of time; its worse than a waste of time. So, things like vulgar stories which are written in a vulgar way, about these, you see, theres no longer any question. These things you should never touch. And yet this is the currency which circulates everywhere, above all in our times, it seems, because men have invented methods for cheap printing, for making cheap illustrations. So they flood the country and all other countries with worthless literature, which is badly written, ill-conceived, and which expresses vulgar things and coarsens you with vulgar ideas and completely spoils your taste through vulgar pictures. All this happens because from the point of view of production they succeed in making things very cheap, what are called popular editions accessible to all. But as the aim of these people is not at all either to educate or to help men to progress, far from thatthey hope on the contrary that people dont progress, because if they did they would no longer buy their waresso their intention is to make money at the expense of those who read their literature, and so the more it sells, the better it is. It may be frightful, but its very good if it sells well. Its the same thing with art, the same thing with music, the same thing with drama.
The latest scientific discoveries, applied to life, have put within the reach of everyone all kinds of things which formerly were reserved only for the intellectual and artistic lite; and to justify their effort and profit by their work, they have made things which can sell most, that is, the lowest, most ordinary, most vulgar things, the easiest to understand because they require no effort and no education. And the whole world is drowned under these things, to such an extent that when theres someone who has written a good book or a fine play, there is no longer any place for him anywhere, because the whole place has been taken up by these things.
1955-12-28 - Aspiration in different parts of the being - Enthusiasm and gratitude - Aspiration is in all beings - Unlimited power of good, evil has a limit - Progress in the parts of the being - Significance of a dream, #Questions And Answers 1955, #The Mother, #Integral Yoga
I knew people who had no knowledge, so to say, of anything, who were hardly educated, whose minds were altogether of the ordinary kind, and who had in them this capacity of gratitude, of warmth, which gives itself, understands and is thankful.
Well, for them, the contact with the psychic was very frequent, almost constant and, to the extent that they were capable of it, consciousnot very conscious but a littlein the sense that they felt that they were carried, helped, uplifted above themselves.
1956-02-08 - Forces of Nature expressing a higher Will - Illusion of separate personality - One dynamic force which moves all things - Linear and spherical thinking - Common ideal of life, microscopic, #Questions And Answers 1956, #The Mother, #Integral Yoga
If one speaks to Europeans, for example, they will say there is nothing more beautiful than Europe. I knew Frenchmennot one but hundredswho used to say that there were no women in the world more beautiful than French women! And I knew a Negro who had been entirely educated in France and who, when asked which women were the most beautiful, said, There is no woman more beautiful than a Negress. That was quite natural, wasnt it? Well, thats how it is. There is no house more beautiful than the one you are used to living in the houses of the country you live in, where you are born and for the landscape it is the same thing, for food the same thing, for habits its the same thing. And provided that this goes on fairly harmoniously, without any very violent knocks, you are perfectly satisfied.
That is the usual mentality. And one turns round and round and sometimes it is an iron circle, sometimes a golden one but one turns round and round and round, and the children will turn round and round and the grandchildren will turn round and round and so it will go on. There you are.
1956-06-27 - Birth, entry of soul into body - Formation of the supramental world - Aspiration for progress - Bad thoughts - Cerebral filter - Progress and resistance, #Questions And Answers 1956, #The Mother, #Integral Yoga
Well, it is very exceptional, after all, in the great mass of humanity, that a conscious soul incarnates voluntarily. It is something very unusual. I have already told you that when a soul is conscious, fully formed, and wants to incarnate, usually from its psychic plane it looks for a corresponding psychic light at a certain place upon earth. Besides, during its previous incarnation, before going away, before leaving the earth-atmosphere, usually as a result of the experience it had in the life that is coming to an end, the soul chooses more or lessnot in all details but broadly the conditions of its future life. But these are exceptional cases. Possibly we could speak of it for ourselves here, but for the majority, the vast majority of men, even those who are educated, it is out of the question. And what comes then is a psychic being in formation, more or less formed, and there are all the stages of formation from the spark which becomes a little light to the fully formed being, and this extends over thousands of years. This ascent of the soul to become a conscious being having its own will, capable of determining the choice of its own life, takes thousands of years.
