English Discipline Quotes

The word priority came into the English language in the 1400s. It was singular. It meant the very first or prior thing. It stayed singular for the next five hundred years.

Weniger aber besser. The English translation is: Less but better.

The word priority came into the English language in the 1400s. It was singular. It meant the very first or prior thing. It stayed singular for the next five hundred years. Only in the 1900s did we pluralize the term and start talking about priorities.

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

Write. Don't talk about writing. Don't tell me about your wonderful story ideas. Don't give me a bunch of 'somedays'. Plant your ass and scribble, type, keyboard. If you have any talent at all it will leak out despite your failure to pay attention in English." [The Instrumentalities of the Night: An Interview with Glen Cook, The SF Site, September 2005]

The weak mind is irritated at a little: the strong mind bears it like a rock which moveth not, though a thousand breakers dash upon it, and cast their pitiful malice in spray upon its summit.

Ultimately, the main reasons why I will be chubby for life are (1) I have virtually no hobbies except dieting. I can’t speak any non-English languages, knit, ski, scrapbook, or cook. I have no pets. I don’t know how to do drugs. I lost my passport three years ago when I moved into my house and never got it renewed. Video games scare me because they all seem to simulate situations I’d hate to be in, like war or stealing cars. So if I ever lost weight I would also lose my only hobby; (2) I have no discipline; I’m like if Private Benjamin had never toughened up but, in fact, got worse; (3) Guys I’ve dated have been into me the way I am; and (4) I’m pretty happy with the way I look, so long as I don’t break a beach chair.

It was Monday morning. Swaminathan was reluctant to open his eyes. he considered Monday specially unpleasant in the calendar. After the delicious freedom of Saturday and Sunday, it was difficult to get into the Monday mood of work and discipline. He shuddered at the very thought of school: the dismal yellow building; the fire-eyed Vedanayagam, his class teacher, and headmaster with his thin long cane...

I couldn't see him putting up with the restraints and discipline of being a Bottom - he wouldn't have been able to remember half the rules - and no sane person would allow Rob to be his Top.

This woman gained comfort in her misery by thinking GREAT THOUGHTS OF CHRIST.

What you are now is the result of what you were. What you will be tomorrow will be the result of what you are now. The consequences of an evil mind will follow you like the cart follows the ox that pulls it. The consequences of a purified mind will follow you like your own shadow. No one can do more for you than your own purified mind—no parent, no relative, no friend, no one. A well-disciplined mind brings happiness.

Educated children walked in single file on the right side of the hallway, raised their hands to use the lavatory, and carried the lavatory pass when en route. Educated children never offered excuses—certainly not childhood itself. The world had no time for the childhoods of black boys and girls. How could the schools? Algebra, Biology, and English were not subjects so much as opportunities to better discipline the body,

In foreign policy, a modest acceptance of fate will often lead to discipline rather than indifference. The realization that we cannot always have our way is the basis of a mature outlook that rests on an ancient sensibility, for tragedy is not the triumph of evil over good so much as triumph of one good over another that causes suffering. Awareness of that fact leads to a sturdy morality grounded in fear as well as in hope. The moral benefits of fear bring us to two English philosophers who, like Machiavelli, have for centuries disturbed people of goodwill: Hobbes and Malthus.

The Lord is slow to anger," because He is GREAT IN POWER. He is truly great in power who hath power over himself. When God's power doth restrain Himself, then it is power indeed: the power that binds omnipotence is omnipotence surpassed.

I'm buried beneath an avalanche of papers, I don't understand the language of the country, and what do I do about a kid who calls me "Hi, teach!"? Syl INTRASCHOOL COMMUNICATION FROM: Room 508 TO: Room 304 Nothing. Maybe he calls you Hi, teach! because he likes you. Why not answer Hi, pupe? The clerical work is par for the course. "Keep on file in numerical order" means throw in waste-basket. You'll soon learn the language. "Let it be a challenge to you" means you're stuck with it; "interpersonal relationships" is a fight between kids; "ancillary civic agencies for supportive discipline" means call the cops; "Language Arts Dept." is the English office; "literature based on child's reading level and experiential background" means that's all they've got in the Book Room; "non-academic-minded" is a delinquent; and "It has come to my attention" means you're in trouble.

Picture it. Nineteenth-century man with his horses, dogs, carts, slow motion. Then, in the twentieth century, speed up your camera. Books cut shorter. Condensations. Digests, Tabloids. Everything boils down to the gag, the snap ending.” “Snap ending.” Mildred nodded. “Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume. I exaggerate, of course. The dictionaries were for reference. But many were those whose sole knowledge of Hamlet (you know the title certainly, Montag; it is probably only a faint rumor of a title to you, Mrs. Montag), whose sole knowledge, as I say, of Hamlet was a one-page digest in a book that claimed: now at last you can read all the classics; keep up with your neighbors. Do you see? Out of the nursery into the college and back to the nursery; there’s your intellectual pattern for the past five centuries or more.” Mildred arose and began to move around the room, picking things up and putting them down. Beatty ignored her and continued: “Speed up the film, Montag, quick. Click, Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom! Digest-digests, digest-digest-digests. Politics? One column, two sentences, a headline! Then, in mid-air, all vanishes! Whirl man’s mind around about so fast under the pumping hands of publishers, exploiters, broadcasters that the centrifuge flings off all unnecessary, time-wasting thought!” Mildred smoothed the bedclothes. Montag felt his heart jump and jump again as she patted his pillow. Right now she was pulling at his shoulder to try to get him to move so she could take the pillow out and fix it nicely and put it back. And perhaps cry out and stare or simply reach down her hand and say, “What’s this?” and hold up the hidden book with touching innocence. “School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

Cold steel and discipline and the slight capital surplus necessary to move and organise armies constituted the sole defences.

8but hospitable, a lover of good, self-controlled, upright, holy, and disciplined.

Behold,  k blessed is the one whom God reproves;         therefore  l despise not the discipline of the  m Almighty.

We develop a taste for God’s standards only by disciplining our minds, hands, money, and time. In God’s economy, what we love we will discipline.

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored.

It's a question of discipline, — the little prince said to me later. — When you've attended to your own needs in the morning, you've got to attend carefully to the needs of the planet. You've

do not run aimlessly; I  w do not box as one  x beating the air. 27But I discipline my body and  y keep it under control, [2] lest after preaching to others  z I myself should be  a disqualified.

My son,  g do not regard lightly the discipline of the Lord,         nor be weary when reproved by him. 6    For  h the Lord disciplines the one he loves,         and chastises every son whom he receives.

How I hated discipline, and my heart m despised reproof! 13 I did not listen to the voice of my teachers or incline my ear to my instructors. 14  n I am at the brink of utter ruin in the assembled congregation.

Above all else, he was afire with heavenly love, unassumingly patient, devoted to unceasing prayer, and kindly to all who came to him for comfort. He regarded as equivalent to prayer the labour of helping the weaker brethren with advice, remembering that he who said, ‘Thou shalt love the Lord thy God’, also said, ‘Love thy neighbour’. His self-discipline and fasting were exceptional, and through the grace of contrition he was always intent on the things of heaven. Lastly, whenever he offered the sacrifice of the Saving Victim of God, he offered his prayers to God not in a loud voice but with tears welling up from the depths of his heart.

England, Ireland, Scotland and Wales might have been partners in an imperial project that required the projection of 'English Literature' as one of the defining elements of cultural superiority that justified the continuous extension of Empire throughout the nineteenth century, but they were also engaged in an internal struggle over the origins and the dynamics of that literature, and about the role of their national literatures within the consolidating discipline of English.

