Category Archives: Quotes

As every second post on this site is a quote. You’ll find a deep and broad variety of quotes under this category, which overlap with several other tags and categories. Many of the quotes are larded with links for deeper reading on the subject of the quote, or connections between the subject of the quotes and other people, things, or ideas. See the Taxonomies page for more about this category.

Term of Art: Annales School

Annales School: An influential school of French historians, formed around the journal Annales: economies, societes, civilisations, which was founded by Lucien Febvre and Marc Bloch at the University of Strasburg in 1929. The Annales School attempted to develop a ‘total history’ as a critique of existing historical methodology which offered only a chronology of events. They turned attention away from political history towards a macro-historical analysis of societies over long time-periods. The Annales School, which included Maurice Halbwachs, Andre Siegfried, Fernand Braudel, Emmanuel Le Roy Ladurie, and Georges Duby, had the following characteristics: it was interdisciplinary; it was concerned to study very long historical periods (la longue duree) and social structure; some members of the School employed quantitative methods; they examined the interaction between geographical environment, material culture, and society.

The work of the original members is represented, for example, by Block who attempted a total analysis of medieval society in his Feudal Society (1961). In the post-war period two works in particular have been very influential in the social science, namely Braudel’s study of the Mediterranean (The Mediterranean and the Mediterranean World in the Age of Philip II, 1949) and Le Roy Ladurie’s analysis of fourteenth-century village life (Montaillou, 1975). The School has influenced historical sociology, especially the world-system theory of Immanuel Wallerstein (see, for example, his two-volume study of The Modern-World System, 1974 and 1980) Critics have argued that the Annales School neglected political processes. Nor is it clear how the Annales approach was fundamentally different in scope and interdisciplinarity from, for example, historical materialism, the historical sociology of Max Weber in his The Agrarian Sociology of Ancient Civilisations (1924), or the figurational sociology of Norbert Elias in The Court Society (1969)–although it tends to be less abstract then all of these.”

Excerpted from: Matthews, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

The 2 Things Game

“[1] People love to play the Two Things game, but rarely agree about what the two things are. [2] That goes double for anyone who works with computers.

A few years ago, Glen Whitman was chatting with a stranger in a California bar. When he confessed to this stranger that he taught economics, the drinker replied without so much as a pause for breath, ‘So what are the Two Things about economics? You know, for every subject there are really only two things you really need to know. Everything else is the application of those two things, or just not important.’ ‘Okay,’ said the professor, ‘One: Incentives matter. Two: There’s no such thing as a free lunch.’

Inspired, Glenn started playing the Two Things Game and recording some of the results on a web page (Google ‘Whitman’ and ‘Two Things’ and you’ll get there). But it’s more fun to try it for yourself–and especially good if you find yourself at a dinner next to a self-important professional. Here are some of the best of Whitman’s:

Finance: [1] Buy low. [2] Sell high.

Medicine: [1] Do no harm. [2] To do any good, you must risk doing harm.

Journalism: [1] There is no such thing as objectivity. [2] The end of the story is created by your deadline.

Theatre: [1] Remember your lines. [2] Don’t run into the furniture or fall off the stage.

Physics: [1] Energy is conserved. [2] Photons (and everything else) behave like both waves and particles.

Religion: [1] Aspire to love an unknowable god. [2] Do this by trying to love your neighbour as much as yourself.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

A Streetcar Named Desire

A Streetcar Named Desire: An intense drama (1947) by the US playwright Tennessee Williams (1911-83) about the relationship between a faded Southern belle, Blanche Dubois, and her brother-in-law Stanley Kowalski. It was subsequently turned into a successful film (1951), directed by Elia Kazan, starring Marlon Brando and Vivien Leigh. The play had several titles before the final one, including The Moth, Blanche’s Chair in the Moon and The Poker Night. The eventual title was inspired by a streetcar labeled ‘Desire’ (for its destination, Desire Street), which, together with another called ‘Cemeteries,’ plied the main street in the district of New Orleans where Williams lived. In the play the names are taken symbolically, Blanche contending that her sister Stella’s marriage is a product of lust, as aimless as the ‘streetcar named Desire’ that shuttles through the narrow streets. The name of the street does not denote a place of pleasure but derives from the French girl’s name Desiree. A monument, the ‘Streetcar Named Desire,’ now stands on the site near the French Market. The play is a leitmotif in Pedro Almodovar’s film Todo Sobre Mi Madre (All About My Mother1999).

‘They told me to take a streetcar named Desire, then transfer to one called Cemeteries.’

Tennessee Williams: A Streetcar Named Desire (Blanche’s first line).”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Propertius on Propinquity

Semper in absentes felicior aestus amantes.

Absence makes the heart grow fonder.”

PropertiusElegies bk. 2, elegy 33, 1. 43

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Justice Powell on the First Amendment

“Under the First Amendment there is no such thing as a false idea. However pernicious an opinion may seem, we depend for its correction not on the conscience of judges and juries but on the competition of other ideas.”

Lewis F. Powell., Gertz v. Robert Welch, Inc. (1974)

Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Frederick Douglass on Education

“A little learning, indeed may be a dangerous thing, but the want of learning may be a calamity to any people.”

Frederick Douglass (1817?-1895)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

Book of Answers: Dr. Jekyll and Mr. Hyde

What are Jekyll and Hyde’s first names? In the 1886 work by Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde, Henry Jekyll is the London doctor who creates the potion that turns him into Edward Hyde.

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

The Algonquin Wits: George S. Kaufman Listens to Ruth Gordon

Ruth Gordon once described to G.S.K. [George S. Kaufman] a new play in which she was appearing: ‘In the first scene I’m on the left side of the stage, and the audience has to imagine I’m eating dinner in a crowded restaurant. Then in scene two I run over to the right side of the stage and the audience imagines I’m in my own drawing room.’”

Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.

Term of Art: Anticlimax

Anticlimax: According to Dr. Johnson’s definition (and he appears to have been the first to record the word) it is “a sentence in which the last part expresses something lower than the first.” In fact, a bathetic declension from a noble tone to one less exalted. The effect can be comic and is often intended to be so. A good example occurs in Fielding’s burlesque (q.v.), Tom Thumb:

King [Aruther, to his queen Dolallola]

…Whence flow those tears fast down thy blubber’d cheeks,

Like swoln Gutter, gushing through the streets?

The effect can also be unintentionally comic. There is a well-known example in Crashaw’s Saint Mary Magdelene, or the Weeper:

And now where e’er He Strays,

Among the Galilean Mountains,

Or more unwelcome ways,

He’s followed by two faithful fountains;

Two walking baths, two weeping motions;

Portable & compendious oceans.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Kieran Egan on Narrative as Compelling Pedagogy

“A model for teaching that draws on the power of the story, then, will ensure that we set up a conflict or sense of dramatic tension at the beginning of our lessons and unit. Thus, we create some expectation that we will satisfy at the end. It is this rhythm of expectation and satisfaction that will give us a principle for precisely selecting content…. We need, then, to be more conscious of the importance of beginning with a conflict or problem whose resolution at the end can set such a rhythm in motion.”

Kieran Egan

Teaching as Story-Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.