University Of Oxford Alumni

"The idea that the worldling's 'reality' is illusion and that life itself is a dream from which we shall eventually awake is of course a Buddhist one; but in Xueqin's hands it becomes a poetical means of demonstrating that his characters are both creatures of his imagination and at the same time the real companions of his golden youth. To that extent it can be thought of as a literary device rather than as a deeply held philosophy, though it is really both."

"Many of the symbols, word-plays and secret patterns with which the novel abounds seem to be used out of sheer ebullience, as though the author was playing some sort of game with himself and did not much care whether he was observed or not. Chinese devotees of the novel often continue to read and reread it throughout their lives and to discover more of these little private jokes each time they read it."

"My one abiding principle has been to translate everything – even puns. For although this is...an 'unfinished' novel, it was written (and rewritten) by a great artist with his very lifeblood. I have therefore assumed that whatever I find in it is there for a purpose and must be dealt with somehow or other. I cannot pretend always to have done so successfully, but if I can convey to the reader even a fraction of the pleasure this Chinese novel has given me, I shall not have lived in vain."

"It seems to me ridiculous to try to believe that Gao E sat down and wrote the last 40 chapters [of Dream of the Red Chamber]. I'm sure that's not true. Because you can see the way Gao E works. Gao E is trying I think just to reconcile – he's not altering, I think he doesn't feel he can alter what's been found. I think he tried to alter things occasionally to square one thing with another. If you're just making something up, forging something, you wouldn't be bothered about trying to reconcile inconsistencies. You'd make jolly well sure that they didn't occur."

"I'd thought that what I'd like to do is to a translation where I don't have to think about academic considerations. Scholarly considerations. I'll just think about how to present – this is Penguins, after all – how to present this book in such a way that I do the whole of it but at the same time it's enjoyable for the English reader, if possible, and they can get some of the pleasure out of it that I got myself."

"Hawkes brought to bear such a wide range of rhetorical skills, such penetrating insight into character, such finely honed dialogue, such superbly crafted versification; but more than anything, such a profound sense of humanity, such fun and exhilaration, such melancholy and wisdom. In it he succeeds in grasping to the full, and yet at the same time transcending, the sheer Chineseness of the work, making it into a real novel for reading, revealing it as a true masterpiece of world literature."

"Hawkes's English version [of the Hong lou meng] is not a perfect translation, to be sure, but in terms of accuracy, of style, of suppleness of language, of felicity of expression, and, above all, of imaginativeness and creativity, it is unrivalled by any other version, whether English, French, German, Italian, or Spanish. If, as many translation theorists believe, every age has to translate anew the classics for itself, of all the versions of the Hong lou meng in the five major European languages mentioned, Hawkes's is the best qualified to be considered the version for our age. In a word, it is a version which Cao Xueqin would have been proud and delighted to acknowledge as the truly worthy companion to his masterpiece."

"A may exercise power over B by getting him to do what he does not want to do, in quick succession, but he may also exercise power over him by shaping or determining his very wants. Indeed, is it not the supreme exercise of power to get another or others to have the desires you want them to have – that is, to secure their compliance by controlling their thoughts and desires?"

"Complexity science is a project aimed at unification, trying to establish principles that are common to all adaptive systems."

"I do view the march of technology as kind of inevitable. But I would like to accompany it with reason. And one form of reasoning that’s useful in these debates is to find precedence."

"I think the history of humanity is the history of our co-evolution with devices and artifacts that make our lives easier. And I think it's now a question from moral philosophy — not for science — to decide how we use them and what it would mean to be enslaved by them, whether we do so willingly or reluctantly and genuinely."

"Philosophy is not a matter of knowledge; it is a matter of understanding, that is to say, of organizing what is known."

"The predicate of a sentence may tell you what kind of a thing something is, or how big it is, or where it is, or what is happening to it, and so on. We may say, for instance, of St Thomas Aquinas that he was a human being, and that he was fat, clever, and holier than Abelard; that he lived in Paris in the thirteenth century, that he sat when lecturing, wore the Dominican habit, wrote eight million words, and was eventuarlly poisoned by Charles of Anjou. The predicats we use in saying these things belong, Aristotle would say, in different categories: they belong in the categories of, respectively, substance, quantity, quality, relation, place, time, posture, vesture, action, and passion."

"[T]he Five Ways fail […] principally because it is much more difficult than at first appears to separate them from their background in medieval cosmology. Any contemporary cosmological argument would have to be much more different from the arguments of Aquinas than scholastic modernizations customarily are."

"There is no reason why someone who is in doubt about the existence of God should not pray for help and guidance on this topic as in other matters. Some find something comic in the idea of an agnostic praying to a God whose existence he doubts. It is surely no more unreasonable than the act of a man adrift in the ocean, trapped if a cave, or stranded on a mountainside, who cries for help though he may never be heard or fires a signal which may never be seen."

