Quotes about instruction
page 3

“Many schools are now introducing computers into the educational curriculum. Within 10 years it is predicted that computers will play a significant role in every classroom in North America. The question is, how will they be used? Many educators have been focusing on the use of computers for drill and programmed instruction—to provide individualized practice and instruction in the usual curriculum areas. There is another use for computers in education which some educators, myself included, find more exciting. These involve using the computer:
• to provide an environment in which learning can be intrinsically motivating and fun.
• to allow children to discover, explore and create knowledge.
• to help develop skills of thinking and problem solving.
• to make some of the most powerful ideas of the burgeoning computer culture accessible and tangible to children at an early age.
If you have ever watched a child playing good video games or if you play them yourself, then you know the powerful motivation that graphics displays can create. As I’ve watched children play these games, every bit of their attention focused on the screen, I’ve often thought how wonderful it would be to harness this motivation and channel it toward intellectual growth and learning…”

Michael Friendly (1945) American psychologist

Michael Friendly. Advanced Logo: A Language for Learning. Lawrence Erlbaum Associates, Inc. 1988. Preface

Children, Age, Education, School

“Legitimacy constraints also emanate from the environment. Any legitimacy an organization has been able to generate constitutes an asset in manipulating the environment. To the extent that adaptation (e. g., eliminating undergraduate instruction in public universities) violates the legitimacy claims, it incurs considerable costs. So external legitimacy considerations also tend to limit adaptation.”

Michael T. Hannan (1943) US-American sociologist of Stanford University

Source: "The Population Ecology of Organizations," 1977, p. 932

Universe

“The use of pictures was creeping into the church already in the third century, because the council of Elvira in Spain, held in 305, especially forbids to have any picture in the Christian churches. These pictures were generally representations of some events, either of the New or of the Old Testament, and their object was to instruct the common and illiterate people in sacred history, whilst others were emblems, representing some ideas connected with the doctrines of Christianity. It was certainly a powerful means of producing an impression upon the senses and the imagination of the vulgar, who believe without reasoning, and admit without reflection; it was also the most easy way of converting rude and ignorant nations, because, looking constantly on the representations of some fact, people usually end by believing it. This iconographic teaching was, therefore, recommended by the rulers of the church, as being useful to the ignorant, who had only the understanding of eyes, and could not read writings. Such a practice was, however, fraught with the greatest danger, as experience has but too much proved. It was replacing intellect by sight. Instead of elevating man towards God, it was bringing down the Deity to the level of his finite intellect, and it could not but powerfully contribute to the rapid spread of a pagan anthropomorphism in the church.”

Walerian Krasiński (1795–1855) historian

Introductory dissertation to John Calvin's Treatise on Relics (1854)

God, People, Way, Imagination

“… not only that, but it can instruct us as to what may be the limits of desirable knowledge and risks of unbridled curiosity. This world-picture could also show that far from being a series of mindless accidents, history has directions and conceivably end-points.”

Simon Conway Morris (1951) British palaeontologist

The Boyle lecture (2005)

World, History, Knowledge

“For over a decade prophets have voiced the contention that the organization of a single computer has reached its limits and that truly significant advances can be made only by interconnection of a multiplicity of computers in such a manner as to permit cooperative solution. Variously the proper direction has been pointed out as general purpose computers with a generalized interconnection of memories, or as specialized computers with geometrically related memory interconnections and controlled by one or more instruction streams.
Demonstration is made of the continued validity of the single processor approach and of the weaknesses of the multiple processor approach in terms of application to real problems and their attendant irregularities.”

Gene Amdahl (1922–2015) American physicist

Source: Validity of the single processor approach... (1967), p. 483

Problem, Memory

“A liberal education forms… a single body. Those, therefore, who from tender years receive instruction in the various forms of learning, recognize the same stamp on all the arts, and an intercourse between all studies, and so they more readily comprehend them all.”

Vitruvius book De architectura

Source: De architectura (The Ten Books On Architecture) (~ 15BC), Book I, Chapter I, Sec. 12

Education, Art, Study, Learning

“The utopian urge that prompted us in recent decades to write the world's thickest instruction manual, naming it the law of the land, has led us to invent a device that, like detailed rules, also avoids the untidiness of human judgment. It goes by an ancient name, process, but its purpose is new. It once existed to help humans make responsible decisions. Process now has become an end in itself.”

Philip K. Howard (1948) American lawyer

The Death of Common Sense, ISBN 0-679-42994-8, p. 60.

World, Law, Decision, Help

“Præcepta docent, exempla movent, Precepts may instruct, but examples do persuade.”

Thomas Brooks (1608–1680) English Puritan

London's Lamentations

“Pliny tells us that Demokritos was instructed in magic by Ostanes the Mede.”

Osthanes (-500) pen-name used by several pseudo-anonymous authors of Greek and Latin works of alchemy

Francis Preston Venable, A Short History of Chemistry (1894) p. 9. https://books.google.com/books?id=fN9YAAAAYAAJ&pg=PA9

“Don't lose patience. Wait on the Lord… He knows what is best for you. Obey His Instruction Book and 'trust in the LORD with all your heart, and lean not on your own understanding' (Proverbs 3:5). Don't trust your judgements or your emotions.”

Ray Comfort (1949) New Zealand-born Christian minister and evangelist

God doesn't believe in atheists (2002)

Books, Understanding, Waiting, Heart

“The immediacy of falling in love recognizes but one immediacy that is ebenburtig (of equal standing), and this is a religious immediacy; falling in love is too virginal to recognize any confidant other than God. But the religious is a new immediacy, has reflection in between-otherwise, paganism would actually be religious and Christianity not. That the religious is a new immediacy every person easily understands who is satisfied with following the honest path of ordinary common sense. And although I imagine I have but few readers, I confess nevertheless that I do imagine my readers to be among these, since I am far from wanting to instruct the admired ones, who make systematic discoveries a la Niels Klim, who have left their good skin in order to put on the “real appearance.””

Sören Kierkegaard book Stages on Life's Way

Stages on Life's Way, p. 161-162
1840s, Stages on Life's Way (1845)

Love, God, Confidence, Imagination

“The modern State is not the rational and intelligent product of modern men desiring to live harmoniously together with security of life, property, and opinion. It is not an organization which has been devised as pragmatic means to a desired social end. All the idealism with which we have been instructed to endow the State is the fruit of our retrospective imaginations.”

Randolph Bourne (1886–1918) American writer

¶44. Published under "Psychology of the State," The State https://mises.org/library/state (Tucson, Arizona: See Sharp Press, 1998), p. 25, which omits the Oxford comma in the first sentence. "The State" (1918)

Life, Men, Imagination, Intelligence

“To amuse is not to teach. The object of teaching is to erect a framework of knowledge in a child's mind and gradually to bring the child as near as may be to the average level of intelligence. Later in life the facts taught by experience and new discoveries will add themselves to this framework. It is wrong to attempt to upset this natural order and to appeal to a child's mind by diverting it with the spectacle of modern life. Teaching by means of pictures, radio, and the cinema is in itself ineffective; these methods must not be used unless they involve (and this is possible) some effort or special enthusiasm. That which is learned without difficulty is soon forgotten, and for the same reason, oral instruction which does not require the pupil's personal participation is almost always rather useless. Eloquence slides in and out of young minds. To listen is not to work.”

André Maurois (1885–1967) French writer

Naturally this does not apply to the teaching of modern languages.
Un Art de Vivre (The Art of Living) (1939), The Art of Working

Life, Intelligence, Nature, Knowledge

“That foreign adversary was, of course, Russia, and it acted through its intelligence agencies and upon the direct instructions of its autocratic ruler, Vladimir Putin, in order to help Donald J. Trump become the 45th President of the United States.”

