Quotes about instruction

A collection of quotes on the topic of instruction, use, other, doing.

Quotes about instruction

“The secret of getting successful work out of your trained men lies in one nutshell—in the clearness of the instructions they receive.”

Robert Baden-Powell (1857–1941) lieutenant-general in the British Army, writer, founder and Chief Scout of the Scout Movement

Training, Men, Secret, Success

“The secret of sound education is to get each pupil to learn for himself, instead of instructing him by driving knowledge into him on a stereotyped system.”

Robert Baden-Powell (1857–1941) lieutenant-general in the British Army, writer, founder and Chief Scout of the Scout Movement

The Scouter http://www.thedump.scoutscan.com/outlook.html (January, 1912)

Secret, Education, Knowledge, Learning

“Whether you hate me or not, I'm the leader. If the team is scattered, there's only one leader. Therefore, you must follow the instructions of the commander. Obito, you haven't got any strength. Because of that, I'm the leader.”

Hatake Kakashi book Naruto

To Obito, In Kakashi Gaiden

Hate

“The surest way to corrupt a youth is to instruct him to hold in higher esteem those who think alike than those who think differently.”

Friedrich Nietzsche book The Dawn

Man verdirbt einen Jüngling am sichersten, wenn man ihn anleitet, den Gleichdenkenden höher zu achten, als den Andersdenkenden.
The Dawn, Sec. 297

Youth, Way, Thinking

“Endurance is composed of four attributes: eagerness, fear, piety and anticipation (of death). so whoever is eager for Paradise will ignore temptations; whoever fears the fire of Hell will abstain from sins; whoever practices piety will easily bear the difficulties of life and whoever anticipates death will hasten towards good deeds.
Conviction has also four aspects to guard oneself against infatuations of sin; to search for explanation of truth through knowledge; to gain lessons from instructive things and to follow the precedent of the past people, because whoever wants to guard himself against vices and sins will have to search for the true causes of infatuation and the true ways of combating them out and to find those true ways one has to search them with the help of knowledge, whoever gets fully acquainted with various branches of knowledge will take lessons from life and whoever tries to take lessons from life is actually engaged in the study of the causes of rise and fall of previous civilizations.
Justice also has four aspects depth of understanding, profoundness of knowledge, fairness of judgment and dearness of mind; because whoever tries his best to understand a problem will have to study it, whoever has the practice of studying the subject he is to deal with, will develop a clear mind and will always come to correct decisions, whoever tries to achieve all this will have to develop ample patience and forbearance and whoever does this has done justice to the cause of religion and has led a life of good repute and fame.
Jihad is divided into four branches: to persuade people to be obedient to Allah; to prohibit them from sin and vice; to struggle (in the cause of Allah) sincerely and firmly on all occasions and to detest the vicious. Whoever persuades people to obey the orders of Allah provides strength to the believers; whoever dissuades them from vices and sins humiliates the unbelievers; whoever struggles on all occasions discharges all his obligations and whoever detests the vicious only for the sake of Allah, then Allah will take revenge on his enemies and will be pleased with Him on the Day of Judgment.”

Ali book Nahj al-Balagha

Nahj al-Balagha

Life, Death, People, Truth

“An ordinary teacher instructs and leaves his disciple, but a great teacher strives to make his disciple see reason by pushing him to his limits.”

Swami Samarpanananda Monk, Author, Teacher

Junglezen Sheru ( Page 140 )

Making love, Teachers

“The only thing that stands between you and your wellbeing is a simple fact: you have allowed your thoughts and emotions to take instruction from the outside rather than the inside. On”

Sadhguru book Inner Engineering: A Yogi's Guide to Joy

Variant: The only thing that stands between you and your well-being is a simple fact: you have allowed your thoughts and emotions to take instruction from the outside rather than the inside. On
Source: Inner Engineering: A Yogi's Guide to Joy

“Do not read, as children do, to amuse yourself, or like the ambitious, for the purpose of instruction. No, read in order to live.”

Gustave Flaubert (1821–1880) French writer (1821–1880)

Correspondence, Letters to Mademoiselle Leroyer de Chantepie
Variant: Do not read as children do to enjoy themselves, or, as the ambitious do to educate themselves. No, read to live.
Context: Do not read as children do to enjoy themselves, or, as the ambitious do to educate themselves. No, read to live. (June 1857)

Deep, Children, Reading

“Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.”

John Dewey (1859–1952) American philosopher, psychologist, and educational reformer

Failure, Thinking, Learning, Success

“Mathematicians have constructed a very large number of different systems of geometry, Euclidean or non-Euclidean, of one, two, three, or any number of dimensions. All these systems are of complete and equal validity. They embody the results of mathematicians' observations of their reality, a reality far more intense and far more rigid than the dubious and elusive reality of physics. The old-fashioned geometry of Euclid, the entertaining seven-point geometry of Veblen, the space-times of Minkowski and Einstein, are all absolutely and equally real. …There may be three dimensions in this room and five next door. As a professional mathematician, I have no idea; I can only ask some competent physicist to instruct me in the facts.
The function of a mathematician, then, is simply to observe the facts about his own intricate system of reality, that astonishingly beautiful complex of logical relations which forms the subject-matter of his science, as if he were an explorer looking at a distant range of mountains, and to record the results of his observations in a series of maps, each of which is a branch of pure mathematics. …Among them there perhaps none quite so fascinating, with quite the astonishing contrasts of sharp outline and shade, as that which constitutes the theory of numbers.”

G. H. Hardy (1877–1947) British mathematician

"The Theory of Numbers," Nature (Sep 16, 1922) Vol. 110 https://books.google.com/books?id=1bMzAQAAMAAJ p. 381

Beauty, Mountain, Mathematics, Idea

“All innovators, logically speaking, have been Futurists in relation to their time. Palestrina would have thought that Bach was crazy, and Bach would have thought Beethoven the same, and Beethoven would have thought Wagner equally so.
Rossini liked to boast that he had finally understood the music of Wagner—by reading it backward; Verdi, after listening to the overture to Tannhäuser, wrote to a friend that Wagner was mad.
So we stand at the window of a glorious mental hospital, even while we unhesitatingly declare that counterpoint and the fugue, which even today are still considered the most important branches of musical instruction…”

Francesco Balilla Pratella (1880–1955) Italian composer

Original text:
Tutti gli innovatori sono stati logicamente futuristi, in relazione ai loro tempi. Palestrina avrebbe giudicato pazzo Bach, e così Bach avrebbe giudicato Beethoven, e così Beethoven avrebbe giudicato Wagner.
Rossini si vantava di aver finalmente capito la musica di Wagner leggendola a rovescio! Verdi, dopo un’audizione dell’ouverture del Tannhäuser, in una lettera a un suo amico chiamava Wagner matto.
Siamo dunque alla finestra di un manicomio glorioso, mentre dichiariamo, senza esitare, che il contrappunto e la fuga, ancor oggi considerati come il ramo più importante dell’insegnamento musicale...
Source: Technical Manifesto of Futurist Music (1911), p. 80

Music, Time, Reading, Madness

“Long and tedious reflection cannot enable us to shape our decisions and attitudes properly; only that definite and clear instruction which we gain can form a direct inner link to God. This instruction alone is able to give us the inner firmness and lasting peace of mind which must be regarded as the highest boon in life. And if we ascribe to God, in addition to His omnipotence and omniscience, also the attributes of goodness and love, recourse to Him produces an increased feeling of safety and happiness in the human being thirsting for solace. Against this conception not even the slightest objection can be raised from the point of natural science, for as we pointed it out before, questions of ethics are entirely outside of its realm.”