"If it is necessary that each sentient being must have the possibility of achieving an overwhelming good, then it is clear that there must be some form of life after earthly death. Despite the many pointers to the existence of God, theism would be falsified if physical death was the end, for then there could be no justification for the existence of this world. However, if one supposes that every sentient being has an endless existence, which offers the prospect of supreme happiness, it is surely true that the sorrows and troubles of this life will seem very small by comparison. Immortality, for animals as well as humans, is a necessary condition of any acceptable ; that necessity, together with all the other arguments for God, is one of the main reasons for believing in immortality."

"A second name I want to mention is that of Keith Thomas. I still recall reading his essay on the social origins of Hobbes’s political theory, which was published shortly after I began research on Hobbes’s philosophy myself. I was amazed by its sheer learning, and exhilarated by its success in situating Hobbes’s thinking within its ideological context."

"For all their deficiencies, the Hitler Youth movement and the increasingly Nazified school system were driving a wedge between parents who still retained some loyalty to the beliefs and standards they had grown up in themselves, and their children who were being indoctrinated at every stage of their lives. As one such agent ruefully observed: ‘It is extremely difficult for parents who are opponents of the Nazis to exercise an influence on their children. Either they ask the child not to talk at school about what is said at home. Then the children get the feeling, aha, the parents have to hide what they think. The teacher permits himself to say everything out loud. So he’s bound to be right. - Or the parents express their opinion without giving the child a warning. Then it’s not long before they are arrested or at the very least called up before the teacher, who shouts at them and threatens to report them. - ‘Send your father to the school!’ That is the normal answer to suspicious doubts and questions on the part of the child. If the father is quiet after such a visit, then he gives the child the impression that he has been convinced by what the teacher has told him, and the effect is far worse than if nothing had ever been said.’"

"Democracies that are under threat of destruction face the impossible dilemma of either yielding to that threat by insisting on preserving the democratic niceties, or violating their own principles by curtailing democratic rights."

"The widespread intimidation of the population provided the essential precondition for a process that was in train all over Germany in the period from February to July 1933… The Nazi takeover of the federated states provided a key component in this process… At the same time as the state governments were being overthrown, local Nazis, backed by squads of armed stormtroopers and SS men, were occupying town halls, terrorizing mayors and councils into resigning, and replacing them with their own nominees."

"Not just women, young people, students, and school pupils, but also many other sectors of German society were catered for by specially designed Nazi organizations by the end of the 1920s. There were groups for civil servants, for the war-wounded, for farmers, and for many other constituencies, each addressing its particular, specifically targeted propaganda effort. There was even a kind of trade union movement, the clumsily names National Socialist Cell Organizations [NSBO]."

"Even though total membership of the Nazi Students’ League did not even reach 10 per cent of national fraternity membership, the Nazis had completely taken over student representation in Germany. Impress by such numbers, Hitler appointed Schirach to the leadership of the Hitler Youth on 3 October 1931."

"The National Socialist German Students’League… gained a reputation for provocative actions, and campaigned on issues such as the reduction of overcrowding in lectures (by imposing a limit on the number of Jewish students), the dismissal of pacifist professors, the creation of new chairs in the subjects like Racial Studies and Military Science, and the harnessing of the universities to the national interest, away from the pursuit of knowledge as an end in itself."

"In a two-hour monologue before assembled Nazi dignitaries on 15 June 1935 the Leader made it clear that he expected the fraternities to wither away in the Nazi state as remnants of a bygone aristocratic age. In May 1936 Hitler and Hess openly condemned the fraternities and barred Party members from belonging to them."

"Early in 1934 the Interior Ministry made military training organized by the brownshirts compulsory for male students. Soon they were spending long hours training with the SA. This has a serious effect on their studies. University authorities began to note a drastic fall in academic standards as students spent days or even weeks away from their studies, or appeared at lectures in a state of exhaustion after training all night."

"Yet the Nazi Students’ League was not without competition in the student world at this time. Many students joined the stormtroopers in the spring of 1933, and following Hitler’s instruction in September 1933 that the task of politicizing the student body was to be undertaken by the SA, the brownshirts set up their own centres in the universities and put pressure on students to join. By the end of the year, over half of the students at Heidelberg university, for example, had enrolled as stormtroopers."

"Like the Hitler Youth in the schools, the Nazi Students’ League and its members did not fight sly of naming and shaming the teachers they thought were not toeing the Nazi line. In 1937 a Hamburg professor complained that no student meeting had been held in the previous few years ‘in which the professoriate has not been dismissed in contemptuous terms as an ‘ossified’ society that is not fit to educate or lead you people in the universities.’"