Adam Schiff (1960) American politician

Open Letter to the Committee Hearing Re: FBI Director James Comey and National Security Agency Director Mike Rogers

Intelligence, Help

“One cannot demand of a scholar that he show himself a scholar everywhere in society, but the whole tenor of his behavior must none the less betray the thinker, he must always be instructive, his way of judging a thing must even in the smallest matters be such that people can see what it will amount to when, quietly and self-collected, he puts this power to scholarly use.”

Georg Christoph Lichtenberg (1742–1799) German scientist, satirist

J 85
Aphorisms (1765-1799), Notebook J (1789)

People, Way, Behavior

“I am convinced, Yorick, continued my father, half reading and half discoursing, that there is a Northwest Passage to the intellectual world; and that the soul of man has shorter ways of going to work, in furnishing itself with knowledge and instruction, than we generally take with it.”

Laurence Sterne book The Life and Opinions of Tristram Shandy, Gentleman

Book V, Ch. 42.
The Life and Opinions of Tristram Shandy, Gentleman (1760-1767)

World, Way, Soul, Knowledge

“I think it is the duty of every citizen, in the present condition of the Country, to do all in his power to aid in the restoration of peace and harmony. It is particularly incumbent upon those charged with the instruction of the young to set them an example.”

Robert E. Lee (1807–1870) Confederate general in the Civil War

Letter to trustees, as quoted in "Honoring Lee Anew" http://wluspectator.com/2014/07/15/cox-honoring-lee-anew/ (15 July 2014), by David Cox, A Magazine of Student Thought and Opinion

Peace, Thinking, Country

“The sense in which an automatic door "understands instructions" from its photoelectric cell is not at all the sense in which I understand English.”

John Rogers Searle (1932) American philosopher

Minds, Brains and Programs (1980)

Understanding, Sense

“The icing on the cake is where I had to take second fiddle to Yaxeni Oriquen Garcia 2005 Ms Olympia that was a big stab in the back at the time we were instructed to reduce 20% in the muscularity round.. I normally compete at 160-162 that year being the embassador of the sport I must lead by example, which I did. I competed at 155lbs still same conditioning, shape etc…. Lord behold second fiddle to Yaxeni.. It looked as if Yaxeni had did the opposite of what the current ruling stated and she was being rewarded.. Come on we have two different body types! I have a small tapered waist line, fine detail flowing through out my body, nice harmony and she's displaying nothing but BIG. When someone refers to Yaxeni body they say she's a big girl.. She has great confidence about herself on stage, which is an EXCELLENT tool and having that can always gain you a few points, but to flat out win is RIDICULOUS and not possible… Anyhow, Yaxeni was more surprised then I when hearing her name announced victoriously. And believe it or not annoucing the winner that year was Lenda Murray, so she was probably soaking up every second of me losing as a mild way of payback. I was always told when going after the champ you have to completely knock the champ "OUT."”

Iris Kyle (1974) American bodybuilder

Anything close should not cause you a win.
2012-02-05
An Exclusive Interview With the Ms. Olympia Champion Iris Kyle
RX Muscle
Internet
http://www.rxmuscle.com/rx-girl-articles/female-bodybuilding/4986-an-exclusive-interview-with-the-ms-olympia-champion-iris-kyle.html
Sourced quotes, 2012

Way, Confidence, Girl, Sport

“I conceive there lies a clear rule in Titus, that the elder women should instruct the younger and then I must have a time wherein I must do it.”

Anne Hutchinson (1591–1643) participant in the Antinomian Controversy

Referring to Titus 2:1-5 "Speak thou the things which become sound doctrine: That the aged men be sober, grave, temperate, sound in faith, in charity, in patience. The aged women likewise, that they be in behaviour as becometh holiness, not false accusers, not given to much wine, teachers of good things; That they may teach the young women to be sober, to love their husbands, to love their children, To be discreet, chaste, keepers at home, good, obedient to their own husbands, that the word of God be not blasphemed."
Trial and Interrogation (1637)

Women, Time

“If we abide by the principles taught in the Bible, our country will go on prospering and to prosper; but if we and our posterity neglect its instructions and authority, no man can tell how sudden a catastrophe may overwhelm us and bury all our glory in profound obscurity.”

Daniel Webster (1782–1852) Leading American senator and statesman. January 18, 1782 – October 24, 1852. Served as the Secretary of Sta…

First reported in the Annual Report of the Massachusetts Bible Society (1870), p. 27. This is actually a misquote combining phrases from different lines in an address delivered by Webster to the New York Historical Society on February 23, 1852.
Misattributed

Country

“A little instruction in the elements of chartography—a little practice in the use of the compass and the spirit level, a topographical map of the town common, an excursion with a road map—would have given me a fat round earth in place of my paper ghost.”

Mary Antin book The Promised Land

Source: The Promised Land (1912), Ch. 10.

“Education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws. For me, education means neither more nor less than this. Anything which professes to call itself education must be tried by this standard, and if it fails to stand the test, I will not call it education, whatever may be the force of authority, or of numbers, upon the other side.”

Thomas Henry Huxley (1825–1895) English biologist and comparative anatomist

1860s, A Liberal Education and Where to Find It (1868)

Love, Men, Education, Law

“To care for the quarrels of the past, to identify oneself passionately with a cause that became, politically speaking, a losing cause with the birth of the modern world, is to experience a kind of straining against reality, a rebellious nonconformity that, again, is rare in America, where children are instructed in the virtues of the system they live under, as though history had achieved a happy ending in American civics.”

Mary McCarthy book Memories of a Catholic Girlhood

"To the Reader"
Memories of a Catholic Girlhood (1957)

Children, World, History, Birth

“Among the thirteenth-century windows the Western Rose alone seems to affect a rivalry in brilliance with the lancets, and carries it so far that the separate medallions and pictures are quite lost,— especially in direct sunshine,— blending in a confused effect of opals, in a delirium of color and light, with a result like a cluster of stones in jewelry. Assuming as one must, in want of the artist's instruction, that he knew what he wanted to do, and did it, one must take for granted that he treated the Rose as a whole, and aimed at giving it harmony with the three precious windows beneath. The effect is that of a single large ornament; a round breastpin, or what is now called a sun-burst, of jewels, with three large pendants beneath.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

Mont Saint Michel and Chartres (1904)

Color, Light, Sun

“The advanced arithmetical machines of the future will be electrical in nature, and they will perform at 100 times present speeds, or more.
Moreover, they will be far more versatile than present commercial machines, so that they may readily be adapted for a wide variety of operations. They will be controlled by a control card or film, they will select their own data and manipulate it in accordance with the instructions thus inserted, they will perform complex arithmetical computations at exceedingly high speeds, and they will record results in such form as to be readily available for distribution or for later further manipulation.”

Vannevar Bush book As We May Think

As We May Think (1945)

Nature, Time, Future, Speed

“I strongly believe that fundamental science cannot be driven by instructional, industrial and government or military pressures. This was the reason why I decided, as far as possible, not to accept money from the to run of grow a good institution without funds…. I therefore will not put it as a condition that no government funds should be accepted by the Institute.”

C. V. Raman (1888–1970) Indian physicist

His statement to his fellow scientist before his death in 1970. Quoted in**[Parameswaran, Uma, C.V. Raman: A Biography, http://books.google.com/books?id=RbgXRdnHkiAC, 2011, Penguin Books India, 978-0-14-306689-7, xix]

Money, Science

“Hail mighty Maro! may that sacred name
Kindle my breast with thy celestial flame;
Sublime ideas and apt words infuse,
The Muse instruct my voice, and thou inspire the Muse!”

