He who has imagination without learning has wings and no feet.
[Celui qui a de l’imagination sans érudition, a des ailes et n’a pas de pieds.]
Joseph Joubert (1754-1824) French moralist, philosopher, essayist, poet
Pensées [Thoughts], ch. 4 “De la Nature des Esprits [On the Nature of Minds],” ¶ 39 (1850 ed.) [tr. Attwell (1896), ¶ 53]
(Source)
(Source (French)). Alternate translations:
The man of imagination without learning has wings and no feet.
[tr. Lyttelton (1899), ch. 3, ¶ 16]
The man of imagination who is unlearned has wings and no feet.
[tr. Collins (1928), ch. 4]
Quotations about:
learning
Note not all quotations have been tagged, so Search may find additional quotes on this topic.
One Month in the School of Affliction will teach thee more than the great Precepts of Aristotle in seven years; for thou canst never judge rightly of human Affairs, unless thou hast first felt the Blows, and found out the Deceits of Fortune.
Thomas Fuller (1654-1734) English physician, preacher, aphorist, writer
Introductio ad Prudentiam, #2749 (1731 ed.)
(Source)
For the Father of agriculture
Gave us a hard calling: he first decreed it an art
To work the fields, sent worries to sharpen our mortal wits
And would not allow his realm to grow listless from lethargy […]
So thought and experiment might forge man’s various crafts
Little by little, asking the furrow to yield the corn-blade,
Striking the hidden fire that lies in the veins of flint.[Pater ipse colendi
haud facilem esse viam voluit, primusque per artem
movit agros curis acuens mortalia corda
nec torpere gravi passus sua regna veterno […]
ut varias usus meditando extunderet artis
paulatim et sulcis frumenti quaereret herbam.
Ut silicis venis abstrusum excuderet ignem.]Virgil (70-19 BC) Roman poet [b. Publius Vergilius Maro; also Vergil]
Georgics [Georgica], Book 1, l. 121ff (1.121-124, 133-135) (29 BC) [tr. Day-Lewis (1940)]
(Source)
Telling how Jupiter made life on earth miserable for farmers so as to encourage the development of useful arts and crafts.
(Source (Latin)). Alternate translations:
Nor was Jove pleas'd tillage should easie be:
And first commands with art to plough the soyle,
On mortall hearts imposing care, and toyle;
Nor lets dull sloth benumb men where he reigns [...]
That severall arts by labour might be found,
And men in furrows seek the grain that fell,
And hidden fire from veins of flint compell.
[tr. Ogilby (1649)]
The Sire of Gods and Men, with hard Decrees,
Forbids our Plenty to be bought with Ease:
And wills that Mortal Men, inur'd to toil,
Shou'd exercise, with pains, the grudging Soil.
Himself invented first the shining Share,
And whetted Humane Industry by Care:
Himself did Handy-Crafts and Arts ordain;
Nor suffer'd Sloath to rust his active Reign[...]
That studious Need might useful Arts explore;
From furrow'd Fields to reap the foodful Store:
And force the Veins of clashing Flints t' expire
The lurking Seeds of their Cœlestial Fire.
[tr. Dryden (1709), l. 183-190, 203-206]
Nor thou repine: great Jove, with tasks untry'd
To rouse man's pow'rs, an easier way deny'd;
And first bade mortals stir with art the plain,
Lest sloth should dim the splendors of his reign [...]
That gradual use might hew out arts from man,
That corn's green blade in furrows might be fought,
And from struck flints the fiery sparkle caught.
[tr. Nevile (1767), l. 147-150, 160-162]
Not to dull Indolence and transient Toil
Great Jove resign'd the conquest of the soil:
He sent forth Care to rouse the human heart,
And sharpen genius by inventive art:
Nor tamely suffer'd earth beneath his sway
In unproductive sloth to waste away. [...]
Jove will'd that use, by long experience taught,
Should force out various arts by gradual thought,
Strike from the flint's cold womb the latent flame,
And from the answering furrow nurture claim.
[tr. Sotheby (1800)]
The Sire himself willed the ways of tillage not to be easy, and first aroused the fields by art, whetting the skill of mortals with care; nor suffered he his reign to lie inactive in heavy sloth [...] that experience, by dint of thought, might gradually hammer out the various arts, in furrows seek the blade of corn, and form the veins of flint strike out the hidden fire.
[tr. Davidson (1854)]
Our heavenly Father hath not judged it right
To leave the road of agriculture light:
'Twas he who first made husbandry a plan.
And care a whetstone for the wit of man;
Nor suffer'd he his own domains to lie
Asleep in cumbrous old-world lethargy [...]
That practice might the various arts create,
On study's anvil, by laborious dint,
The plant of corn by furrows propagate,
And strike the fire that lurks in veins of flint.
[tr. Blackmore (1871), ll. 140-145, 154-157]
The wise Father of all willed not that the path of husbandry should be easy; he was the first to break up the earth by human skill, sharpening man's wit by the cares of life, nor suffering his own domains to lie asleep in cumbrous lethargy [...] in order that practice might by slow degrees hammer out art after art on the anvil of thought, might find the corn-blade by delving the furrow, and strike from veins of flint the fire that Jove had hid.