"The Hitler Youth proved a thoroughly disruptive influence on formal education. ‘School’, one Social Democratic report already noted in 1934, ‘is constantly disrupted by Hitler Youth events.’ Teachers had to allow pupils time off for them almost every week… Despite the military-style discipline in the schools, there were numerous reports of indiscipline and disorder, violent incidents between pupils, and insubordination towards teachers. ‘One can’t speak of the teacher having authority any more,’ noted one Social Democratic agent in 1937. ‘The snotty-nosed little brats of the Hitler Youth decide what goes on at school, they’re in charge.’"

"At every level, formal learning was given decreased emphasis… By 1939 employers were complaining that school graduates’ standards of knowledge of language and arithmetic were poor and that ‘the level of school knowledge of the examinees had been sinking for some time.’ Yet this did not cause any concern to the regime. As Hans Schemm, the leader of the Nazi Teachers’ League up to 1935, declared: ‘The goal of our education is the formation of character’, and he complained that too much knowledge had been crammed into children, to the detriment of character-building."

"Hitler insisted that political education was a matter for the Party and not for state-run institutions or state-appointed teachers… All the staff had to undergo regular special training, and the students also had to spend time several weeks a year working on a farm or a factory to maintain contacts with the people."

"The overall effect of Hitler Youth membership, some Social Democratic observers complained, was a ‘coarsening’ of the young. The suppression of any discussion or debate, the military discipline, the emphasis on physical prowess and competition, led boys to become violent and aggressive, especially towards young people who for whatever reason had not joined the Hitler Youth. Hitler Youth groups travelling by train amused themselves by insulting and threatening guards who failed to say ‘Hail, Hitler!’ every time they asked a passenger for his ticket."

"There were even more disturbing reports of children whose membership in the Hitler Youth was disapproved of by their parents threatening to report them to the authorities if they tried to stop them going to meetings. For adolescents, it was only too easy to annoy parents who were former Social Democrats by greeting them at home with ‘Hail, Hitler!’ instead of ‘good morning’. ‘Thus war is taken into every family’, one wife of an old labour movement activist observed. ‘The worst is’, she added apprehensively, ‘that you’ve got to watch yourself in front of your own children.’"

"Among those who were sent to receive political indoctrination in June 1919 was a 30-year-old corporal who had been in the Bavarian army since the beginning of the war and had stayed in it through all the vicissitudes of Social Democracy, anarchy and Communism, taking part in demonstrations, wearing a red armband along with the rest of his comrades, and disappearing from the scene with most of them when they had been ordered to defend Munich against the invading forces in the proceeding weeks. His name was Adolf Hitler."

"I should regard it as certainly a novelty in our jurisprudence if the regular order of a learned Judge could be affected, or qualified, or altered in the slightest degree by what some subordinate officer of the Court thought proper to say in writing about it, even though in so doing he committed this additional irregularity—that to that private correspondence he affixed the seal of the Court."

"I yield to authority. I think the practice of the Court of Chancery for more than one hundred years, and the authority of Judges of very great eminence, establish such a course of practice and such a chain of authority, that I do not think I am at liberty to assume that either the Court or those very learned Judges were in error as to their powers and jurisdiction."

"I should regret to place a narrowing construction upon rules intended to remove expense and delay."

""Discretion" means, when it is said that something is to be done within the discretion of the authorities that that something is to be done according to the rules of reason and justice, not according to private opinion2; according to law and not humour. It is to be not arbitrary, vague, and fanciful, but legal and regular. And it must be exercised within the limit, to which an honest man, competent to the discharge of his office, ought to confine himself."

"We should treat with great respect the opinion of eminent American lawyers on points which arise before us, but the practice, which seems to be increasing, of quoting American decisions as authorities, in the same way as if they were decisions of our own Courts, is wrong. Among other things it involves an inquiry, which often is not an easy one, whether the law of America on the subject in which the point arises is the same as our own."

"I wanted not merely to get up my classics, but to penetrate to the secrets and mysteries which I vaguely understood to be somehow wrapt up in books, though they had not, as yet, been revealed to me. I was disconcerted to find that none of my new acquaintance had any share of this yearning curiosity."

"About 1500 it seemed as if Europe was about to cast off at one effort the slough of feudal barbarism, and to step at once into the fair inheritance of the wisdom and culture of the ancient world. The Church led the van, and smiled on free inquiry and the new learning. About the third decennium of the century the resistance of the obscurantists was organised, the Catholic reaction set in, and nascent humanism was submerged beneath the rising tide of theological passion and the fatal and fruitless controversies of Lutheran, Calvinist, and Catholic, to the rival cries of the Bible and the Church. The " sacrificio d'intelletto " of Loyola took the place of the free and rationalising spirit with which Erasmus had looked out upon the world of men."

