Brain Pickings

Posts Tagged ‘happiness’

18 MARCH, 2013

How Not To Worry: A 1934 Guide to Mastering Life


“We must gain victory, not by assaulting the walls, but by accepting them.”

As far as vintage finds go, they hardly get more fortuitous than You Can Master Life (public library) — a marvelous 1934 compendium of sort-of-philosophical, sort-of-self-helpy, at times charmingly dated, other times refreshingly timeless advice on cultivating “the power to think, to create, to influence and be influenced by others, and to love,” in the spirit of the 1949 gem How To Avoid Work.

Though written by a Christian pastor named James Gordon Gilkey and thus a little too God-heavy for these corners of the internet, the slim volume shares a good amount in common with Alain de Botton’s modern-day advocacy of the secular sermon. Take, for instance, Gilkey’s advice in a chapter titled “Breaking the Grip of Worry.” He cites a “Worry Table” created by one of the era’s humorists — most likely Mark Twain, who is often quoted, though never with a specific source, as having said, “I’ve had a lot of worries in my life, most of which never happened.” The table was designed to distinguish between justified and unjustified worries:

On studying his chronic fears this man found they fell into five fairly distinct classifications:

  1. Worries about disasters which, as later events proved, never happened. About 40% of my anxieties.
  2. Worries about decisions I had made in the past, decisions about which I could now of course do nothing. About 30% of my anxieties.
  3. Worries about possible sickness and a possible nervous breakdown, neither of which materialized. About 12% of my worries.
  4. Worries about my children and my friends, worries arising from the fact I forgot these people have an ordinary amount of common sense. About 10% of my worries.
  5. Worries that have a real foundation. Possibly 8% of the total.

Gilkey then prescribes:

What, of this man, is the first step in the conquest of anxiety? It is to limit his worrying to the few perils in his fifth group. This simple act will eliminate 92% of his fears. Or, to figure the matter differently, it will leave him free from worry 92% of the time.

The concept of the worry table is strikingly reminiscent — and, one has to wonder, might have inspired — artist Andrew Kuo’s elaborate 2008 graphic My Wheel of Worry:

(Of course, F. Scott Fitzgerald intuited the basic premise of the table when he sent his daughter Scottie an itemized list of the things in life to worry and not worry about.)

In a later chapter, titled “Doing One’s Work Under Difficulties,” Gilkey offers some related advice which, on the one hand, bears that wise Buddhist-like mindset of living with sheer awareness but, on the other, makes a questionable case against introspection and the enormous enrichment of “living the questions”:

We should make ourselves stop trying to explain our own difficulties. Our first impulse is to try to account for them, figure out why what has happened did happen. Sometimes such an effort is beneficial: more often it is distinctly harmful. It leads to introspection, self-pity, and vain regret; and almost invariably it creates within us a dangerous mood of confusion and despair. Many of life’s hard situations cannot be explained. They can only be endured, mastered, and gradually forgotten. Once we learn this truth, once we resolve to use all our energies managing life rather than trying to explain life, we take the first and most obvious step toward significant accomplishment.

In the following chapter, “Learning to Adjust,” Gilkey revisits the subject through the lens of aging:

Only as we yield to the inexorable, only as we accept the situations which we find ourselves powerless to change, can we free ourselves from fatal inward tensions, and acquire that inward quietness amid which we can seek — and usually find — ways by which our limitations can be made at least partially endurable.


Why is [this] so difficult for most people? because most of us were told in childhood that the way to conquer a difficulty is to fight it and demolish it. That theory is, of course, the one that should be taught to young people. Many of the difficulties we encounter in youth are not permanent; and the combination of a heroic courage, a resolute will, and a tireless persistence will often — probably usually — break them down. But in later years the essential elements in the situation change. We find in our little world prison-walls which no amount of battering will demolish. Within those walls we must spend our day — spend them happily, or resentfully. Under these new circumstances we must deliberately reverse our youthful technique. We must gain victory, not by assaulting the walls, but by accepting them. Only when this surrender is made can we assure ourselves of inward quietness, and locate the net step on the road to ultimate victory.

Complement You Can Master Life with a contemporary counterpart of sorts, the wonderful and wonderfully useful How To Stay Sane, then wash down with a verse-by-verse neuropsychology reading of Bobby McFerrin’s “Don’t Worry, Be Happy.”

