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Oh child that didst despise thy life so much
When it seemed only thine to keep or lose,
How the fine ear felt fall the first low word
"Value life, and preserve life for My sake!"
--
Book X : The Pope.

 

Robert Browning

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since life is uncertain, there is something one desires to preserve, desires to safeguard for oneself. […] It could not be something temporal, inasmuch as for life’s sake it probably would be desirable to preserve it, but how would one wish to preserve it for death’s sake, since it is precisely that which one abandons in death, which without envy and without preference would make everyone equal, equally poor, equally powerless, equally miserable, the one who possessed a world and the one who had nothing not love, the one who left behind a claim upon a world and the one who was in debt for a world, the one whom thousands obeyed and the one whom no one knew except death, the one whose loveliness was the object of people’s admiration and the poor wretch who sought only a grave in order to hide from people. It would have to be something eternal, then, that the discourse was about or, more accurately, what it could truly be about, and, in a single word, what else could that be but a person’s soul?

 

Soren Aabye Kierkegaard

 

Was it possible to lose the nation, and yet preserve the constitution? By general law life and limb must be protected; yet often a limb must be amputated to save a life; but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful, by becoming indispensable to the preservation of the constitution, through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that, to the best of my ability, I had even tried to preserve the constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution all together.

 

Abraham Lincoln

 

I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."

 

Betty Edwards

 

What then is the moral of Churchill’s life? He was the twentieth century’s great man, but we must sharply circumscribe his greatness. Because he drew the sword from the stone in 1940, what he did before and after seems admirable. Through his steadfast stance, Churchill rallied the English to die with honor—therefore they deserved to win. Whoever shall seek to save his life shall lose it; and whoever shall lose his life shall preserve it (Luke 17:33). Yet were it not for this one courageous triumph, we might now say of him: Never had one man done so little with so much.

 

Winston Churchill

 

What then is the moral of Churchill’s life? He was the twentieth century’s great man, but we must sharply circumscribe his greatness. Because he drew the sword from the stone in 1940, what he did before and after seems admirable. Through his steadfast stance, Churchill rallied the English to die with honor—therefore they deserved to win. Whoever shall seek to save his life shall lose it; and whoever shall lose his life shall preserve it (Luke 17:33). Yet were it not for this one courageous triumph, we might now say of him: Never had one man done so little with so much.

 

Mark Riebling