Quotes about instruction
page 5

“The Working Man as yet sought only to know his craft; and educated himself sufficiently by ploughing and hammering, under the conditions given, and in fit relation to the persons given: a course of education, then as now and ever, really opulent in manful culture and instruction to him; teaching him many solid virtues, and most indubitably useful knowledges; developing in him valuable faculties not a few both to do and to endure,—among which the faculty of elaborate grammatical utterance, seeing he had so little of extraordinary to utter, or to learn from spoken or written utterances, was not bargained for; the grammar of Nature, which he learned from his mother, being still amply sufficient for him. This was, as it still is, the grand education of the Working Man. As for the Priest, though his trade was clearly of a reading and speaking nature, he knew also in those veracious times that grammar, if needful, was by no means the one thing needful, or the chief thing. By far the chief thing needful, and indeed the one thing then as now, was, That there should be in him the feeling and the practice of reverence to God and to men; that in his life's core there should dwell, spoken or silent, a ray of pious wisdom fit for illuminating dark human destinies;—not so much that he should possess the art of speech, as that he should have something to speak!”

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

1850s, Latter-Day Pamphlets (1850), Stump Orator (May 1, 1850)

Life, Wisdom, Men, God

“We are sure to displease when we speak too long and too often of one subject, and when we try to turn the conversation upon subjects that we think more instructive than others, we should enter indifferently upon every subject that is agreeable to others, stopping where they wish, and avoiding all they do not agree with.”

François de La Rochefoucauld (1613–1680) French author of maxims and memoirs

Reflections on Various Subjects (1665–1678), V. On Conversation

Thinking, Indifference

“While North Carolina has the honor of first authorizing its delegates to concur with other Colonies in declaring independence, it was quickly followed by South Carolina and Georgia, which also gave general instructions broad enough to include such action. But the first instructions which unconditionally directed its delegates to declare for independence came from the great Commonwealth of Virginia. These were immediately followed by Rhode Island and Massachusetts, while the other Colonies, with the exception of New York, soon adopted a like course.”

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)

“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.”

Jefferson Davis (1808–1889) President of the Confederate States of America

James McPherson, Battle Cry of Freedom http://historynewsnetwork.org/blog/153655 (1989), p. 214.

“So-called instincts are instructive, Felix. They point to survival values.”

Robert A. Heinlein book Beyond This Horizon

Source: Beyond This Horizon (1948; originally serialized in 1942), Chapter 7, “Burn him down at once—”, p. 76

“Sandinistas are a democratically elected government which originally led a popular revolution to overthrow a dictatorship based on slavery…
US foreign policy could be best defined as follows: kiss my arse or I'll kick your head in. It is as simple and as crude as that. It can hardly be said to be a complicated foreign policy. What is interesting about it is that it is so incredibly successful. It possesses the structures of disinformation, use of rhetoric, distortion of language, which are very persuasive, but are actually a pack of lies. It is very successful propaganda. They have the money, they have the technology, they have all the means to get away with it, and they do. I find the ignorance in this country, Britain, and certainly the US, really quite deep. It is not only the Republican Party and government in the US which are responsible for this state of affairs, but I see the Democrats as only differing by degrees. While they say "no more military aid to the Contras"… they are still referring to an innate and deeply embedded assumption that they are talking about a Marxist-Leninist totalitarian dictatorship; gangsters, thugs, instructed from Moscow.”

Harold Pinter (1930–2008) playwright from England

Quoted in an interview http://www.haroldpinter.org/politics/politics_america.shtml, conducted by Andrew Graham-Yooll, South Magazine (May 1988)

Money, Kiss, Success, Country

“[I]nfatuation with characters still pervades American classrooms and holds back essential improvement in instruction.”

John DeFrancis (1911–2009) American linguist

"The Prospects for Chinese Writing Reform" (2006, p. 25) http://sino-platonic.org/complete/spp171_chinese_writing_reform.pdf <br class="br">"The Prospects for Chinese Writing Reform" (2006)