Max Planck (1858–1947) German theoretical physicist

Religion and Natural Science (1937)

Love, Life, God, Peace

“It is essential to seek out enemy agents who have come to conduct espionage against you and to bribe them to serve you. Give them instructions and care for them. Thus doubled agents are recruited and used.”

Sun Tzu (-543–-495 BC) ancient Chinese military general, strategist and philosopher from the Zhou Dynasty

Source: The Art of War, Chapter XIII · Intelligence and Espionage

“Let the main object… to seek and to find a method of instruction, by which teachers may teach less, but learners learn more.”

John Amos Comenius (1592–1670) Czech teacher, educator, philosopher and writer

Learning, Teachers

“The story of terrorism is written by the state and it is therefore highly instructive… compared with terrorism, everything else must be acceptable, or in any case more rational and democratic.”

Guy Debord book The Society of the Spectacle

Source: The Society of the Spectacle

“You mustn’t wish for another life. You mustn’t want to be somebody else. What you must do is this:
“Rejoice evermore.
Pray without ceasing.
In everything give thanks.”
I am not all the way capable of so much, but those are the right instructions.”

Wendell Berry (1934) author

Source: Hannah Coulter

Life, Way

“Instructions for living a life:
Pay attention.
Be astonished.
Tell about it.”

Mary Oliver (1935–2019) American writer

"Sometimes", § 4
Red Bird (2008)
Variant: Pay attention.
Be astonished.
Tell about it.

Life

“A book has but one voice, but it does not instruct everyone alike.”

Thomas à Kempis (1380–1471) German canon regular

Books

“Don't bother to give God instructions; just report for duty.”

Corrie ten Boom (1892–1983) Dutch resistance hero and writer

God

“We are losing our common vocabulary, built over thousands of years to help and delight and instruct us, for the sake of what we take to be the new technology's virtues.”

Alberto Manguel (1948) writer

Source: The Library at Night

Help

“It seemed to me,' said Wonko the Sane, 'that any civilization that had so far lost its head as to need to include a set of detailed instructions for use in a package of toothpicks, was no longer a civilization in which I could live and stay sane.”

Douglas Adams book So Long, and Thanks for All the Fish

Source: So Long, and Thanks for All the Fish

“The best instruction is that which uses the least words sufficient for the task.”

Maria Montessori (1870–1952) Italian pedagogue, philosopher and physician

Source: The Discovery of the Child (1948), Ch. 7

“JB: And the practical consequences of that political reason would be then aggression against the Russians interviewer: might have been world war III. JB: Absolutely. And that's why we were querying our instruction from an American general. Fortunately, up on the radio came Gen Mike Jackson, whose exact words at the time were, 'I'm not going to have my soldiers be responsible for starting World War III”

James Blunt (1974) English singer-songwriter

http://www.bbc.co.uk/news/uk-politics-11753050

War, World, Time

“Rhetoric, it seems, is a producer of persuasion for belief, not for instruction in the matter of right and wrong … And so the rhetorician's business is not to instruct a law court or a public meeting in matters of right and wrong, but only to make them believe.”

Plato (-427–-347 BC) Classical Greek philosopher

Gorgias

Law, Business

“"Hinn claims to have preached at an all-girls Catholic school in Jerusalem in 1976 and "every single girl in that school got saved, including all the nuns." Since there's only one Catholic girls school in Jerusalem, Schmidt's Girls College, it was a fairly easy matter to question all the nuns who were there in 1976, as well as Father Dusind, who has overseen all religious instruction since 1955. The result? "This is nonsense, real nonsense," Dusind told Fisher and Goedelman. "It never happened and could not happen because a Charismatic healer or Protestant preacher would never ever be let in to talk to the girls."”

Benny Hinn (1952) American-Canadian evangelist

About

School, Girl, Question

“You, Knights of Columbus, are particularly fitted to play a great part in the movement for national solidarity, without which there can be no real efficiency in either peace or war. During the last year and a quarter it has been brought home to us in startling fashion that many of the elements of our nation are not yet properly fused. It ought to be a literally appalling fact that members of two of the foreign embassies in this country have been discovered to be implicated in inciting their fellow-countrymen, whether naturalized American citizens or not, to the destruction of property and the crippling of American industries that are operating in accordance with internal law and international agreement. The malign activity of one of these embassies has been brought home directly to the ambassador in such shape that his recall has been forced. The activities of the other have been set forth in detail by the publication in the press of its letters in such fashion as to make it perfectly clear that they were of the same general character. Of course, the two embassies were merely carrying out the instructions of their home governments.”

Theodore Roosevelt (1858–1919) American politician, 26th president of the United States

1910s, Address to the Knights of Columbus (1915)

War, Peace, Law, Home

“The war was a “tragic error,” but not “fundamentally wrong or immoral” (as the overwhelming majority of the American people continue to believe), and surely not criminal aggression - the judgment that would be reached at once on similar evidence if the responsible agent were not the USA, or an ally or client. Our point is not that the retrospectives fail to draw what seem to us, as to much of the population, the obvious conclusions; the more significant and instructive point is that principled objection to the war as “fundamentally wrong and immoral,” or as an outright criminal aggression - a war crime - is inexpressible. It is not part of the spectrum of discussion. The background for such a principled critique cannot be developed in the media, and the conclusions cannot be drawn. It is not present even to be refuted. Rather, the idea is unthinkable. All of this reveals with great clarity how foreign to the mobilized media is a conception of the media as a free system of information and discussion, independent of state authority and elite interests.”

Noam Chomsky book Manufacturing Consent: The Political Economy of the Mass Media

Herman and Chomsky (1988), Manufacturing Consent, p. 252.
Quotes 1960s-1980s, 1980s

War, People, Error, Idea

“I was really ugly [circa 8 a 10 years old] and had an admiration complex for Christi [her beautiful sister]. They sent us tot the ous of senora Maria a Campos for instruction... I asked about the mysteries of the Bible, and I think I behaved badly so they sent me to a retreat. It was the usual thing: "to dedicate oneself mor to God".... it was a house where one spent about fifteen days... I asked the priest so many questions about how Christ was born, and was the virgin really a virgin, that they threw me out.”