So, you are thinking of a soul which would say, No, I refuse this body, I am going to look for another? I dont say it is impossibleeverything is possible. It does happen, in fact, that children are still-born, which means that there was no soul to incarnate in them. But it may be for other reasons also; it may be for reasons of malformation only; one cant say. I dont say it is impossible, but generally, when a conscious and free soul chooses to take a body on earth again, even before its birth it works on this body. So it has no reason not to accept even the inconveniences which may result from the ignorance of the parents; for it has chosen the place for a reason which was not one of ignorance: it saw a light there it might have been simply the light of a possibility, but there was a light and that is why it has come there. So, it is all very well to say, Ah! no, I dont like it, but where would it go to choose another it likes? That may happen, I dont say it is impossible, but it cannot happen very often. For, when from the psychic plane the soul looks at the earth and chooses the place for its next birth, it chooses it with sufficient discernment not to be altogether grossly mistaken.
1956-08-29 - To live spontaneously - Mental formations Absolute sincerity - Balance is indispensable, the middle path - When in difficulty, widen the consciousness - Easiest way of forgetting oneself, #Questions And Answers 1956, #The Mother, #Integral Yoga
These are not exceptional cases, this happens very frequently. I could give you innumerable examples of such contradictions in the being: when one part tries to take a step forward, the other one comes and demolishes everything. So you have to begin again all the time, and every time it is demolished. That is why you must do this work of sincerity which, when you perceive in your being a part that pulls the other way, makes you take it up carefully, educate it as one educates a child and put it in harmony with the central part. That is the work of sincerity and it is indispensable.
And naturally, when there is a unity, an agreement, a harmony among all the wills of the being, your being can become simple, candid and uniform in its action and tendencies. It is only when the whole being is grouped around a single central movement that you can be spontaneous. For if, within you, there is something which is turned towards the Divine and awaits the inspiration and impulse, and at the same time there is another part of the being which seeks its own ends and works to realise its own desires, you no longer know where you stand, and you can no longer be sure of what may happen, for one part can not only undo but totally contradict what the other wants to do.
1956-11-14 - Conquering the desire to appear good - Self-control and control of the life around - Power of mastery - Be a great yogi to be a good teacher - Organisation of the Ashram school - Elementary discipline of regularity, #Questions And Answers 1956, #The Mother, #Integral Yoga
And I may add, since theres the occasion for it: we ask many students here when they grow up and know something, to teach others. There are some, I believe, who understand why; but there are also others who think it is because it is good to serve in some way or other and that teachers are needed and we are happy to have them. But I tell you for it is a fact that I have never asked anyone educated here to give lessons without seeing that this would be for him the best way of disciplining himself, of learning better what he is to teach and of reaching an inner perfection he would never have if he were not a teacher and had not this opportunity of disciplining himself, which is exceptionally severe. Those who succeed as teachers here I dont mean an outer, artificial and superficial success, but being truly good teachersthis means that they are capable of making an inner progress of impersonalisation, of eliminating their egoism, controlling their movements, capable of a clear-sightedness, an understanding of others and a never-failing patience.
If you go through that discipline and succeed, well, you have not wasted your time here.
1957-04-24 - Perfection, lower and higher, #Questions And Answers 1957-1958, #The Mother, #Integral Yoga
I have met many peoplemany, well, quite a numberwho wanted to demonstrate that spiritual powers gave a great capacity for outer realisation and who tried, in certain exceptional spiritual states or conditions, to paint or to compose music or write poetry; well, everything that they produced was thoroughly second-rate and could not be compared with the works of the great geniuses who had mastered material nature and this of course gave the materialists a good opening: You see, your so-called power is nothing at all. But this was because in their external life they were ordinary men; for the greatest spiritual power, if it enters material thats not educated, will produce a result far superior to what that individual would have been able to achieve in his ordinary state, but far inferior to what a genius who has mastered matter can produce. It is not enough that the Spirit bloweth, the instrument must also be capable of manifesting it.
I believe that is one of the things Sri Aurobindo is going to explain: why it is necessary to give to the physical, external being, its full development, the capacity of controlling matter directly; then you put at the disposal of the Spirit an instrument capable of manifesting it, otherwise Yes, I knew several people who in their ordinary state could not write three lines without making a mistake, not only spelling mistakes but mistakes of language, that is, who could not express one thought clearlywell, in their moments of spiritual inspiration, they used to write very beautiful things, but all the same these very beautiful things were not so beautiful as the works of the greatest writers. These things seemed remarkable in comparison with what they could do in their ordinary state; it was true, their present possibilities were used to the maximum, it was something that gave a value to what otherwise would have had none at all. But supposing you take a real geniusa musician or artist or writer of geniuswho has fully mastered his instrument, who can use it to produce works that express the utmost human possibility, if you add to this a spiritual consciousness, the supramental force, then you will have something truly divine.