“Ziegler said, “You know the story in the Bible, the story of Abraham and Isaac?”
“Of course.”
“God instructs Abraham to offer his son as a sacrifice. Isaac makes it as far as the chopping block before God changes his mind.”
Yes. Jacob had always imagined God a little appalled at Abraham’s willingness to cooperate.
Ziegler said, “What’s the moral of the story?”
“Faith.”
“Hardly,” Ziegler said. “Faith has nothing to do with it. Abraham never doubted the existence of God—how could he? The evidence was ample. His virtue wasn’t faith, it was fealty. He was so simplemindedly loyal that he would commit even this awful, terrible act. He was the perfect foot soldier. The ideal pawn. Abraham’s lesson: fealty is rewarded. Not morality. The fable makes morality contingent. Don’t go around killing innocent people, that is, unless you're absolutely certain God want you to. It’s a lunatic’s credo.
“Isaac, on the other hand, learns something much more interesting. He learns that neither God nor his own father can be trusted. Maybe it makes him a better man than Abraham. Suppose Isaac grows up and fathers a child of his own, and God approaches him and makes the same demand. One imagines Isaac saying, ’No. You can take him if you must, but I won’t slaughter my son for you.’ He’s not the good and faithful servant his father was. But he is, perhaps, a more wholesome human being.””

Robert Charles Wilson (1953) author

The Fields of Abraham (pp. 21-22)
The Perseids and Other Stories (2000)

God, People, Faith, Imagination

“I am particularly fond of [Emmanuel Mendes da Costa's] Natural History of Fossils because this treatise, more than any other work written in English, records a short episode expressing one of the grand false starts in the history of natural science—and nothing can be quite so informative and instructive as a juicy mistake.”

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

"The Clam Stripped Bare by Her Naturalists, Even", p. 93
Leonardo's Mountain of Clams and the Diet of Worms (1998)

History, Nature, Science, Falseness

“These are primitive beginnings in art, such as one usually finds in ethnographic collections or at home in one's nursery. Do not laugh, reader! Children also have artistic ability, and there is wisdom in their having it! The more helpless they are, the more instructive are the examples they furnish us; and they must be preserved from corruption at an early age. Parallel phenomena are provided by the works of the mentally diseased; neither childish behaviour nor madness are insulting words here, as they commonly are. All this is to be taken very seriously, more seriously than all the public galleries, when it comes to reforming today's art.”

Paul Klee (1879–1940) German Swiss painter

Diary entry (January 1912), # 905, quoting his "Munich Art Letter" in the journal Die Alpen
1911 - 1914

Wisdom, Children, Age, Disease

“The second requirement of a virus-friendly environment – that it should obey a program of coded instructions – is again only quantitatively less true for brains than for cells or computers. We sometimes obey orders from one another, but also we sometimes don't. Nevertheless, it is a telling fact that, the world over, the vast majority of children follow the religion of their parents rather than any of the other available religions. Instructions to genuflect, to bow towards Mecca, to nod one's head rhythmically towards the wall, to shake like a maniac, to "speak in tongues" – the list of such arbitrary and pointless motor patterns offered by religion alone is extensive – are obeyed, if not slavishly, at least with some reasonably high statistical probability.”

Richard Dawkins book Viruses of the Mind

Viruses of the Mind (1993)

Children, World, Religion, Parent

“To avoid this error, the error of assuming that that to be widely read and to be well read are the same thing, we must consider a certain distinction in types of learning. … In the history of education, men have often distinguished between learning by instruction and learning by discovery. … Discovery stands to instruction as learning without a teacher stands to learning through the help of one. In both cases the activity of learning goes on in the one who learns. It would be a mistake to suppose that discovery is active learning, and instruction passive. There is no inactive learning, just as there is no inactive reading. This is so true, in fact, that a better way to make the distinction clear is to call instruction “aided discovery.””

Mortimer J. Adler book How to Read a Book

Source: How to Read a Book (1940, 1972), p. 11-12

Men, Education, Way, Error

“Acquaint thyself with God, if thou would'st taste
His works. Admitted once to his embrace,
Thou shalt perceive that thou was blind before:
Thine eye shall be instructed; and thine heart
Made pure shall relish with divine delight
Till then unfelt, what hands divine have wrought.”

William Cowper The Task

Source: The Task (1785), Book V, The Winter Morning Walk, Line 779.

God, Heart

“Because wisdom in action in our Western democracies rests squarely upon public understanding, I have long believed that our schools have a key role to play. Peace could, I believe, be advanced through careful study of all the factors which have gone into the various incidents now historical that have marked the breakdown of peace in the past. As an initial procedure our schools, at least our colleges but preferably our senior high schools, as we call them, should have courses which not merely instruct our budding citizens in the historical sequence of events of the past, but which treat with almost scientific accuracy the circumstances which have marked the breakdown of peace and have led to the disruption of life and the horrors of war.”