The only words he knew previously were “I love you” and “you are so wonderful,” which he heard often as I slipped back into my former tongue while expressing intense emotion. He attacked English with the same discipline and diligence he exhibited in all aspects of his life.

It is observable, that, as the old ROMANS, by applying themselves solely to war, were almost the only uncivilized people that ever possessed military discipline; so the modern ITALIANS are the only civilized people, among EUROPEANS, that ever wanted courage and a martial spirit. Those who would ascribe this effeminacy of the ITALIANS to their luxury, or politeness, or application to the arts, need but consider the FRENCH and ENGLISH, whose bravery is as uncontestable, as their love for the arts, and their assiduity in commerce. The ITALIAN historians give us a more satisfactory reason for this degeneracy of their countrymen. They shew us how the sword was dropped at once by all the ITALIAN sovereigns; while the VENETIAN aristocracy was jealous of its subjects, the FLORENTINE democracy applied itself entirely to commerce; ROME was governed by priests, and NAPLES by women. War then became the business of soldiers of fortune, who spared one another, and to the astonishment of the world, could engage a whole day in what they called a battle, and return at night to their camp, without the least bloodshed. What

As every American boy and girl learns, there was a strong element of religious fanaticism involved in the founding of the United States. The Puritans, a group of committed English Christians, did not travel across the Atlantic to make money for England. They sought a place for a purer, more disciplined version of the Calvinist society they wanted to build. One way to put this is that they wanted religious freedom. Another is that they wanted a society that was even more homogeneous, fundamentalist, and theocratic than the one that existed in seventeenth-century Europe.1

The word priority came into the English language in the 1400s. It was singular. It meant the very first or prior thing. It stayed singular for the next five hundred years. Only in the 1900s did we pluralize the term and start talking about priorities. Illogically, we reasoned that by changing the word we could bend reality.

Children, obey your parents in the Lord, for this is right. 2“Honor your father and mother” (this is the first commandment with a promise), 3“that it may go well with you and that you may live long in the land.” 4Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord.

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

Seduced by the spectacular theoretical and practical successes of the objective sciences into thinking that the methods and criteria of those sciences were the only means to truth, philosophers sought to apply those same methods and criteria to questions relating to the meaning of life and the values that give meaning to life. Philosophy, especially the Analytical species prevalent in the English-speaking world, was broken up into specialized disciplines and fragmented into particular problems, all swayed and impregnated by scientism, reductionism, and relativism. All questions of meaning and value were consigned to the rubbish heap of 'metaphysical nonsense'.

In the Culture of Character, the ideal self was serious, disciplined, and honorable. What counted was not so much the impression one made in public as how one behaved in private. The word personality didn’t exist in English until the eighteenth century, and the idea of “having a good personality” was not widespread until the twentieth. But when they embraced the Culture of Personality, Americans started to focus on how others perceived them. They became captivated by people who were bold and entertaining. “The social role demanded of all in the new Culture of Personality was that of a performer,” Susman famously wrote. “Every American was to become a performing self.

Children and Parents EPHESIANS 6 Children, obey your parents in the Lord, for this is right. 2“Honor your father and mother” (this is the first commandment with a promise), 3“that it may go well with you and that you may live long in the land.” 4Fathers, do not provoke your children to anger, but bring them up in the discipline and instruction of the Lord.

The American university inherits the missions of two very different institutions: the English college and the German research university. The first pattern prevailed before the Civil War. Curricula centered on the classics, and the purpose of education was understood to be the formation of character. With the emergence of a modern industrial society in the last decades of the nineteenth century, that kind of pedagogy was felt to be increasingly obsolete. Johns Hopkins was founded in 1876 as the first American university on the German model: a factory of knowledge that would focus in particular on the natural and social sciences, the disciplines essential to the new economy and the world to which it was giving rise.

It was a happy day when I discovered that in the English of Chaucer's day - which was also the time of the Black Death - the word "silly" meant "blessed." I am not sure when we strayed away from its original meaning, when blessedness took on a churchy aura and silliness became the realm of Monty Python and fourth-grade eschatological humor. As hard-working adults we too often lose the gift for letting go, for delight in simply being. We persuade ourselves that every moment must be lived productively; like the busy little bee, we feel a holy obligation to improve each shining hour. We would do well to take very small children or big silly dogs as our teachers. I have learned much about holy uselessness form Perry, the dog...

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

Speaking to a foreigner was the dream of every student, and my opportunity came at last. When I got back from my trip down the Yangtze, I learned that my year was being sent in October to a port in the south called Zhanjiang to practice our English with foreign sailors. I was thrilled. Zhanjiang was about 75 miles from Chengdu, a journey of two days and two nights by rail. It was the southernmost large port in China, and quite near the Vietnamese border. It felt like a foreign country, with turn-of-the-century colonial-style buildings, pastiche Romanesque arches, rose windows, and large verandas with colorful parasols. The local people spoke Cantonese, which was almost a foreign language. The air smelled of the unfamiliar sea, exotic tropical vegetation, and an altogether bigger world. But my excitement at being there was constantly doused by frustration. We were accompanied by a political supervisor and three lecturers, who decided that, although we were staying only a mile from the sea, we were not to be allowed anywhere near it. The harbor itself was closed to outsiders, for fear of 'sabotage' or defection. We were told that a student from Guangzhou had managed to stow away once in a cargo steamer, not realizing that the hold would be sealed for weeks, by which time he had perished. We had to restrict our movements to a clearly defined area of a few blocks around our residence. Regulations like these were part of our daily life, but they never failed to infuriate me. One day I was seized by an absolute compulsion to get out. I faked illness and got permission to go to a hospital in the middle of the city. I wandered the streets desperately trying to spot the sea, without success. The local people were unhelpful: they did not like non-Cantonese speakers, and refused to understand me. We stayed in the port for three weeks, and only once were we allowed, as a special treat, to go to an island to see the ocean. As the point of being there was to talk to the sailors, we were organized into small groups to take turns working in the two places they were allowed to frequent: the Friendship Store, which sold goods for hard currency, and the Sailors' Club, which had a bar, a restaurant, a billiards room, and a ping-pong room. There were strict rules about how we could talk to the sailors. We were not allowed to speak to them alone, except for brief exchanges over the counter of the Friendship Store. If we were asked our names and addresses, under no circumstances were we to give our real ones. We all prepared a false name and a nonexistent address. After every conversation, we had to write a detailed report of what had been said which was standard practice for anyone who had contact with foreigners. We were warned over and over again about the importance of observing 'discipline in foreign contacts' (she waifi-lu). Otherwise, we were told, not only would we get into serious trouble, other students would be banned from coming.

It is not enough for a population or a section of the population to have Christian faith and be docile to the ministers of religion in order to be in a position properly to judge political matters. If this population has no political experience, no taste for seeing clearly for itself nor a tradition of initiative and critical judgment, its position with respect to politics grows more complicated, for nothing is easier for political counterfeiters than to exploit good principles for purposes of deception, and nothing is more disastrous than good principles badly applied. And moreover nothing is easier for human weakness than to merge religion with prejudices of race, family or class, collective hatreds, passions of a clan and political phantoms which compensate for the rigors of individual discipline in a pious but insufficiently purified soul. Politics deal with matters and interests of the world and they depend upon passions natural to man and upon reason. But the point I wish to make here is that without goodness, love and charity, all that is best in us—even divine faith, but passions and reason much more so—turns in our hands to an unhappy use. The point is that right political experience cannot develop in people unless passions and reason are oriented by a solid basis of collective virtues, by faith and honor and thirst for justice. The point is that, without the evangelical instinct and the spiritual potential of a living Christianity, political judgment and political experience are ill protected against the illusions of selfishness and fear; without courage, compassion for mankind and the spirit of sacrifice, the ever-thwarted advance toward an historical ideal of generosity and fraternity is not conceivable.

