Really," said the poet, without enthusiasm. "Mm-you say 'Really,' young man?" said the secretary. "That is undeniably a rather peculiar reply. Might I ask what you mean by that word?" "I mean that I'm such an insignificant poet that it isn't worthwhile getting me to compose a poem," said Ólafur Kárason modestly. The secretary gave the poet a stern and searching look and finally said, "I no longer understand young people nowadays. It's as if nothing serious or important makes any impression on young people any longer. The modern craze seems to be to squander money needlessly if possible. But luckily it isn't possible. Even you, young man, who are said to have a poetic bent, yes, and some say you even possess a modicum of intelligence, you just say 'Really' when you're invited to take part in a ceremony which is destined to revolutionize the religious, scientific, and moral life of the nation.
Halldór LaxnessRelated topics
ask bent ceremony craze enthusiasm getting impression intelligence life longer man might mean modern modicum money moral nation nothing nowadays peculiar people poem poet possible religious reply say searching secretary squander stern take word yes youngRelated quotes
... I entirely concur in the propriety of resorting to the sense in which the Constitution was accepted and ratified by the nation. In that sense alone it is the legitimate Constitution. And if that be not the guide in expounding it, there can be no security for a consistent and stable, more than for a faithful exercise of its powers. If the meaning of the text be sought in the changeable meaning of the words composing it, it is evident that the shape and attributes of the Government must partake of the changes to which the words and phrases of all living languages are constantly subject. What a metamorphosis would be produced in the code of law if all its ancient phraseology were to be taken in its modern sense! And that the language of our Constitution is already undergoing interpretations unknown to its founders, will I believe appear to all unbiased Enquirers into the history of its origin and adoption.
James Madison
Education is central to advancement-of the country, of the individual. But the ulema have fought hard and long against what most today would consider education. For them religious education must take priority over modern, technical education. Only those subjects are to be studied, only that knowledge is to be imparted which strengthens one's faith- in practical terms, only those subjects are to be studied, only that knowledge pursued which confirms one in the belief that whatever is written in the Quran and Hadis, whatever has been put out by the ulema over the centuries is true and the acme of wisdom as well as perfection. The education of women, in particular their being awakened to new values, their being trained for new professions, their being awakened to their rights-all this is anathema; it is held to be injurious to them, in fact it is declared to be the way to disrupting society and undermining Islam.
Arun Shourie
Taking Iran's history as witness, I declare that we, the Pahlavi Dynasty, nurse no love but that for Iran, and no zeal but that for the dignity of Iranians; recognise no duty but that of serving our state and our nation.
As the commander of this monarchy, I make a covenant with Iran's history that this golden epic of modern Iran will be carried on to complete victory, and that no power on earth shall ever be able to stand against the bond of steel between the Shah and the nation. We shall never again be caught unawares. The nation and the Imperial Arrned Forces, which come from the ranks of the people and derive their power from our inexhaustible national resources, are alert day in and day out to protect their country. No foreigner or his agents will ever have the chance to penetrate the unshakable structure of our national sovereignty because Iran's destiny is now shaped by Iranians and for Iranians - and this shall always be the case.
Muhammad Reza Pahlavi
A critical sense of style and of poetic form is not easy to attain, nor is it of first importance for the younger, or, indeed, for any student of Virgil. Wide open to anyone who is willing to learn is the richer knowledge of Virgil as a poet who loved his country and who loved also that humanity which existed before Rome, exists today within ourselves, and will exist long after our own civilization, like that of Virgil's Rome, has become a matter of "ancient history." It is true that the longer one has lived the better one can appreciate a poem which is concerned with life. But the gain that comes to us with the years depends, partly at least, upon the riches we have been willing to extract from literature, which is the experience of other men and women written out. In youth's search for this treasure the Aeneid will be at once a fair haven and a port of departure.
John Conington
From what can "ought" be derived. The most compelling answer is this: ethics must be somehow based on an appreciation of human nature - on a sense of what a human being is or might be, and on what a human being might want to have or want to be. If that is naturalism, then naturalism is no fallacy. No one could seriously deny that ethics is responsive to such facts about human nature. We may just disagree about where to look for the most compelling facts about human nature -n novels, in religious texts, in psychological experiments, in biological or anthropological investigations. The fallacy is not naturalism but, rather, any simple-minded attempt to rush from facts to values. In other words, the fallacy is greedy reductionism of values to facts, rather than reductionism considered more circumspectly, as the attempt to unify our world-view so that out ethical principles don't clash irrationally with the way the world is.
Daniel Dennett
