48
" He showed me a sketch he'd drawn once during meditation. It was an androgynous human figure, standing up, hands clasped in prayer. But this figure had four legs, and no head. Where the head should have been, there was only a wild foliage of ferns and flowers. There was a small, smiling face drawn over the heart. To find the balance you want," Ketut spoke through his translator, " this is what you must become. You must keep your feet grounded so firmly on the earth that it's like you have four legs, instead of two. That way, you can stay in the world. But you must stop looking at the world through your head. You must look through your heart, instead. That way, you will know God. "
51
" Child, [death] is with us always,” said Cadfael, patient beside him. “Last summer ninety-five men died here in the town, none of whom had done murder. For choosing the wrong side, they died. It falls upon blameless women in war, even in peace at the hands of evil men. It falls upon children who never did harm to any, upon old men, who in their lives have done good to many, and yet are brutally and senselessly slain. Never let it shake your faith that there is a balance hereafter. What you see is only a broken piece from a perfect whole.”
“Such justice as we see is also but a broken shred. But it is our duty to preserve what we may, and fit together such fragments as we find, and take the rest on trust. "
― Ellis Peters , Saint Peter's Fair (Chronicles of Brother Cadfael, #4)
52
" From a tale one expects a bit of wildness, of exaggeration and dramatic effect. The tale has no inherent concern with decorum, balance or harmony. ... A tale may not display a great deal of structural, psychological, or narrative sophistication, though it might possess all three, but it seldom takes its eye off its primary goal, the creation of a particular emotional state in its reader. Depending on the tale, that state could be wonder, amazement, shock, terror, anger, anxiety, melancholia, or the momentary frisson of horror. "
― Peter Straub , American Fantastic Tales: Terror and the Uncanny from Poe to the Pulps
54
" Power is the ability to bring to past a desired result. The exercise of power requires action. The key to power is in understanding how to use that which is already available to us in order to accomplish a sought after goal. The power comes from understanding and acting according to that understanding. When we live according to Truth, we thereby bring power to light. Yet we are never powerful because of ourselves, it is Truth alone that is powerful. We are, therefore, powerful only in proportion to our understanding in light of our situation. Understanding who, what, when, where, how, or why in light of our current situation is what determines the balance of power. Power is the effect of understanding. Therefore, the one who seeks to be powerful must first seek out knowledge and experience by the means of questioning and curiosity. Only through knowledge and experience may we obtain understanding. Only through understanding may we obtain power, and understanding is the power of the wise. "
59
" A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult.What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges. "
60
" It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready.But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division...Without the balance of historic value, practical education gives us that most absurd of standards: " relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from. "