Frida Kahlo (1907–1954) Mexican painter

9 September 1950
Source: 1946 - 1953, "Song of herself"; interviews by Olga Campos, Sept. 1950, Chapter 'My life', p. 64

God, Beauty, Question, Thinking

“Our decisions are to a much greater extent dependent on our desire to conform to the standards of our class and environment than we are inclined to admit. A considerable proportion of our reasoning is merely an automatic function, so to speak, of influences and impressions which have become part of us, and anyone who has been brought up from childhood in the stern school of military discipline is particularly apt to succumb to the hypnotic and compulsive force exercised by an order of word of command; a force which is logically entirely incomprehensible and which irresistibly undermines his will. In the straitjacket of a uniform, even though fully aware of their absurdity, an officer will carry out his instructions lie a sleep-walker, unresistingly and almost unconsciously.”

Stefan Zweig book Beware of Pity

Beware of Pity (1939)

Lie, School, Exercises, Decision

“I have given instructions that I be informed every time one of our soldiers is killed, even if it is in the middle of the night. When President Nasser leaves instructions that he is to be awakened in the middle of the night if an Egyptian soldier is killed, there will be peace.”

Golda Meir (1898–1978) former prime minister of Israel

Source: https://books.google.com.ar/books?id=iFsKDzuRfNkC&pg=PA35&lpg=PA35&dq=I+have+given+instructions+that+I+be+informed+every+time+one+of+our+soldiers+is+killed,+even+if+it+is+in+the+middle+of+the+night.+When+President+Nasser+leaves+instructions+that+he+is+to+be+awakened+in+the+middle+of+the+night+if+an+Egyptian+soldier+is+killed,+there+will+be+peace.&source=bl&ots=uyEzv-aQ4v&sig=ee9r_1Rchk34xECFV2PoqgnTLYk&hl=es-419&sa=X&ei=_ZOgVNjyBZKDNsT6gbAL&ved=0CBkQ6AEwAQ#v=onepage&q=I%20have%20given%20instructions%20that%20I%20be%20informed%20every%20time%20one%20of%20our%20soldiers%20is%20killed%2C%20even%20if%20it%20is%20in%20the%20middle%20of%20the%20night.%20When%20President%20Nasser%20leaves%20instructions%20that%20he%20is%20to%20be%20awakened%20in%20the%20middle%20of%20the%20night%20if%20an%20Egyptian%20soldier%20is%20killed%2C%20there%20will%20be%20peace.&f=false

Peace, Time, Night

“Serenity is the first thing people with addiction issues are instructed to request: God, grant me the serenity To accept the things I cannot change, Courage to change the things I can, And the wisdom to know the difference.”

Russell Brand book Revolution

Revolution (2014)

Wisdom, God, People, Courage

“To Ehrenfest I owe a great deal. I studied physics at a time when a number of fascinating persons were there together. Ehrenfest would not instruct as such, as he preferred dialogue. Thanks to him I could participate in discussions with Albert Einstein. Also Kamerling Onnes, Lorentz and Zeeman were present. Being a student in the hands of such teachers, you are very fortunate indeed.”

Jan Tinbergen (1903–1994) Dutch economist

Source: NRC-Handelsblad in 1987; as quoted in: Jan Tinbergen http://www-history.mcs.st-andrews.ac.uk/Biographies/Tinbergen.html at MacTutor History of Mathematics, 2009: Quote about one of his teachers at the University of Leiden

Study, Teachers, Time, Personality

“When you read Genesis, you find that it was Adam who was given the specific instruction not to eat the fruit of the tree. You see, Adam was created first, and God had ordained that he was to be the head of his family. He then gave Adam instruction as to what was expected of him. Adam, of course, would've told Eve, because she was really under his headship. Therefore, when Eve took the fruit, Adam shouldn't have joined her. He should've gone directly to God and asked for a solution. Instead, he joined his wife and brought sin and death into the world. You know, this is a lesson we need to learn today about men taking the leadership role in their families.”

Ken Ham (1951) Australian young Earth creationist

Did Adam have a Bellybutton?: And other tough questions about the Bible (2000)

Death, Men, God, World

“Long discourses, and philosophical readings, at best, amaze and confound, but do not instruct children. When I say, therefore, that they must be treated as rational creatures, I mean that you must make them sensible, by the mildness of your carriage, and in the composure even in the correction of them, that what you do is reasonable in you, and useful and necessary for them; and that it is not out of caprichio, passion or fancy, that you command or forbid them any thing.”

John Locke book Some Thoughts Concerning Education

Sec. 81
Some Thoughts Concerning Education (1693)

Children, Passion, Reading

“I’ve instructed Secretary Kerry to immediately begin discussions with Cuba to reestablish diplomatic relations that have been severed since January of 1961. Going forward, the United States will reestablish an embassy in Havana, and high-ranking officials will visit Cuba.
Where we can advance shared interests, we will — on issues like health, migration, counterterrorism, drug trafficking and disaster response. Indeed, we’ve seen the benefits of cooperation between our countries before. It was a Cuban, Carlos Finlay, who discovered that mosquitoes carry yellow fever; his work helped Walter Reed fight it. Cuba has sent hundreds of health care workers to Africa to fight Ebola, and I believe American and Cuban health care workers should work side by side to stop the spread of this deadly disease. Now, where we disagree, we will raise those differences directly -– as we will continue to do on issues related to democracy and human rights in Cuba. But I believe that we can do more to support the Cuban people and promote our values through engagement. After all, these 50 years have shown that isolation has not worked. It’s time for a new approach.”

Barack Obama (1961) 44th President of the United States of America

2014, Statement on Cuban policy (December 2014)

People, Health, Disease, Democracy

“Our most valuable and most instructive materials in the history of man are treasured up in India.”

Mark Twain (1835–1910) American author and humorist

Max Müller, India: What Can India Teach Us? (1883), p. 15 http://books.google.com/books?id=pIVDAAAAYAAJ&pg=PA15&dq=%22most+valuable+and+most+instructive+materials+in+the+history+of+man+are+treasured+up+in+India%22 Misattributed

History

“Between the first and second Passover John and Christ baptized together, till the imprisonment of John, which was four months before the second. Then Christ began to preach, and call his disciples; and after he had instructed them a year, lent them to preach in the cities of the Jews: at the same time John hearing of the fame of Christ, sent to him to know who he was. At the third, the chief Priests began to consult about the death of Christ. A little before the fourth, the twelve after they had preached a year in all the cities, returned to Christ; and at the same time Herod beheaded John in prison, after he had been in prison two years and a quarter: and thereupon Christ fled into the desert for fear of Herod. The fourth Christ went not up to Jerusalem for fear of the Jews, who at the Passover before had consulted his death, and because his time was not yet come. Thenceforward therefore till the feast of Tabernacles he walked in Galilee, and that secretly for fear of Herod: and after the feast of Tabernacles he returned no more into Galilee, but sometimes was at Jerusalem, and sometimes retired beyond Jordan, or to the city Ephraim by the wilderness, till the Passover in which he was betrayed, apprehended, and crucified.”

