“[The Book of Mormon] is given to you as a Urim and Thummim, as your own personal seer stone. Look into it and learn how to see the world by its light. And as you do, you'll be shown not only how to say but to do what the Lord requires.”
“Do you know why you’re here?' the doctor said.
Clumsiness. Clumsiness is the first and then we have a list: lazy, wayward, headstrong, fat, ugly, mean, tactless, and cruel. Also a liar. That category includes subheads: (a) False blindness, imaginary pains causing real doubling-up, untrue lapses of hearing, lying leg injuries, fake dizziness, and unproved and malicious malingering s; (b) Being a bad sport. Did I leave out unfriendliness?…Also unfriendliness.”
Source: I Never Promised You a Rose Garden
“If you are trying to look clean, neat and avoid casting your nets in trouble waters, you will catch no fish.”
Source: Become a Better You
“Soft, flexible thread of this sort is a necessary prerequisite to making woven cloth. On a far more basic level, string can be used simply to tie things up - to catch, to hold, to carry. From these notions come snares and fishlines, tethers and leashes, carrying nets, handles, and packages, not to mention a way of binding objects together to form more complex tools.”
Source: Women's Work: The First 20,000 Years: Women, Cloth, and Society in Early Times
“Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.”
Source: The End of Education: Redefining the Value of School
“...to know an other's interior life you are his confessor or a writer - the one is admitted freely, the other intrudes by discerning of spirits”
Source: A Familiar Rain
“The Spirit. That thing on loan from God, that thing He’ll eventually want back.”
Source: In Limbo
“I did not know what was in her that was mine, that I was searching for throughout my life.”
Source: Hang My Heart on the Shadows of Light: A Novel
“The Spirit reveals itself to us all the time, at every turn, but we choose to look away from it and only see the mundane because deep down no matter how much we say otherwise, most of us cannot at the core of us truly believe that there is something beyond the physical.”
Source: The Art of Transmutation
“The Tilism-e-Azam will never end. It will remain and you and I, with our captive souls will live on. There is happiness in living inside an illusion, who needs a soul? Rooh ki parwaaz ho gayi, yeh jism hai jo jeeye jaa raha hai, the soul has flown away and this stubborn body lives on. Mirza Kallan sighs, takes his bowl and lota, collects the coins from his host, touches his forehead in salam and leaves, ignoring the murmuring and protesting audience.”
Source: The Begum and the Dastan