Wentworth Dillon, 4th Earl of Roscommon (1637–1685) Irish poet

Source: Essay on Translated Verse (1684), Line 173.

Idea

“After long and fruitless endeavors to effect the purposes of their mission and to obtain arrangements within the limits of their instructions, they concluded to sign such as could be obtained and to send them for consideration, candidly declaring to the other negotiators at the same time that they were acting against their instructions, and that their Government, therefore, could not be pledged for ratification….
Whether a regular army is to be raised, and to what extent, must depend on the information so shortly expected. In the mean time I have called on the States for quotas of militia, to be in readiness for present defense, and have, moreover, encouraged the acceptance of volunteers; and I am happy to inform you that these have offered themselves with great alacrity in every part of the Union. They are ordered to be organized and ready at a moment's warning to proceed on any service to which they may be called, and every preparation within the Executive powers has been made to insure us the benefit of early exertions.”

Thomas Jefferson (1743–1826) 3rd President of the United States of America

Thomas Jefferson's Seventh State of the Union Address (27 October 1807). Description of the negotiations and rejected treaty of James Monroe and William Pinkney with Britain over maritime rights, and subsequent negotiations over the British sinking of the American ship Chesapeake, leading to an American embargo (The Embargo Act).
1800s, Second Presidential Administration (1805-1809)

Time, Parting, Dependency, Happiness

“What mathematics, therefore are expected to do for the advanced student at the university, Arithmetic, if taught demonstratively, is capable of doing for the children even of the humblest school. It furnishes training in reasoning, and particularly in deductive reasoning. It is a discipline in closeness and continuity of thought. It reveals the nature of fallacies, and refuses to avail itself of unverified assumptions. It is the one department of school-study in which the sceptical and inquisitive spirit has the most legitimate scope; in which authority goes for nothing. In other departments of instruction you have a right to ask for the scholar’s confidence, and to expect many things to be received on your testimony with the understanding that they will be explained and verified afterwards. But here you are justified in saying to your pupil “Believe nothing which you cannot understand. Take nothing for granted.” In short, the proper office of arithmetic is to serve as elementary 268 training in logic. All through your work as teachers you will bear in mind the fundamental difference between knowing and thinking; and will feel how much more important relatively to the health of the intellectual life the habit of thinking is than the power of knowing, or even facility of achieving visible results. But here this principle has special significance. It is by Arithmetic more than by any other subject in the school course that the art of thinking—consecutively, closely, logically—can be effectually taught.”

Joshua Girling Fitch (1824–1903) British educationalist

Source: Lectures on Teaching, (1906), pp. 292-293.

Life, Children, Health, School

“All machinery is derived from nature, and is founded on the teaching and instruction of the revolution of the firmament.”

Vitruvius book De architectura

Source: De architectura (The Ten Books On Architecture) (~ 15BC), Book X, Chapter I, Sec. 4

Nature

“The first characteristic of interest is the fraction of the computational load which is associated with data management housekeeping. This fraction has been very nearly constant for about ten years, and accounts for 40% of the executed instructions in production runs.”

Gene Amdahl (1922–2015) American physicist

Source: Validity of the single processor approach... (1967), p. 483

“I would recommend it to the Masters of the Art Painting… to establish a better Method for the Education of their Scholars, and to begin their Instructions with the Technical Parts of Painting, before they let them loose to follow the Inventions of their own uncultivated Imaginations.”

Brook Taylor (1685–1731) English mathematician

New Principles of Linear Perspective (1715, 1749)

Education, Art, Imagination, Parting

“Since we must and do write each our own way, we may during actual writing get more lasting instruction not from another's work, whatever its blessings, however better it is than ours, but from our own poor scratched-over pages. For these we can hold up to life. That is, we are born with a mind and heart to hold each page up to, and to ask: is it valid?”

Eudora Welty (1909–2001) American author

On Writing (2002)

Life, Way, Heart

“Courtesy, modesty, good manners, conformity to definite ethical standards are universal, but what constitutes courtesy, modesty, good manners, and definite ethical standards is not universal. It is instructive to know that standards differ in the most unexpected ways”

Franz Boas (1858–1942) German-American anthropologist

Boas (1928) in foreword to Margaret Mead (1928) Coming of Age in Samoa.

Way, Universe

“Each and every loss becomes an instance of ultimate tragedy—something that once was, but shall never be known to us. The hump of the giant deer—as a nonfossilizable item of soft anatomy—should have fallen into the maw of erased history. But our ancestors provided a wondrous rescue, and we should rejoice mightily. Every new item can instruct us; every unexpected object possesses beauty for its own sake; every rescue from history's great shredding machine is—and I don't know how else to say this—a holy act of salvation for a bit of totality.”

Stephen Jay Gould book Leonardo's Mountain of Clams and the Diet of Worms

"A Lesson from the Old Masters", p. 195
Leonardo's Mountain of Clams and the Diet of Worms (1998)

Beauty, History, Loss

“If you will give your representative similar instructions, there is no reason why we should not be able to complete these arrangements and announce them to the world within a couple of days. The effect of such a settlement on easing world tensions would enable us to work toward a more general arrangement regarding "other armaments," as proposed in your second letter which you made public. I would like to say again that the United States is very much interested in reducing tensions and halting the arms race; and if your letter signifies that you are prepared to discuss a detente affecting NATO and the Warsaw Pact, we are quite prepared to consider with our allies any useful proposals.”

John F. Kennedy (1917–1963) 35th president of the United States of America

1962, Second Letter to Nikita Khrushchev

World

“In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Introduction
Mindstorms: Children, Computers, and Powerful Ideas (1980)

School, Art, Mathematics, Idea

“There is no. man, there is no people, without a God. That God may be a visible idol, carved of wood or stone, to which sacrifice is offered in the forest, in the temple, or in the market-place; or it may be an invisible idol, fashioned in a man's own image and worshipped ardently at his own personal shrine. Somewhere in the universe there is that in which each individual has firm faith, and on which he places steady reliance. The fool who says in his heart "There is no God" really means there is no God but himself. His supreme egotism, his colossal vanity, have placed him at the center of the universe which is thereafter to be measured and dealt with in terms of his personal satisfactions. So it has come to pass that after nearly two thousand years much of the world resembles the Athens of St. Paul's time, in that it is wholly given to idolatry; but in the modern case there are as many idols as idol worshippers, and every such idol worshipper finds his idol in the looking-glass. The time has come once again to repeat and to expound in thunderous tones the noble sermon of St. Paul on Mars Hill, and to declare to these modern idolaters "Whom, therefore, ye ignorantly worship, Him declare I unto you."
There can be no cure for the world's ills and no abatement of the world's discontents until faith and the rule of everlasting principle are again restored and made supreme in the life of men and of nations. These millions of man-made gods, these myriads of personal idols, must be broken up and destroyed, and the heart and mind of man brought back to a comprehension of the real meaning of faith and its place in life. This cannot be done by exhortation or by preaching alone. It must be done also by teaching; careful, systematic, rational teaching, that will show in a simple language which the uninstructed can understand what are the essentials of a permanent and lofty morality, of a stable and just social order, and of a secure and sublime religious faith.
Here we come upon the whole great problem of national education, its successes and its disappointments, its achievements and its problems yet unsolved. Education is not merely instruction far from it. It is the leading of the youth out into a comprehension of his environment, that, comprehending, he may so act and so conduct himself as to leave the world better and happier for his having lived in it. This environment is not by any means a material thing alone. It is material of course, but, in addition, it is intellectual, it is spiritual. The youth who is led to an understanding of nature and of economics and left blind and deaf to the appeals of literature, of art, of morals and of religion, has been shown but a part of that great environment which is his inheritance as a human being. The school and the college do much, but the school and the college cannot do all. Since Protestantism broke up the solidarity of the ecclesiastical organization in the western world, and since democracy made intermingling of state and church impossible, it has been necessary, if religion is to be saved for men, that the family and the church do their vital cooperative part in a national organization of educational effort. The school, the family and the church are three cooperating educational agencies, each of which has its weight of responsibility to bear. If the family be weakened in respect of its moral and spiritual basis, or if the church be neglectful of its obligation to offer systematic, continuous and convincing religious instruction to the young who are within its sphere of influence, there can be no hope for a Christian education or for the powerful perpetuation of the Christian faith in the minds and lives of the next generation and those immediately to follow. We are trustees of a great inheritance. If we abuse or neglect that trust we are responsible before Almighty God for the infinite damage that will be done in the life of individuals and of nations…. Clear thinking will distinguish between men's different associations, and it will be able to render unto Caesar the things which are Caesar's, and to render unto God the things which are God's.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