Because I have no natural gifts, shall I on that account give up my discipline? Far be it from me! Epictetus will not be better than Socrates, but if only I am not worse, that suffices me. For I shall not be a Milo, either, and yet I do not neglect my body, nor a Croesus, and yet I do not neglect my property, nor, in a word, is there any other field in which we give up the appropriate discipline merely from despair of attaining the highest.

America had shifted from what the influential cultural historian Warren Susman called a Culture of Character to a Culture of Personality—and opened up a Pandora’s Box of personal anxieties from which we would never quite recover. In the Culture of Character, the ideal self was serious, disciplined, and honorable. What counted was not so much the impression one made in public as how one behaved in private. The word personality didn’t exist in English until the eighteenth century, and the idea of “having a good personality” was not widespread until the twentieth. But when they embraced the Culture of Personality, Americans started to focus on how others perceived them. They became captivated by people who were bold and entertaining. “The social role demanded of all in the new Culture of Personality was that of a performer,” Susman famously wrote. “Every American was to become a performing self.

The Dhammapada, an ancient Buddhist text (which anticipated Freud by thousands of years), says: “What you are now is the result of what you were. What you will be tomorrow will be the result of what you are now. The consequences of an evil mind will follow you like the cart follows the ox that pulls it. The consequences of a purified mind will follow you like your own shadow. No one can do more for you than your own purified mind—no parent, no relative, no friend, no one. A well-disciplined mind brings happiness.

Hadrian, an African born, a man accurately learned in the sacred writings as well as trained in monastical and ecclesiastical discipline, and right skilful in the Greek as well as the Latin tongue. This man being called to the pope was willed of him to take the bishopric upon him and travel unto Britain. [Hadrianus, vir natione Afir, sacris literis diligenter imbutus, monasterialibus simul et ecclesiasticis disciplinis institutus, Graecae pariter et Latinae linguae peritissimus. Hunc ad se accitum Papa iussit episcopatu accepto Brittaniam venire.]

Sonnet of Languages Turkish is the language of love, Spanish is the language of revolution. Swedish is the language of resilience, English is the language of translation. Portuguese is the language of adventure, German is the language of discipline. French is the language of passion, Italian is the language of cuisine. With over 7000 languages in the world, Handful of tongues fall short in a sonnet. But you can rest assured of one thing, Every language does something the very best. Each language is profoundly unique in its own way. When they come together, they light the human way.

Because the British were the most active in the early years of the discipline, British names are predominant in the geological lexicon. Devonian is of course from the English county of Devon. Cambrian comes from the Roman name for Wales, while Ordovician and Silurian recall ancient Welsh tribes, the Ordovices and Silures. But with the rise of geological prospecting elsewhere, names began to creep in from all over. Jurassic refers to the Jura Mountains on the border of France and Switzerland. Permian recalls the former Russian province of Perm in the Ural Mountains. For Cretaceous (from the Latin for chalk) we are indebted to a Belgian geologist with the perky name of J. J. d’Omalius d’Halloy.

Dr Bone was over sixty when she was arrested in Hungary in 1949. A notable linguist, she had been invited to Hungary to translate English scientific books into Hungarian. She herself had joined the Communist Party in 1919. She was accused of being a British agent, but refused to make a false confession or in any way to collaborate with her interrogators. This elderly lady spent seven years in prison before she was finally released in November 1956. For three of those years she was denied access to books or writing materials. The cell in which she was first confined was bitterly cold and had no window. Worse was to come. For five months she was kept in a cellar in total darkness. The walls ran with water or were covered with fungus; the floor was deep in excrement. There was no ventilation. Dr Bone invented various techniques for keeping herself sane. She recited and translated poetry, and herself composed verses. She completed a mental inventory of her vocabulary in the six languages in which she was fluent, and went for imaginary walks through the streets of the many cities which she knew well. Throughout these and other ordeals, Dr Bone treated her captors with contempt, and never ceased to protest her innocence. She is not only a shining example of courage which few could match, but also illustrates the point that a well-stocked, disciplined mind can prevent its own disruption.

PROVERBS 3  yMy son, do not forget my teaching, zbut let your heart keep my commandments, 2 for  alength of days and years of life and  bpeace they will add to you. 3 Let not  csteadfast love and  dfaithfulness forsake you; ebind them around your neck; fwrite them on the tablet of your heart. 4 So you will  gfind favor and  hgood success [1] in the sight of God and man. 5  iTrust in the LORD with all your heart, and  jdo not lean on your own understanding. 6 In all your ways  kacknowledge him, and he  lwill make straight your paths. 7  mBe not wise in your own eyes; nfear the LORD, and turn away from evil. 8 It will be  ohealing to your flesh [2] and prefreshment [3] to your bones. 9 Honor the LORD with your wealth and with  qthe firstfruits of all your produce; 10 then your  rbarns will be filled with plenty, and your vats will be bursting with wine. 11  sMy son, do not despise the LORD’s discipline or be weary of his reproof, 12 for the LORD reproves him whom he loves, as  ta father the son in whom he delights.

Once, books appealed to a few people, here, there, everywhere. They could afford to be different. The world was roomy. But then the world got full of eyes and elbows and mouths. Double, triple, quadruple population. Films and radios, magazines, books levelled down to a sort of paste pudding norm [...]. [...] Nineteenth-century man with his horses, dogs, carts, slow motion. Then, in the twentieth century, speed up your camera. Books cut shorter. Condensations, Digests. Tabloids. Everything boils down to the gag, the snap ending. [...] Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume. I exaggerate, of course. The dictionaries were for reference. But many were those whose sole knowledge of Hamlet [...] was a one-page digest in a book that claimed: "now at least you can read all the classics; keep up with your neighbors". Do you see? Out of the nursery into the college and back to the nursery; there's your intellectual pattern for the past five centuries or more. [...] Speed up the film, Montag, quick. Click? Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom! Digest-digests, digest-digest-digests. Politics? One column, two sentences, a headline! Then, in mid-air, all vanishes! Whirl man's mind around about so fast under the pumping hands of publishers, exploiters, broadcasters, that the centrifuge flings off all unnecessary, time-wasting thought! [...] School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts? [...] The zipper displaces the button and a man lacks just that much time to think while dressing at dawn, a philosophical hour, and thus a melancholy hour. [...] Life becomes one big pratfall, Montag; everything bang, boff, and wow!

The English departments were clogged with worthy but outworn and backwardlooking scholars whose tastes in the moderns were most often superficial, random, and vulgar. Students who. wanted to write got little practical help from their professors. They studied the classics as monsters that were slowly losing their fur and feathers and leaking a little sawdust. What one did oneself was all chance and shallowness, and no profession seemed wispier and less needed than that of the poet. My own group, that of Tate and Ransom, was all for the high discipline, for putting on the full armor of the past, for making poetry something that would take a man's full weight and that would bear his complete intelligence, passion, and subtlety. Almost anything, the Greek and Roman classics, Elizabethan dramatic poetry, seventeenth-century metaphysical verse, old and modern critics, aestheticians and philosophers, could be suppled up and again made necessary. The struggle perhaps centered on making the old metrical forms usable again to express the depths of one's experience.

