Write Five Illustrated Quotes

My waiter friend, Laurent, working at the Brasserie Champs du Mars near the Eiffel Tower, one night while serving me Une Grande Beer, explained his life. “I work from ten to twelve hours, sometimes fourteen,” he says, “and then at midnight I go dancing, dancing, dancing until four or five in the morning and go to bed and sleep until ten and then up, up and to work by eleven and another ten or twelve or sometimes fifteen hours of work.” “How can you do that?” I ask. “Easily,” he says. “To be asleep is to be dead. It is like death. So we dance, we dance so as not to be dead. We do not want that.” “How old are you?” I ask, at last. “Twenty-three,” he says. “Ah,” I say and take his elbow gently. “Ah. Twenty-three, is it?” “Twenty-three,” he says, smiling. “And you?” “Seventy-six,” I say. “And I do not want to be dead, either. But I am not twenty-three. How can I answer? What do I do?” “Yes,” says Laurent, still smiling and innocent, “what do you do at three in the morning?” “Write,” I say, at last. “Write!” Laurent says, astonished. “Write?” “So as not to be dead,” I say. “Like you.” “Me?” “Yes,” I say, smiling now, myself. “At three in the morning, I write, I write, I write!

The belief that science proceeds from observation to theory is still so widely and so firmly held that my denial of it is often met with incredulity. I have even been suspected of being insincere- of denying what nobody in his senses would doubt. But in fact the belief that we can start with pure observation alone, without anything in the nature of a theory is absurd; as may be illustrated by the story of the man who dedicated his life to natural science, wrote down everything he could observe, and bequeathed his priceless collection of observations to the Royal Society to be used as evidence. This story should show us that though beetles may profitably be collected, observations may not. Twenty-five years ago I tried to bring home the same point to a group of physics students in Vienna by beginning a lecture with the following instructions : 'Take pencil and paper; carefully observe, and write down what you have observed!' They asked, of course, what I wanted them to observe. Clearly the instruction, 'Observe!' is absurd. (It is not even idiomatic, unless the object of the transitive verb can be taken as understood.) Observation is always selective. It needs a chosen object, a definite task, an interest, a point of view, a problem. And its description presupposes a descriptive language, with property words; it presupposes similarity and classification, which in their turn presuppose interests, points of view, and problems.

Sup bro,” Clank said. “Wussahp my dude,” I high fived him.

John had declared himself “an author” when they were about six, having learned to read and write when he was four, a year ahead of the rest of them. At the age of seven, he completed his first “novel” and pressed his poorly spelled, inscrutably illustrated creation on his friends and family, demanding reviews. Charlie remembered that she had given him only two stars.

28.  Do not repeat the tactics which have gained you one victory, but let your methods be regulated by the infinite variety of circumstances. [As Wang Hsi sagely remarks: “There is but one root-principle underlying victory, but the tactics which lead up to it are infinite in number.” With this compare Col. Henderson: “The rules of strategy are few and simple. They may be learned in a week. They may be taught by familiar illustrations or a dozen diagrams. But such knowledge will no more teach a man to lead an army like Napoleon than a knowledge of grammar will teach him to write like Gibbon.”] 29.  Military tactics are like unto water; for water in its natural course runs away from high places and hastens downwards. 30.  So in war, the way is to avoid what is strong and to strike at what is weak. [Like water, taking the line of least resistance.] 31.  Water shapes its course according to the nature of the ground over which it flows; the soldier works out his victory in relation to the foe whom he is facing. 32.  Therefore, just as water retains no constant shape, so in warfare there are no constant conditions. 33.  He who can modify his tactics in relation to his opponent and thereby succeed in winning, may be called a heaven-born captain. 34.  The five elements (water, fire, wood, metal, earth) are not always equally predominant; [That is, as Wang Hsi says: “they predominate alternately.”] the four seasons make way for each other in turn. [Literally, “have no invariable seat.”] There are short days and long; the moon has its periods of waning and waxing. [Cf. V. ss. 6. The purport of the passage is simply to illustrate the want of fixity in war by the changes constantly taking place in Nature. The comparison is not very happy, however, because the regularity of the phenomena which Sun Tzu mentions is by no means paralleled in war.]