Making liberal men and women : public criticism of present-day education, the new paganism, the university, politics and religion https://archive.org/stream/makingliberalmen00butluoft/makingliberalmen00butluoft_djvu.txt (1921)

Life, Men, God, People

“I do not disbelieve that in some mysterious transcendental sense, as involved in the system of the entire universe, with so vast an arc that no faculty of man can apprehend its curve, that in some such sense the Catholic doctrine of the atonement may be true. But a doctrine out of which, with our reason, our feeling, our logic, I at least can gather any practical instruction for mankind — any deeper appreciation of the attributes of God, any deeper love for Him, any stimulant towards our own obedience — such a doctrine I cannot find it. I bury what I am to think of it in the deepest corner of my own heart, where myself I fear to look.”

James Anthony Froude book The Nemesis of Faith

Letter X
The Nemesis of Faith (1849)

Love, God, Fear, Feeling

“It is to the director of workshops and factories that it is suitable to make, by means of geometry and applied mechanics, a special study of all the ways to economize the efforts of workers… For a man to be a director of others, manual work has only a secondary importance; it is his intellectual ability (force intellectuelle) that must put him in the top position, and it is in instruction such as that of the Conservatory of the Arts and Professions, that he must develop it.”

Charles Dupin (1784–1873) French mathematician

Charles Dupin (1826), Geometrie et Mechanique des Arts et Metiers et des Beaux Arts Paris: Bachelier; Cited and translated by John Hoaglund, "Management Before Frederick Taylor," p. 30.; and cited in Wren & Bedeian (2005, 74)

Art, Way, Effort, Study

“Firoz Tughlaq commanded his ‘fief-holders and officers to capture slaves whenever they were at war”. He had also instructed his Amils and Jagirdars to collect slave boys in place of revenue and tribute.”

Firuz Shah Tughlaq (1309–1388) Tughluq sultan

Shams Siraj Afif quoted in Lal, K. S. (1992). The legacy of Muslim rule in India. New Delhi: Aditya Prakashan. Chapter 4

War, Boy

“God has blessed our family with some means. Can we not offer at least one of our members for the service of the nation? Having provided me with education, moral instruction and all sorts of qualifications, can you not turn me over to the Samaj (society), to which we owe so much? This will hardly be any kind of sacrifice, it will rather be an investment. It is like providing the farm of the Samaj with manure. We are nowadays interested only in reaping the harvest and have forgotten to provide the field with manure. There is thus the danger of our land becoming barren and unproductive. Can we not forgo a few worthless ambitions for the protection and benefit of a Samaj and a faith, for which Rama suffered exile, Krishna bore innumerable hardships, Rana Pratap wandered about from forest to forest, Shivaji staked his all, and Guru Govind Singh allowed his little sons to be buried alive?”

Deendayal Upadhyaya (1916–1968) RSS thinker and co-founder of the political party Bharatiya Jana Sangh

Letter to his uncle in 1942, quoted in L.K. Advani, My Country My Life (2008)

God, Education, Family, Faith

“A subject interests me and holds my attention only so long as it presents me with difficulties, only so long as I am at odds with it and have, as it were, to struggle with it; but once I have mastered it I hurry on to something else, to a new subject; for my interest is not confined to any particular field or subject; it extends to everything human. This does not mean that I am an intellectual miser or egoist, who amasses knowledge for himself alone; by no means! What I do and think for myself, I must also think and do for others. But I feel the need of instructing others in a subject only so long as, while instructing others, I am also instructing myself.”

Ludwig Feuerbach (1804–1872) German philosopher and anthropologist

Lecture I, , R. Manheim, trans. (1967), p. 2 Lectures on the Essence of Religion http://www.marxists.org/reference/archive/feuerbach/works/lectures/index.htm (1851)

Feeling, Knowledge, Thinking

“Works of art which cannot be understood in themselves but need some pretentious instruction book to justify their existence will never again find their way to the German people.”

Adolf Hitler (1889–1945) Führer and Reich Chancellor of Germany, Leader of the Nazi Party

Other remarks Source: Adolf Hitler as in a speech the summer before the Degenerate Art Exhibition as quoted without citation in " Degenerate art: Why Hitler hated modernism http://www.bbc.com/news/magazine-24819441" by Lucy Burns, BBC.

People, Books, Art, Way

“The spirit acquires an increase of knowledge and experience in each of his corporeal existences. He loses sight of part of these gains during his reincarnation in matter, which is too gross to allow of his remembering them in their entirety; but he remembers them as a spirit. It is thus that some somnambulists give evidence of possessing knowledge beyond their present degree of instruction, and even of their apparent intellectual capacity. The intellectual and scientific inferiority of a somnambulist in his waking state, therefore, proves nothing against his possession of the knowledge he may display in his lucid state. According to the circumstances of the moment and the aim proposed, he may draw this knowledge from the stores of his own experience, from his clairvoyant perception of things actually occurring, or from the counsels which he receives from other spirits; but, in proportion as his own spirit is more or less advanced, he will make his statements more or less correctly.”

Allan Kardec (1804–1869) systematizer of Spiritism

Source: The Spirits' Book, p. 221.

Knowledge, Parting, Drawing

“There is, I venture to think, no ground for the ordinarily accepted statement of the relation of philosophy to theology and religion. It is usually said that while^hilosophy is the creation of an individual mind, theology or religion is, like folk-lore and language, the product of the collective mind of a people or a race. This is to confuse philosophy with philosophies, a conmion and, it must be admitted, a not unnatural confusion. But while a philosophy is the creation of a Plato, an Aristotle, a Spinoza, a Kant, or a Hegel, ^hilosophy itself is, like religion, folk-lore and language, a product of the collective mind of humanity. It is advanced, as these are, by individual additions, interpretations and syntheses, but it is none the less quite istinct from such individual contributions. philosophy is humanity's hold on Totality, and it becomes richer and more helpful as man's intellectual horizon widens, as his intellectual vision grows clearer, and as his insights become more numerous and more sure. Theology is philosophy of a particular type. It is an interpretation of Totality in terms of God and His activities. In the impressive words of Principal Caird, that philosophy which is theology seeks "to bind together objects and events in the links of necessary thought, and to find their last ground and reason in that which comprehends and transcends all— the nature of God Himself." Religion is the apprehension and the adoration of the Grod Whom theology postulates.
If the whole history of philosophy be searched for material with which to instruct the beginner in what philosophy really is and in its relation to theology and religion, the two periods or epochs that stand out above all others as useful for this purpose are Greek thought from Thales to Socrates, and that interpretation of the teachings of Christ by philosophy which gave rise, at the hands of the Church Fathers, to Christian theology. In the first period we see the simple, clear-cut steps by which the mind of Europe was led from explanations that were fairy-tales to a natural, well-analyzed, and increasingly profound interpretation of the observed phenomena of Nature. The process is so orderly and so easily grasped that it is an invaluable introduction to the study of philosophic thinking. In the second period we see philosophy, now enriched by the literally huge contributions of Plato, Aristotle and the Stoics, intertwining itself about the simple Christian tenets and building the great system of creeds and thought which has immortalized the names of Athanasius and Hilary, Basil and Gregory, Jerome and Augustine, and which has given color and form to the intellectual life of Europe for nearly two thousand years. For the student of today both these developments have great practical value, and the astonishing neglect and ignorance of them both are most discreditable.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