6Then King Rehoboam took counsel with the old men, who had stood before Solomon his father while he was yet alive, saying, “How do you advise me to answer this people?” 7And they said to him, “If you will be a servant to this people today and serve them, and speak good words to them when you answer them, then they will be your servants forever.” 8But he abandoned the counsel that the old men gave him and took counsel with the young men who had grown up with him and stood before him. 9And he said to them, “What do you advise that we answer this people who have said to me, ‘Lighten the yoke that your father put on us’?” 10And the young men who had grown up with him said to him, “Thus shall you speak to this people who said to you, ‘Your father made our yoke heavy, but you lighten it for us,’ thus shall you say to them, ‘My little finger is thicker than my father’s thighs. 11And now, whereas  mmy father laid on you a heavy yoke, I will add to your yoke. My father disciplined you with whips, but I will discipline you with scorpions.’” 12So Jeroboam and all the people came to Rehoboam the third day, as the king said,  o“Come to me again the third day.” 13And the king answered the people harshly, and forsaking the counsel that the old men had given him,

We are accustomed to thinking of Ernest Hemingway as a boozy, undisciplined genius who got through a quart of whiskey a day for the last twenty years of his life but nevertheless had the muse upon him. He was indeed an alcoholic driven by complex passions.2 But when it came to writing, he was the quintessence of discipline! His early writing was characterized by obsessive literary perfectionism as he labored to develop his economy of style, spending hours polishing a sentence, or searching for the mot juste—the right word. It is a well-known fact that he rewrote the conclusion to his novel A Farewell to Arms seventeen times in an effort to get it right. This is characteristic of great writers. Dylan Thomas made over two hundred handwritten(!) manuscript versions of his poem “Fern Hill.”3 Even toward the end, when Hemingway was reaping the ravages of his lifestyle, while writing at his Finca Vigia in Cuba he daily stood before an improvised desk in oversized loafers on yellow tiles from 6:30 A.M. until noon every day, carefully marking his production for the day on a chart. His average was only two pages — five hundred words.4 It was discipline, Ernest Hemingway’s massive literary discipline, which transformed the way his fellow Americans, and people throughout the English-speaking world, expressed themselves.

If we were still eighteen I should say “What’s wrong with Jack Aubrey?” ’ ‘And perhaps I should reply “Everything, since he has a command and I have not,” ’ said James, smiling. ‘But come, now, I can hardly criticize your friend to your face.’ ‘Oh, he has faults, sure. I know he is intensely ambitious where his profession is at issue and impatient of any restraint. My concern was to know just what it was that offended you in him. Or is it merely non amo te, Sabidi?’ ‘Perhaps so: it is hard to say. He can be a very agreeable companion, of course, but there are times when he shows that particular beefy arrogant English insensibility … and there is certainly one thing that jars on me – his great eagerness for prizes. The sloop’s discipline and training is more like that of a starving privateer than a King’s ship. When we were chasing that miserable polacre he could not bring himself to leave the deck all night long – anyone would have thought we were after a man-of-war, with some honour at the end of the chase. And this prize here was scarcely clear of the Sophie before he was exercising the great guns again, roaring away with both broadsides.’ ‘Is a privateer a discreditable thing? I ask in pure ignorance.’ ‘Well, a privateer is there for a different motive altogether. A privateer does not fight for honour, but for gain. It is a mercenary. Profit is its raison d’être.’ ‘May not the exercising of the great guns have a more honourable end in view?’ ‘Oh, certainly. I may very well be unjust – jealous – wanting in generosity. I beg your pardon if I have offended you. And I willingly confess he is an excellent seaman.’ ‘Lord, James, we have known one another

In about 1951, a quality approach called Total Productive Maintenance (TPM) came on the Japanese scene. Its focus is on maintenance rather than on production. One of the major pillars of TPM is the set of so-called 5S principles. 5S is a set of disciplines—and here I use the term “discipline” instructively. These 5S principles are in fact at the foundations of Lean—another buzzword on the Western scene, and an increasingly prominent buzzword in software circles. These principles are not an option. As Uncle Bob relates in his front matter, good software practice requires such discipline: focus, presence of mind, and thinking. It is not always just about doing, about pushing the factory equipment to produce at the optimal velocity. The 5S philosophy comprises these concepts: • Seiri, or organization (think “sort” in English). Knowing where things are—using approaches such as suitable naming—is crucial. You think naming identifiers isn’t important? Read on in the following chapters. • Seiton, or tidiness (think “systematize” in English). There is an old American saying: A place for everything, and everything in its place. A piece of code should be where you expect to find it—and, if not, you should re-factor to get it there. • Seiso, or cleaning (think “shine” in English): Keep the workplace free of hanging wires, grease, scraps, and waste. What do the authors here say about littering your code with comments and commented-out code lines that capture history or wishes for the future? Get rid of them. • Seiketsu, or standardization: The group agrees about how to keep the workplace clean. Do you think this book says anything about having a consistent coding style and set of practices within the group? Where do those standards come from? Read on. • Shutsuke, or discipline (self-discipline). This means having the discipline to follow the practices and to frequently reflect on one’s work and be willing to change.

It is perhaps easier for an English writer than it is for an Italian to see through that nonsense, and to perceive what it is designed to conceal: the deep structural similarity between communism and fascism, both as theory and as practice, and their common antagonism to parliamentary and constitutional forms of government. Even if we accept the – highly fortuitous – identification of National Socialism and Italian Fascism, to speak of either as the true political opposite of communism is to betray the most superficial understanding of modern history. In truth there is an opposite of all the ‘isms’, and that is negotiated politics, without an ‘ism’ and without a goal other than the peaceful coexistence of rivals. Communism, like fascism, involved the attempt to create a mass popular movement and a state bound together under the rule of a single party, in which there will be total cohesion around a common goal. It involved the elimination of opposition, by whatever means, and the replacement of ordered dispute between parties by clandestine ‘discussion’ within the single ruling elite. It involved taking control – ‘in the name of the people’ – of the means of communication and education, and instilling a principle of command throughout the economy. Both movements regarded law as optional and constitutional constraints as irrelevant – for both were essentially revolutionary, led from above by an ‘iron discipline’. Both aimed to achieve a new kind of social order, unmediated by institutions, displaying an immediate and fraternal cohesiveness. And in pursuit of this ideal association – called a fascio by nineteenth-century Italian socialists – each movement created a form of military government, involving the total mobilization of the entire populace,3 which could no longer do even the most peaceful-seeming things except in a spirit of war, and with an officer in charge. This mobilization was put on comic display, in the great parades and festivals that the two ideologies created for their own glorification.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

Robert Boyle, the English scientist largely responsible for the creation of the modern discipline of chemistry, interviewed miners in the 1670s in an attempt to discover whether the men had met with any “subterraneous demons . . . in what shape and manner they appear; what they portend and what they do.

What we found developing at Gustavus Adolphus was a sense that we should all be sharing the responsibility for teaching writing. We formed a writing committee that consisted of professors from many different disciplines, and we invited proposals for ‘W’ courses from the entire faculty. The response was instantaneous. As soon as the ownership of writing by the English department was lost, people in other fields said, ‘I’d be willing to give it a try.