Isaac Newton (1643–1727) British physicist and mathematician and founder of modern classical physics

Vol. I, Ch. 11: Of the Times of the Birth and Passion of Christ
Observations upon the Prophecies of Daniel, and the Apocalypse of St. John (1733)

Death, Fear, Time, Christ

“As soon as it is completed, it will be possible for a business man in New York to dictate instructions, and have them instantly appear in type at his office in London or elsewhere. He will be able to call up, from his desk, and talk to any telephone subscriber on the globe, without any change whatever in the existing equipment. An inexpensive instrument, not bigger than a watch, will enable its bearer to hear anywhere, on sea or land, music or song, the speech of a political leader, the address of an eminent man of science, or the sermon of an eloquent clergyman, delivered in some other place, however distant. In the same manner any picture, character, drawing, or print can be transferred from one to another place. Millions of such instruments can be operated from but one plant of this kind. More important than all of this, however, will be the transmission of power, without wires, which will be shown on a scale large enough to carry conviction.”

Nikola Tesla (1856–1943) Serbian American inventor

On the Wardenclyffe Tower, in "The Future of the Wireless Art" in Wireless Telegraphy and Telephony (1908)

Music, Business, Distant, Appearance

“One of the first lessons life teaches us is that on these occasions of back-chat between the delicately-nurtured a man should retire into the offing, curl up in a ball, and imitate the prudent tactics of the opossum, which, when danger is in the air, pretends to be dead, frequently going to the length of hanging out crêpe and instructing its friends to stand round and say what a pity it all is.”

P.G. Wodehouse book Very Good, Jeeves

Very Good, Jeeves (1930)

Life, Dead

“People nowadays think that scientists exist to instruct them, poets, musicians, etc. to give them pleasure. The idea that these have something to teach them”

Ludwig Wittgenstein (1889–1951) Austrian-British philosopher

that does not occur to them.
Source: Culture and Value (1980), p. 36e

People, Pleasure, Idea, Thinking

“The beauty or uncomeliness of many things, in good and ill breeding, will be better learnt, and make deeper impressions on them, in the examples of others, than from any rules or instructions can be given about them.”

John Locke book Some Thoughts Concerning Education

Sec. 82
Some Thoughts Concerning Education (1693)

Beauty

“On the 7th of June our little force of colored and white troops across the Mississippi, at Milliken's Bend, were attacked by about 3,000 men from Richard Taylor's trans-Mississippi command. With the aid of the gunboats they were speedily repelled. I sent Mower's brigade over with instructions to drive the enemy beyond the Tensas Bayou; and we had no further trouble in that quarter during the siege. This was the first important engagement of the war in which colored troops were under fire. These men were very raw, having all been enlisted since the beginning of the siege, but they behaved well.”

Ulysses S. Grant (1822–1885) 18th President of the United States

Source: 1880s, Personal Memoirs of General U. S. Grant (1885), Ch. 37.

Men, War, Color

“A good deal of the corporate planning I have observed is like a ritual rain dance; it has no effect on the weather that follows, but those who engage in it think it does. Moreover, it seems to me that much of the advice and instruction related to corporate planning is directed at improving the dancing, not the weather.”

Russell L. Ackoff (1919–2009) Scientist

Source: 1980s, Creating the Corporate Future, 1981, p. ix in the Preface: "Creating the Corporate Future: Plan or be Planned For," Wiley, April 27, 1981

Thinking, Dance, Weather

“When Sam Goldwyn can with great conviction
instruct Anna Sten in diction,
then Anna shows,
Anything goes!”

Samuel Goldwyn (1879–1974) American film producer (1879-1974).

Cole Porter, Anything Goes.
About

“In a year and a half," "China will be sufficiently reunited to allow me to take my trip around the world. I wish to take Madam Wu and an entourage of about thirty persons, engaging expert guides in each country to instruct me in its governmental and industrial methods.”

Wu Peifu (1878–1939) Chinese general

In the Land of the Laughing Buddha – The Adventures of an American Barbarian in China, Upton Close, 2007, READ BOOKS, 354, 1-4067-1675-8, 2010-06-28 http://books.google.com/books?id=DpQa22PJutwC&pg=RA1-PA266&dq=ma+fu-hsiang&hl=en&ei=DnszTJc6wd-WB4uS7b4L&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCQQ6AEwADgU#v=snippet&q=In%20a%20year%20and%20a%20half%20China%20will%20be%20sufficiently%20reunited%20to%20allow%20me%20to%20take%20my%20trip%20around%20the%20world.&f=false, In the Land of the Laughing Buddha – The Adventures of an American Barbarian in China, Upton Close, 2007, READ BOOKS, 355, 1-4067-1675-8, 2010-06-28 http://books.google.com/books?id=DpQa22PJutwC&pg=RA1-PA266&dq=ma+fu-hsiang&hl=en&ei=DnszTJc6wd-WB4uS7b4L&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCQQ6AEwADgU#v=onepage&q=country%20to%20instruct%20me%20in%20its%20governmental%20and%20industrial%20methods&f=false,

World, Personality, Country

“As for the general idea of what one would do if certain of death in an hour—I fancy most persons in normal health tend to sentimentalise and romanticise a bit about it. For my part—as a realist beyond the age of theatricalism and naive beliefs—I feel quite certain that my own known last hour would be spent quite prosaically in writing instructions for the disposition of certain books, manuscripts, heirlooms, and other possessions. Such a task would—in view of the mental stress—take at least an hour—and it would be the most useful thing I could do before dropping off into oblivion. If I did finish ahead of time, I'd probably spend the residual minutes getting a last look at something closely associated with my earliest memories—a picture, a library table, an 1895 Farmer's Almanack, a small music-box I used to play with at 2 ½, or some kindred symbol—completing a psychological circle in a spirit half of humour and half of whimsical sentimentality. Then—nothingness, as before Aug. 20, 1890.”

H.P. Lovecraft (1890–1937) American author

Letter to a round-robin letter-writing group called "the Coryciani" (14 July 1936), quoted in Lord of a Visible World: An Autobiography in Letters edited by S.T. Joshi, p. 339
Non-Fiction, Letters

Death, Health, Books, Age

“A natural talent is required; for, when Nature opposes, everything else is in vain; but when Nature leads the way to what is most excellent, instruction in the art takes place, which the student must try to appropriate to himself by reflection, becoming an early pupil in a place well adapted for instruction. He must also bring to the task a love of labor and perseverance, so that the instruction taking root may bring forth proper and abundant fruits.”

Hippocrates (-460–-370 BC) ancient Greek physician

2.
The Law

Love, Art, Way, Nature

“When you write a computer program you've got to not just list things out and sort of take an algorithm and translate it into a set of instructions. But when there's a bug — and all programs have bugs — you've got to debug it. You've got to go in, change it, and then re-execute … and you iterate. And that iteration is really a very, very good approximation of learning.”

Nicholas Negroponte (1943) American computer scientist

Nicholas Negroponte: A 30-year history of the future http://www.ted.com/talks/nicholas_negroponte_a_30_year_history_of_the_future, July 2014, TED Talks (about 13:40 into 19:43 video). A 30-year history of the future, TED Talk (2014)

Learning, Change

“So much of modern mathematical work is obviously on the border-line of logic, so much of modern logic is symbolic and formal, that the very close relationship of logic and mathematics has become obvious to every instructed student. The proof of their identity is, of course, a matter of detail: starting with premisses which would be universally admitted to belong to logic, and arriving by deduction at results which as obviously belong to mathematics, we find that there is no point at which a sharp line can be drawn, with logic to the left and mathematics to the right. If there are still those who do not admit the identity of logic and mathematics, we may challenge them to indicate at what point, in the successive definitions and deductions of Principia Mathematica, they consider that logic ends and mathematics begins. It will then be obvious that any answer must be quite arbitrary.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Source: 1910s, Introduction to Mathematical Philosophy (1919), Ch. 18: Mathematics and Logic

Mathematics, Universe, Success

“Hear counsel, and receive instruction, that thou mayest be wise in thy latter end.”

