“A good teacher offers practice, a bad one offers theories.”

What Are People For? (1990)
Context: A teacher's major contribution may pop out anonymously in the life of some ex-student's grandchild. A teacher, finally, has nothing to go on but faith, a student nothing to offer in return but testimony.

"Wallace Stegner and the Great Community".

Source: 1970s, Organizational Analysis: A Sociological View, 1970, p. vii
Context: It is surprising how much discipline is imposed upon theory by requiring that it ‘make a difference’ and provide guidance or useful illumination. I learned long ago from students in professional schools that questions of ‘so what’ or ‘what relevance does this have’ do not signify impatience with theory per se, much less anti-intellectualism, but only impatience with the obvious, general, remote, and vague statements that often parade as social science theory. One test of good theory is that it have practical implications.

Source: Knowing Our Place in the Animal World, p. 68

Source: Propaganda (1928), p. 39

On Herbert Hoover, as quoted in "Lords of Finance" (2011), by Liaquat Ahamed, Random House, p. 299.
1920s

Source: Quest for prosperity: the life of a Japanese industrialist. 1988, p. 58

Source: Influencing men in business, 1911, p. 133
Context: Goods offered as means of gaining social prestige make their appeals to one of the most profound of the human instincts. In monarchies this instinct is regarded as a mere tendency to imitate royalty. In America, with no such excuse, the eagerness with which we attempt to secure merchandise used by the "swell and swagger" is absurd, but it makes it possible for the advertiser to secure more responses than might otherwise be possible.. As an illustration of this fact we need but to look at the successful advertisements of clothing, automobiles, etc. The quality of the goods themselves does not seem to be so important as the apparent prestige given by the possession of the goods.

Source: Liberty, Equality, Fraternity (1873-1874), Ch. 2