I have an implicit faith ... that mankind can only be saved through non-violence, which is the central teaching of the Bible, as I have understood the Bible.
Of course there is matter for remark in poems. Nobody denies that. But it must be solemnly laid on everybody in this world to make his own observations and remarks. That's what we mean by thinking, and that's about all we mean. A teacher says to a pupil "Watch me notice a few things in the next few months: let's see you notice a few things too."
Whether [new Protestant church movements] place their emphasis on new worship styles, expressions of the Holy Spirit’s power, evangelism to seekers, or Bible teaching, these so-called new movements still operate out of the fallacious assumption that the church belongs firmly in the town square, that is, at the heart of Western culture. And if they begin with this mistaken belief about their position in Western society, all their church planting, all their reproduction will simply mirror this misapprehension.
A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge but merely repeats his lesson to his students, can only load their minds, he cannot quicken them.
If your virtue is especially radiant, it can be possible to open a pathway to the subtle realm and receive these celestial teachings directly from the immortals.
That's what the leadership was teaching me, day by day: that the self-interest I was supposed to be looking for extended well beyond the immediacy of issues, that beneath the small talk and sketchy biographies and received opinions, people carried with them some central explanation of themselves. Stories full of terror and wonder, studded with events that still haunted or inspired them. Sacred stories.
Government control gives rise to fraud, suppression of Truth, intensification of the black market and artificial scarcity. Above all, it unmans the people and deprives them of initiative, it undoes the teaching of self-help.
Tis pleasing to be school'd in a strange tongue By female lips and eyes--that is, I mean, When both the teacher and the taught are young, As was the case, at least, where I have been; They smile so when one's right; and when one's wrong They smile still more.
A disciple...can never imitate his guide's steps. You have your own way of living your life, of dealing with problems, and of winning. Teaching is only demonstrating that it is possible. Learning is making it possible for yourself.
When you wish to instruct, be brief; that men's [children's] minds take in quickly what you say, learn its lesson, and retain it faithfully. Every word that is unnecessary only pours over the side of a brimming mind.
In the 1970s, for example, I found myself learning to relish the poetry of Andrew Marvell and Sir Thomas Wyatt, and getting a handle on poetry of plainer speech than I had dwelt with heretofore. Which led me into a new appreciation of middle [William Butler ] Yeats, of the short three-beat line and forward-driving syntax, and that paid in, in turn, to a poem like Casualty in Field Work. The traffic, however, was usually the other way. My teaching was animated by what I was reading and being excited by as a poet.