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15 MARCH, 2013

A Calendar of Wisdom: Tolstoy on Knowledge and the Meaning of Life


“The most important knowledge is that which guides the way you lead your life.”

On March 15, 1884, Leo Tolstoy, wrote in his diary:

I have to create a circle of reading for myself: Epictetus, Marcus Aurelius, Lao-Tzu, Buddha, Pascal, The New Testament. This is also necessary for all people.

So he set out to compile “a wise thought for every day of the year, from the greatest philosophers of all times and all people” — a florilegium five centuries after the golden age of florilegia and a Tumblr a century and a half before the golden age of Tumblr, a collection of famous words on the meaning of life long before the concept had become a cultural trope. The following year, he wrote to his assistant, describing the project:

I know that it gives one great inner force, calmness, and happiness to communicate with such great thinkers as Socrates, Epictetus, Arnold, Parker. … They tell us about what is most important for humanity, about the meaning of life and about virtue. … I would like to create a book … in which I could tell a person about his life, and about the Good Way of Life.

Armenian sculptor Sergei Dmitrievich Merkurov (1881-1952) working on his statue of Leo Tolstoy. (Public domain, Library of Congress)

Tolstoy spent the next seventeen years collecting those pieces of wisdom. In 1902, in his late seventies, seriously ill and confronting mortality, he finally sat down to write the book under the working title A Wise Thought for Every Day. Once he sent the manuscript to his publisher, he returned to the diary and exhaled:

I felt that I have been elevated to great spiritual and moral heights by communication with the best and wisest people whose books I read and whose thoughts I selected for my Circle of Reading.

Retitled to Thoughts of Wise Men, the book was first published in 1904, followed closely by an expanded and reorganized edition titled A Calendar of Wisdom, in which the quotes were organized around specific daily themes and which included several hundred of Tolstoy’s own thoughts. It wasn’t until 1997 that the compendium received its first English translation, by Peter Sekirin, titled A Calendar of Wisdom: Daily Thoughts to Nourish the Soul, Written and Selected from the World’s Sacred Texts (public library).

Tolstoy writes in the introduction:

I hope that the readers of this book may experience the same benevolent and elevating feeling which I have experienced when I was working on its creation, and which I experience again and again, when I reread it every day, working on the enlargement and improvement of the previous edition.

Running through the book are several big-picture threads that string together the different quotations. One of them is Tolstoy’s intense preoccupation with the acquisition and architecture of knowledge, ignorance, and the meaning of life. Here are several of the insights he culls from other thinkers, along with the respective days of the year to which Tolstoy assigned them:

Better to know a few things which are good and necessary than many things which are useless and mediocre.

What a great treasure can be hidden in a small, selected library! A company of the wisest and the most deserving people from all the civilized countries of the world, for thousands of years, can make the results of their studies and their wisdom available to us. The thought which they might not even reveal to their best friends is written here in clear words for us, people from another century. Yes, we should be grateful for the best books, for the best spiritual achievements in our lives.

(Ralph Waldo Emerson, January 1)

Read the best books first, otherwise you’ll find you do not have time.

(Henry David Thoreau, January 1)

Knowledge is real knowledge only when it is acquired by the efforts of your intellect, not by memory.

Only when we forget what we were taught do we start to have real knowledge.

(Henry David Thoreau, January 9)

A constant flow of thoughts expressed by other people can stop and deaden your own thought and your own initiative…. That is why constant learning softens your brain…. Stopping the creation of your own thoughts to give room for the thoughts from other books reminds me of Shakespeare’s remark about his contemporaries who sold their land in order to see other countries.

(Arthur Schopenhauer, January 9)

Real wisdom is not the knowledge of everything, but the knowledge of which things in life are necessary, which are less necessary, and which are completely unnecessary to know. Among the most necessary knowledge is the knowledge of how to live well, that is, how to produce the least possible evil and the greatest goodness in one’s life. At present, people study useless sciences, but forget to study this, the most important knowledge.

(Jean Jaques Rousseau, March 16)

Science can be divided into an infinite number of disciplines, and the amount of knowledge that can be pursued in each discipline is limitless. The most critical piece of knowledge, then, is the knowledge of what is essential to learn and what isn’t.