"A man who does not know what has been thought by those who have gone before him is sure to set an undue value upon his own ideas—ideas which have perhaps been tried and found wanting. As accumulated learning stifles the mental powers, so original thinking has been known to bring about a puffy, unsubstantial mental condition."

"But there was in my father's mind another sentiment, less creditable to him, than the wish to give me the best education to be had. I mean those social aspirations which he continued to nourish, though by his removal to the remote situation of Hauxwell, and consequent detachment from the Castle, he was no longer able to gratify them. He had the instinct of good society, and liked to live with gentlemen, and to know what was going on in the upper world. His acquaintance with the peerage was accurate; he must have read Debrett at that time more than the Bible. Hence, in estimating colleges he was led to take the footman's view, and to prefer one which was frequented by the sons of gentlemen."

"My father's views for me, which were to guide his choice of college, were twofold. He really wanted me to learn; to get a good education, not so much with the idea of my making my way in the world, as from the value which he had learned to set upon intellect. ... He was fond of repeating the sentence in the Eton Latin grammar—" Concessi Cantabrigiam ad capiendum ingenii cultum. . . ." This was the proverb which presided over my whole college life. Though often dimmed, it was never lost sight of, and however much I may have had to hate the grammar on other accounts, I think no other sentence of any book has had so large a share in moulding my mind and character as that one. It was then essential to my father's plans for me that the college to be selected for me should be one where the instruction given was reputed to be good."

"Pattison lived through a formative period in the history of the modern university in England, and in his person he embodied many of the transformations that occurred in the half century he spent at Oxford. To re-trace his life and thought is therefore to explore through the eyes of a key figure the elements of that transition to the modern university: the secularization of intellectual life, the emergence of the professional academic, and the challenge posed by the emergent German idea of the university to the traditions of English university life. When Pattison arrived at Oxford as an undergraduate in 1832, the University's chief purpose was to provide a gentlemanly education for intending clergy."

"In the Diary which begins 1845 there is a much larger infusion of secular matter. I find myself deep in the literary history of the eighteenth century, reading Gray's Correspondence, Prior's Life of Goldsmith, Hume's Life and Correspondence ..."

"Another book read this term seized upon my interest in an exceptional way, this was Gibbon's Autobiography. I had long before got hold of a few extracts from this, which had found their way into Lord Sheffield's Memoir of the author, prefixed to an edition of the Decline and Fall which we had at home. Those extracts had fixed themselves in my memory. I now procured the whole book and devoured it, reading it again and again till I could repeat whole paragraphs. Gibbon, in fact, supplied the place of a college tutor; he not only found me advice, but secretly inspired me with the enthusiasm to follow it."

"... I began at the beginning, and read Hind's Logic, Whately's Logic, Reid's Enquiry into the Human Mind on the Principles of Common Sense. But the book which was of most use to me on these subjects was Stewart's Elements. I found on odd volume of this in my father's study at Hauxwell. It attracted me; I read and re-read it with increasing satisfaction. To Dugald Stewart, an author now obsolete, I owe the first infusion of a taste for philosophical inquiry. ...."

"The natural sciences are sometimes said to have no concern with values, nor to seek morality and goodness, and therefore belong to an inferior order of things. Counter-claims are made that they are the only living and dynamic studies... Both contentions are wrong. Language, Literature and Philosophy express, reflect and contemplate the world. But it is a world in which men will never be content to stay at rest, and so these disciplines cannot be cut off from the great searching into the nature of things without being deprived of life-blood."

"laid the foundation of his career at Greenwich where he worked from 1756 to 1760 as assistant observer to the Reverend James Bradley, Astronomer Royal. Bradley was then near the end of his career... As a young man he had discovered the aberration of light and the nutation of the axis of the Earth and had founded a new era of precise observations. He had enlarged the Greenwich Observatory and equipped it with new instruments. Mason acquired some of the spirit and the ideals of his preceptor and learned from him the use of instruments of precision and the art of observing. At Greenwich Mason made the acquaintance of the Reverend , a young astronomer who was assisting the Astronomer Royal in a study of atmospheric refraction. This association of Mason and Maskelyne continued as long as Mason lived."

"Europe is not really even a geographic entity; it is separated from Asia only at one point, the Bosphorus, by a small stretch of water. North of that there is continuity over the russians steppes, a complete terrestrial flow. I suggest that is also true of culture, and indeed of social organization. Indeed Europe has never been purely isolated, purely Christian. Instead of Christian Europe, one has to see the continent as penetrated by the three world religions that originated in the Near East and which indeed had a common mythology or sacred text; in order of arrival these were Judaism, Christianity and Islam. (...) All have equal entitlements to be present, and in this general ('objective') sense none can be considered only as the Other; they are part of Europe, part of our heritage."