" Philosophy" (a lecture delivered at Columbia University in the series on science, philosophy and art, March 4, 1908) https://archive.org/details/philosophyalect00butlgoog"

Life, God, People, Religion

“The objects of instruction in purely scientific mechanics and physics are, first, to produce in the student that improvement of the understanding which results from the cultivation of natural knowledge, and that elevation of mind which flows from the contemplation of the order of the universe”

William John Macquorn Rankine (1820–1872) civil engineer

"On the Harmony of Theory and Practice in Mechanics" (Jan. 3, 1856)
Context: The objects of instruction in purely scientific mechanics and physics are, first, to produce in the student that improvement of the understanding which results from the cultivation of natural knowledge, and that elevation of mind which flows from the contemplation of the order of the universe; and secondly, if possible, to qualify him to become a scientific discoverer.<!--p. 176

Understanding, Nature, Knowledge, Universe

“If you do not accuse each other, God will not accuse you. If you have no accuser you will enter heaven, and if you will follow the revelations and instructions which God gives you through me, I will take you into heaven as my back load. If you will not accuse me, I will not accuse you. If you will throw a cloak of charity over my sins, I will over yours—for charity covereth a multitude of sins. What many people call sin is not sin; I do many things to break down superstition, and I will break it down.”

Joseph Smith, Jr. book History of the Church

History of the Church, 4:445 (7 November 1841)
1840s

God, People

“Culture is best seen not as complexes of concrete behavior patterns — customs, usages, traditions, habit clusters — as has, by and large, been the case up to now, but as a set of control mechanisms — plans, recipes, rules, instructions (what computer engineers call “programs”) — for the governing of behavior.”

Clifford Geertz book The Interpretation of Cultures

Source: The Interpretation of Cultures (1973), p. 44

Behavior

“Dr. Kallen says, "Free public education and private instruction purchasable at a price are both but the community's device to meet present needs by transmitting the past unchanged. They provide a grammar of assent, not a logic of inquiry. The mental posture they habituate the youth in is not the posture of reflection. The mental posture they habituate the youth in is the posture of conformity. They require belief, not investigation. They impose reverence for the past and idealization of the present. They envision the future as a perpetuation of the past, not as a new creation of it. They are Main Street's most powerful instrument of self-reproduction without variation…. They enable government both visible and invisible to continue by consent, for they forestall and inhibit in the citizens of the land the technique of doubt and dissent which is the necessary condition of good government and the true inward-ness of that eternal vigilance so notoriously the price of liberty."”

Everett Dean Martin (1880–1941)

Source: The Meaning of a Liberal Education (1926), p. 75

Youth, Education, Communication, Past

“Such is our ideal – not another museum, another bleak exhibition gallery, another classical building in which insulated and classified specimens of a culture are displayed for instruction, but an adult play-centre, a workshop where work is a joy, a source of vitality and daring experiment. We may be mocked for our naive idealism, but at least it will not be possible to say that an expiring civilisation perished without a creative protest.”

Herbert Read (1893–1968) English anarchist, poet, and critic of literature and art

On the occasion of the opening of Forty Years of Modern Art (February 1948)
Literary Quotes

Joy

“It is not possible to set out in the Christian profession with a more instructive or impressive idea than this — Life is the seed-time for eternity.”

John Angell James (1785–1859) British abolitionist

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 380.

Life, Idea, Time

“Now and always as in that morning twilight on the Galilean lake Christ comes to men. Everywhere He is present, everywhere revealing Himself. Now, as then, our eyes are holden by our own fault, so that we recognize not the merciful Presence which is all around us. Now, as then, it is they who are nearest to Christ by love who see Him first. Still Jesus joins Himself to us; still He walks with us; still He instructs us, speaking to us by His word, His providences, His Spirit; still He seeks to enter into our sorrows and trials, and to console and cheer us. But we know Him not. Our eyes are holden by unbelief. We do not press Him to abide with us. Hence He is grieved, and we are left alone in the night.”

Richard Fuller (minister) (1804–1876) United States Baptist minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 96.

Love, Men, Christ, Night

“In the progress of the work he founded a Collegium Biblieum, or Bible club, consisting of his colleagues Melanchthon, Bugenhagen (Pommer), Cruciger, Justus Jonas, and Aurogallus. They met once a week in his house, several hours before supper. Deacon Georg Rörer (Rorarius), the first clergyman ordained by Luther, and his proof-reader, was also present; occasionally foreign scholars were admitted; and Jewish rabbis were freely consulted. Each member of the company contributed to the work from his special knowledge and preparation. Melanchthon brought with him the Greek Bible, Cruciger the Hebrew and Chaldee, Bugenhagen the Vulgate, others the old commentators; Luther had always with him the Latin and the German versions besides the Hebrew. Sometimes they scarcely mastered three lines of the Book of Job in four days, and hunted two, three, and four weeks for a single word. No record exists of the discussions of this remarkable company, but Mathesius says that "wonderfully beautiful and instructive speeches were made."
At last the whole Bible, including the Apocrypha as "books not equal to the Holy Scriptures, yet useful and good to read," was completed in 1534, and printed with numerous woodcuts.
In the mean time the New Testament had appeared in sixteen or seventeen editions, and in over fifty reprints.
Luther complained of the many errors in these irresponsible editions.
He never ceased to amend his translation. Besides correcting errors, he improved the uncouth and confused orthography, fixed the inflections, purged the vocabulary of obscure and ignoble words, and made the whole more symmetrical and melodious.
He prepared five original editions, or recensions, of his whole Bible, the last in 1545, a year before his death.
The edition of 1546 was prepared by his friend Rörer, and contains a large number of alterations, which he traced to Luther himself. Some of them are real improvements, e. g., Die Liebe höret nimmer auf, for, Die Liebe wird nicht müde (1 Cor. 13:8). The charge that he made the changes in the interest of Philippism (Melanchthonianism), seems to be unfounded.”

Philip Schaff (1819–1893) American Calvinist theologian

Luther's Bible club

Death, Books, Beauty, Error

Rajiv Malhotra book The Battle for Sanskrit

The Battle for Sanskrit (2016)

People, Education, Study, Freedom

“We communicate with each other to inform, to instruct, to persuade, to amuse, to annoy. Informing and instructing aim to alter the receiver's concepts, whereas persuading, amusing or annoying aim to change his preferences or feelings. In a work situation people do make jokes and enemies, and use the arts of persuasion, but much of their communication has an informal or instructional aspect.”