--
And your body, if you draw from it all the possibilities it holds, if you educate it by the normal, well-known, scientific methods, if you make this instrument into something as perfect as possible, then, when the supramental truth manifests in that body, it will become immediatelywithout centuries of preparationa marvellous instrument for the expression of the Spirit.
That is why Sri Aurobindo used to repeat and has always said: You must work from both ends, not let go of one for the other. And certainly, if you want to have a divine consciousness, you must not give up spiritual aspiration; but if you want to become an integral divine being on earth, take good care not to let go of the other end, and make your body the best possible instrument.
1957-11-13 - Superiority of man over animal - Consciousness precedes form, #Questions And Answers 1957-1958, #The Mother, #Integral Yoga
Certainly from the point of view of strength, of suppleness, of agility, man is not the most gifted of animals, but for expressing the Spirit no other animal can be compared with him. Everything is made with this in view. We may wish to add to this possibility other things which seem to have been sacrificed just for the sake of the mental life but also precisely because of this capacity of expressing a mental life man is able to develop in himself faculties which are only latent. Man has a power to educate: his body can be developed, educated. He can increase certain faculties. You cannot imagine any animal, even among those we most admire, which is capable, for instance, of physical education, purely physical I am not speaking of going to school or learning things, but purely physical education, a systematic development of the muscles. The animal is born and makes good use of what it has and it grows according to its own law, but it does not educate itself or does it in a very rudimentary way, in an extremely limited field; whereas by a normal and systematic development man can remedy his defects and shortcomings. Man is certainly, in an organised way, the first progressive animal who can augment his capacities, his possibilities, increase his faculties and acquire things that he did not have spontaneously. There is not one animal which can do that.
Yes, under mans influence some animals have learnt movements they did not make spontaneously, but that is still under mans influence. Certainly without men dogs or horses would never have learnt to do what they have learnt through contact with man. So, it is obvious that the human physical form is the most appropriate one for expressing the Spirit. It may seem inadequate to us, but precisely we feel we are capable of drawing out from our bodies more than they would have given spontaneously without an educating will. And with this possibility of expressing intelligence, observation, comprehension, deductionall the mental qualitiesman has gradually learnt to understand the laws of Nature and tried not only to understand them but master them.
1958 11 14, #On Thoughts And Aphorisms, #The Mother, #Integral Yoga
How many times have we repeated this: all that comes from the mind is wholly relative. The more the mind is educated and has applied itself to various disciplines, the more it becomes capable of proving that what it puts forward or what it says is true. One can prove the truth of anything by reasoning, but that does not make it true. It remains an opinion, a prejudice, a knowledge based on appearances which are themselves more than dubious.
So there seems to be only one way out and that is to go in search of ones soul and to find it. It is there, it does not make a point of hiding itself, it does not play with you just to make things difficult; on the contrary, it makes great efforts to help you find it and to make itself heard. Only, between your soul and your active consciousness there are two characters who are in the habit of making a lot of noise, the mind and the vital. And because they make a lot of noise, while the soul does not, or, rather, makes as little as possible, their noise prevents you from hearing the voice of the soul.
1970 03 14, #On Thoughts And Aphorisms, #The Mother, #Integral Yoga
390The north-country Indian herdsman, attacked by fever, sits in the chill stream of a river for an hour or more and rises up free and healthy. If the educated man did the same, he would perish, not because the same remedy in its nature kills one and cures another, but because our bodies have been fatally indoctrinated by the mind into false habits.
391It is not the medicine that cures so much as the patients faith in the doctor and the medicine. Both are a clumsy substitute for the natural faith in ones own self-power which they have themselves destroyed.
1.A - ANTHROPOLOGY, THE SOUL, #Philosophy of Mind, #unset, #Zen
406 (bb) The sensitive life, when it becomes a form or state of the self-conscious, educated, selfpossessed human being is a disease. The individual in such a morbid state stands in direct contact with the concrete contents of his own self, whilst he keeps his self-possessed consciousness of self and of the causal order of things apart as a distinct state of mind. This morbid condition is seen in magnetic somnambulism and cognate states.