Solomon (-990–-931 BC) king of Israel and the son of David

[Proverbs, 19:20, KJV] (KJV) Variant translation: Listen to counsel and accept discipline, In order to become wise in your future. Proverbs 19:20 http://wol.jw.org/en/wol/b/r1/lp-e/nwt/E/2013/20/19#h=548:0-549:0

“Young men, have confidence in those powerful and safe methods, of which we do not yet know all the secrets. And, whatever your career may be, do not let yourselves become tainted by a deprecating and barren scepticism, do not let yourselves be discouraged by the sadness of certain hours which pass over nations. Live in the serene peace of laboratories and libraries. Say to yourselves first : ' What have I done for my instruction? ' and, as you gradually advance, 'What have I done for my country?' until the time comes when you may have the immense happiness of thinking that you have contributed in some way to the progress and to the good of humanity. But, whether our efforts are or not favoured by life, let us be able to say, when we come near the great goal, ' I have done what I could.”

Louis Pasteur (1822–1895) French chemist and microbiologist

The life of Pasteur (1911), Volume II http://archive.org/stream/lifeofpasteurtra02valluoft/lifeofpasteurtra02valluoft_djvu.txt. p. 228 Variant translation: "Do not let yourself be tainted with a barren skepticism.", as quoted in The Louisville & Nashville Employes' Magazine Vol. 20 (1944)‎, p. 28

Life, Men, Secret, Sadness

“No one can escape the power of language, let alone those of English birth brought up from childhood, as Mrs. Hilbery had been, to disport themselves now in the Saxon plainness, now in the Latin splendor of the tongue, and stored with memories, as she was, of old poets exuberating in an infinity of vocables. Even Katharine was slightly affected against her better judgment by her mother's enthusiasm. Not that her judgment could altogether acquiesce in the necessity for a study of Shakespeare's sonnets as a preliminary to the fifth chapter of her grandfather's biography. Beginning with a perfectly frivolous jest, Mrs. Hilbery had evolved a theory that Anne Hathaway had a way, among other things, of writing Shakespeare's sonnets; the idea, struck out to enliven a party of professors, who forwarded a number of privately printed manuals within the next few days for her instruction, had submerged her in a flood of Elizabethan literature; she had come half to believe in her joke, which was, she said, at least as good as other people's facts, and all her fancy for the time being centered upon Stratford-on-Avon.”

Virginia Woolf book Night and Day

Source: Night and Day (1919), Ch. 24

People, Way, Literature, Idea

“Essentially, a fuzzy algorithm is an ordered sequence of instructions (like a computer program) in which some of the instructions may contain labels or fuzzy sets, e. g.:
Reduce x slightly if y is very large
Increase x very slightly if y is not very large and not very small
If x is small then stop; otherwise increase x by 2.”

Lotfi A. Zadeh (1921–2017) Electrical engineer and computer scientist

Source: 1970s, Outline of a new approach to the analysis of complex systems and decision processes (1973), p. 30

“Art can no longer afford to be contemptuous of politics, and it appears to be time politics took a little instruction from art.”

William Saroyan (1908–1981) American writer

Something About a Soldier (1940)

Art, Appearance, Time

“Mahabharata is also a division of the Vedas, but it is meant for women, sudras and dvija-bandhus, the worthless children of the higher section. The less intelligent section of society can avail themselves of the Vedic instructions simply by studying the Mahabharata.”

A.C. Bhaktivedanta Swami Prabhupada (1896–1977) Indian guru

Srimad Bhagavatam, Bhaktivedanta Book Trust, 1999. Canto 3, Chapter 7, verse 29, purport. Vedabase http://www.vedabase.com/en/sb/3/7/29 Quotes from Books: Loving God, Quotes from Books: Regression of Women's Rights

Women, Children, Intelligence, Study

“But right now, the key is to make sure that the public is following instructions. For those of you who still need additional information about how to respond, you can go to Ready. gov -- that’s Ready. gov. And that website should provide you with all the information that your family needs in terms of how you can prepare for this storm.”

Barack Obama (1961) 44th President of the United States of America

Remarks by the President on Hurricane Sandy http://www.whitehouse.gov/photos-and-video/video/2012/10/29/president-obama-makes-statement-hurricane-sandy#transcript, quoted in * 2012-10-29 FEMA, W.H. send storm victims to Internet Steve Friess Politico http://www.politico.com/news/stories/1012/83024.html?hp=l10 2012-11-02 2012

Family

“Either I do not corrupt them, or I corrupt them unintentionally, so that on either view of the case you lie. If my offense is unintentional, the law has no cognizance of unintentional offenses; you ought to have taken me privately, and warned and admonished me; for if I had been better advised, I should have left off doing what I only did unintentionally — no doubt I should; whereas you hated to converse with me or teach me, but you indicted me in this court, which is the place not of instruction, but of punishment.”

Socrates (-470–-399 BC) classical Greek Athenian philosopher

26a
Plato, Apology

Hate, Lie, Law

“One should never forget, that society would rather be amused than instructed.”

Adolph Freiherr Knigge book Über den Umgang mit Menschen

Vor allen Dingen soll man nie vergessen, daß die Gesellschaft lieber unterhalten, als unterrichtet sein will.
Variant translation: Above all, we should never forget that society would prefer to be entertained, than taught.
Über den Umgang mit Menschen (1788)

Forgetting

“The past treatment of Africans must naturally fill them with abhorrence of Christians; lead them to think our religion would make them more inhuman savages, if they embraced it; thus the gain of that trade has been pursued in opposition to the Redeemer's cause, and the happiness of men: Are we not, therefore, bound in duty to him and to them to repair these injuries, as far as possible, by taking some proper measures to instruct, not only the slaves here, but the Africans in their own countries? Primitive Christians laboured always to spread their Divine Religion; and this is equally our duty while there is an Heathen nation: But what singular obligations are we under to these injured people!”

Thomas Paine (1737–1809) English and American political activist

1770s, African Slavery in America (March 1775)

Men, People, Religion, Nature

“First delight, then instruct.”

Wilhelm Von Humboldt (1767–1835) German (Prussian) philosopher, government functionary, diplomat, and founder of the University of Berlin

Erst erfreuen, dann belehren.
Karl Friedrich Schinkel and Gustav Friedrich Waagen in "On the Purpose of the Berlin Gallery" [Über die Aufgabe der Berliner Galerie] (1828); occasionally attributed to von Humboldt, who had quoted Schinkel and Waagen in a report.
Misattributed

“Although indulgences are the very merits of Christ and of His saints and so should be treated with all reverence, they have in fact nonetheless become a shocking exercise of greed. For who actually seeks the salvation of souls through indulgences, and not instead money for his coffers? This is evident from the way indulgences are preached. For the commissioners and preachers do nothing but extol indulgences and incite the people to contribute. You hear no one instructing the people about what indulgences are, or about how much they grant, or about the purpose they serve. Instead, all you hear is how much one must contribute. The people are always left in ignorance, so that they come to think that by gaining indulgences they are at once saved.”