Brian Campbell Vickery (1918–2009) British information theorist

Source: Information Systems (1973), p. 1.

People, Art, Feeling, Communication

“Many good things come from the left! [at the House of Blues on August 12th, 2008, while instructing the crowd to do a 'side-wave.']”

KT Tunstall (1975) Scottish singer-songwriter and guitarist

Housing

“When we seek a textbook case for the proper operation of science, the correction of certain error offers far more promise than the establishment of probable truth. Confirmed hunches, of course, are more upbeat than discredited hypotheses. Since the worst traditions of “popular” writing falsely equate instruction with sweetness and light, our promotional literature abounds with insipid tales in the heroic mode, although tough stories of disappointment and loss give deeper insight into a methodology that the celebrated philosopher Karl Popper once labeled as “conjecture and refutation.””

Stephen Jay Gould (1941–2002) American evolutionary biologist

"An Essay on a Pig Roast", p. 437
Bully for Brontosaurus (1991)

Truth, Disappointment, Error, Literature

“All poetry is supposed to be instructive but in an unnoticeable manner; it is supposed to make us aware of what it would be valuable to instruct ourselves in; we must deduce the lesson on our own, just as with life.”

Johann Wolfgang von Goethe (1749–1832) German writer, artist, and politician

Letter to Carl Friedrich Zelter (26 November 1825)

Life

“On the whole, I do not like the French as well as the Germans; the French are extremely reserved toward strangers… Everybody works for himself without concern for others. All want to instruct, and nobody wants to learn. The most absolute egotism reigns everywhere. The only thing the French look for in strangers is the practical; no one can think except himself, he is the only one who can produce anything theoretical. This is the way he thinks and so you can understand it is really difficult to be noticed, particularly for a beginner.”

Niels Henrik Abel (1802–1829) Norwegian mathematician

Letter to Bernt Michael Holmboe (ca. 1826) as quoted by Øystein Ore, Niels Henrik Abel: Mathematician Extraordinary (1957)

Way, Understanding, Thinking, Learning

“One has to fill up the heart with Knowledge. The Knowledge has a form that’s called 'upadesh' (nt: sub–country; also teaching, instruction). There are many countries such as England, Germany, and India, but Knowledge is not this kind of country. This country is something different. Knowledge is the thing that when it is realized, a person becomes free.”

Prem Rawat (1957) controversial spiritual leader

Dehradun, India, December 1, 1965 (translated from Hindi)
1960s

Knowledge, Heart, Personality, Country

“And weeping fast as she had breath
Janet implored us, "Wake her from her sleep!"
And would not be instructed in how deep
Was the forgetful kingdom of death.”

John Crowe Ransom (1888–1974) American poet

"Janet Waking", line 25, from Two Gentlemen in Bonds (1927).

Death, Sleep, Forgetting

“We may talk of the best means of doing good; but, after all, the greatest difficulty lies in doing it in a proper spirit. Speak- the truth in love, "in meekness instructing those that oppose themselves"”

Asahel Nettleton (1783–1844) American theologian

with the meekness and gentleness of Christ.
Reported in Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895), p. 129.

Love, Truth, Christ

“Welcome to the early twenty-first century, human.
It’s night in Milton Keynes, sunrise in Hong Kong. Moore’s Law rolls inexorably on, dragging humanity toward the uncertain future. The planets of the solar system have a combined mass of approximately 2 x 1027 kilograms. Around the world, laboring women produce forty-five thousand babies a day, representing 1023 MIPS of processing power. Also around the world, fab lines casually churn out thirty million microprocessors a day, representing 1023 MIPS. In another ten months, most of the MIPS being added to the solar system will be machine-hosted for the first time. About ten years after that, the solar system’s installed processing power will nudge the critical 1 MIPS per gram threshold—one million instructions per second per gram of matter. After that, singularity—a vanishing point beyond which extrapolating progress becomes meaningless. The time remaining before the intelligence spike is down to single-digit years …”

Charles Stross book Accelerando

Source: Accelerando (2005), Chapter 2 (“Troubadour”), pp. 38-39

Women, World, Law, Intelligence

“I have just discovered that without her father's consent this sweet, trusting, gullible six-year-old is being sent, for weekly instruction, to a Roman Catholic nun. What chance has she?”

Richard Dawkins book Viruses of the Mind

Viruses of the Mind (1993)

Chance

“In each and every one of us lies a message. It is inscribed in an ancient code, its beginnings lost in the mists of time. Decrypted, the message contains instructions on how to make a human being. Nobody wrote the message; nobody invented the code. They came into existence spontaneously. Their designer was Mother Nature herself, working only within the scope of her immutable laws and capitalizing on the vagaries of chance. The message isn't written in ink or type, but in atoms, strung together in an elaborately arranged sequence to form DNA, short for deoxyribonucleic acid. It is the most extraordinary molecule on Earth.”

Paul Davies (1946) British physicist

Source: The Fifth Miracle: The Search for the Origin and Meaning of Life (1999), Ch. 1: 'The Meaning of Life', p. 41

Law, Nature, Chance, Time

“He wins every hand who mingles profit with pleasure, by delighting and instructing the reader at the same time.”
Omne tulit punctum qui miscuit utile dulci, lectorem delectando pariterque monendo.

Horace Ars Poetica

Source: Ars Poetica, or The Epistle to the Pisones (c. 18 BC), Line 343

Pleasure, Time

“I will prefix the motives which originally gave rise to buildings and the development of inventions in this field, following in the steps of early nature and of those writers who have devoted treatises to the origins of civilization and the investigation of inventions. My exposition will, therefore, follow the instruction which I have received from them.”

Vitruvius book De architectura

Introduction, Sec. 5
De architectura (The Ten Books On Architecture) (~ 15BC), Book II

Motivation, Nature

“Posterity, until now, has been truly inequitable regarding Godbout. It is true, he was responsible […] of renunciations, if you will, renunciations that this absolutely infernal pressure of wartime made probably inevitable. But it is quite unjust that people forgot that these few years of the Godbout government were also punctuated by three crucial decisions that almost constitute the act of birth of contemporary Quebec. In a few brief years, in only one government mandate, the creation of Hydro-Quebec, the establishment of obligatory instruction and […] the women's vote.”

Adélard Godbout (1892–1956) Canadian politician

By René Lévesque, June 14, 1984.
Reference: René Lévesque, Mot à Mot, Les Éditions internationales Alain Stanké, 1997.
Original: La postérité, jusqu'à nouvel ordre, a été vraiment inéquitable à l'égard de Godbout. C'est vrai, il a été responsable [...] de démissions, si on veut, démissions que cette pression absoluement infernale du temps de guerre probablement rendait inévitables. Mais c'est assez injuste qu'on ait oublié que ces quelques années du gouvernement Godbout ont été ponctuées également par trois décisions cruciales qui constituent quasiment l'acte de naissance du Québec contemporain. En quelques brèves années, dans un seul mandat de gouvernement, la création de l'Hydro-Québec, l'instauration de l'instruction obligatoire et [...] le vote des femmes.

Women, People, Birth, Decision

“Professor Eddington has recently remarked that 'The law that entropy always increases — the second law of thermodynamics — holds, I think, the supreme position among the laws of nature'. It is not a little instructive that so similar a law [the fundamental theorem of natural selection] should hold the supreme position among the biological sciences.”