A huge amount of knowledge is accumulated at present. Soon our abilities will be too weak, and our lives too short, to study this knowledge. We have vast treasures of knowledge at our disposal but after we study them, we often do not use them at all. It would be better not to have this burden, this unnecessary knowledge, which we do not really need.

(Immanuel Kant, April 1)

What is important is not the quantity of your knowledge, but its quality. You can know many things without knowing that which is most important.

There are two types of ignorance, the pure, natural ignorance into which all people are born, and the ignorance of the so-called wise. You will see that many among those who call themselves scholars do not know real life, and they despise simple people and simple things.

(Blaise Pascal, April 18)

There is only one real knowledge: that which helps us to be free. Every other type of knowledge is mere amusement.

(Vishnu Purana, Indian Wisdom, June 23)

The way to true knowledge does not go through soft grass covered with flowers. To find it, a person must climb steep mountains.

(Josh Ruskin, September 20)

A sage is not afraid of lack of knowledge: he is not afraid of hesitations, or hard work, but he is afraid of only one thing — to pretend to know the things which he does not know.

You should study more to understand that you know little.

(Michel de Montaigne, October 1)

The most important knowledge is that which guides the way you lead your life.

(Seneca, November 14)

Armenian sculptor Sergei Dmitrievich Merkurov (1881-1952) working on his statue of Leo Tolstoy. (Public domain, Library of Congress)

But most poignant of all are Tolstoy’s own thoughts, which appear after the collected quotations on various days. A sampling:

The difference between real material poison and intellectual poison is that most material poison is disgusting to the taste, but intellectual poison, which takes the form of cheap newspapers or bad books, can unfortunately sometimes be attractive. (January 1)

A thought can advance your life in the right direction only when it answers questions which were asked by your soul. A thought which was first borrowed from someone else and then accepted by your mind and memory does not really much influence your life, and sometimes leads you in the wrong direction. Read less, study less, but think more.

Learn, both from your teachers and from the books which you read, only those things which you really need and which you really want to know. (January 9)

A scholar knows many books; a well-educated person has knowledge and skills; an enlightened person understands the meaning and purpose of his life.

There are a limitless number of different sciences, but without one basic science, that is, what is the meaning of life and what is good for the people, all other forms of knowledge and art become idle and harmful entertainment.

We live a senseless life, contrary to the understanding of life by the wisest people of all times. This happens because our young generations are educated in the wrong way—they are taught different sciences but they are not taught the meaning of life.

The only real science is the knowledge of how a person should live his life. And this knowledge is open to everyone. (January 18)

If all knowledge were good, then pursuit of every sort of knowledge would be useful. But many false meditations are disguised as good and useful knowledge; therefore, be strict in selecting the knowledge you want to acquire. (March 16)

If you see that some aspect of your society is bad, and you want to improve it, there is only one way to do so: you have to improve people. And in order to improve people, you begin with only one thing: you can become better yourself. (March 17)

Beware of false knowledge. All evil comes from it.

Knowledge is limitless. Therefore, there is a minuscule difference between those who know a lot and those who know very little. (April 1)

Ignorance in itself is neither shameful nor harmful. Nobody can know everything. But pretending that you know what you actually do not know is both shameful and harmful. (April 18)

Every person has only one purpose: to find perfection in goodness. Therefore, only that knowledge is necessary which leads us to this. (May 3)

There are two very clear indications of real science and real art: the first inner sign is that a scholar or an artist works not for profit, but for sacrifice, for his calling; the second, outer sign is that his works are understandable to all people. Real science studies and makes accessible that knowledge which people at that period of history think important, and real art transfers this truth from the domain of knowledge to the domain of feelings.

Creating art is not as elevated a thing as many people guess, but certainly it is a useful and kind thing to do, especially if it brings people together and arouses kind feelings in them. (July 2)

It is better to know less than necessary than to know more than necessary. Do not fear the lack of knowledge, but truly fear unnecessary knowledge which is acquired only to please vanity. (September 23)

Though much of A Calendar of Wisdom bears the dated religiosity of the era — and of an old man confronting his mortality in that era — many of the collected thoughts resonate with timeless secular sagacity. Complement it with Montaigne on the art of living and the collected wisdom of modern icons on the meaning of life.

