The three creative prototypes, the scientist, the artist, and the saint, know instinctively, without the help of any mere philosopher, that each must obey an absolute rule of conduct. Three words established and hallowed by usage express the divinities, the values, the supreme aims served respectively by these three kinds of men with an undivided loyalty: truth for the scientist; beauty for the artist; goodness for the saint. The discussion on what these words mean will never end. We must be content with taking note of their clarity as symbols, and of the singular force which animates them and makes of them powerful poles of attraction.

Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.

If the gods have determined about me and about the things which must happen to me, they have determined well, for it is not easy even to imagine a deity without forethought; and as to doing me harm, why should they have any desire towards that? For what advantage would result to them from this or to the whole, which is the special object of their providence? But if they have not determined about me individually, they have certainly determined about the whole at least, and the things which happen by way of sequence in this general arrangement I ought to accept with pleasure and to be content with them.

We Orientals tend to seek our satisfactions in whatever surroundings we happen to find ourselves, to content ourselves with things as they are; and so darkness causes us no discontent, we resign ourselves to it as inevitable. If light is scarce, then light is scarce; we will immerse ourselves in the darkness and there discover its own particular beauty. But the progressive Westerner is determined always to better his lot. From candle to oil lamp, oil lamp to gaslight, gaslight to electric light—his quest for a brighter light never ceases, he spares no pains to eradicate even the minutest shadow.

It seems that, without clarity and honesty, we don't progress. We just stay stuck in the same vicious cycle. But honesty without kindness makes us feel grim and mean, and pretty soon we start looking like we've been sucking on lemons. We become so caught up in introspection that we lose any contentment or gratitude we might have had. The sense of being irritated by ourselves and our lives and other people's idiosyncrasies becomes overwhelming. That's why there's so much emphasis on kindness.

I understood that the law of the world was strife; an inexorable, murderous law, which was not content with arming nation against nation but which hurled against one another the children of the same race, the same family, the same womb. I found none of the lofty abstractions of honor, justice, charity, patriotism of which our standard books are so full, on which we are brought up, with which we are lulled to sleep, through which they hypnotize us in order the better to deceive the kind little folk, to enslave them the more easily, to butcher them the more foully.

The finding that rereading textbooks is often labor in vain ought to send a chill up the spines of educators and learners, because it’s the number one study strategy of most people—including more than 80 percent of college students in some surveys—and is central in what we tell ourselves to do during the hours we dedicate to learning. Rereading has three strikes against it. It is time consuming. It doesn’t result in durable memory. And it often involves a kind of unwitting self-deception, as growing familiarity with the text comes to feel like mastery of the content.

To make a contented slave, you must make a thoughtless one. It is necessary to darken his moral and mental vision, and, as far as possible, to annihilate his power of reason. He must be able to detect no inconsistencies in slavery. The man that takes his earnings, must be able to convince him that he has a perfect right to do so. It must not depend upon mere force; the slave must know no Higher Law than his master's will. The whole relationship must not only demonstrate, to his mind, its necessity, but its absolute rightfulness.

This is not written for the young or the light of heart, not for the tranquil species of men whose souls are content with the simple pleasures of family, church, or profession. Rather, I write to those beings like myself whose existence is compounded by a lurid intermingling of the dark and thelight; who can judge rationally and think with reason, yet who feel too keenly and churn with too great a passion; who have an incessant longing for happiness and yet areshadowed by a deep and persistent melancholy—those who grasp gratification where they may, but find no lasting comfort for the soul.

Healing was a terrifying and painful experience and my life was as full of struggle and heartache as it had always been. Several years after I started therapy, I began to feel happy. I was stunned. I hadn't realized that the point of all this work on myself was to feel good. I thought it was just one more struggle in a long line of struggles. It took a while before I got used to the idea that my life had changed, that I felt happy, that I was actually content. Learning to tolerate feeling good is one of the nicest parts of healing.