Martin Luther (1483–1546) seminal figure in Protestant Reformation

Tractatus de indulgentiis per Doctorem Martinum ordinis s. Augustini Wittenbergae editus., or, A Treatise on Indulgences Published by Doctor Martin of the Order of St. Augustine in Wittenberg. To Archbishop Albrecht of Mainz (31 October 1517) Luther's "forgotten" treatise was found in the Mainz archives “among the papers making up the correspondence between Archbishop Albrecht and the Mainz University faculty in December 1517” and published by F. Herrmann in the Zeitschrift für Kirchengeschichte (ZKG) in 1907, vol. 28, pp. 370-373. Catholic Luther scholar Jared Wicks S. J. believes this early treatise to be of considerable historical significance: "This document is the short treatise sketching a tentative theology of indulgences which Luther sent to Archbishop Albrecht of Mainz and Magdeburg on that fateful October 31, 1517. The other two documents of Luther's intervention are well known. First, there was the respectful, though urgent letter to the Archbishop in which Luther related the misunderstandings being spread by Tetzel's preaching and in which he begged the Archbishop to issue new instructions which would bring Tetzel under control. Secondly, there was the list of Latin theses on the doctrine and practice of indulgences which Luther intended to use as the basis of a theological discussion of the many vexed questions in this area. The third document sent to Albrecht, Luther's treatise, has not received the attention it deserves from historians and theologians studying the beginning of the Reformation. This is most regrettable, since the treatise depicts in orderly and succinct fashion Luther's understanding of indulgences in 1517 and reveals his conception of their limited role in Christian living. The treatise gives us the theological standpoint on which Luther based his intervention, and it shows in miniature the rich Augustinian spirituality of penance and progress that he had forged in his early works. ...[T]he great tragedy of 1517 was that the barbed [95] theses spread over Germany in a matter of weeks, and this penetrating little treatise fell into dusty oblivion." Martin Luther's Treatise on Indulgences, Theological Studies 28 (1967), pp. 481-482, 518. http://www.google.com/search?tbm=bks&hl=en&q=%22forgotten+document+in+luther%27s%22&btnG=#hl=en&q=%22forgotten%20document%20in%20luther%27s%22&um=1&bpcl=35466521&psj=1&ie=UTF-8&sa=N&tab=pw&psj=1&ei=Y-6JUJ-mL4eo8gShuYDIBQ&bav=on.2,or.r_gc.r_pw.r_qf.&fp=e5b835ba41618e18&biw=1232&bih=702 http://www.google.com/search?tbm=bks&hl=en&q=%22forgotten+document+in+luther%27s%22&btnG=#hl=en&q=%22forgotten+document+in+luther%27s%22&um=1&bpcl=35466521&psj=1&ie=UTF-8&tbo=u&tbm=bks&source=og&sa=N&tab=wp&psj=1&bav=on.2,or.r_gc.r_pw.r_qf.&fp=4fa257fccf8e3a83&biw=1232&bih=702

Money, People, Way, Exercises

“Dare to be wise! Energy and spirit is needed to overcome the obstacles which indolence of nature as well as cowardice of heart oppose to our instruction.”

Friedrich Schiller book On the Aesthetic Education of Man

Letter 8; Variant: The greater part of men are much too exhausted and enervated by their struggle with want to be able to engage in a new and severe contest with error. Satisfied if they themselves can escape from the hard labour of thought, they willingly abandon to others the guardianship of their thoughts.
On the Aesthetic Education of Man (1794)
Context: Dare to be wise! Energy and spirit is needed to overcome the obstacles which indolence of nature as well as cowardice of heart oppose to our instruction. It is not without significance that the old myth makes the goddess of Wisdom emerge fully armed from the head of Jupiter; for her very first function is warlike. Even in her birth she has to maintain a hard struggle with the senses, which do not want to be dragged from their sweet repose. The greater part of humanity is too much harassed and fatigued by the struggle with want, to rally itself for a new and sterner struggle with error. Content if they themselves escape the hard labor of thought, men gladly resign to others the guardianship of their ideas, and if it happens that higher needs are stirred in them, they embrace with a eager faith the formulas which State and priesthood hold in readiness for such an occasion.

Nature, Heart

“Their writings contain covenant between God and his people, with instructions for keeping this covenant; instances of God’s judgments upon them that break it: and predictions of things to come.”

Isaac Newton (1643–1727) British physicist and mathematician and founder of modern classical physics

Vol. I, Ch. 1: Introduction concerning the Compilers of the books of the Old Testament
Observations upon the Prophecies of Daniel, and the Apocalypse of St. John (1733)
Context: The authority of Emperors, Kings, and Princes, is human. The authority of Councils, Synods, Bishops, and Presbyters, is human. The authority of the Prophets is divine, and comprehends the sum of religion, reckoning Moses and the Apostles among the Prophets; and if an Angel from Heaven preach any other gospel, than what they have delivered, let him be accursed. Their writings contain covenant between God and his people, with instructions for keeping this covenant; instances of God’s judgments upon them that break it: and predictions of things to come. While the people of God keep the covenant they continue to be his people: when they break it they cease to be his people or church, and become the Synagogue of Satan, who say they are Jews and are not. And no power on earth is authorized to alter this covenant.
The predictions of things to come relate to the state of the Church in all ages: and amongst the old Prophets, Daniel is most distinct in order of time, and easiest to be understood: and therefore in those things which relate to the last times, he must be made the key to the rest.

God, People

“History some truths contains, which well may serve
For lessons. In my work you will observe
Ev'ry thing speaks — yea e'en the very fish —
And what they say, to ev'ry man a dish
Serves up; and I of animals make choice
That men may get instruction from their voice.”

Jean De La Fontaine (1621–1695) French poet, fabulist and writer.

Book I (1668), Dedication "To Monseigneur the Dauphin".
Fables (1668–1679)

History, Truth

“Conflict situations are driven by concepts of victory, power, and elimination of inherited culture, and not by the underlying values of civilization. There are many interpretations of Islam within the wider Islamic community, but generally we are instructed to leave the world a better place than it was when we came into it.”

Aga Khan IV (1936) 49th and current Imam of Nizari Ismailism

Interview with Robert Ivy (FAIA), in Architectural Record (31 August 2001)
Context: Conflict situations are driven by concepts of victory, power, and elimination of inherited culture, and not by the underlying values of civilization. There are many interpretations of Islam within the wider Islamic community, but generally we are instructed to leave the world a better place than it was when we came into it. The Aga Khan Award for Architecture seeks to make a better place in physical terms. This means trying to bring values into environments, buildings, and contexts that improve the quality of life for future generations.