The word priority came into the English language in the 1400s. It was singular.

To cultivate your mind, first you have to clear out the various irritants that are in the way—pull them right out by the root so that they won’t grow back. Then you fertilize: you pump energy and discipline into the mental soil. Then you sow the seed, and harvest your crops of faith, morality, mindfulness, and wisdom.

It is no accident that the words discipline and disciple resemble each other in the English language. The most common word in the Gospels for a Christian is disciple.

It’s interesting that wealth tends to skip a generation. Overwhelming abundance often leads to a lackadaisical mentality, which brings about a sedentary lifestyle. Children of the wealthy are especially susceptible. They weren’t the ones who developed the discipline and character to create the wealth in the first place, so it makes sense that they may not have the same sense of value for wealth or understand what’s necessary to keep it. We frequently see this entitlement mentality in children of royalty, movie stars, and corporate executives—and to a lesser degree, in children and adults everywhere. As a nation, our entire populace seems to have lost appreciation for the value of a strong work ethic. We’ve had two, if not three, generations of Americans who have known great prosperity, wealth, and ease. Our expectations of what it really takes to create lasting success—things like grit, hard work, and fortitude—aren’t alluring, and thus have been mostly forgotten. We’ve lost respect for the strife and struggle of our forefathers. The massive effort they put forth instilled discipline, chiseled their character, and stoked the spirit to brave new frontiers. The truth is, complacency has impacted all great empires, including, but not limited to, the Egyptians, Greeks, Romans, Spanish, Portuguese, French, and English. Why? Because nothing fails like success. Once-dominant empires have failed for this very reason. People get to a certain level of success and get too comfortable.

English children have lost their innocence, for their first lessons have been in the exploitation of their adult slave. A sterilized parent is a eunuch in his children's harem m. to be sure, I recognize that efficient contraception is necessary for sexual pleasure, and that sexual pleasure is necessary, but contraception for economic reasons is another matter. 'We can only afford two children' is a squalid argument, but more acceptable in our society than 'we don't like children'. A sterilized parent is forever bound to those children he has, more than ever immobile and predictable, and those children are more securely bound to him. 'We can only afford two children' really means, 'We only like clean, well-discipline middle-class children who grow up to be professionals', for children manage to use up all the capital that is made available for that purpose, whatever proportion it may be of the family's whole income, just as housework expands to fill the time available. The sterilized parent is the ultimate domestic animal.

....they dressed for dinner and followed the strict discipline of upper class English families. The next morning they took me with them for the county fox hunt. Since I could not ride, I asked to be excused. But I did get to see the ritual of dress, the hierarchy observed among hunting types, the blowing of horns, the handling of beagles, a poor fox being run to death and having its tail (brush) cut off. Having achieved their object, glasses of sherry were passed round like prasad after a religious service.

The word priority came into the English language in the 1400s. It was singular. It meant the very first or prior thing. It stayed singular for the next five hundred years. Only in the 1900s did we pluralise the term and start talking about priorities. Illogically,

The word priority came into the English language in the 1400s. It was singular. It meant the very first or prior thing. It stayed singular for the next five hundred years. Only in the 1900s did we pluralise the term and start talking about priorities.

Being a teacher taught me how to be organized, to have a game plan in English, History, Math. The same discipline carried over into coaching. If you are an efficient and effective coach, you start off every day with a plan. You don’t just walk in there and roll out the ball. You’ve organized what you are going to do. You break down your offenses, your defenses, your individual skills.

Whatever we did, we always talked mathematics,” Wiener explained. “Much of our talk led to no immediate research.” Wiener found that the Proving Ground “furnished a certain equivalent to that cloistered but enthusiastic intellectual life which I had previously experienced at the English Cambridge, but at no American university.” Veblen had gathered a community that would redefine American mathematics in the years between World War I and World War II. “For many years after the First World War,” wrote Wiener, “the overwhelming majority of significant American mathematicians was to be found among those who had gone through the discipline of the Proving Ground.

If you are serious about having a virtual company with excellent culture, you must have the discipline to develop a hiring process that screens for culture matches and for the attributes of successful virtual workers. You can’t just hire for skills—that never translates to great culture.

Many new remote workers worry they’ll be distracted by their home life and lack the discipline to get work done. Instead, the exact opposite usually occurs: remote workers become more productive once they’re freed from a traditional office environment. Perhaps this shouldn’t be a surprise, because working remotely means fewer distractions, no commute, and the opportunity to take real breaks. Instead of the dreaded afternoon slump, you can stay fresh and energized all day.

The reader of this book may already know the popular philological story that usually takes Oxford as its locale. In it, four dons, each representing a different academic discipline and therefore a different viewpoint, were flapping along the Oxford High when their path was crossed by a small but conspicuous group of prostitutes. The quickest of the dons muttered, “A jam of tarts.”” The second, obviously a fellow in Music, riposted, ‘“No, a flourish of strumpets.”’ From the third, apparently an expert on nineteenth-century English literature, came, ‘““Not at all...an essay of Trollope’s.”” The fourth—Modern English Literature—said, “An anthology of pros.” (I have heard versions that included “‘a peal of Jezebels,” ‘‘a smelting of ores” and even “a troop of horse,” but this begins to be flogging a dead one. )

But the laws of the schools were aimed at something distant and vague. What did it mean to, as our elders told us, “grow up and be somebody”? And what precisely did this have to do with an education rendered as rote discipline? To be educated in my Baltimore mostly meant always packing an extra number 2 pencil and working quietly. Educated children walked in single file on the right side of the hallway, raised their hands to use the lavatory, and carried the lavatory pass when en route. Educated children never offered excuses—certainly not childhood itself. The world had no time for the childhoods of black boys and girls. How could the schools? Algebra, Biology, and English were not subjects so much as opportunities to better discipline the body, to practice writing between the lines, copying the directions legibly, memorizing theorems extracted from the world they were created to represent. All of it felt so distant to me. I remember sitting in my seventh-grade French class and not having any idea why I was there. I did not know any French people, and nothing around me suggested I ever would. France was a rock rotating in another galaxy, around another sun, in another sky that I would never cross. Why, precisely, was I sitting in this classroom? The question was never answered. I was a curious boy, but the schools were not concerned with curiosity. They were concerned with compliance. I loved a few of my teachers. But I cannot say that I truly believed any of them. Some years after I’d left school, after I’d dropped out of college, I heard a few lines from Nas that struck me: Ecstasy, coke, you say it’s love, it is poison Schools where I learn they should be burned, it is poison That was exactly how I felt back then. I sensed the schools were hiding something, drugging us with false morality so that we would not see, so that we did not ask: Why—for us and only us—is the other side of free will and free spirits an assault upon our bodies? This is not a hyperbolic concern. When our elders presented school to us, they did not present it as a place of high learning but as a means of escape from death and penal warehousing. Fully 60 percent of all young black men who drop out of high school will go to jail. This should disgrace the country. But it does not, and while I couldn’t crunch the numbers or plumb the history back then, I sensed that the fear that marked West Baltimore could not be explained by the schools. Schools did not reveal truths, they concealed them. Perhaps they must be burned away so that the heart of this thing might be known.

That Act, combined with similar legislation in 1939–45 and the system of National Service whereby more than two million conscripts served in the armed forces between 1947 and 1963, meant that there had never been so many regimented citizens – ex-soldiers and ex-sailors – in English history as in the mid-twentieth century. The result was a divided manhood, with some of the population drilled, submissive to authority and intent on proving their virility by disciplined aggression, with others seething against deference, enforced uniformity and violence.