In this summary encyclopaedic account it is impossible to supply a demonstration of what the paragraph states as the nature of the remarkable condition produced chiefly by animal magnetism - to show, in other words, that it is in harmony with the facts. To that end the phenomena, so complex in their nature and so very different one from another, would have first of all to be brought under their general points of view. The facts, it might seem, first of all call for verification. But such a verification would, it must be added, be superfluous for those on whose account it was called for: for they facilitate the inquiry for themselves by declaring the narratives - infinitely numerous though they be and accredited by the education and character of the witnesses - to be mere deception and imposture. The a priori conceptions of these inquirers are so rooted that no testimony can avail against them, and they have even denied what they have seen with their own eyes. In order to believe in this department even what one's own eyes have seen and still more to understand it, the first requisite is not to be in bondage to the hard and fast categories of the practical intellect. The chief points on which the discussion turns may here be given:
1f.lovecraft - The Colour out of Space, #Lovecraft - Poems, #unset, #Zen
educated than I had been led to think, and before I knew it had grasped
quite as much of the subject as any man I had talked with in Arkham. He
1f.lovecraft - The Diary of Alonzo Typer, #Lovecraft - Poems, #unset, #Zen
Mr. Typer was educated privately and at Columbia and Heidelberg
Universities. All his life was spent as a student; the field of his
--
brought directly from Africa and speaking little English, and educated
their children privately and at European colleges. Those of them who
1f.lovecraft - The Mound, #Lovecraft - Poems, #unset, #Zen
dreams, that an outer world existed; though educated folk never ceased
to recall the essential facts. The last visitors ever
1f.lovecraft - The Shadow over Innsmouth, #Lovecraft - Poems, #unset, #Zen
attitude. Clearly, in the eyes of the educated, Innsmouth was merely an
exaggerated case of civic degeneration.
1f.lovecraft - The Shunned House, #Lovecraft - Poems, #unset, #Zen
Certainly it sounds absurd to hear that a woman educated only in the
rudiments of French often shouted for hours in a coarse and idiomatic
1f.lovecraft - The Trap, #Lovecraft - Poems, #unset, #Zen
erudite magician, none of the common people doubted; and even educated
persons attached much fearful importance to Holms rumored attempts to
1f.lovecraft - The Whisperer in Darkness, #Lovecraft - Poems, #unset, #Zen
by educated persons both in and out of Vermont, and was my own
attitude as a young man (I am now 57) before my studies, both
--
human voicea mellow, educated voice which seemed vaguely Bostonian in
accent, and which was certainly not that of any native of the Vermont
1.pbs - The Witch Of Atlas, #Shelley - Poems, #Percy Bysshe Shelley, #Fiction
For all were educated to be so.
The peasants in their huts, and in the port
1.rb - Sordello - Book the Fifth, #Browning - Poems, #Robert Browning, #Poetry
Like a brave hound, men educate to pride
Himself on speed or scent nor aught beside,
1.rt - The Homecoming, #Tagore - Poems, #Rabindranath Tagore, #Poetry
The next few days were full of rejoicing. The brother asked after the education of the two boys. He was told by his sister that Phatik was a perpetual nuisance. He was lazy, disobedient, and wild. But Makhan was as good as gold, as quiet as a lamb, and very fond of reading, Bishamber kindly offered to take Phatik off his sisters hands, and educate him with his own children in Calcutta. The widowed mother readily agreed. When his uncle asked Phatik If he would like to go to Calcutta with him, his joy knew no bounds, and he said; Oh, yes, uncle! In a way that made it quite clear that he meant it.
It was an immense relief to the mother to get rid of Phatik. She had a prejudice against the boy, and no love was lost between the two brothers. She was in daily fear that he would either drown Makhan some day in the river, or break his head in a fight, or run him into some danger or other. At the same time she was somewhat distressed to see Phatiks extreme eagerness to get away.
1.rwe - Culture, #Emerson - Poems, #Ralph Waldo Emerson, #Philosophy
Can rules or tutors educate
The semigod whom we await?
1.whitman - Carol Of Occupations, #Whitman - Poems, #unset, #Zen
Or the rich better off than you? or the educated wiser than you?
Because you are greasy or pimpled, or that you were once drunk, or a
2.01 - AT THE STAR THEATRE, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
"Captain sends his mother to Benares now and then. Twelve or thirteen servants attend her there; it is very expensive. Captain knows the Vednta, the Git, and the Bhagavata by heart. He says that the educated gentlemen of Calcutta follow the ways of the mlechchhas.
"In his earlier years he practised hathayoga. That is why he strokes my head gently when I am in samdhi. His wife worships the Deity in another form-that of Gopala. This time I didn't find her so miserly. She too knows the Git and other scriptures. What devotion they have!
2.02 - Habit 2 Begin with the End in Mind, #The 7 Habits of Highly Effective People, #Stephen Covey, #unset
In every situation, you consciously, proactively determine the best alternative, basing decisions on conscience educated by principles.
WISDOM
2.02 - On Letters, #Evening Talks With Sri Aurobindo, #unset, #Zen
Disciple: At Sajod, in Broach District of Gujarat, educated young men have gone and settled in the village and after nearly 15 years they are able to inspire confidence in the villagers about their work.