[tr. Wilkins (1873)]
The great Sire himself
No easy road to husbandry assigned,
And first was he by human skill to rouse
The slumbering glebe, whetting the minds of men
With care on care, nor suffering realm of his
In drowsy sloth to stagnate [...]
that use by gradual dint of thought on thought
Might forge the various arts, with furrow's help
The corn-blade win, and strike out hidden fire
From the flint's heart.
[tr. Rhoades (1881)]
For so great Jove, the sire of all, decreed,
No works save those that took us should succeed,
Nor wills his gifts should unimproved remain.
While man inactive slumbers on the plain. [...]
Man seeks for fire concealed within the veins
Of flints, and labour groans upon the plains;
Till, one by one, worked out by frequent thought,
Are crude inventions to perfection brought.
[tr. King (1882), ll. 123-126, 135-138ff]
Father Jove himself willed that the modes of tillage should not be easy, and first stirred the earth by artificial means, whetting the minds of men by anxieties; nor suffered he his subjects to become inactive through oppressive lethargy [...] in order that man’s needs, by dint of thought, might gradually hammer out the various arts, might seek the blade of corn by ploughing, and might strike forth the fire thrust away in the veins of the flint.
[tr. Bryce (1897)]
Our Lord himself willed the way of tillage to be hard, and long ago set art to stir the fields, sharpening the wits of man with care, nor suffered his realm to slumber in heavy torpor [...] that so practice and pondering might slowly forge out many an art, might seek the corn-blade in the furrow and strike hidden fire from the veins of flint.
[tr. Mackail (1899)]
The great Sire himself
No easy road to husbandry assigned,
And first was he by human skill to rouse
The slumbering glebe, whetting the minds of men
With care on care, nor suffering realm of his
In drowsy sloth to stagnate [...]
that use by gradual dint of thought on thought
Might forge the various arts, with furrow's help
The corn-blade win, and strike out hidden fire
From the flint's heart.
[tr. Greenough (1900)]
Allfather himself hath willed
That the pathway of tillage be thorny. He first by man's art broke
Earth's crust, and by care for the morrow made keen the wits of her folk,
Nor suffered his kingdom to drowse 'neath lethargy's crushing chain [...]
That Thought on experience' anvil might shape arts manifold,
And might seek in the furrow the blade that is pledge of the harvest's gold,
And smite from the veins of flint the fire-soul hidden there.
[tr. Way (1912)]
Great Jove himself ordained for husbandry
No easy road, when first he bade earth's fields
Produce by art, and gave unto man's mind
Its whetting by hard care; where Jove is king
He suffers not encumbering sloth to bide. [...]
He purposed that experience and thought
By slow degrees should fashion and forge out
Arts manifold, should seek green blades of corn
By ploughing, and from veins of flinty shard
Hammer the fire.
[tr. Williams (1915)]
The great Father himself has willed that the path of husbandry should not run smooth, who first made art awake the fields, sharpening men’s wits by care, nor letting his kingdom slumber in heavy lethargy [...] so that experience, from taking thought, might little by little forge all manner of skills, seeking in ploughed furrows the blade of corn, striking forth the spark hidden in the veins of flint.
[tr. Fairclough (Loeb) (1916)]
The Father willed it so: He made the path
Of agriculture rough, established arts
Of husbandry to sharpen wits,
Forbidding sloth to settle on his soil
[...] So that mankind
By taking thought might learn to forge its arts
From practice: seek to bring the grain from furrows,
Strike out the fire locked up in veins of flint.
[tr. Bovie (1956)]
Jupiter, father of the gods, decided himself
that the way of the farmer should not be an easy way.
He demanded craft; he tuned our nerves with worries;
he weeded lethargy from his human fields [...]
Thus men are supposed to have found the fire that hides
in the veins of flint. By clever meditation
experience elaborates to skill ...
One can see a triumph in it: the first furrow
sprouting a row of corn ....
[tr. Slavitt (1971)]
The father of cultivation himself did not want its way to be easy and wa first to change the fields by design, sharpening mortal wits with cares, not allowing his kingdoms to become sluggish with heavy old age [...] in order that experience and reflection should beat out skills little by little and seek grain stalks in the furrows, that they should strike out fire hidden in the veins of flint.
[tr. Miles (1980)]
The Father himself
Willed that the path of tillage be not smooth,
And first ordained that skill should cultivate
The land, by care sharpening the wits of mortals,
Nor let his kingdom laze in torpid sloth [...]
That step by step practice and taking thought
Should hammer out the crafts, should seek from furrows
The blade of corn, should strike from veins of flint
The hidden fire.
[tr. Wilkinson (1982)]
The great Father himself willed it,
that the ways of farming should not be easy, and first
stirred the fields with skill, rousing men’s minds to care,
not letting his regions drowse in heavy lethargy [...]
so that thoughtful practice might develop various skills,
little by little, and search out shoots of grain in the furrows,
and strike hidden fire from veins of flint.