World, Communication, Victory

“True instruction is this: —to learn to wish that each thing should come to pass as it does.”

Epictetus (50–138) philosopher from Ancient Greece

Golden Sayings of Epictetus
Context: True instruction is this: —to learn to wish that each thing should come to pass as it does. And how does it come to pass? As the Disposer has disposed it. Now He has disposed that there should be summer and winter, and plenty and dearth, and vice and virtue, and all such opposites, for the harmony of the whole. (26).

Learning

“I have often come across convinced adepts of Greek mythology who mock our faith under the pretext that we do not say anything else to those whom we instruct in divine things, but merely command them to believe.”

Theodoret (393–458) Syrian bishop

A Cure of Greek Maladies, Preface In Theodoret of Cyrus (The Early Church Fathers), 2006, István Pásztori-Kupán, Routledge, p. 86 http://books.google.com/books?id=kRfnFbYsxekC&pg=PA86&dq=%22they+say+that+the+cult+of+martyrs+is+ridiculous%22&hl=en&ei=05LPTb3LDcLr0QGEo5CFDg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDAQ6AEwAQ#v=onepage&q=%22they%20say%20that%20the%20cult%20of%20martyrs%20is%20ridiculous%22&f=false Alternate translation: I have often encountered certain people still attached to the fables of pagan mythology who ridicule our belief and assert that faith is all we require of those whom we give religious instruction. They also point with scorn at the Apostles' lack of education and stigmatize these men as uncouth and ignorant of the niceties of cultivated speech. They further say that the veneration shown to the martyrs is absurd. And as for the living seeking to obtain the intercession of the dead, this, they declare, is the utmost folly. In Patrology, Johannes Quasten, Volume 1, p. 543. http://books.google.com/books?id=j3fYAAAAMAAJ&q=%22as+for+the+living+seeking+to+obtain+the+intercession+of+the+dead%22&dq=%22as+for+the+living+seeking+to+obtain+the+intercession+of+the+dead%22&hl=en&ei=8jrSTbKcMYbi0QGJv7XfCw&sa=X&oi=book_result&ct=result&resnum=2&ved=0CC4Q6AEwAQ Context: I have often come across convinced adepts of Greek mythology who mock our faith under the pretext that we do not say anything else to those whom we instruct in divine things, but merely command them to believe. They accuse the apostles of ignorance, labelling them barbarians, because they do not have the subtlety of eloquence; and they say that the cult of martyrs is ridiculous, considering it completely absurd for the living to seek assistance from the dead.

Faith

“In the beginning of his preaching he completed the number of the twelve Apostles, and instructed them all the first year”

Isaac Newton (1643–1727) British physicist and mathematician and founder of modern classical physics

Vol. I, Ch. 11: Of the Times of the Birth and Passion of Christ
Observations upon the Prophecies of Daniel, and the Apocalypse of St. John (1733)
Context: John therefore baptized two summers, and Christ preached three. The first summer John preached to make himself known, in order to give testimony to Christ. Then, after Christ came to his baptism and was made known to him, he baptized another summer, to make Christ known by his testimony; and Christ also baptized the same summer, to make himself the more known: and by reason of John's testimony there came more to Christ's baptism than to John's. The winter following John was imprisoned; and now his course being at an end, Christ entered upon his proper office of preaching in the cities. In the beginning of his preaching he completed the number of the twelve Apostles, and instructed them all the first year in order to send them abroad. Before the end of this year, his fame by his preaching and miracles was so far spread abroad, that the Jews at the Passover following consulted how to kill him. In the second year of his preaching, it being no longer safe for him to converse openly in Judea, he sent the twelve to preach in all their cities: and in the end of the year they returned to him, and told him all they had done. All the last year the twelve continued with him to be instructed more perfectly, in order to their preaching to all nations after his death. And upon the news of John's death, being afraid of Herod as well as of the Jews, he walked this year more secretly than before; frequenting deserts, and spending the last half of the year in Judea, without the dominions of Herod.

“He should be instructed how to know and distinguish them; where he should let them see, and when dissemble the knowledge of them and their aims and workings.”

John Locke book Some Thoughts Concerning Education

Sec. 94
Source: Some Thoughts Concerning Education (1693)
Context: The scene should be gently open'd, and his entrance made step by step, and the dangers pointed out that attend him from several degrees, tempers, designs, and clubs of men. He should be prepared to be shocked by some, and caress'd by others; warned who are like to oppose, who to mislead, who to undermine him, and who to serve him. He should be instructed how to know and distinguish them; where he should let them see, and when dissemble the knowledge of them and their aims and workings.

Knowledge

“He that hath no musical instruction is a child in Music; he that hath no letters is a child in Learning; he that is untaught is a child in Life.”

Epictetus (50–138) philosopher from Ancient Greece

105
Golden Sayings of Epictetus

Life, Music, Learning

“O be wiser, thou !
Instructed that true knowledge leads to love;
True dignity abides with him alone
Who, in the silent hour of inward thought,
Can still suspect, and still revere himself,
In lowliness of heart.”

William Wordsworth (1770–1850) English Romantic poet

Lines (1795)
Context: If Thou be one whose heart the holy forms
Of young imagination have kept pure
Stranger! henceforth be warned; and know that pride,
Howe'er disguised in its own majesty,
Is littleness; that he who feels contempt
For any living thing, hath faculties
Which he has never used; that thought with him
Is in its infancy. The man whose eye
Is ever on himself doth look on one,
The least of Nature's works, one who might move
The wise man to that scorn which wisdom holds
Unlawful, ever. O be wiser, thou!
Instructed that true knowledge leads to love;
True dignity abides with him alone
Who, in the silent hour of inward thought,
Can still suspect, and still revere himself,
In lowliness of heart.

Love, Knowledge, Heart

“All the last year the twelve continued with him to be instructed more perfectly”

Isaac Newton (1643–1727) British physicist and mathematician and founder of modern classical physics

“Of all the ways whereby children are to be instructed, and their manners formed, the plainest, easiest, and most efficacious, is, to set before their eyes the examples of those things you would have them do, or avoid”

John Locke book Some Thoughts Concerning Education

Sec. 82
Some Thoughts Concerning Education (1693)
Context: Of all the ways whereby children are to be instructed, and their manners formed, the plainest, easiest, and most efficacious, is, to set before their eyes the examples of those things you would have them do, or avoid; which, when they are pointed out to them, in the practice of persons within their knowledge, with some reflections on their beauty and unbecomingness, are of more force to draw or deter their imitation, than any discourses which can be made to them.

Children, Way

“The majority of people have no understanding of the things with which they daily meet, nor, when instructed, do they have any right knowledge of them, although to themselves they seem to have.”

Heraclitus (-535) pre-Socratic Greek philosopher

Fragment 5, as translated by G. W. T. Patrick
Numbered fragments
Source: Clement, Stromates, II, 8, 1

People, Understanding, Knowledge

“Bacon in his instruction tells us that the scientific student ought not to be as the ant, who gathers merely, nor as the spider who spins from her own bowels, but rather as the bee who both gathers and produces.”