George Marshall (1880–1959) US military leader, Army Chief of Staff

Essentials to Peace (1953)

Life, Wisdom, War, School

“Now that the provost has instructed me on the criminal speech laws he apparently believes I have a proclivity (to break), despite knowing nothing about my speech, I see that he is guilty of promoting hatred against an identifiable group: conservatives. The provost simply believes and is publicizing his belief that conservatives are more likely to commit hate crimes in their speeches. Not only does this promote hatred against conservatives, but it promotes violence against conservatives.”

Ann Coulter (1961) author, political commentator

Response to a letter from University of Ottawa provost Francois Houle to use "restraint, respect and consideration" in her planned address there (21 March 2010), as quoted in "Coulter: Canadian U Provost Guilty of Hate Crimes" at Newsmax (23 March 2010) http://newsmax.com/InsideCover/coulter-canada-provost-hate/2010/03/23/id/353652. <br class="br">2010

Hate, Law

“We have 6,000 kids every day drop out in this country. And they don't drop out because they're dumb. They drop out because they're bored to death. They're in a 19th century education system in a 21st century world. If we really are serious, then, first of all, we make sure that we build the curriculum around their interests, rather than just push them into something they don't care. Second thing, unleash weapons of mass instruction. I'm a passionate, ardent supporter of having music and art in every school for every student at every grade level.”

Mike Huckabee (1955) Arkansas politician

Republican presidential candidate debate, Johnston, Iowa, 2007-12-12
Republican Debates

Death, World, Education, School

“Sharing instructions about how to perform better for others is very different than sharing feelings about life experiences that make us happy or sad.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Women Can't Hear What Men Don't Say (2000)

Life, Sadness, Feeling, Happiness

“In the year 1823 the angel first came to him, telling him about the plates, also telling him that he would return one year afterwards, when he would give him further instruction. Why this delay? why not commit to his charge the plates at once? It was because of his want of experience. It is true, he had previously received a heavenly vision some four years before, in which he had seen the face of God, the Father.”

Orson Pratt (1811–1881) Apostle of the LDS Church

Journal of Discourses 19:15 (May 20, 1877).
Joseph Smith Jr.'s First Vision

God, Angels

“In an age of global standardization, regional voices also remind both writer and reader that no life is lived generically. If the purpose of literature is truly, as the ancients insisted, to instruct and delight, then what better to understand and enjoy than the here and the now?”

Dana Gioia (1950) American writer

"Fallen Western Star," Denver Quarterly (Fall 1998)
Essays

Life, Age, Literature, Understanding

“To spend for destruction ten times more than for instruction, such is the fashion in our time; and men seriously regard themsleves as rational beings!”

African Spir (1837–1890) Russian philosopher

Source: Words of a Sage : Selected thoughts of African Spir (1937), p. 50.

Men, Fashion, Time

“I have endeavoured, in the following treatise, to convey as complete an account of the present state of knowledge on the subject of Differential Equations, as was consistent with the idea of a work intended, primarily, for elementary instruction. It was my object, first of all, to meet the wants of those who had no previous acquaintance with the subject, but I also desired not quite to disappoint others who might seek for more v advanced information. These distinct, but not inconsistent - aims determined the plan of composition.”

George Boole (1815–1864) English mathematician, philosopher and logician

Source: 1850s, A treatise on differential equations (1859), p. v; Lead paragraph of the preface

Disappointment, Idea, Knowledge

“Whenever I have to speak on the subject of moral instruction and the conduct of a holy life, it is my practice first to demonstrate the power and quality of human nature.”

Pelagius (360–420) British monk

Letter to Demetrias

Life, Nature

“Unreliable Memoirs was just too hard to classify: most of the first wave of American reviewers had convicted it of trying to be truthful and fanciful at the same time. Since I had clearly had no other aim in mind, I read these indictments with sad bewilderment. The most powerful reviewer, in The New York Review of Books, had seized on my incidental remark 'Rilke was a prick' in order to instruct me that Rilke was, on the contrary, an important German poet.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

Dick Cavett, p. 97
Essays and reviews, Cultural Amnesia: Notes in the Margin of My Time (2007)

Truth, Books, Sadness, Time

“In one essential point, I fear, we are all deficient: they are nowhere sufficiently instructed. I am far from recommending it to you, at once to set them all free; because to do so would be an heavy loss to you, and probably no gain to them: but I do entreat you to make them some amends for the drudgery of their bodies by cultivating their minds. … though they still continue to be your slaves, they shall be delivered from the bondage of corruption into the glorious liberty of the children of God.”