Our 'behavior' will not be changed long with self-discipline, but fall in love and a human will accomplish what he never thought possible. The laziest of men will swim the English channel to win his woman. I think what Rick said is worth repeating that by accepting God's love for us, we fall in love with Him, and only then do we have the fuel we need to obey.

To be educated in my Baltimore mostly meant always packing an extra number 2 pencil and working quietly. Educated children walked in single file on the right side of the hallway, raised their hands to use the lavatory, and carried the lavatory pass when en route. Educated children never offered excuses—certainly not childhood itself. The world had no time for the childhoods of black boys and girls. How could the schools? Algebra, Biology, and English were not subjects so much as opportunities to better discipline the body, to practice writing between the lines, copying the directions legibly, memorizing theorems extracted from the world they were created to represent

but instead they ‘experienced from his unruly troops, and from his disorderly generals, every act of oppression and extortion imaginable; and, on the other hand, they saw every day what a strict discipline the English officers of those days did observe, and how amongst them that travelled, [the officers] carried so strict a hand upon their troops, as to suffer not a blade of grass to be touched; then

The striving fluency of the Hampstead nanny's boy is deceptive and occasionally plausible. With its cultural allusions and cross-references to other disciplines, it is the gab-gift of someone to whom English is an adoptive tongue. Intellect does terrible things to the mind.

Kahnawake August 1704 Temperature 75 degrees “It’s me! Mercy Carter! Oh, Mr. Williams! Do you have news?” She flung herself on top of him. Oh, his beautiful beard! The beard of a real father, not a pretend Indian father or a French church father. “My brothers,” she begged. “John and Sam and Benny. Have you seen them? Have you heard anything about them? Do you know what happened to the little ones? Daniel? Have you found Daniel?” Mercy had forgotten that she had taken off her tunic to go swimming. That Joseph did not even have on his breechclout. That Mercy wore earrings and Joseph had been tattooed on his upper arms. That they stank of bear. Mr. Williams did not recognize Joseph, and Mercy he knew only by the color of her hair. He was stupefied by the two naked slimy children trying to hug him. In ore horror than even Ruth would have mustered, he whispered, “Your parents would be weeping. What have the savages done to you? You are animals.” Despair and shock mottled Mr. Williams’s face. Mercy stumbled back from him. Her bear grease stained his clothing. “Mercy,” he said, turning away from her, “go cover yourself.” Shame covered her first. Red patches flamed on her cheeks. She ran back to the swimmers, fighting sobs. She was aware of her bare feet, hard as leather from no shoes. Savage feet. Dear Lord in Heaven, thought Mercy, Ruth is right. I have committed terrible sins. My parents would be weeping. She did not look at Snow Walker but yanked on the deerskin tunic. She had tanned the hide herself, and she and Nistenha had painted the rows of turtles around the neckline and Nistenha had tied tiny tinkling French bells into the fringe. But it was still just animal skin. To be wearing hides in front of Mr. Williams was not much better than being naked. Snow Walker burst out of the water. “The white man? Was he cruel? I will call Tannhahorens.” No! Tannhahorens would not let her speak to Mr. Williams. She would never find out about her brothers; never redeem herself in the minister’s eyes. Mercy calmed down with the discipline of living among Indians. Running had shown weakness. “Thank you, Snow Walker,” she said, striving to be gracious, “but he merely wanted me to be clothed like an English girl. There is no need to call Tannhahorens.” She walked back. On the jetty, Joseph stood with his eyes fixed on the river instead of on his minister. He had not fled like Mercy to cover himself. He was standing his ground. “They aren’t savages, Mr. Williams. And they aren’t just Indians. Those children over there are Abenaki, the boy fishing by the rocks is Pennacook, and my own family is Kahnawake Mohawk.” Tears sprang into Mr. Williams’s eyes. “What do you mean--your family?” he said. “Joseph, you do not have a family in this terrible place. You have a master. Do not confuse savages who happen to give you food with family.” Joseph’s face hardened. “They are my family. My father is Great Sky. My mother--” The minister lost his temper. “Your father is Martin Kellogg,” he shouted, “with whom I just dined in Montreal. You refer to some savage as your father? I am ashamed of you.” Under his tan, Joseph paled and his Indian calm left him. He was trembling. “My--my father? Alive? You saw him?” “Your father is a field hand for a French family in Montreal. He works hard, Joseph. He has no choice. But you have choices. Have you chosen to abandon your father?” Joseph swallowed and wet his lips. “No.” He could barely get the syllable out. Don’t cry, prayed Mercy. Be an eagle. She fixed her eyes upon him, giving him all her strength, but Mr. Williams continued to destroy whatever strength the thirteen-year-old possessed. “Your father prays for the day you and he will be ransomed, Joseph. All he thinks of is the moment he can gather his beloved family back under his own roof. Is that not also your prayer, Joseph?

By mental cultivation I mean a disciplined application of mind that involves deepening our familiarity with a chosen object or theme. Here I am thinking of the Sanskrit term bhavana, which connotes "cultivation," and whose Tibetan equivalent, gom, has the connotation of "familiarization." These two terms, often translated into English as meditation, refer to a whole range of mental practices and not just, as many suppose, to simple methods of relaxation. The original terms imply a process of cultivating familiarity with something, whether it is a habit, a way of seeing, or a way of being.

codified by a prison doctor in Italy. Cesare Lombroso “proved” in 1876 that non-White men loved to kill, “mutilate the corpse, tear its flesh and drink its blood.” His Criminal Man gave birth to the discipline of criminology in 1876. Criminals were born, not bred, Lombroso said. He believed that born criminals emitted physical signs that could be studied, measured, and quantified, and that the “inability to blush”—and therefore, dark skin—had “always been considered the accompaniment of crime.” Black women, in their close “degree of differentiation from the male,” he claimed in The Female Offender in 1895, were the prototypical female criminals. As White terrorists brutalized, raped, and killed people in communities around the Black world, the first crop of Western criminologists were intent on giving criminals a Black face and the well-behaved citizen a White face. Lombroso’s student, Italian law professor Raffaele Garofalo, invented the term “criminology” (criminologia) in 1885. British physician Havelock Ellis popularized Lombroso in the English-speaking world, publishing a compendium of his writings in 1890.20

disciplines, if they are void of the love of God, cannot remove a single sin from our lives.

...out of the counterfeiting of the black American's identity [in blackface minstrelsy] there arises a profound doubt in the white man's mind as to the authenticity of his own image of himself. He, after all, went into the business when he refused the king's shilling and revolted. He had put on a mask of his own, as it were...For the ex-colonials, the declaration of an American identity meant the assumption of a mask, and it imposed not only the discipline of national self-consciousness, it gave Americans an ironic awareness of the joke that always lies between appearance and reality, between the discontinuity of social tradition and that sense of the past which clings to the mind. And perhaps even an awareness of the joke that society is man's creation, not God's. Americans began their revolt from the English fatherland when they dumped the tea into Boston Harbor, masked as Indians, and the mobility of the society created in this limitless space has encouraged the use of the mask for good and evil ever since.