Michael Faraday (1791–1867) English scientist

Lecture notes of 1858, quoted in The Life and Letters of Faraday (1870) by Bence Jones, Vol. 2, p. 404
Context: Bacon in his instruction tells us that the scientific student ought not to be as the ant, who gathers merely, nor as the spider who spins from her own bowels, but rather as the bee who both gathers and produces. All this is true of the teaching afforded by any part of physical science. Electricity is often called wonderful, beautiful; but it is so only in common with the other forces of nature. The beauty of electricity or of any other force is not that the power is mysterious, and unexpected, touching every sense at unawares in turn, but that it is under law, and that the taught intellect can even now govern it largely. The human mind is placed above, and not beneath it, and it is in such a point of view that the mental education afforded by science is rendered super-eminent in dignity, in practical application and utility; for by enabling the mind to apply the natural power through law, it conveys the gifts of God to man.

Bee

“Let them have what instructions you will, and ever so learned lectures”

John Locke book Some Thoughts Concerning Education

Sec. 67
Some Thoughts Concerning Education (1693)
Context: Let them have what instructions you will, and ever so learned lectures of breeding daily inculcated into them, that which will most influence their carriage will be the company they converse with, and the fashion of those about them.

Learning

“Be not, O Greeks, so very hostilely disposed towards the Barbarians. To the Babylonians you owe astronomy; to the Persians, magic; to the Egyptians, geometry; to the Phoeicians, instruction by alphabetic writing. Cease, then, to miscall these imitations inventions of your own. Orpheus, again, taught you poetry and song; from him, too, you learned the mysteries.”

Tatian (120–180) Syrian writer

Ante-Nicene Christian library: v. 3 p. 5
Address to the Greeks

Learning, Hostility

“If we fail to instruct our children in justice, religion and liberty, we will be condemning them to a world without virtue, a life in the twilight of a civilization, where the great truths have been forgotten.”

Ronald Reagan (1911–2004) American politician, 40th president of the United States (in office from 1981 to 1989)

[The Goals Program. How to Stay Motivated, Volume III, chapter 5, Zig Ziglar]
Attributed

Religion, Justice, Children, Truth

“I advise you to fear Allah alone, with no partner of associate. I advise you to treat the first Muhâjireen well and acknowledge their seniority. I advise you to treat the Ansār well, and show approval of those among them who do well, and forgive those among them who make mistakes. I advise you to treat the people of the outlying regions well, for they are a shield against the enemy and conduits of fay; do not take anything from them except that which is surplus to their needs. I advise you to treat the people of the desert well, for they are the original Arabs and the protectors of Islam. Take from the surplus of their wealth and give it to their poor. I advise you to treat ahl adh-dhīmmah well, to defend them against their enemies and not burden them with more than they can bear if they fulfill their duties towards the believers or pay the Jizyāh with willing submission, and feel themselves subdued. I advise you to fear Allah and fear His wrath, lest you do anything wrong. I advise you to fear Allah with regard to the people, but do not fear the people with regard to Allah. I advise you to treat the people justly, and to devote yourself to looking after them and protecting them against their enemies. Do not show any favour to the rich over the poor. That will be better for your spiritual well being and will help to reduce your burden of sin, and it will be better for your Hereafter, until you meet the One Who knows what is in your heart. I instruct you to be strict with regard to the commands of Allah, His sacred limits and disobedience with all people, both relatives and others. Do not show any mercy to anyone until you have settled the score with him according to his offence. Treat all people as equal, and do not worry about who is as fault or fear the blame of the blamers. Beware of showing favouritism among the believers with regard to the fay that Allah has put you in charge of, lest that lead to injustice. Keep away from that. You are in a position between this world and the Hereafter. If you conduct your affairs justly in this world and refrain from indulgence, that will earn you faith and divine pleasure. I advise you not to let yourself or anyone else do wrong to ahl al-dhimmah. I advise you sincerely to seek thereby the Countenance of Allah and the Hereafter. I have chosen advice for you that I would offer to myself or my son. If you do as I have advised you and follow my instructions, you will have gained a great deal. If you don not accept it or pay attention to it, and do not handle your affairs in the way that pleases Allah, that will be a shortcoming on your part and you will have failed to be sincere, because whims and desires are the same and the cause of sin is Iblīs, who calls man to everything that will lead to his doom. He misguided the generations who came before you and led them to Hell, what a terrible abode. What a bad deal it is for a man to take the enemy of Allah as his friend, who calls him to disobey Allah. Adhere to the truth, strive hard to reach it and admonish yourself. I urge you by Allah to show mercy to the Muslims, honour their elderly, show compassion to their young ones and respect the knowledgeable ones among them. Do not harm them or humiliate them, and do not keep the fay for yourself lest you anger them. Do not deprive them of their stipends when they become due, thus making them poor. Do not keep them away on campaigns for so long that they end up having no children. Do not allow wealth to circulate only among the rich. Do not close your door to the people or allow the strong to oppress the weak. This is my advice to you, as Allah is my witness, and I greet you with peace.”

Umar (585–644) Second Caliph of Rashidun Caliphate and a companion of Muhammad

Umar ibn al-Khattab, Vol. 2, p. 389-390, also quoted in At-Tabqaat ul-Kabir, Vol. 3, p. 339
Last Advise

Sincerity, Forgiveness, Hell, Anger

“If a student always follows the teacher's instructions, how can he accomplish something which the teacher cannot accomplish? Now go away and don't interfere, or I'll put you into the fire!”

Richard Wagner Siegfried

Quotes from his operas, Siegfried, Siegfried, forging his sword, Act 1, Scene 3
Original: (de) "Was der Meister nicht kann,
vermöcht’ es der Knabe,
hätt’ er ihm immer gehorcht
Jetzt mach’ dich fort, misch’ dich nicht drein:
sonst fällst du mir mit in’s Feuer!"

Teachers

“Whatever does not spring from a man's free choice, or is only the result of instruction and guidance, does not enter into his very being, but still remains alien to his true nature; he does not perform it with truly human energies, but merely with mechanical exactness.”

Wilhelm Von Humboldt (1767–1835) German (Prussian) philosopher, government functionary, diplomat, and founder of the University of Berlin

Source: The Limits of State Action (1792), Ch. 3

Spring, Nature

“You must all take instructions from me!”

Kurt Vonnegut (1922–2007) American writer

the conscience shrieks, in effect, to all the other mental processes. The other processes try it for a while, note that the conscience is unappeased, that it continues to shriek, and they note, too, that the outside world has not been even microscopically improved by the unselfish acts the conscience has demanded. They rebel at last. They pitch the tyrannous conscience down an oubliette, weld shut the manhole cover of that dark dungeon. They can hear the conscience no more. In the sweet silence, the mental processes look about for a new leader, and the leader most prompt to appear whenever the conscience is stilled, Enlightened Self-interest, does appear. Enlightened Self-interest gives them a flag, which they adore on sight. It is essentially the black and white Jolly Roger, with these words written beneath the skull and crossbones, 'The hell with you, Jack, I've got mine!"
God Bless You, Mr. Rosewater (1965)