Sri Aurobindo: That is the only way if one wants to work in the villages. Then only a new life can gradually grow in them. They can then combine into organised units.
2.02 - The Ishavasyopanishad with a commentary in English, #Isha Upanishad, #unset, #Zen
brothels and gathers in its net hundreds of educated, cultured,
The Ishavasyopanishad
2.03 - THE MASTER IN VARIOUS MOODS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
MASTER: "But he had no vanity of scholarship. Further, what he said about the last days of his life came to pass. He spent them in Benares, following the injunctions of the scriptures. I saw his children. They were wearing high boots and had been educated in English schools."
By means of questions and answers Sri Ramakrishna now explained to M. his own exalted state.
2.07 - On Congress and Politics, #Evening Talks With Sri Aurobindo, #unset, #Zen
I don't see any use of his saying: "So long as others have not got good Khaddar I will not use fine Khaddar." It may come to saying: "So long as others are not educated I shall not learn, or for that matter, so long as others do not get food I will starve."
Disciple: There are disparaging reports about the political situation in Maharashtra and Andhra. People's enthusiasm has ebbed and it is hard to find office-bearers for the Congress.
2.07 - The Triangle of Love, #Bhakti-Yoga, #Swami Vivekananda, #Hinduism
True love never comes until the object of our love becomes to us our highest Ideal. It may be that In many cases human rove is misdirected and misplaced, but to the person who loves, the thing he loves is always his own highest ideal. One may see his ideal in the vilest of beings, and another in the highest of beings; nevertheless, in every case it is the ideal alone that can be truly and intensely loved. The highest ideal of every man is called God. Ignorant or wise, saint or sinner, man or woman, educated or un educated, cultivated or uncultivated, to every human being the highest ideal is God.
The synthesis of all the highest ideals of beauty, of sublimity, and of power gives us the completest conception of the loving and lovable God. These Ideals exist, in some shape or other, in every mind naturally; they form a part and parcel of all our minds. All the active manifestations of human nature are struggles of those ideals to become realised in practical life. All the various movements that we see around us in society are caused, by the various ideals in various souls trying to come out and become concretised; what is inside presses on to come outside. This perennially dominant influence of the ideal is the one force, the one motive power, that may be seen to be constantly working in the midst of mankind. It may be after hundreds of births after struggling through thousands of years, that man finds that it is vain to try to make the inner ideal mould completely the external conditions and square well with them; after realising this he. no more tries to project his own ideal on the outside world, but worships the ideal itself as ideal, from the highest standpoint of love. This ideally perfect ideal embraces all lower ideals. Everyone admits the truth of the saying that a lover sees Helens beauty on an Ethiops brow. The man who is standing aside as a looker-on sees that love is here misplaced, but the lover sees his Helen all the same, and does not see the Ethiop at all. Helen or Ethiop, the objects of our love are really the centres round which our ideals become crystallised. What is it that the world commonly worships? Not certainly this all-embracing, ideally perfect ideal of the supreme devotee and lover. That ideal which men and women commonly worship is what is in themselves; every person projects his or her own ideal on the outside world and kneels before it. That is why we find that men who are cruel and blood-thirsty conceive of a bloodthirsty God, because they can only love their own highest ideal. That is why good men have a very high ideal of God; and their ideal is indeed so very different from that of others.
2.1.3.2 - Study, #On Education, #The Mother, #Integral Yoga
Taste can be educated by study and the help of those who have good taste.
To learn, it is necessary to feel first that one does not know.
--
Then quickly leave the path you have takendont waste your time wandering about and talking to girls. Start working in earnest again, study, educate yourself, occupy your mind with interesting and useful things and not with futile chatter, and do not give false excuses for your vital attractions. If your wish is truly sincere you can be sure that you will have my force to help you conquer.
27 September 1934
--
To educate it, to exercise it as one exercises the muscles by using them.
23 March 1934
--
In rising above the mind, it is more often a hindrance than a help, for, in general, a refined and educated mind finds its satisfaction in itself and rarely seeks to silence itself so as to be surpassed.
