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I am quite honoured by your thinking me capable of drawing such a clergyman as you gave the sketch of in your note of Nov. 16th. But I assure you I am not. The comic part of the character I might be equal to, but not the good, the enthusiastic, the literary. Such a man's conversation must at times be on subjects of science and philosophy, of which I know nothing; or at least be occasionally abundant in quotations and allusions which a woman who, like me, knows only her own mother-tongue, and has read little in that, would be totally without the power of giving. A classical education, or at any rate a very extensive acquaintance with English literature, ancient and modern, appears to me quite indispensable for the person who would do any justice to your clergyman; and I think I may boast myself to be, with all possible vanity, the most unlearned and uninformed female who ever dared to be an authoress.
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Letter to Mr. Clarke, librarian to the Prince Regent (1815-12-11) [Letters of Jane Austen -- Brabourne Edition]

 

Jane Austen

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You imply our education is of no use to you in after life. But no education is. We are not an employment agency; all we can do is to give you a grounding in the art of mixing with your fellow men, to tell you what to expect from life and give you an outward manner and inward poise, an old prescription from the eighteenth century which we call a classical education, an education which confers the infrequent virtues of good sense and good taste and the benefit of dual nationality, English and Mediterranean, and which, taking into account the difficulties of modern life, we find the philosophy best able to overcome them.

 

Cyril Connolly

 

We drove about, looking for churches, my father and I. My father, as you probably know, was a clergyman — he knew all the Uppland churches like the back of his hand. We went to morning services in variouis places and were deeply impressed by the spiritual poverty of these churches, by the lack of any congregation and the miserable spiritual status of the clergy, the poverty of their sermons, and the nonchalance and indifference of the ritual.
In one church, I remember — and I think it has a great deal to do with the end of the film — Father and I were sitting together. My father had already been retired for many years, and was old and frail.... Just before the bell begins to toll, we hear a car outside, a shining Volvo: the clergyman climbs out hurriedly, and there is a faint buzz from the vestry, and then the clergyman appears before he ought to — when the bell stops, that is — and says he feels very poorly and that he's talked to the rector and the rector has said he can use an abbrviated form of the service and drop the part at the altar. So there would be just one psalm and a sermon and another psalm. And goes out. Whereon my father, furious, began hammering on the pew, got to his feet and marched out into the vestry, where a long mumbled conversation ensued; after which the churchwarden also went in, then someone ran up the organ gallery to fetch the organist, after which the churchwarden came out and announced that there would be a complete service after all. My father took the service at the altar, but at the beginning and the end.
In some way I feel the end of the play was influenced by my father's intervention — that at all costs one must do what it is one's duty to do, particularly in spiritual contexts. Even if it can seem meaningless.

 

Ingmar Bergman

 

As for more than twenty years my principal work has been devoted to the ancient literature of India, I cannot but feel a deep and real sympathy for all that concerns the higher interests of the people of that country. Though I have never been in India, I have many friends there, both among the civilians and among the natives, and I believe I am not mistaken in supposing that the publication in England of the ancient sacred writings of the Brahmans, which had never been published in India, and other contributions from different European scholars towards a better knowledge of the ancient literature and religion of India, have not been without some effect on the intellectual and religious movement that is going on among the more thoughtful members of Indian society. I have sometimes regretted that I am not an Englishman, and able to help more actively in the great work of educating and improving the natives. But I do rejoice that this great task of governing and benefiting India should have fallen to one who knows the greatness of that task and all its opportunities and responsibilities, who thinks not only of its political and financial bearings, but has a heart to feel for the moral welfare of those millions of human beings that are, more or less directly, committed to his charge. India has been conquered once, but India must be conquered again, and that second conquest should be a conquest by education. Much has been done for education of late, but if the funds were tripled and quadrupled, that would hardly be enough. The results of the educational work carried on during the last twenty years are palpable everywhere. They are good and bad, as was to be expected. It is easy to find fault with what is called Young Bengal, the product of English ideas grafted on the native mind. But Young Bengal, with all its faults, is full of promise. Its bad features are apparent everywhere, its good qualities are naturally hidden from the eyes of careless observers. . . . India can never be anglicized, but it can be reinvigorated. By encouraging a study of their own ancient literature, as part of their education, a national feeling of pride and self-respect will be reawakened among those who influence the large masses of the people. A new national literature may spring up, impregnated with Western ideas, yet retaining its native spirit and character. The two things hang together. In order to raise the character of the vernaculars, a study of the ancient classical language is absolutely necessary: for from it these modern dialects have branched off, and from it alone can they draw their vital strength and beauty. A new national literature will bring with it a new national life and new moral vigour. As to religion, that will take care of itself. The missionaries have done far more than they themselves seem to be aware of, nay, much of the work which is theirs they would probably disclaim. The Christianity of our nineteenth century will hardly be the Christianity of India. But the ancient religion of India is doomed — and if Christianity does not step in, whose fault will it be?

 

Max Muller

 

According to Aristophanes in Plato's The Banquet, in the ancient world of legend there were three types of people.
In ancient times people weren't simply male or female, but one of three types : male/male, male/female or female/female. In other words, each person was made out of the components of two people. Everyone was happy with this arrangment and never really gave it much thought. But then God took a knife and cut everyone in half, right down the middle. So after that the world was divided just into male and female, the upshot being that people spend their time running around trying to locate their missing half.

 

Haruki Murakami

 

The Mandarin style at its best yields the richest and most complete expression of the English language. It is the diction of Donne, Browne, Addison, Johnson, Gibbon, de Quincey, Landor, Carlyle and Ruskin as opposed to that of Bunyan, Dryden, Locke, Defoe, Cowper, Cobbett, Hazlitt, Southey and Newman. It is characterized by long sentences with many dependent clauses, by the use of the subjunctive and conditional, by exclamations and interjections, quotations, allusions, metaphors, long images, Latin terminology, subtlety and conceits. Its cardinal assumption is that neither the writer nor the reader is in a hurry, that both are possessed of a classical education and a private income. It is Ciceronian English.

 

Cyril Connolly