“Strength in the wrong place is weakness. That’s true of anyone’s gift. If you’re not using your greatest asset in the right way, it’s a weakness. Your greatest strength might be your undoing”
“Too often we hold fast to the clichés of our forebears. We subject all facts to a prefabricated set of interpretations. We enjoy the comfort of opinion without the discomfort of thought.
“The Particular End is to carry Christ into the homes and streets of the slums, among the sick, dying, the beggars and the little street children. The sick will be nursed as far as possible in their poor homes. The little children will have a school in the slums. The beggars will be sought and visited in their holes outside the town or on the streets. She would later elaborate and broaden the text to read, “Our particular mission is to labour at the salvation and sanctification of the poorest of the poor, not only in the slums, but also all over the world wherever they may be.”
“Bear in mind that the wonderful things you learn in your schools are the work of many generations. All this is put in your hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully hand it on to your children.”
“By dint of vision, and determination, and most of all faith in the redeeming power of love, he endured the humiliation of arrest, the loneliness of a prison cell, the constant threats to his life, until he finally inspired a nation to transform itself, and begin to live up to the meaning of its creed.”
“Children inherit the qualities of the parents, no less than their physical features. Environment does play an important part, but the original capital on which a child starts in life is inherited from its ancestors. I have also seen children successfully surmounting the effects of an evil inheritance. That is due to purity being an inherent attribute of the soul.
Polak and I had often very heated discussions about the desirability or otherwise of giving the children an English education. It has always been my conviction that Indian parents who train their children to think and talk in English from their infancy betray their children and their country. They deprive them of the spiritual and social heritage of the nation, and render them to that extent unfit for the service of the country. Having these convictions, I made a point of always talking to my children in Gujarati. Polak never liked this. He thought I was spoiling their future. He contended, with all the vigour and love at his command, that, if children were to learn a universal language like English from their infancy, they would easily gain considerable advantage over others in the race of life. He failed to convince me. I do not now remember whether I convinced him of the correctness of my attitude, or whether he gave me up as too obstinate. This happened about twenty years ago, and my convictions have only deepened with experience. Though my sons have suffered for want of full literary education, the knowledge of the mother-tongue that they naturally acquired has been all to their and the country’s good, inasmuch as they do not appear the foreigners they would otherwise have appeared. They naturally became bilingual, speaking and writing English with fair ease, because of daily contact with a large circle of English friends, and because of their stay in a country where English was the chief language spoken.”
“The Fremen were supreme in that quality the ancients called “spannungsbogen”—which is the self-imposed delay between desire for a thing and the act of reaching out to grasp that thing. —FROM “THE WISDOM OF MUAD’DIB” BY THE PRINCESS IRULAN”
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