[tr. Kline (2001)]
The Father himself hardly
willed that agriculture would be easy when he called forth
the field with his art, whetting human minds with worries,
not letting his kingdom slip into full-blown laziness. [...]
so that, using their brains, men might gradually hammer out
many skills, like searching for stalks of wheat by plowing,
and so that they might strike the spark held in veins of flint.
[tr. Lembke (2004)]
For it was Jupiter himself who willed the ways of husbandry be ones not spared of trouble and it was he who first, through human skill, broke open land, at pains to sharpen wits of men and so prevent his own domain being buried in bone idleness [...] so that by careful thought and deed you'd hone them bit by bit, those skills, to coax from furrows blades of corn and spark shy flame from veins of flint.
[tr. Fallon (2006)]
The Father himself willed the way of husbandry to be severe, first stirred by ingenuity the fields, honing mortal skill with tribulation, and suffered not his realm to laze in lumpish sloth [...] so that need with contemplation might forge sundry arts in time, might seek in furrows the blade of wheat and strike from flinty veins the hidden spark.
[tr. Johnson (2009)]
For Father Jupiter himself ordained
That the way should not be easy. It was he
Who first established the art of cultivation,
Sharpening with their cares the skills of men,
forbidding the world he rules to slumber in ease
[...] all this so want should be
The cause of human ingenuity,
And ingenuity the cause of arts,
Finding little by little the way to plant
New crops by means of plowing, and strike the spark
To ignite the hidden fire in veins of flint.
[tr. Ferry (2015)]
Learning is like rowing upstream; not to advance is to drop back.
(Other Authors and Sources)
Chinese proverb
A Little Learning misleadeth, and a great deal often stupifieth the Understanding.
George Savile, Marquis of Halifax (1633-1695) English politician and essayist
“False Learning,” Political, Moral, and Miscellaneous Thoughts and Reflections (1750)
(Source)
A handfull of good life is better then a bushell of learning.
George Herbert (1593-1633) Welsh priest, orator, poet.
Jacula Prudentum, or Outlandish Proverbs, Sentences, &c. (compiler), # 3 (1640 ed.)
(Source)
Nothing has more retarded the advancement of learning than the disposition of vulgar minds to ridicule and vilify what they cannot comprehend.
Samuel Johnson (1709-1784) English writer, lexicographer, critic
The Rambler, #117 (30 Apr 1751)
(Source)
Presented as a letter from "Hypertatus"
Learning makes a Man fit Company for himself.
Thomas Fuller (1654-1734) English physician, preacher, aphorist, writer
Gnomologia: Adages and Proverbs, #3163 (1732)
(Source)
Virtues, however, we acquire by first exercising them. The same is true with skills, since what we need to learn before doing, we learn by doing; for example, we become builders by building, and lyre-players by playing the lyre. So too we become just by doing just actions, temperate by temperate actions, and courageous by courageous actions.
[τὰς δ’ ἀρετὰς λαμβάνομεν ἐνεργήσαντες πρότερον, ὥσπερ καὶ ἐπὶ τῶν ἄλλων τεχνῶν· ἃ γὰρ δεῖ μαθόντας ποιεῖν, ταῦτα ποιοῦντες μανθάνομεν, οἷον οἰκοδομοῦντες οἰκοδόμοι γίνονται καὶ κιθαρίζοντες κιθαρισταί· οὕτω δὴ καὶ τὰ μὲν δίκαια πράττοντες δίκαιοι γινόμεθα, τὰ δὲ σώφρονα σώφρονες, τὰ δ’ ἀνδρεῖα ἀνδρεῖοι.]
Aristotle (384-322 BC) Greek philosopher
Nicomachean Ethics [Ἠθικὰ Νικομάχεια], Book 2, ch. 1 (2.1, 1103a.32ff) (c. 325 BC) [tr. Crisp (2000)]
(Source)
(Source (Greek)). Alternate translations:
But the Virtues we get by first performing single acts of working, which, again, is the case of other things, as the arts for instance; for what we have to make when we have learned how, these we learn how to make by making: men come to be builders, for instance, by building; harp-players, by playing on the harp: exactly so, by doing just actions we come to be just; by doing the actions of self-mastery we come to be perfected in self-mastery; and by doing brave actions brave.
[tr. Chase (1847)]
But the virtues we acquire by previous practice of their acts, exactly as we acquire our knowledge of the various arts. For, in the case of the arts, that which we have to be taught to do, that we learn by doing it. We become masons, for instance, by building; and harpers b y playing upon the harp. And so, in like manner, we become just by doing what is just, temperate by doing what is temperate, and brave by doing what is brave.
[tr. Williams (1869), sec. 23]
But the virtues we acquire by first exercising them, as is the case with all the arts, for it is by doing what we ought to do when we have learnt the arts that we learn the arts themselves; we become e.g. builders by building and harpists by playing the harp. Similarly it is by doing just acts that we become just, by doing temperate acts that we become temperate, by doing courageous acts that we become courageous.
[tr. Welldon (1892)]
But the virtues we acquire by doing the acts, as is the case with the arts too. We learn an art by doing that which we wish to do when we have learned it; we become builders by building, and harpers by harping. And so by doing just acts we become just, and by doing acts of temperance and courage we become temperate and courageous.