Ronald Fisher book The Genetical Theory of Natural Selection

On the fundamental theorem of natural selection, Ch. 2, p. 36.
The Genetical Theory of Natural Selection (1930)

Law, Nature, Thinking, Science

“But the bilingualists simplistically scorn the value and necessity of assimilation. They do not seem to realize that there are two ways a person is individualized. So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality. Supporters of bilingual education thus want it both ways. They propose bilingual schooling as a way of helping students acquire the skills of the classroom crucial for public success. But they likewise insist that bilingual instruction will give students a sense of their identity apart from the public. Behind this screen there gleams an astonishing promise: One can become a public person while still remaining a private person. At the very same time one can be both! There need be no tension between the self in the crowd and the self apart from the crowd! Who would not want to believe such an idea?”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Education, School, Way, Idea

“The monkeys themselves, without instruction from any quarter, learn to use sticks in fighting, and some build houses—an act which cannot in their case be considered as one of instinct, but of intelligence.”

Robert Chambers (publisher, born 1802) book Vestiges of the Natural History of Creation

Source: Vestiges of the Natural History of Creation (1844), p. 320

Intelligence, Learning, Fight, Housing

“My spirit was often bowed in awful reverence before the Most High, and covered with feelings of humility and tenderness; under which I had to believe that we ought to attend to Divine instruction, even in disposing of and governing the inferior part of his creation.”

Joshua Evans (Quaker minister) (1731–1798) American Quaker minister and abolitionist

Source: Journal, p. 27

Feeling, Parting

“You wouldn't want Alan Greenspan to write the instructions for assembling a beach chair.”

Robert Orben (1928) American magician and writer

Chicago Tribune staff (June 25, 1995) "Think About It", Chicago Tribune, p. 3.
Attributed

“It is not within the power of a Buddha to wash away the impurities of others. One could neither purify nor defile another.The Buddha, as Teacher, instructs us, but we ourselves are directly responsible for our purification.”

Narada Maha Thera (1898–1983) Sri Lankan monk and missionary

Buddhism in a Nutshell

Teachers

“Now there is one outstandingly important fact regarding Spaceship Earth, and that is that no instruction book came with it.”

Buckminster Fuller (1895–1983) American architect, systems theorist, author, designer, inventor and futurist

1960s, Operating Manual for Spaceship Earth (1963)

Books

“Instruction, that mysterious communing of Wisdom with Ignorance, is no longer an indefinable tentative process, requiring a study of individual aptitudes, and a perpetual variation of means and methods, to attain the same end; but a secure, universal, straightforward business, to be conducted in the gross, by proper mechanism.”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

1820s, Signs of the Times (1829)

Wisdom, Communication, Business, Study

“I turn to the past to learn its story without any preconceived opinion what that story may be. I do not assume that one period or one line of study is more instructive than another, but I am ready to recognise the real identity of man's aspiration at all times. Some episodes in history are regarded as profoundly modern; others are dismissed contemptuously as concerned with trifles. In some ages there are great heroes, in others the actors are sunk in indolence and sloth. For my own part I do not recognise this great distinction.”

Mandell Creighton (1843–1901) English historian and ecclesiastic

The teaching of ecclesiastical history, Inaugural lecture, Dixie Chair of Ecclesiastical History, University of Cambridge (23 January 1885).

Age, History, Study, Learning

“No good government can ever want more than two things for its support: 1st, Its own excellence; and, 2dly, a people sufficiently instructed, to be aware of that excellence. Every other pretended support, must ultimately tend to its subversion, by lessening its dependence upon these.”

James Mill (1773–1836) Scottish historian, economist, political theorist and philosopher

The Edinburgh Review, vol. 21 (1813), pp. 217-18

People, Support, Dependency

“The artist’s aim is not to instruct the viewer, but to give information, whether the viewer understands the information is incidental to the artist.”

Sol LeWitt (1928–2007) American artist

“Serial Project #1, 1966,” Aspen 5/6 (Fall/Winter 1967)
Quotes of Sol Lewitt

Understanding

“My father's views for me, which were to guide his choice of college, were twofold. He really wanted me to learn; to get a good education, not so much with the idea of my making my way in the world, as from the value which he had learned to set upon intellect…. He was fond of repeating the sentence in the Eton Latin grammar—" Concessi Cantabrigiam ad capiendum ingenii cultum…." This was the proverb which presided over my whole college life. Though often dimmed, it was never lost sight of, and however much I may have had to hate the grammar on other accounts, I think no other sentence of any book has had so large a share in moulding my mind and character as that one. It was then essential to my father's plans for me that the college to be selected for me should be one where the instruction given was reputed to be good.”

Mark Pattison (1813–1884) English author and Church of England priest

Memoirs (1885)

Life, Hate, Books, World

“When Muhammad bin Qasim invaded Sind, he took captives wherever he went and sent many prisoners, especially women prisoners, to his homeland. Parimal Devi and Suraj Devi, the two daughters of Raja Dahir, who were sent to Hajjaj to adorn the harem of the Caliph, were part of a large bunch of maidens remitted as one-fifth share of the state (Khums) from the booty of war (Ghanaim). The Chachnama gives the details. After the capture of the fort of Rawar, Muhammad bin Qasim “halted there for three day, during which time he masscered 6,000 …men. Their followers and dependents, as well as their women and children were taken prisoner.” When the (total) number of prisoners was calculated, it was found to amount to thirty thousand persons (Kalichbeg has sixty thousand), amongst whom thirty were the daughters of the chiefs. They were sent to Hajjaj. The head of Dahir and the fifth part of prisoners were forwarded in charge of the Black Slave Kaab, son of Mubarak Rasti.96 In Sind itself female slaves captured after every campaign of the marching army, were married to Arab soldiers who settled down in colonies established in places like Mansura, Kuzdar, Mahfuza and Multan. The standing instructions of Hajjaj to Muhammad bin Qasim were to “give no quarter to infidels, but to cut their throats”, and take the women and children as captives. In the final stages of the conquest of Sind, “when the plunder and the prisoners of war were brought before Qasim… one-fifth of all the prisoners were chosen and set aside; they were counted as amounting to twenty thousand in number… (they belonged to high families) and veils were put on their faces, and the rest were given to the soldiers”.97 Obviously, a few lakhs of women were enslaved and distributed among the elite and the soldiers.”

Muhammad bin Qasim (695–715) Umayyad general

Chachnama, in Lal, K. S. (1992). The legacy of Muslim rule in India. New Delhi: Aditya Prakashan. Chapter 7

Women, Men, War, Children

“Children should be educated and instructed in the principles of freedom.”

John Adams (1735–1826) 2nd President of the United States

Source: 1780s, A Defence of the Constitutions of Government (1787), Ch. 3 Marchamont Nedham : Errors of Government and Rules of Policy" Seventh Rule

Children, Education, Freedom

“Staff standards are not theological abstractions, but scientific approximations, and are evolved for the use of the line, the sole justification of the standards being that they will make line work more efficient. Staff standards being for the benefit of the line and often entrusted to line officials, must be put in the form of permanent instructions so that all may understand what is being aimed at, and deviations by the line be noted and reprimanded.”

Harrington Emerson (1853–1931) American efficiency engineer and business theorist

Source: Efficiency as a Basis for Operation and Wages, p. 70; Cited in: Morgen Witzel (2003) Fifty Key Figures in Management. p. 79

Understanding

“The Alabama Democratic convention [instructed] its delegates to walk out of the national convention if the party refused to adopt a platform pledging a federal slave code for the territories. Other lower-South Democratic organizations followed suit. In February, Jefferson Davis presented the substance of southern demands to the Senate in resolutions affirming that neither Congress nor a territorial legislature could impair the constitutional right of any citizen of the United States to take his slave property into the common territories.”