General Butler was invoking Blacks’ natural proclivity for violence and criminality to avoid punishment for the massacre he had carried out. But hardly any congressional investigators questioned his motive for expressing these racist ideas, which at the time were being codified by a prison doctor in Italy. Cesare Lombroso “proved” in 1876 that non-White men loved to kill, “mutilate the corpse, tear its flesh and drink its blood.” His Criminal Man gave birth to the discipline of criminology in 1876. Criminals were born, not bred, Lombroso said. He believed that born criminals emitted physical signs that could be studied, measured, and quantified, and that the “inability to blush”—and therefore, dark skin—had “always been considered the accompaniment of crime.” Black women, in their close “degree of differentiation from the male,” he claimed in The Female Offender in 1895, were the prototypical female criminals. As White terrorists brutalized, raped, and killed people in communities around the Black world, the first crop of Western criminologists were intent on giving criminals a Black face and the well-behaved citizen a White face. Lombroso’s student, Italian law professor Raffaele Garofalo, invented the term “criminology” (criminologia) in 1885. British physician Havelock Ellis popularized Lombroso in the English-speaking world, publishing a compendium of his writings in 1890.20

As the battle began Ivo Taillefer, the minstrel knight who had claimed the right to make the first attack, advanced up the hill on horseback, throwing his lance and sword into the air and catching them before the English army. He then charged deep into the English ranks, and was slain. The cavalry charges of William’s mail-clad knights, cumbersome in manœuvre, beat in vain upon the dense, ordered masses of the English. Neither the arrow hail nor the assaults of the horsemen could prevail against them. William’s left wing of cavalry was thrown into disorder, and retreated rapidly down the hill. On this the troops on Harold’s right, who were mainly the local “fyrd”, broke their ranks in eager pursuit. William, in the centre, turned his disciplined squadrons upon them and cut them to pieces. The Normans then re-formed their ranks and began a second series of charges upon the English masses, subjecting them in the intervals to severe archery. It has often been remarked that this part of the action resembles the afternoon at Waterloo, when Ney’s cavalry exhausted themselves upon the British squares, torn by artillery in the intervals. In both cases the tortured infantry stood unbroken. Never, it was said, had the Norman knights met foot-soldiers of this stubbornness. They were utterly unable to break through the shield-walls, and they suffered serious losses from deft blows of the axe-men, or from javelins, or clubs hurled from the ranks behind. But the arrow showers took a cruel toll. So closely, it was said, were the English wedged that the wounded could not be removed, and the dead scarcely found room in which to sink upon the ground. The autumn afternoon was far spent before any result had been achieved, and it was then that William adopted the time-honoured ruse of a feigned retreat. He had seen how readily Harold’s right had quitted their positions in pursuit after the first repulse of the Normans. He now organised a sham retreat in apparent disorder, while keeping a powerful force in his own hands. The house-carls around Harold preserved their discipline and kept their ranks, but the sense of relief to the less trained forces after these hours of combat was such that seeing their enemy in flight proved irresistible. They surged forward on the impulse of victory, and when half-way down the hill were savagely slaughtered by William’s horsemen. There remained, as the dusk grew, only the valiant bodyguard who fought round the King and his standard. His brothers, Gyrth and Leofwine, had already been killed. William now directed his archers to shoot high into the air, so that the arrows would fall behind the shield-wall, and one of these pierced Harold in the right eye, inflicting a mortal wound. He fell at the foot of the royal standard, unconquerable except by death, which does not count in honour. The hard-fought battle was now decided. The last formed body of troops was broken, though by no means overwhelmed. They withdrew into the woods behind, and William, who had fought in the foremost ranks and had three horses killed under him, could claim the victory. Nevertheless the pursuit was heavily checked. There is a sudden deep ditch on the reverse slope of the hill of Hastings, into which large numbers of Norman horsemen fell, and in which they were butchered by the infuriated English lurking in the wood. The dead king’s naked body, wrapped only in a robe of purple, was hidden among the rocks of the bay. His mother in vain offered the weight of the body in gold for permission to bury him in holy ground. The Norman Duke’s answer was that Harold would be more fittingly laid upon the Saxon shore which he had given his life to defend. The body was later transferred to Waltham Abbey, which he had founded. Although here the English once again accepted conquest and bowed in a new destiny, yet ever must the name of Harold be honoured in the Island for which he and his famous house-carls fought indomitably to the end.

Every student must choose one of two pains; the pain of self-discipline or the pain of regret of neglected opportunities.

As the truth of events belatedly becomes part of mainstream history, it’s essential that it is held to the same high standards of academic rigour and discipline as everything else.

For example, as a young twenty-four-year-old at the company he was asked to collaborate on a record player. The norm at the time was to cover the turntable in a solid wooden lid or even to incorporate the player into a piece of living room furniture. Instead, he and his team removed the clutter and designed a player with a clear plastic cover on the top and nothing more. It was the first time such a design had been used, and it was so revolutionary people worried it might bankrupt the company because nobody would buy it. It took courage, as it always does, to eliminate the nonessential. By the sixties this aesthetic started to gain traction. In time it became the design every other record player followed. Dieter’s design criteria can be summarized by a characteristically succinct principle, captured in just three German words: Weniger aber besser. The English translation is: Less but better. A more fitting definition of Essentialism would be hard to come by.

The English aristocracy knew better how to work together; the reason perhaps being that, whereas in France the parliament passed into the hands of the lawyers and so became an instrument of the crown, in England it remained an organ of the social authorities and a rallying-point for their opposition. So well did it understand the art of giving to its resistance a plausible show of public advantage that the Magna Carta, to take one instance, though in reality nothing more than a capitulation of the king to vested interests acting in their own defence, contained phrases about law and liberty which are valid for all time. Whereas the French nobles got themselves known to the people as petty tyrants, often more unruly and exacting than a great one would be, the English nobles managed to convey to the yeoman class of free proprietors the feeling that they too were aristocrats on a small scale, with interests to defend in common with the nobles. This island English aristocracy achieved its master-stroke in 1689. With Harrington rather than John Locke for inspiration, it riveted on the Power given the king whom it had brought from overseas limits so cleverly contrived that they were to last a long time. The essential instrument of Power is the army. An article of the Bill of Rights made standing armies illegal, and the Mutiny Act sanctioned courts martial and imposed military discipline for the space of only a year; in this way, the government was compelled to summon Parliament every year to bring the army to life again, as it were, when it was on the verge of legal dissolution. Hence the fact that, even today, there are the “Royal” Navy and the “Royal” Air Force, but not the “Royal” Army. In this way, the tradition of the Army's dependence on Parliament is preserved.

punishments are often only of limited effectiveness, and generally aren’t nearly as effective as most parents or teachers think.  Punishment is our first impulse whenever other people irritate us, but punishment is usually not our best choice as a tool of discipline because it’s so unpredictable in its effects.  Punishment may stop a behavior, but it’s more likely to teach the person how to avoid punishment instead by avoiding getting caught or avoiding the punisher.  Punishment, when used often, causes the punished person to habituate to it, adjusting until the punishment ceases to be anything but the norm and is no longer aversive.  Punishment may also have no effect on the behavior if the reward of the behavior is more pleasurable than the punishment is aversive.  Punishment may actually increase the behavior if the punishment brings attention and attention is something the person craves.

A well-disciplined mind brings happiness.

The first educational.Psychologist EL Thorndike, developed an understanding of behavior in the 1920s that could be very useful for parents. He called it the "law of reinforcement". Later, the concept became the basis for a branch of psychology known as behaviorism, which I resoundingly reject. Behaviorism was described by BF Skinner and JB Watson and includes the unbelievable notion that the mind does not exist, Period.One of my college textbooks referred to behaviorism as "psychology out of its mind." Well said! It perceives the human brain as a simple switchboard connecting stimuli coming in with responses going out.