[tr. Peters (1893)]
But the virtues we get by first exercising them, as also happens in the case of the arts as well. For the things we have to learn before we can do them, we learn by doing them, e.g. men become builders by building and lyreplayers by playing the lyre; so too we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.
[tr. Ross (1908)]
The virtues on the other hand we acquire by first having actually practised them, just as we do the arts. We learn an art or craft by doing the things that we shall have to do when we have learnt it: for instance, men become builders by building houses, harpers by playing on the harp. Similarly we become just by doing just acts, temperate by doing temperate acts, brave by doing brave acts.
[tr. Rackham (1934), ch. 1, sec. 4]
The virtues, by contrast, we acquire by first engaging in the activities, as is also true in the case of the various crafts. For the things we cannot produce without learning to do so are the very ones we learn to produce by producing them -- for example, we become builders by building houses and lyre players by playing the lyre. Similarly, then, we become just people by doing just actions, temperate people by doing temperate actions, and courageous people by doing courageous ones.
[tr. Reeve (1948)]
In the case of the virtues, on the other hand, we acquire them as a result of prior activities; and this is like the case of the arts, for that which we are to perform by art after learning, we first learn by performing, e.g., we become builders by building and lyre-players by playing the lyre. Similarly, we become just by doing what is just, temperate by doing what is temperate, and brave by doing brave deeds.
[tr. Apostle (1975)]
Virtues, by contrast, we acquire, just as we acquire crafts, by having previously activated them. For we learn a craft by producing the same product that we must produce when we have learned it, becoming builders, for instance, by building and harpists by playing the harp, so also, then, we become just by doing just actions, temperate by doing temperate actions, brave by doing brave actions.
[tr. Irwin/Fine (1995)]
For as regards those things we must learn how to do, we learn by doing them -- for example by building houses, people become house builders, and by playing the cithara, they become cithara players. So too, then, by doing just things become just; moderate things, moderate; and courageous things, courageous.
[tr. Bartlett/Collins (2011)]
We develop virtues after we have practiced them beforehand, the same way it works with the other arts. For, we learn as we do those very things we need to do once we have learned the art completely. So, for example, men become carpenters by building homes and lyre-players by practicing the lyre. In the same way, we become just by doing just things, prudent by practicing wisdom, and brave by committing brave deeds.
[tr. @sentantiq (2017)]
“Experience iz a good schoolmaster,” but reason iz a better one.
[“Experience is a good schoolmaster,” but reason is a better one.]
Josh Billings (1818-1885) American humorist, aphorist [pseud. of Henry Wheeler Shaw]
Everybody’s Friend, Or; Josh Billing’s Encyclopedia and Proverbial Philosophy of Wit and Humor, ch. 148 “Affurisms: Ink Brats” (1874)
(Source)
Experience keeps a dear school, yet Fools will learn in no other.
Benjamin Franklin (1706-1790) American statesman, scientist, philosopher, aphorist
Poor Richard’s Almanack (Dec 1743)
(Source)
Franklin quotes Poor Richard as well in The Way to Wealth (1758).
More discussion of this quotation, and an image of the original page: Experience Keeps a Dear School; Yet Fools Will Learn In No Other – Quote Investigator.
Education consists mainly in what we have unlearned.
Mark Twain (1835-1910) American writer [pseud. of Samuel Clemens]
Mark Twain’s Notebook, 4 Jul 1898 [ed. Paine (1935)]
There are two classes [of scientists], those who want to know and do not care whether others think they know or not, and those who do not much care about knowing but care very greatly about being reputed as knowing.
Samuel Butler (1835-1902) English novelist, satirist, scholar
The Note-Books of Samuel Butler, “Scientists” (1912)
Full text.
A book is a mirror: if an ape looks into it, an apostle is unlikely to look out.
Georg C. Lichtenberg (1742-1799) German physicist, writer
Aphorisms, Notebook F, #17 (1776-79) [tr. Hollingdale (1990)]
(Source)
This is nearly mirrored by Notebook E, # 49 (1775-76), "A book is a mirror: if an ape looks into it an apostle is hardly likely to look out."
Alternate translations:
A book is a mirror: when a monkey looks in, no apostle can look out.
[tr. Mautner and Hatfield (1959)]
A book is a mirror: if an ape looks into it, an apostle is unlikely to look out.
[tr. Tester (2012)]
Zeus, who guided mortals to be wise,
has established his fixed law —
wisdom comes through suffering.
Trouble, with its memories of pain,
drips in our hearts as we try to sleep,
so men against their will
learn to practice moderation.
Favours come to us from gods
seated on their solemn thrones —
such grace is harsh and violent.τὸν φρονεῖν βροτοὺς ὁδώ-
σαντα, τὸν [πάθει μάθος]
θέντα κυρίως ἔχειν.
στάζει δ’ ἀνθ’ ὕπνου πρὸ καρδίας
μνησιπήμων πόνος· καὶ παρ’ ἄ-
κοντας ἦλθε σωφρονεῖν.
δαιμόνων δέ που χάρις βίαιος
σέλμα σεμνὸν ἡμένων.