***
--- Overview of verb educate
The verb educate has 3 senses (first 3 from tagged texts)
1. (7) educate ::: (give an education to; "We must educate our youngsters better")
2. (3) train, develop, prepare, educate ::: (create by training and teaching; "The old master is training world-class violinists"; "we develop the leaders for the future")
3. (1) educate, school, train, cultivate, civilize, civilise ::: (teach or refine to be discriminative in taste or judgment; "Cultivate your musical taste"; "Train your tastebuds"; "She is well schooled in poetry")
--- Grep of noun educate
educatee
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https://en.wikiquote.org/wiki/Educated
Matlock (1986 - 1995) - Ben Matlock is a Georgia bred, Harvard educated defense attorney. His fee is $250,000 but he's worth every cent of it as he defends his clients not only in Atlanta but all over the country. He is cantankerous and gruff and often uses colorful language, but beneath it all he has a heart of gold. He i...
Galaxy High School (1986 - 1986) - Doyle and Aimee, two Earthling students, are chosen to attend a high school in outer space (Aimee the #1 honors student, Doyle the Star Jock). Their lives change around as Doyle becomes educated, and Aimee becomes popular. The two students be-friend alien classmates and learn to get along despite th...
Teenage Mutant Ninja Turtles(1990) - Through contact with a mysterious substance, called Ooze, 4 little turtles in the canalization of New York mutate to giant turtles. They can speak, walk upright, and eat pizza. The wise rat Splinter becomes their mentor and educates them to become Ninjas. Their arch enemy is the leader of the Foot C...
Billy Madison(1995) - Billy Madison (Adam Sandler) is a 27-year-old uneducated slacker with a rich father. Billy is about to inherit his father's business and money, but only if he can make it through all 12 grades (2 weeks per grade) to prove that he has what it takes to take over his father's business.
The Blue Lagoon(1980) - Emmiline and Richard were young children that got shipwrecked on an island with an adult and he teaches them basic survival skills, but then after only a short while dies and they are left on their own. they don't really know much about anything, because they were barely educated, and then it jumps...
Freeway(1996) - In this postmodern exploitation flick loosely based on "Little Red Riding Hood," the uneducated daughter of a drug-addicted prostitute flees the foster-care system in search of her long-lost grandmother but meets up instead with a serial killer. Vanessa (Reese Witherspoon), a nearly illiterate fireb...
The Set Up(1995) - When Charlie Thorpe, an MIT-educated security systems expert and convicted cat-burglar, gets out of prison, he promises himself to go straight. Yet when a psycho he knew from prison kidnaps his girlfriend, he is forced back into the crime game.
A Million to Juan(1994) - This comedy, set in the barrios East L.A. is loosely based upon Mark Twain's parable The Million Pound Bank Note. The new version tells the tale of Juan Lopez a nice, but uneducated hombre trying to earn enough money to support his little boy. Though Juan was born in the States, he lacks proper docu...
An Inconvenient Truth(2006) - An Inconvenient Truth is a 2006 documentary film directed by Davis Guggenheim about former United States Vice President Al Gore's campaign to educate citizens about global warming via a comprehensive slide show that, by his own estimate made in the film, he has given more than a thousan
The Cove(2009) - The Cove is a 2009 documentary film that analyzes and questions Japan's dolphin hunting culture. It was awarded the Academy Award for Best Documentary Feature in 2010. The film is a call to action to halt mass dolphin kills, change Japanese fishing practices, and to inform and educate the public abo...
Mayor Cupcake(2011) - A hard-working cupcake maker is inadvertently elected mayor of a small town burdened with debt. Uneducated, she relies on her street smarts to clean up the town.
The Sweetest Thing(2002) - A girl finds she is forced to educate herself on the etiquette of wooing the opposite sex when she finally meets Mr. Right.