German words: Weniger aber besser. The English translation is: Less but better.

Every savage can dance,' declared Jane Austen's Mr. Darcy in Pride and Prejudice. His antagonist's riposte now seems odd—'I doubt not that you are an adept in the science yourself, Mr Darcy.' 'Science' is among the most slippery words in the English language, because although it has been in use for hundreds of years, its meanings constantly shift and are impossible to pin down. That plural (meanings) was deliberate. In the early nineteenth century, when Austen casually mentioned the science of dancing, other writers were still using 'science' for the mediaeval subjects of grammar, logic, and rhetoric. Long afterwards, 'science' could still mean any scholarly discipline, because the modern distinction between the Arts and Sciences had not yet solidified. The Victorian art critic John Ruskin listed five subjects he thought worthwhile studying at university—the Sciences of Morals, History, Grammar, Music, and Painting—none of which feature on modern scientific syllabuses. All of them, Ruskin declared, were more intellectually demanding than chemistry, electricity, or geology. However skilfully Mr Darcy performed his science of dancing, Austen could never have called him a scientist. That word, now so common, was not even invented until twenty years later, in 1833, when the British Association for the Advancement of Science (BAAS) was holding its third annual meeting. As the conference delegates joked about needing an umbrella term to cover their diverse interests, the poet Samuel Taylor Coleridge rejected 'philosopher', and William Whewell—one of Babbage's allies, a Cambridge mathematical astronomer—suggested 'scientist' instead. The new word was very slow to catch on. Many Victorians insisted on keeping older expressions, such as 'man of science', or 'naturalist', or 'experimental philosopher'. Even men now seen as the nineteenth century's most eminent scientists—Darwin, Faraday, Lord Kelvin—refused to use the new term for describing themselves. Why, they demanded, should anyone bother to invent such an ugly word when perfectly adequate expressions already existed? Mistakenly, critics accused 'scientist' of being an American import, a trans-Atlantic neologism—one eminent geologist declared it was better to die 'than bestialize our tongue by such barbarisms'. The debate was still raging sixty years after Whewell first introduced the idea, and it was only in the early twentieth century that 'scientist' was fully accepted.

The word priority came into the English language in the 1400s. It was singular. It meant the very first or prior thing. It stayed singular for the next five hundred years. Only in the 1900s did we pluralize the term and start talking about priorities. Illogically, we reasoned that by changing the word we could bend reality. Somehow we would now be able to have multiple “first” things. People and companies routinely try to do just that. One leader told me of his experience in a company that talked of “Pri-1, Pri-2, Pri-3, Pri-4, and Pri-5.” This gave the impression of many things being the priority but actually meant nothing was.

three German words: Weniger aber besser. The English translation is: Less but better.

Want to be a Freelancer? Do You want to be a Freelancer? If so, first of all - You need to be well-versed in the subject you want to freelance on. If you can be good at a few things, you will get more work as a freelancer. Most of the clients on this platform are foreigners. So to communicate with them you have to master the English language very well. How to Start Freelancing? To start working as a freelancer you need to work step by step from the very beginning. Find a specific task or skill that you want to excel at. Must practice speaking or communication in English. Create your own freelancing account. You have to decide how much money you will take in exchange for the work. Choose the Topic that Suits You - There are many types of jobs that can be done on the freelancing marketplace. Both fairly easy and difficult jobs are available on this platform. Easy jobs include data entry, article writing, and jobs for which a large number of bids are received due to which these jobs have to be rushed and competition is high. Difficult jobs include high-quality expensive jobs like web development, web design, graphics design, and software development. Which have higher remuneration. Now you have to decide what kind of work you will do in freelancing. Everything You Need to Train - The first thing you need to train is patience. Without patience, you can never survive on this platform. There are quite a number of freelancing service providers in our country who provide coaching through various courses. You can complete your training through coaching if you want. You will need a good laptop or computer with an internet connection for regular practice. A minimum of basic computer knowledge is essential for learning the job, along with the ability to speak English. You have to focus hard on the subject you want to master and develop a mindset to stick with it. Incorporate what you have learned and done into your portfolio, gain an understanding of the marketplaces, be disciplined, and work on time. Work to Gain Experience - Your path to freelancing may not be smooth. But it should not stop there. Just as in life, there are various problems, pains, and dangers, so it is in the case of freelancing. At first, you may not get job offers or get results as expected. So don't be impatient, you have to strengthen yourself mentally. Because you are in the first step of gaining your experience. Don't just think of yourself as a freelancer, think of yourself as a student who needs experience, not money. So if you make a mistake at work, try to learn from it. You can Reduce the Unemployment rate by Teaching others to Work - Apart from earning income by teaching others to work, you can reduce the unemployment rate by contributing to the economic development of the country. Day by day the country's job market is deteriorating due to which the number of unemployed is increasing every year. Many youths have lost their whole lives, lost precious time of their lives in the pursuit of government jobs. If you are thinking of making your career permanently as a freelancer then you can train those youngsters and form a team of yours. By doing this you can help create employment for millions of youth and increase your income. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

Freelancing and Creativity - In Freelancing, doing a job in different ways is called creativity. The importance of creativity is immense among all that is required for freelancing work because creativity is the main thing of freelancing. It is difficult to give an exact definition of creativity. Because there is no end to creativity. In the case of some, creativity or the development of creativity begins to manifest naturally, while for some it manifests through talent, practice, and practice. Creativity is basically a mental process that is the result of positive thinking, perseverance, and high analytical ability. Just as it takes practice, practice, and dedication to develop this creativity, there is a high chance that this creativity will be wasted if it is not properly used or applied. Below are the causes of creativity loss and ways to increase Creativity: ** Reasons for loss of Creativity - Lack of focus on work – Creativity does not arise if there is no focus on work, to complete a task properly, there must be focus on it. Irregular sleep – the brain does not work properly if you do not sleep properly, repeated sleep disturbances can also cause many mental problems that hinder creativity. Suffering from indecisiveness – Having too many negative thoughts running through your head while doing a task can also hamper creativity. For example: if the work is going well, if the client likes it, if the client doesn't like it, if the client doesn't pay, etc. Fear of not succeeding at work – Many people rush to work for quick cash income, but it does not work properly or on the contrary, more creativity is lost, which results in payment time problems. As a result, the fear of not succeeding enters the freelancer. ** Ways to Increase Creativity - Dietary discipline – Of course, there is no substitute for healthy eating. Consuming regular meals maintains mental and physical well-being which in turn enhances creativity. Gaining knowledge from nature – Nature is the main source of knowledge. All the sages and poets in the world were worshipers of nature. All of them could see something extraordinary in the ordinary things of this nature. Try to see it that way. From everyday events – notice what is happening around you. You can get new ideas from it, for example, you can get an idea on any subject by reading a book, and new ideas can be invented while watching TV or watching newspaper advertisements. Write down ideas – We all have something going on in our heads all the time, either mainly through thought or sensory processing. So whenever you get an idea, note it down so that you don't forget to read it. So, creativity is created by the combination of ideas and skills. Freelancing is unthinkable without this creativity because to do freelancing you must have a clear idea about something or acquire full skill in that subject. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

Dieter’s design criteria can be summarized by a characteristically succinct principle, captured in just three German words: Weniger aber besser. The English translation is: Less but better. A more fitting definition of Essentialism would be hard to come by.