Aeschylus (525-456 BC) Greek dramatist (Æschylus)
Agamemnon, ll. 175-183 [tr. Johnston (2007)]
(Source)
Alt. trans.:The first Hamilton alternate was used, slightly modified, by Robert Kennedy in his speech on the assassination of Martin Luther King, Jr. (4 Apr 1968). Kennedy's family used it as an epitaph on his grave Arlington National Cemetery: "Even in our sleep, pain which cannot forget, falls drop by drop upon the heart, until in our own despair, against our will, comes wisdom, through the awful grace of God."
- "It is through suffering that learning comes." [In Arnold Toynbee, "Christianity and Civilization" (1947), Civilization on Trial (1948)]
- "God, whose law it is that he who learns must suffer. And even in our sleep pain that cannot forget, falls drop by drop upon the heart, and in our own despite, against our will, comes wisdom to us by the awful grace of God." [tr. Hamilton (1930)]
- "Guide of mortal man to wisdom, he who has ordained a law, knowledge won through suffering. Drop, drop -- in our sleep, upon the heart sorrow falls, memory’s pain, and to us, though against our very will, even in our own despite, comes wisdom by the awful grace of God." [tr. Hamilton (1937)]
See here for more discussion.
The Priesthood, have in all ancient Nations, nearly monopolized Learning. Read over again all the Accounts We have of Hindoos, Chaldeans, Persians Greeks, Romans, Celts, Teutons, We Shall find that Priests had all the Knowledge, and really governed all Mankind. Examine Mahometanism. Trace Christianity from its first Promulgation, Knowledge has been almost exclusively confined to the Clergy. And even since the Reformation, when or where has existed a Protestant or dissenting Sect, who would tolerate, A free Inquiry? The blackest Billingate, the most ungentlemanly insolence, the most yahooish brutality, is patiently endured countenanced propagated and applauded: But touch a solemn Truth in collission with a dogma of a Sect, though capable of the clearest proof; and you will Soon find you have disturbed a Nest, and the hornets will swarm about your legs and hands and fly into your face and Eyes.
John Adams (1735-1826) American lawyer, Founding Father, statesman, US President (1797-1801)
Letter to John Taylor (24 Jan 1815)
We should be careful to get out of an experience only the wisdom that is in it — and stop there; lest we be like the cat that sits down on a hot stove-lid. She will never sit down on a hot stove-lid again — and that is well; but also she will never sit down on a cold one anymore.
“I wish life was not so short,” he thought. “Languages take such a time, and so do all the things one wants to know about.”
J.R.R. Tolkien (1892-1973) English writer, fabulist, philologist, academic [John Ronald Reuel Tolkien]
The Lost Road, ch. 1 [Alboin] (1987) [ed. C. Tolkien]
(Source)
He who knows the Truth is not equal to him who loves it, and he who loves it is not equal to him who delights in it.
[知之者、不如好之者、好之者、不如樂之者]
Confucius (c. 551- c. 479 BC) Chinese philosopher, sage, politician [孔夫子 (Kǒng Fūzǐ, K'ung Fu-tzu, K'ung Fu Tse), 孔子 (Kǒngzǐ, Chungni), 孔丘 (Kǒng Qiū, K'ung Ch'iu)]
The Analects [論語, 论语, Lúnyǔ], Book 6, verse 20 (6.20) (6th C. BC – 3rd C. AD) [tr. Soothill (1910), 6.18]
(Source)
Earlier translations use Legge's verse numbering, 6.18. The source material uses 之 (zhi, "it") without a clear antecedent. Soothill suggests it may refer to Truth, Virtue, or the Right. Some translations provide what they think is the reference; others leave it ambiguous or footnote it, as shown below.
(Source (Chinese)). Alternate translations:
They who know the truth are not equal to those who love it, and they who love it are not equal to those who delight in it.
[tr. Legge (1861), 6.18]
They who know it are not as those who love it, nor they who love it as those who rejoice in it.
[tr. Jennings (1895), 6.18]
Those who know it are not as those who love it; those who love it are not as those who find their joy in it.
[tr. Ku Hung-Ming (1898), 6.18]
Those who know aren't up to those who love; nor those who love, to those who delight in.
[tr. Pound (1933), 6.18]
To prefer it is better than only to know it. To delight in it is better than merely to prefer it.
[tr. Waley (1938), 6.18; "the Way"]
The man who loves truth (or learning) is better than the man who knows it, and the man who finds happiness in it is better than the man who loves it.
[tr. Lin Yutang (1938)]
Being fond of The Right Way is better than just knowing it; and taking one’s delight in it is better than just being fond of it.
[tr. Ware (1950)]
To be fond of something is better than merely to know it, and to find joy in it is better than merely to be fond of it.
[tr. Lau (1979), 6.20]
Those who understand a thing are not equal to those who are fond of it, and those who are fond of it are not equal to those who delight in it.
[tr. Dawson (1993), 6.20]
To know something is not as good as loving it; to love something is not as good as rejoicing in it.
[tr. Leys (1997), 6.20]
Those who know it are not comparable to those who love it; those who love it are not comparable to thsoe who delight in it.
[tr. Huang (1997)]
The persons who know something are not better than the persons who favor something; The persons who favor something are not better than the persons who enjoy something.