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21 FEBRUARY, 2013

Bertrand Russell on Human Nature, Construction vs. Destruction, and Science as a Key to Democracy


On the art of acquiring “a high degree of intellectual culture without emotional atrophy.”

In 1926, British philosopher, mathematician, historian, and social critic Bertrand Russell — whose 10 commandments of teaching endure as a timeless manifesto for education, whose poignant admonition is among history’s greatest insights on love, whose message to descendants should be etched into every living heart — penned Education and the Good Life (public library), exploring the essential pillars of building character through proper education and how that might relate to broader questions of politics, psychology, and moral philosophy.

One of Russell’s key assertions is that science education — something that leaves much to be desired nearly a century later — is key to attaining a future of happiness and democracy:

For the first time in history, it is now possible, owing to the industrial revolution and its byproducts, to create a world where everybody shall have a reasonable chance of happiness. Physical evil can, if we choose, be reduced to very small proportions. It would be possible, by organization and science, to feed and house the whole population of the world, not luxuriously, but sufficiently to prevent great suffering. It would be possible to combat disease, and to make chronic ill-health very rare. … All this is of such immeasurable value to human life that we dare not oppress the sort of education which will tend to bring it about. in such an education, applied science will have to be the chief ingredient. Without physics and physiology and psychology, we cannot build the new world.

Still, Russell is sure to offer a disclaimer, advocating for the equal importance of the humanities, and asks:

What will be the good of the conquest of leisure and health, if no one remembers how to use them?

The humanities, he argues, help develop the imagination which, like many great scientists have attested, is key to progress:

It is only through imagination that men become aware of what the world might be; without it, ‘progress’ would become mechanical and trivial.


Cast-iron rules are above all things to be avoided.

In a mechanistic civilization, there is grave danger of a crude utilitarianism, which sacrifices the whole aesthetic side of life to what is called ‘efficiency.’

Echoing Galileo’s concerns about science and dogma, Russell writes:

Passionate beliefs produce either progress or disaster, not stability. Science, even when it attacks traditional beliefs, has beliefs of its own, and can scarcely flourish in an atmosphere of literary skepticism. … And without science, democracy is impossible.


Neither acquiescence in skepticism nor acquiescence in dogma is what education should produce. What it should produce is a belief that knowledge is attainable in a measure, though with difficulty; that much of what passes for knowledge at any given time is likely to be more or less mistaken, but that the mistakes can be rectified by care and industry. In acting upon our beliefs, we should be very cautious where a small error would mean disaster; nevertheless it is upon our beliefs that we must act. This state of mind is rather difficult: it requires a high degree of intellectual culture without emotional atrophy. But though difficult it is not impossible; it is in fact the scientific temper. Knowledge, like other good things, is difficult, but not impossible; the dogmatist forgets the difficulty, the skeptic denies the possibility. Both are mistaken, and their errors, when wide-spread, produce social disaster.

In a later chapter, he considers another double-edged sword of dogmatic thinking:

It is a dangerous error to confound truth with matter-of-fact. Our life is governed not only by facts, but by hopes; the kind of truthfulness which sees nothing but facts is a prison for the human spirit.

But one of Russell’s most important assertions, reminiscent of the old Cherokee parable of the two wolves, explores the fundamental predispositions of human nature:

In the immense majority of children, there is the raw material of a good citizen and also the raw material of a criminal.


The raw material of instinct is ethically neutral, and can be shaped either to good or evil by the influence of the environment.

In a related meditation, Russell articulates beautifully something ineffable yet essential, something we too frequently forget, of which a dear friend recently reminded me, and writes:

Construction and destruction alike satisfy the will to power, but construction is more difficult as a rule, and therefore gives more satisfaction to the person who can achieve it. … We construct when we increase the potential energy of the system in which we are interested, and we destroy when we diminish the potential energy. … Whatever may be thought of these definitions, we all know in practice whether an activity is to be regarded as constructive or destructive, except in a few cases where a man professes to be destroying with a view to rebuilding and are not sure whether he is sincere.


The first beginnings of many virtues arise out of experiencing the joys of construction.


Those whose intelligence is adequate should be encouraged in using their imaginations to think out more productive ways of utilizing existing social forces or creating new ones.

Education and the Good Life is a remarkable read in its entirety — highly recommended.

Artwork: “Choosing Sides” by Owen Mortensen, courtesy my living room wall

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