Andrew Carnegie, the poverty-stricken Scotch lad who started to work at two cents an hour and finally gave away $365 million, learned early in life that the only way to influence people is to talk in terms of what the other person wants. He attended school only four years; yet he learned how to handle people. To illustrate: His sister-in-law was worried sick over her two boys. They were at Yale, and they were so busy with their own affairs that they neglected to write home and paid no attention whatever to their mother’s frantic letters. Then Carnegie offered to wager a hundred dollars that he could get an answer by return mail, without even asking for it. Someone called his bet; so he wrote his nephews a chatty letter, mentioning casually in a postscript that he was sending each one a five-dollar bill. He neglected, however, to enclose the money. Back came replies by return mail thanking “Dear Uncle Andrew” for his kind note and—you can finish the sentence yourself.

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.

Writing to his sister Willemina two years later, van Gogh still considered The Potato Eaters his most successful painting: “What I think about my own work is that the painting of the peasants eating potatoes that I did in Nuenen is after all the best thing I did” However, the painting was criticised by his friend Anthon van Rappard soon after it was completed, which was a blow to van Gogh’s confidence. He wrote back to his friend, “you... had no right to condemn my work in the way you did.” On April 14, 1991, twenty major paintings were stolen from the Vincent van Gogh National Museum, including The Potato Eaters. For unknown reasons, the thieves abandoned the artworks thirty-five minutes after the robbery and the paintings were quickly recovered.

Writing THE LITTLEST HUNTER: THE JOURNEY BEGINS the first book is The Littlest Series. Sharing my stories with everyone allows me to reach out to all the two-year-old to eight-year-olds everywhere helping them experience the adventures involving a young boy who communicates with animals promoting life-lessons and caring for one another. It has been gratifying to see my test audience of three and five-year-old's responding as they hear the story’s adventures

Among the conventional adab anthologies, we encounter a somewhat different organization of the traditional material in the Kitâb Adab ad- dunyâ wa-d-dîn of al-Mâwardî (d. 450/1058).84 The five large chapters of the work deal with 1. the excellence of the intellect and intelligence and the blameworthiness of instinctive desire and blind prejudice (hawâ); 2. the âdâb of knowledge; 3. the âdâb of religion (dealing mainly with the negative aspects of the material world); 4. the âdâb of this world; and 5. the âdâb of the soul. As the plural âdâb indicates, the various ways in which intellectual, religious, practical/material, and spiritual/ethical behavior is to be practised are illustrated by preferably brief and aphoristic statements in prose and, quite often, in verse. As is to be expected, the chapter on knowledge shows no systematic arrangement. It starts out with strong expressions of praise for knowledge and the appropriate Qur- ânic citations and statements by the Prophet and early Muslim authorities. Evidence is presented for the superiority of knowledge over ignorance. The impossibility of attaining complete knowledge is explained, and the need to acquire knowledge of all kinds wherever possible is stressed. The relationship between knowledge and material possessions is explored in the usual manner. It is recommended that the process of studying begin at an early age. Knowledge is dif- cult to acquire. Again, the prevalence of ignorance is discussed. The objectionable character of using knowledge for ulterior purposes comes in for customary mention. There are sayings explaining the best methods of study and instruction, the qualities students ought to possess, the need for long and strenuous study, and the drawbacks of forgetfulness. Then, we read remarks about handwriting, about the usually bad handwriting of scholars, and about their constantly being engaged in writing. Remarks on the qualifi cations of students, the hadîth that “good questions are one half of knowledge,” and sayings about the character qualities of scholars complete the part of the work devoted to knowledge. Its predominantly secular outlook is indicated by the fact that knowledge here continues to precede the discussion of religion and ethics. The basic role conceded to the intellect with respect to both intellectual/educational and religious/ ethical activity is formally acknowledged by placing the chapter on it at the beginning, as was also the case in the work of al-Marzubânî.