[tr. Cai/Yu (1998), 6.20, #140]
To truly love it is better than just to understand it, and to enjoy it is better than simply to love it.
[tr. Ames/Rosemont (1998), 6.20; "knowledge and learning"]
Knowing it is not as good as loving it; loving it is not as good as taking delight in it.
[tr. Brooks/Brooks (1998), 6.20; virtue]
To understand something is nothing like loving it. And to love something is nothing like delighting in it.
[tr. Hinton (1998), 6.19]
To know it is not as good as to approve it. To approve it is not as good as to find joy in it.
[tr. Watson (2007), 6.20]
To know something is not as good as to have a love for it. To have a love for something is not as good as to find joy in it.
[tr. Annping Chin (2014), 6.20; learning, cf. 6.11 and 7.19]
Learned people are inferior to those who are eager to learn. Those who are eager to learn are inferior to those who enjoy learning.
[tr. Li (2020), 6.20]
Better than the one who knows what is right is he who loves what is right.
[Common English translation]
Wear your learning, like your watch, in a private pocket; and do not pull it out and strike it, merely to show that you have one. If you are asked what o’clock it is, tell it; but do not proclaim it hourly and unasked, like the watchman.
Lord Chesterfield (1694-1773) English statesman, wit [Philip Dormer Stanhope]
Letter to his son, #142 (22 Feb 1748)
(Source)
To teach is to learn twice.
[Enseigner, c’est apprendre deux fois.]
Joseph Joubert (1754-1824) French moralist, philosopher, essayist, poet
Pensées [Thoughts], ch. 19 “De l’Éducation [On Education],” ¶ 88 (1850 ed.) [tr. Collins (1928), ch. 18]
(Source)
(Source (French)). Alternate translation:
To teach is to learn twice over.
[tr. Lyttelton (1899), ch. 18, ¶ 18]
The mind is not a vessel to be filled, but a fire to be kindled.
Plutarch (AD 46-127) Greek historian, biographer, essayist [Mestrius Plutarchos]
Morals [Moralia], “On Listening to Lectures”
Alt trans.: "The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting."
Life is like music, it must be composed by ear, feeling and instinct, not by rule. Nevertheless one had better know the rules, for they sometimes guide in doubtful cases, though not often.
Samuel Butler (1835-1902) English novelist, satirist, scholar
The Note-Books of Samuel Butler, ch. 1, “Life” (1912)
(Source)
Learning is not compulsory; it’s voluntary. Improvement is not compulsory; it’s voluntary. But to survive, we must learn.
W. Edwards Deming (1900-1993) American management consultant, educator
“Quality, Productivity, and Competitive Position” seminar (24-28 Feb 1986)
(Source)
Often paraphrased: "Learning is not compulsory. Neither is survival."
It is always safe to learn, even from our enemies, seldom safe to venture to instruct, even our friends.
Charles Caleb "C. C." Colton (1780-1832) English cleric, writer, aphorist
Lacon: Or, Many Things in Few Words, Vol. 1, § 286 (1820)
(Source)
I have learned throughout my life as a composer chiefly through my mistakes and pursuits of false assumptions, not by my exposure to founts of wisdom and knowledge.
This clearly shows that we learn better in a free spirit of curiosity than under fear and compulsion.
[Hinc satis elucet maiorem habere vim ad discenda ista liberam curiositatem quam meticulosam necessitatem.]
Augustine of Hippo (354-430) Christian church father, philosopher, saint [b. Aurelius Augustinus]
Confessions, Book 1, ch. 14 / ¶ 23 (1.14.23) (c. AD 398) [tr. Pine-Coffin (1961)]
(Source)
(Source (Latin)). Alternate translations:
No doubt, then, that a free curiosity has more force in our learning these things, than a frightful enforcement.
[tr. Pusey (1838)]
Hereby it appears that free curiosity has more force in our learning of tongues than frightful enforcement.
[ed. Shedd (1860)]
From this it is sufficiently clear that a free curiosity hath more influence in our learning these things than a necessity full of fear.
[tr. Pilkington (1876)]
Whence it is sufficiently clear, that the free desire of knowledge has more power to make us learn these things than the urgency of fear.
[tr. Hutchings (1890)]
It is plain then that the freedom of curiosity is a far better instructor in language than the compulsion of fear.
[tr. Bigg (1897)]
All this goes to prove that free curiosity is of more value in learning than harsh discipline.
[tr. Sheed (1943)]
From this it is sufficiently clear that a free curiosity is more effective in learning than a discipline based on fear.
[tr. Outler (1955)]
Hence it is plain enough that for learning a language free interest has greater power than frightening constraint.
[tr. Ryan (1960)]
It is clear enough from this that free curiosity is a more powerful aid to the learning of languages than a forced discipline.
[tr. Warner (1963)]
By this it is clear that a free curiosity is a greater force in learning than a fear-ridden compulsion.
[tr. Blaiklock (1983)]
It is some compensation for great evils that they enforce great lessons.