James M. McPherson (1936) American historian

James M. McPherson. Battle Cry of Freedom http://historynewsnetwork.org/blog/153655 (1988) p. 214 1980s

“The doctor of the future will give no medicine, but will instruct his patient in the care of the human frame, in diet and in the cause and prevention of disease.”

Thomas Edison (1847–1931) American inventor and businessman

This has been reprinted many times with slight variations on the wording; it is part of a much larger quote directly from Edison published in 1903: :Nineteen hundred and three will bring great advances in surgery, in the study of bacteria, in the knowledge of the cause and prevention of disease. Medicine is played out. Every new discovery of bacteria shows us all the more convincingly that we have been wrong and that the million tons of stuff we have taken was all useless. The doctor of the future will give no medicine, but will instruct his patient in the care of the human frame, in diet and in the cause and prevention of disease. They may even discover the germ of old age. I don't predict it, but it might be by the sacrifice of animal life human life could be prolonged. Surgery, diet, antiseptics — these three are the vital things of the future in preserving the health of humanity. There were never so many able, active minds at work on the problems of diseases as now, and all their discoveries are tending to the simple truth — that you can't improve on nature. :* As quoted in "Wizard Edison" in The Newark Advocate (2 January 1903), p. 1 according to research by Barbara and David P. Mikkelson at snopes.com http://www.snopes.com/quotes/edison.asp. 1900s

Disease, Future

“Oh, be wise, Thou!
Instructed that true knowledge leads to love.”

William Wordsworth (1770–1850) English Romantic poet

Quote reported in Hoyt's New Cyclopedia Of Practical Quotations (1922), p. 419-23.
Lines (1795)

Love, Knowledge

““Sometimes I wish I knew how to go crazy. I forget how.”
“It’s a lost art,” Hank said. “Maybe there’s an instruction manual on it.””

Philip K. Dick book A Scanner Darkly

Source: A Scanner Darkly (1977), Chapter 4 (p. 56)

Art, Forgetting

“Even from their infancy we frame them to the sports of love: their instruction, behavior, attire, grace, learning and all their words azimuth only at love, respects only affection. Their nurses and their keepers imprint no other thing in them.”

Michel De Montaigne (1533–1592) (1533-1592) French-Occitan author, humanistic philosopher, statesman

Attributed

Love, Behavior, Sport, Learning

“The soul seeks God by faith, not by the reasonings of the mind and labored efforts, but by the drawings of love; to which inclinations God responds, and instructs the soul, which co-operates actively. God then puts the soul in a passive state where He accomplishes all, causing great progress, first by way of enjoyment, then by privation, and finally by pure love.”

Jeanne Marie Bouvier de la Motte Guyon (1648–1717) French mystic

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 240.

Love, God, Faith, Way

“Experience has taught me that those who give their time to the absorbing claims of what is called society, not having leisure to keep up a large acquaintance with the organs of opinion, remain much more ignorant of the general state either of the public mind, or of the active and instructed part of it, than a recluse who reads the newspapers need be.”

John Stuart Mill book Autobiography

Source: Autobiography (1873), Ch. 7: General View of the Remainder of My Life (p. 184)

Time, Reading, Parting

“No one can examine this record and escape the conclusion that in the great outline of its principles the Declaration was the result of the religious teachings of the preceding period. The profound philosophy which Jonathan Edwards applied to theology, the popular preaching of George Whitefield, had aroused the thought and stirred the people of the Colonies in preparation for this great event. No doubt the speculations which had been going on in England, and especially on the Continent, lent their influence to the general sentiment of the times. Of course, the world is always influenced by all the experience and all the thought of the past. But when we come to a contemplation of the immediate conception of the principles of human relationship which went into the Declaration of Independence we are not required to extend our search beyond our own shores. They are found in the texts, the sermons, and the writings of the early colonial clergy who were earnestly undertaking to instruct their congregations in the great mystery of how to live. They preached equality because they believed in the fatherhood of God and the brotherhood of man. They justified freedom by the text that we are all created in the divine image, all partakers of the divine spirit.”

Calvin Coolidge (1872–1933) American politician, 30th president of the United States (in office from 1923 to 1929)

1920s, Speech on the Anniversary of the Declaration of Independence (1926)

God, People, World, Search

“The Multitude will hardly believe the excessive Force of Education, and in the difference of Modesty between Men and Women ascribe that to Nature, which is altogether owing to early Instruction: Miss is scarce Three years old, but she is spoke to every Day to hide her Leg, and rebuk'd in good Earnest if she shews it; while Little Master at the same Age is bid to take up his Coats, and piss like a Man.”

Bernard Mandeville book The Fable of the Bees

Remark C, p. 63
The Fable of the Bees (1714)

Women, Men, Age, Education

“It is also instructive to see for oneself what Eaton’s purported “eighty” cases are, on pp. 128-132 of his book. These turn out not to concern individual places of worship, but campaigns of destruction affecting whole cities with numerous temples at once. Among the items on Eaton’s list, we find “Delhi” under Mohammed Ghori’s onslaught, 1193, or “Benares” under the Ghurid conquest, 1194, and again under Aurangzeb’s temple-destruction campaign, 1669. On each of these “three” occasions, literally hundreds of temples were sacked. In the case of Delhi, we all know how the single Quwwat-ul-Islam mosque replaced 27 temples, incorporating their rubble.”

Koenraad Elst (1959) orientalist, writer

2000s, Ayodhya: The Case Against the Temple (2002)

Books

“The Times was rushing to assure its readers that "prominent Islamic scholars and theologians in the West say unequivocally that nothing in Islam countenances the Sept. 11 actions." (That's if you set aside Muhammad's many specific instructions to kill nonbelievers whenever possible).”

Ann Coulter (1961) author, political commentator

2004, How to Talk to a Liberal (If You Must) (2004)

Time

“Let us change our traditional attitude to the construction of programs: Instead of imagining that our main task is to instruct a computer what to do, let us concentrate rather on explaining to human beings what we want a computer to do.”

Donald Ervin Knuth Literate Programming

"Literate Programming", The Computer Journal 27 (1984), p. 97. (Reprinted in Literate Programming, 1992, p. 99.)
Literate Programming (1984)

Imagination, Change

“Grammars (vyākaraṇas) concern the description of speech forms (śabda) considered to be correct (sādhu) through derivation and thereby serve to make understood the usage found in the Vedas. The grammar that was granted the status of a Vedāṅga is that of Pāṇini. This work is referred to in toto as a śabdānuśāsana (means of instruction of correct speech forms); since the core of Pāṇini’s work comprises the eight chapters of sūtras that serve to describe both the current language of his time and features particular to Vedic, it also bears the name Aṣṭādhyāyī”

Pāṇini ancient Sanskrit grammarian

“Collection of Eight Chapters” Prof. George Cardona in: Indo-Aryan languages http://www.britannica.com/EBchecked/topic/286348/Indo-Aryan-languages/74594/Characteristics-of-Old-Indo-Aryan-texts#ref603388, britannica.com., 20 January 2014.

Time

“3403. Men seek less to be instructed than applauded.”

Thomas Fuller (writer) (1654–1734) British physician, preacher, and intellectual

Introductio ad prudentiam: Part II (1727), Gnomologia (1732)

Men

“Logic aims to instruct the human mind as to its own nature and processes; it will lay bare the interior working of our mind for our guidance. The object of the study of logic is thought, its nature, and its proper classification.”

Joseph Dietzgen (1828–1888) german philosopher

Letter 2
Letters on Logic: Especially Democratic-Proletarian Logic (1906)

Nature, Study

Quotes about instruction page 3

Quotes about instruction
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