A Patch of Blue (1965) ::: 8.0/10 -- Unrated | 1h 45min | Drama, Romance | 10 December 1965 (USA) -- A blind, uneducated white girl is befriended by a black man, who becomes determined to help her escape her impoverished and abusive home life by introducing her to the outside world. Director: Guy Green Writers:
Arn: The Knight Templar (2007) ::: 6.6/10 -- Arn: Tempelriddaren (original title) -- Arn: The Knight Templar Poster -- Arn, the son of a high-ranking Swedish nobleman is educated in a monastery and sent to the Holy Land as a knight templar to do penance for a forbidden love. Director: Peter Flinth Writers:
Day of the Dead (1985) ::: 7.2/10 -- Not Rated | 1h 36min | Horror, Thriller | 19 July 1985 (USA) -- As the world is overrun by zombies, a small group of scientists and military personnel dwelling in an underground bunker in Florida must determine whether they should educate, eliminate or escape the undead horde. Director: George A. Romero Writer:
In the Name of God (2007) ::: 8.4/10 -- Khuda Kay Liye (original title) -- In the Name of God Poster The movie deals with the difference of opinion between the westernized, educated, modern Muslims and their counterparts who follow their religion and live life in the name of 'God'. Director: Shoaib Mansoor Writers: Shoaib Mansoor, Faiza Mujahid (lyrics) | 1 more credit
Privileged ::: 45min | Comedy | TV Series (20082009) A Yale-educated journalism major reluctantly becomes a live-in tutor for two spoiled grand-daughters of a Palm Beach cosmetics business magnate. Creator: Rina Mimoun Stars:
Rajneeti (2010) ::: 7.1/10 -- Not Rated | 2h 43min | Crime, Drama, Thriller | 4 June 2010 (India) -- When the American-educated scion of a powerful Indian family returns to the subcontinent, his first taste of power starts him down a corrupt path. Director: Prakash Jha Writers:
Slacker (1990) ::: 7.1/10 -- R | 1h 37min | Comedy, Drama | 5 July 1991 (USA) -- A day in the life of Austin, Texas as the camera roams from place to place and provides a brief look at the overeducated, the social misfits, the outcasts and the oddballs. Director: Richard Linklater Writer: Richard Linklater Stars:
The Inspector Lynley Mysteries ::: TV-14 | 1h 30min | Crime, Drama, Mystery | TV Series (20012008) -- British crime investigation series based around aristocratic, Oxford-educated Detective Inspector Thomas Lynley ( Nathaniel Parker ) and his working-class assistant Sergeant Barbara Havers ( Sharon Small ). Stars:
The Left Handed Gun (1958) ::: 6.5/10 -- Approved | 1h 42min | Western | 17 May 1958 (USA) -- After his employer is murdered by rival cattlemen, a troubled and uneducated young cowboy vows revenge on the murderers. Director: Arthur Penn Writers: Leslie Stevens (screenplay), Gore Vidal (play)
The Magic of Ordinary Days (2005) ::: 7.6/10 -- PG | 1h 38min | Drama | TV Movie 30 January 2005 -- Pregnant out of wedlock, an educated young woman is pressured by her father into an arranged marriage with a lonely farmer in this drama set during WWII. Director: Brent Shields Writers: Ann Howard Creel (novel), Camille Thomasson (teleplay) Stars:
The Scalphunters (1968) ::: 6.8/10 -- Not Rated | 1h 42min | Comedy, Western | 2 April 1968 (USA) -- Forced to trade his valuable furs for a well-educated escaped slave, a rugged trapper vows to recover the pelts from the Indians and later the renegades that killed them. Director: Sydney Pollack Writer: William W. Norton (as William Norton) Stars:
The Unsinkable Molly Brown (1964) ::: 6.8/10 -- Approved | 2h 8min | Biography, Comedy, Musical | 11 June 1964 (USA) -- A poor, uneducated mountain girl leaves her cabin in search of respect, a wealthy husband, and a better life in this fictionalized biopic of Margaret "Molly" Brown, who survived the 1912 sinking of the RMS Titanic. Director: Charles Walters Writers:
Tunes of Glory (1960) ::: 7.5/10 -- Not Rated | 1h 46min | Drama | 9 February 1961 (Canada) -- After World War II, a Highland Regiment's acting Commanding Officer, who rose from the ranks, is replaced by a peace-time Oxford-educated Commanding Officer, leading to a dramatic conflict between the two. Director: Ronald Neame Writers:
https://list.fandom.com/wiki/List_of_university-educated_footballers
Kamigami no Asobi -- -- Brain's Base -- 12 eps -- Visual novel -- Harem Supernatural Romance Fantasy Shoujo -- Kamigami no Asobi Kamigami no Asobi -- After discovering a mysterious sword in the storehouse of her home, third-year high school student Yui Kusanagi finds herself suddenly transported to a different world. While exploring her new surroundings, she meets five strange yet handsome men before coming face to face with Zeus: the king of the gods. -- -- In order to restore the deteriorating relationship between the gods and humans, Zeus has created the Academy of the gods and has chosen Yui to be its one and only instructor. She has one year to educate the young and reluctant deities—including the five strangers she met earlier—on what it means to be human while learning about the gods herself; otherwise, they will all be trapped in Zeus' realm forever. -- -- -- Licensor: -- Sentai Filmworks -- TV - Apr 6, 2014 -- 121,056 7.07