Christian Nestell Bovee (1820-1904) American epigrammatist, writer, publisher
Intuitions and Summaries of Thought, Vol. 1, “Compensation” (1862)
(Source)
The saying that a little knowledge is a dangerous thing is, to my mind, a very dangerous adage. If knowledge is real and genuine, I do not believe that it is other than a very valuable possession, however infinitesimal its quantity may be. Indeed, if a little knowledge is dangerous, where is the man who has so much as to be out of danger?
When Tzŭ Kung asked about the practice of virtue the Master replied: “A workman who wants to do his work well must first sharpen his tools. In whatever State you dwell, take service with the worthiest of its ministers, and make friends of the most Virtuous of its scholars.”
[子貢問爲仁。子曰、工欲善其事、必先利其器、居是邦也、事其大夫之賢者、友其士之仁者。]
Confucius (c. 551- c. 479 BC) Chinese philosopher, sage, politician [孔夫子 (Kǒng Fūzǐ, K'ung Fu-tzu, K'ung Fu Tse), 孔子 (Kǒngzǐ, Chungni), 孔丘 (Kǒng Qiū, K'ung Ch'iu)]
The Analects [論語, 论语, Lúnyǔ], Book 15, verse 10 (15.10) (6th C. BC – AD 3rd C.) [tr. Soothill (1910), 15.9]
(Source)
Originally numbered 15.9 by Legge, current translations identify it as 15.10. (Source (Chinese)). Alternate translations:
Tsze-kung asked about the practice of virtue. The Master said, "The mechanic, who wishes to do his work well, must first sharpen his tools. When you are living in any state, take service with the most worthy among its great officers, and make friends of the most virtuous among its scholars."
[tr. Legge (1861), 15.9]
T'sz-kung asked how to become philanthropic. The Master answered him thus: "A workman who wants to do his work well must first sharpen his tools. In whatever land you live, serve under some wise and good man among those in high office, and make friends with the more humane of its men of education."
[tr. Jennings (1895), 15.9]
A disciple of Confucius enquired how to live a moral life. Confucius answered, "A workman who wants to perfect his work first sharpens his tools. When you are living in a country, you should serve those nobles and ministers in that country who are men of moral worth, and you should cultivate the friendship of the gentlemen of that country who are men of moral worth."
[tr. Ku Hung-Ming (1898), 15.9]
Tze-kung asked about this business of manhood. He said: The craftsman wanting to perfect his craft must first put an edge on his tools (take advantage of implements already there, the containers). Living in a country, take service with the big men who have solid merit, make friends with the humane scholar-officers.
[tr. Pound (1933), 15.9]
Tzu-kung asked how to become Good. The Master said, A craftsman, if he means to do good work, must first sharpen his tools. In whatever state you dwell:
Take service with such of its officers as are worthy,
Make friends with such of its knights as are Good.
[tr. Waley (1938), 15.9]
When the workman wishes to do a better job, he must first sharpen his tools. So, in your case, no matter what state you inhabit, serve only the grand gentlemen of highest caliber, make friends only with those gentlemen who are manhood at its best.
[tr. Ware (1950)]
Tzu-kung asked about the practice of benevolence. The Master said, "A craftsman who wishes to practice his craft well must first sharpen his tools. You should, therefore, seek the patronage of the most distinguished Counsellors and make friend with the most benevolent Gentlemen in the state where you happen to be staying."
[tr. Lau (1979)]
Zigong asked about practising humaneness. The Master said: "If he wishes to make his work good, the craftsman must first sharpen his tools. If one is staying in a particular state, one serves the people of highest quality among its grandees and makes friends with the most humane among its public servants."
[tr. Dawson (1993)]
Zigong asked how to practice humanity. The Master said: "A craftsman who wishes to do good work must first sharpen his tools. In whatever country you settle, offer your services to the most virtuous ministers, and befriend those gentlemen who cultivate humanity."
[tr. Leys (1997)]
When Zi-gong asked how to cultivate humanity, the Master said: "If an artisan wishes to perfect his craft, he must first sharpen his tools. Living in this state, serve the worthy of its ministers and befriend the humane of its shi."
[tr. Huang (1997)]
Zigong asked how to practice the benevolence, Confucius said: "A worker wants to finish his job perfectly, must sharpen his tool first. One lives in this state, should service the sagacious persons in the senior officials, should make friends with the benevolent persons in the intellectuals.
[tr. Cai/Yu (1998)]
Zigong inquired about authoritative conduct (ren). The Master replied, "Tradesmen wanting to be good at (shan) their trade must first sharpen their tools. While dwelling in this state, then, we should serve those ministers who are of the highest character (xian), and befriend those scholar-apprentices (shi) who are most authoritative in their conduct.
[tr. Ames/Rosemont (1998)]
Dž-gùng asked about being ren. The Master said, If an artisan wants to do his job well, he must first sharpen his tools. When dwelling in some country, serve the worthy among its dignitaries; befriend the ren among its officers.
[tr. Brooks/Brooks (1998)]
Adept Kung asked about the practice of Humanity, and the Master said: “If a craftsman wants to do good work, he must first sharpen his tools. If you want to settle in a country, you must cultivate its wise ministers and befriend its Humane officials.”
