| The first excerpt represents the past or something you must release, and is drawn from The People That Time Forgot by Edgar Rice Burroughs: every tribal abiding-place were closely linked with the
Caspakian scheme of evolution, and that the daily immersion of
the females in the greenish slimy water was in response to some
natural law, since neither pleasure nor cleanliness could be
derived from what seemed almost a religious rite. Yet I was
still at sea; nor, seemingly, could Ajor enlighten me, since
she was compelled to use words which I could not understand and
which it was impossible for her to explain the meanings of.
As we stood talking, we were suddenly startled by a commotion
in the bushes and among the boles of the trees surrounding us,
and simultaneously a hundred Kro-lu warriors appeared in a
The People That Time Forgot |
The second excerpt represents the present or the deciding factor of the moment, and is drawn from The Chessmen of Mars by Edgar Rice Burroughs: more wonderful about your carcass than there is about the carcass
of a banth. It is only your brain that makes you superior to the
banth, but your brain is bound by the limitations of your body.
Not so, ours. With us brain is everything. Ninety per centum of
our volume is brain. We have only the simplest of vital organs
and they are very small for they do not have to assist in the
support of a complicated system of nerves, muscles, flesh and
bone. We have no lungs, for we do not require air. Far below the
levels to which we can take the rykors is a vast network of
burrows where the real life of the kaldane is lived. There the
air-breathing rykor would perish as you would perish. There we
The Chessmen of Mars |
The third excerpt represents the future or something you must embrace, and is drawn from The Narrative of the Life of Frederick Douglass: An American Slave by Frederick Douglass: learn. Their minds had been starved by their cruel
masters. They had been shut up in mental darkness.
I taught them, because it was the delight of my
soul to be doing something that looked like better-
ing the condition of my race. I kept up my school
nearly the whole year I lived with Mr. Freeland;
and, beside my Sabbath school, I devoted three eve-
nings in the week, during the winter, to teaching the
slaves at home. And I have the happiness to know,
that several of those who came to Sabbath school
learned how to read; and that one, at least, is now
The Narrative of the Life of Frederick Douglass: An American Slave |
