This site is dedicated to the memory of Dr. Alan William Smolowe who gave birth to the creation of this database.
Henry Adams, aka Henry Brooks Adams
From cradle to grave this problem of running order through chaos, direction through space, discipline through freedom, unity through multiplicity, has always been, and must always be, the task of education.
Character | Discipline | Education | Freedom | Grave | Order | Space | Unity |
If we desire to live securely, comfortably, and quietly, that by all honest means we should endeavor to purchase the good will of all men, and provoke no man’s enmity needlessly; since any man’s love may be useful, and every man’s hatred is dangerous.
Character | Desire | Good | Love | Man | Means | Men | Will |
Learn the art of patience. Apply discipline to your thoughts when they become anxious over the outcome of a goal. Impatience breeds anxiety, fear, discouragement and failure. Patience creates confidence, decisiveness and a rational outlook, which eventually leads to success.
Anxiety | Anxiety | Art | Character | Confidence | Decisiveness | Discipline | Failure | Fear | Impatience | Patience | Success | Wisdom | Art |
The purpose of this discipline is to bring man into the habit of applying the insight that has come to him as the result of the preceding disciplines. When one is rising, standing, walking, doing something, stopping, one should constantly concentrate one’s mind on the act and the doing of it, not on one’s relation to the act, or its character or value. One should think: there is walking, there is stopping, there is realizing; not, I am walking, I am doing this, it is a good thing, it is disagreeable, I am gaining merit, it is I who am realizing how wonderful it is. Thence come vagrant thoughts, feelings of elation or of failure and unhappiness. Instead of all this, one should simply practice concentration of the mind on the act itself, understanding it to be an expedient means for attaining tranquillity of mind, realization, insight and Wisdom; and one should follow the practice in faith, willingness and gladness. After long practice the bondage of old habits become weakened and disappears, and in its place appear confidence, satisfaction, awareness and tranquillity. What is the Way of Wisdom designed to accomplish? There are three classes of conditions that hinder one from advancing along the path to Enlightenment. First, there are the allurements arising from the senses, from external conditions and from the discriminating mind. Second, there are the internal conditions of the mind, its thoughts, desires and mood. All these the earlier practices (ethical and mortificatory) are designed to eliminate. In the third class of impediments are placed the individual’s instinctive and fundamental (and therefore most insidious and persistent) urges - the will to live and to enjoy, the will to cherish one’s personality, the will to propagate, which give rise to greed and lust, fear and anger, infatuation, pride and egotism. The practice of the Wisdom Paramita is designed to control and eliminate these fundamental and instinctive hindrances.
Anger | Awareness | Character | Confidence | Control | Discipline | Enlightenment | Failure | Faith | Fear | Feelings | Good | Greed | Habit | Individual | Insight | Lust | Man | Means | Merit | Mind | Personality | Practice | Pride | Purpose | Purpose | Tranquility | Understanding | Unhappiness | Will | Wisdom | Failure | Awareness | Old |
Mortimer Adler and Charles Van Doren
True friendship... always involves the dominance of benevolent impulses, tending toward the benefit of the beloved, whereas the counterfeits of friendship spring primarily or purely from acquisitive desire - seeking something for one’s self.
Character | Desire | Self | Friendship |
That discipline which corrects the eagerness of worldly passions, which fortifies the heart with virtuous principles, which enlightens the mind with useful knowledge, and furnishes to it matter of enjoyment from within itself, is of more consequence to real felicity than all the provisions which we can make of the goods of fortune.
Character | Discipline | Enjoyment | Fortune | Heart | Knowledge | Mind | Principles |
I had the opportunity to deliver babies... In each of these numinous moments, I knew that life had meaning; each experience was accompanied by an upwelling of gratitude and humility. These moments, which can be called an experience of the self, or archetype of meaning, are akin to the act of finally seeing the Holy Grail after a long quest... It is through these moments of grace and gratitude that we acquire a sense of meaning and a desire to live a meaningful life. The personal challenge is now.
Challenge | Character | Desire | Experience | Grace | Gratitude | Humility | Life | Life | Meaning | Opportunity | Self | Sense |
Boethius, fully Anicius Manlius Severinus Boethius NULL
The trouble of the many and various aims of mortal men bring them much care, and herein they go forward by different paths but strive to reach one end, which is happiness. And that good is that, to which if any man attain, he can desire nothing further... Happiness is a state which is made perfect by the union of all good things. This end all men seek to reach, as I said, though by different paths. For there is implanted by nature in the minds of men a desire for the true good; but error leads them astray towards false goods by wrong paths.
Aims | Care | Character | Desire | Error | Good | Man | Men | Mortal | Nature | Nothing | Wrong | Trouble | Happiness |
No man or woman has achieved an effective personality who is not self-disciplined. Such discipline must not be an end in itself, but must be directed to the development of resolute Christian character.
Character | Discipline | Man | Personality | Self | Woman |
Mistake, error, is the discipline through which we advance.
Character | Discipline | Error | Mistake |
The essence of all education is self-discovery and self-control. When education helps an individual to discover his own powers and limitations and, shows him how to get out of his heredity its largest and best possibilities, it will fulfill its real function, when children are taught not merely to know things but particularly to know themselves, not merely how to do things but especially how to compel themselves to do things, they may be said to be really educated. For this sort of education there is demanded rigorous discipline of the powers of observation, of the reason, and especially of the will.
Character | Children | Control | Discipline | Discovery | Education | Heredity | Individual | Observation | Reason | Self | Self-control | Will |
Error is discipline through which we advance.
Character | Discipline | Error |