In the history of literature there are many great enduring works which were not published in the lifetimes of the read more

In the history of literature there are many great enduring works which were not published in the lifetimes of the authors. If the authors had not achieved self-affirmation while writing, how could they have continued to write? - Nobel Lecture 2000.

Who dares to teach must never cease to learn.

Who dares to teach must never cease to learn.

Here at lastWe shall be free;the Almighty hath not builtHere for his envy, will not drive us hence:Here we may read more

Here at lastWe shall be free;the Almighty hath not builtHere for his envy, will not drive us hence:Here we may reign secure, and in my choiceTo reign is worth ambition though in Hell:Better to reign in Hell, than serve in Heaven. - Paradise Lost.

There is no real teacher who in practice does not believe in the existence of the soul, or in a read more

There is no real teacher who in practice does not believe in the existence of the soul, or in a magic that acts on it through speech.

Our poetry in the eighteenth century was prose; our prose in the
seventeenth, poetry.

Our poetry in the eighteenth century was prose; our prose in the
seventeenth, poetry.

A sequel is an admission that you've been reduced to imitating yourself.

A sequel is an admission that you've been reduced to imitating yourself.

Oh you who are born of the blood of the gods, Trojan son of Anchises, easy is the descent to read more

Oh you who are born of the blood of the gods, Trojan son of Anchises, easy is the descent to Hell; the door of dark Dis stands open day and night. But to retrace your steps and come out to the air above, that is work, that is labor! - Aeneid, The.

The difficulty of literature is not to write, but to write what you mean

The difficulty of literature is not to write, but to write what you mean

For the high achievers, studying gave them the pleasing, absorbing challenge o flow 40 percent of the hours they spent read more

For the high achievers, studying gave them the pleasing, absorbing challenge o flow 40 percent of the hours they spent at it. But for low achievers, studying produced flow only 16 percent of the time; more often that not, it yielded anxiety, with the demands outreaching their abilities.