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I once spent an hour and a half trying to explain a situation to "Sepp" Dietrich with the aid of a map. It was quite useless. He understood nothing at all.
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Quoted in "The Order of the Death's Head: The Story of Hitler's S.S." - Page 439 - by Heinz Höhne, R. Barry - 1969

 

Wilhelm Bittrich

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They will ask: "Who gave you the Teaching?"
Answer: "The Mahatma of the East."
They will ask: "Where does He live?"
Answer: "The abode of the Teacher not only cannot be made known but cannot even be uttered. Your question shows how far you are from the understanding of the Teaching. Even humanly you must realize how wrong your question is."
They will ask: "When can I be useful?"
Answer: "From this hour unto eternity."
"When should I prepare myself for labor?"
"Lose not an hour!"
"And when will the call come?"
"Even sleep vigilantly."
"How shall I work until this hour?"
"Enhancing the quality of labor."

 

Nicholas Roerich

 

Memento mori—remember death! These are important words. If we kept in mind that we will soon inevitably die, our lives would be completely different. If a person knows that he will die in a half hour, he certainly will not bother doing trivial, stupid, or, especially, bad things during this half hour. Perhaps you have half a century before you die—what makes this any different from a half hour?

 

Leo Tolstoy

 

James Burford, collier and fitter, was the oldest soldier of all. When I first spoke to him in the trenches, he said: "Excuse me, sir, will you explain what this here arrangement is on the side of my rifle?" "That's the safety catch. Didn't you do a musketry-course at the depôt?" "No, sir, I was a re-enlisted man, and I spent only a fortnight there. The old Lee-Metford didn't have no safety-catch." I asked him when he had last fired a rifle. "In Egypt in 1882," he said. "Weren't you in the South African War?" "I tried to re-enlist, but they told me I was too old, sir... My real age is sixty-three."

 

Robert Graves

 

There is a familiar trio of reactions by scientists to a purportedly radical hypothesis: (a) "You must be out of your mind!", (b) "What else is new? Everybody knows that!", and, later - if the hypothesis is still standing - (c) "Hmm. You *might* be on to something!" Sometimes these phases take years to unfold, one after another, but I have seen all three emerge in near synchrony in the course of a half-hour's heated discussion following a conference paper.

 

Daniel C. Dennett

 

For example, in Year 1 that useless letter "c" would be dropped to be replased either by "k" or "s", and likewise "x" would no longer be part of the alphabet. The only kase in which "c" would be retained would be the "ch" formation, which will be dealt with later. Year 2 might reform "w" spelling, so that "which" and "one" would take the same konsonant, wile Year 3 might well abolish "y" replasing it with "i" and Iear 4 might fiks the "g/j" anomali wonse and for all. Jenerally, then, the improvement would kontinue iear bai iear with Iear 5 doing awai with useless double konsonants, and Iears 6-12 or so modifaiing vowlz and the rimeining voist and unvoist konsonants. Bai Iear 15 or sou, it wud fainali bi posibl tu meik ius ov thi ridandant letez "c", "y" and "x" — bai now jast a memori in the maindz ov ould doderez — tu riplais "ch", "sh", and "th" rispektivli. Fainali, xen, aafte sam 20 iers ov orxogrefkl riform, wi wud hev a lojikl, kohirnt speling in ius xrewawt xe Ingliy-spiking werld.

 

Mark Twain