[tr. Hinton (1998)]
Zigong asked about becoming Good. The Master said, “Any craftsman who wishes to do his job well must first sharpen his tools. In the same way, when living in a given state, one must serve those ministers who are worthy and befriend those scholar-officials who are Good.”
[tr. Slingerland (2003)]
Zigong asked how to practice humaneness. The Master said, A craftsman who wants to do his job well must first sharpen his tools. Whatever country you are in, be of service to the high officials who are worthy and become friends with the men of station who are humane.
[tr. Watson (2007)]
Zigong asked about the practice of humaneness. The Master said, "Artisans who wish to excel at their craft must sharpen their tools. When you live in any given state, you should serve the worthiest among the counselors and befriend the most human among the educated professionals."
[tr. Chin (2014)]
Zi Gong asked about Ren virtue. Confucius said, "When a craftsman [technician] wants to do a good job, he must sharpen his tools beforehand. After you have arrived in that country, serve and align yourself with competent and virtuous officials working for the prime minister and befriend colleagues hwo have the Ren virtue.
[tr. Li (2020)]
A frequent English paraphrase, attributed to Confucius but without citation to a particular analect, can be found as early as 1831:
The expectations of life depend upon diligence; the mechanic that would perfect his work must first sharpen his tools.
The beginning of wisdom is the most sincere desire for instruction,
and concern for instruction is love of her,
and love of her is the keeping of her laws,
and giving heed to her laws is assurance of immortality,
and immortality brings one near to God,
so the desire for wisdom leads to a kingdom.The Bible (The Old Testament) (14th - 2nd C BC) Judeo-Christian sacred scripture [Tanakh, Hebrew Bible], incl. the Apocrypha (Deuterocanonicals)
Wisdom of Solomon 6:17-20 [NRSV (2021 ed.)]
(Source)
Alternate translations:
For the very true beginning of her is the desire of discipline; and the care of discipline is love;
And love is the keeping of her laws; and the giving heed unto her laws is the assurance of incorruption;
And incorruption maketh us near unto God:
Therefore the desire of wisdom bringeth to a kingdom.
[KJV (1611)]
For the beginning of her is the most true desire of discipline.
And the care of discipline is love: and love is the keeping of her laws: and the keeping of her laws is the firm foundation of incorruption:
And incorruption bringeth near to God.
Therefore the desire of wisdom bringeth to the everlasting kingdom.
[DRA (1899); 6:18-21]
Of her the most sure beginning is the desire for discipline, care for discipline means loving her,
loving her means keeping her laws,
obeying her laws guarantees incorruptibility,
incorruptibility brings near to God;
thus desire for Wisdom leads to sovereignty.
[JB (1966)]
Wisdom begins when you sincerely want to learn. To desire Wisdom is to love her; to love her is to keep her laws; to keep her laws is to be certain of immortality; immortality will bring you close to God. This desire for Wisdom can prepare you to rule a kingdom.
[GNT (1976)]
For Wisdom begins with the sincere desire for instruction, care for instruction means loving her,
loving her means keeping her laws, attention to her laws guarantees incorruptibility,
and incorruptibility brings us near to God;
the desire for Wisdom thus leads to sovereignty.
[NJB (1985)]
The real beginning of wisdom is to desire instruction with all your heart. Love for instruction expresses itself in careful reflection. If you love Wisdom, you will keep her laws. If you are attentive to her laws, you can be assured that you will live forever. If you live forever, you will be near to God. If you desire wisdom with all your heart, you will know what good leadership is.
[CEB (2011)]
A little learning is a dangerous thing;
Drink deep, or taste not the Pierian Spring:
There shallow draughts intoxicate the brain,
And drinking largely sobers us again.Alexander Pope (1688-1744) English poet
“An Essay on Criticism,” Part 2, ll. 15-18 (1711)
(Source)
In Greek mythology, the Pierian Spring was sacred to the Muses, representing the metaphorical source of knowledge.
The first line is more commonly paraphrased as "A little knowledge is a dangerous thing."
What is the first business of one who studies philosophy? To part with self-conceit. For it is impossible for any one to begin to learn what he thinks that he already knows.
Epictetus (c.55-c.135) Greek (Phrygian) Stoic philosopher
The Discourses, ch. 17, “How To Apply General Principles to Particular Cases” (c. AD 101-108)
Alt. trans.: "It is impossible for a man to begin to learn what he thinks he knows." [tr. Long (1890)]
After three days without reading, talk becomes flavorless.
(Other Authors and Sources)
Chinese proverb
Most people are willing to pay more to be amused than to be educated.
Robert C. Savage (1914-1987) American Christian missionary, pastor, hymnologist, author
Life Lessons (1993)
(Source)
Nothing would be done at all if a man waited until he could do something so well that no one could find fault with it.
John Henry Newman (1801-1890) English prelate, Catholic Cardinal, theologian
(Attributed)
Often given as: "A man would do nothing if he waited until he could do it so well that no one could find fault."
There are two things which cannot be attacked in front: ignorance and narrow-mindedness. They can only be shaken by the simple development of the contrary qualities. They will not bear discussion.
John Dalberg, Lord Acton (1834-1902) British historian
Letter (23 Jan 1861)