Kamigami no Asobi -- -- Brain's Base -- 12 eps -- Visual novel -- Harem Supernatural Romance Fantasy Shoujo -- Kamigami no Asobi Kamigami no Asobi -- After discovering a mysterious sword in the storehouse of her home, third-year high school student Yui Kusanagi finds herself suddenly transported to a different world. While exploring her new surroundings, she meets five strange yet handsome men before coming face to face with Zeus: the king of the gods. -- -- In order to restore the deteriorating relationship between the gods and humans, Zeus has created the Academy of the gods and has chosen Yui to be its one and only instructor. She has one year to educate the young and reluctant deities—including the five strangers she met earlier—on what it means to be human while learning about the gods herself; otherwise, they will all be trapped in Zeus' realm forever. -- -- TV - Apr 6, 2014 -- 121,056 7.07
Koushoku Ichidai Otoko -- -- Animation Staff Room, Grouper Productions -- 1 ep -- - -- Drama Hentai Historical Psychological -- Koushoku Ichidai Otoko Koushoku Ichidai Otoko -- The OVA is based on incidents in the novel Koshoku Ichidai Otoko (The Life of an Amorous Man) by Saikaku Ihara (1642-1693). -- -- The libertine Yonosuke has spent his life in quest of sexual pleasure. Disowned by his father when he is 18, 16 years full of changes and errantry begin for him. At the age of 34 he inherits great wealth after his father dies and forgives his son. -- -- When Yunosuke is 57, one of his tailors named Juzo comes to see him before setting out for Edo. Juzo has unwisely made a bet with a rich merchant that he will sleep with Komurasaki, the most renowned courtesan in Edo, at the first meeting. If he succeeds he will win a villa, but if he loses he will lose his manhood. Yunosuke is astounded as he knows how hard the high rank courtesans are to get. The best courtesans, tayu, as well as being beautiful, were highly cultured, being educated in poetry, calligraphy, painting, tea ceremony and other arts. They would sleep with a client only on the third night, the other two nights being taken up with greetings and other social niceties. Humble men, to whom they were 'untouchable' looked up to them with adoration and respect. -- -- Indignant, Yunosuke takes Juzo to Edo and enables him to meet Komurasaki. Juzo is a laughing-stock at the tea-house because of his nervousness, and soon becomes drunk. He clumsily spills wine over the courtesan's kimono. Unperturbed, she goes out and returns wearing a fresh, identical garment. -- -- (Source: AniDB) -- OVA - Jan 18, 1991 -- 3,063 6.08
Taimadou Gakuen 35 Shiken Shoutai -- -- SILVER LINK. -- 12 eps -- Light novel -- Action Ecchi Fantasy Harem Military Romance Supernatural -- Taimadou Gakuen 35 Shiken Shoutai Taimadou Gakuen 35 Shiken Shoutai -- In a world plagued by magical dangers and threats, there exist special warriors—known as Inquisitors—who are tasked with non-violently preventing these threats and nefarious actions. The Anti-Magic Academy is a specialized school built to educate and train these Inquisitors, which splits its students into small squads in order to train them to work together. Among these talented squads is the 35th Test Platoon, also known as the "Small Fry Platoon" due to its low ranking and incompetent members. -- -- However, everything changes when Ouka Ootori, a powerful yet rebellious former Inquisitor, is forced into joining due to her tendency to break rules and committing a serious violation: the killing of a witch. Tempers flare upon her arrival, as she clashes with their clumsy captain Takeru Kusanagi and argues with the rest of the squad over her views on witches. This eclectic group has a long way to go if they wish to succeed and climb the ranks at the Anti-Magic Academy: they must first set aside their differences and come to work together as a team. -- -- 248,539 6.88
Taimadou Gakuen 35 Shiken Shoutai -- -- SILVER LINK. -- 12 eps -- Light novel -- Action Ecchi Fantasy Harem Military Romance Supernatural -- Taimadou Gakuen 35 Shiken Shoutai Taimadou Gakuen 35 Shiken Shoutai -- In a world plagued by magical dangers and threats, there exist special warriors—known as Inquisitors—who are tasked with non-violently preventing these threats and nefarious actions. The Anti-Magic Academy is a specialized school built to educate and train these Inquisitors, which splits its students into small squads in order to train them to work together. Among these talented squads is the 35th Test Platoon, also known as the "Small Fry Platoon" due to its low ranking and incompetent members. -- -- However, everything changes when Ouka Ootori, a powerful yet rebellious former Inquisitor, is forced into joining due to her tendency to break rules and committing a serious violation: the killing of a witch. Tempers flare upon her arrival, as she clashes with their clumsy captain Takeru Kusanagi and argues with the rest of the squad over her views on witches. This eclectic group has a long way to go if they wish to succeed and climb the ranks at the Anti-Magic Academy: they must first set aside their differences and come to work together as a team. -- -- -- Licensor: -- Discotek Media -- 248,539 6.88
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