Jonathan Boucher (1738–1804) English minister

[Boucher organised education for his own slaves, and baptised many others into the Anglican faith, on one occasion over 300 in a single day]
"A View of the Causes and Consequences of the American Revolution" (London, Robinson, 1797)

God, Children, Fear, Loss

“My only source of instruction has always been the study of works, whether of the past or contemporary artists, which can offer us an answer to our questions if we formulate these properly... I would never be of much use as a guide or instructor, nor have I ever wanted to be one, even when I have been asked to undertake the job [still, Morandi was art professor - etchings - at the Art Academy of Bologna for many years].”

Giorgio Morandi (1890–1964) Italian painter

the text of this interview was later examined by Morandi and approved in the English translation
interview with Edouard Roditi, in 'Dialogues in Art', 1960; as quoted in Morandi 1894 – 1964, published by Museo d'Arte Moderna di Bologna, ed: M. C. Bandera & R. Miracco - 2008; p. 250
1945 - 1964

Art, Question, Study, Past

“Economic theory is the most prestigious subject of instruction and study. Agricultural economics, labor economics and marketing are lower caste fields of study.”

John Kenneth Galbraith book The New Industrial State

Source: The New Industrial State (1967), Chapter X, Section 5, p. 122 (Mr. Galbraith was originally an agricultural economist...)

Study

“Mahmood having reached Tahnesur before the Hindoos had time to take measures for its defence, the city was plundered, the idols broken, and the idol Jugsom was sent to Ghizny to be trodden under foot…Mahmood having refreshed his troops, and understanding that at some distance stood the rich city of Mutra [Mathura], consecrated to Krishn-Vasdew, whom the Hindoos venerate as an emanation of God, directed his march thither and entering it with little opposition from the troops of the Raja of Delhy, to whom it belonged, gave it up to plunder. He broke down or burned all the idols, and amassed a vast quantity of gold and silver, of which the idols were mostly composed. He would have destroyed the temples also, but he found the labour would have been excessive; while some say that he was averted from his purpose by their admirable beauty. He certainly extravagantly extolled the magnificence of the buildings and city in a letter to the governor of Ghizny, in which the following passage occurs: "There are here a thousand edifices as firm as the faith of the faithful; most of them of marble, besides innumerable temples; nor is it likely that this city has attained its present condition but at the expense of many millions of deenars, nor could such another be constructed under a period of two centuries."…The King tarried in Mutra 20 days; in which time the city suffered greatly from fire, beside the damage it sustained by being pillaged. At length he continued his march along the course of a stream on whose banks were seven strong fortifications, all of which fell in succession: there were also discovered some very ancient temples, which, according to the Hindoos, had existed for 4000 years. Having sacked these temples and forts, the troops were led against the fort of Munj…The King, on his return, ordered a magnificent mosque to be built of marble and granite, of such beauty as struck every beholder with astonishment, and furnished it with rich carpets, and with candelabras and other ornaments of silver and gold. This mosque was universally known by the name of the Celestial Bride. In its neighbourhood the King founded an university, supplied with a vast collection of curious books in various languages. It contained also a museum of natural curiosities. For the maintenance of this establishment he appropriated a large sum of money, besides a sufficient fund for the maintenance of the students, and proper persons to instruct youth in the arts and sciences…The King, in the year AH 410 (AD 1019), caused an account of his exploits to be written and sent to the Caliph, who ordered it to be read to the people of Bagdad, making a great festival upon the occasion, expressive of his joy at the propagation of the faith.”

Mahmud of Ghazni (971–1030) Sultan of Ghazni

Tarikh-i-Firishta, translated by John Briggs under the title History of the Rise of the Mahomedan Power in India, first published in 1829, New Delhi Reprint 1981, Vol. I, pp. 27-37.
Quotes from Muslim medieval histories

Money, God, People, Books

“The lower classes of people in Europe may at some future period be much better instructed then they are at present; they may be taught to employ the little spare time they have in many better ways than at the ale-house; they may live under better and more equal laws than they have hitherto done, perhaps, in any country; and I even conceive it possible, though not probable, that they may have more leisure; but it is not in the nature of things, that they can be awarded such a quantity of money or substance, as will allow them all to marry early, in the full confidence that they shall be able to provide with ease for a numerous family.”

Thomas Robert Malthus (1766–1834) British political economist

Source: An Essay on The Principle of Population (First Edition 1798, unrevised), Chapter XIV, paragraph 9

Money, People, Family, Law

“I am far from wishing to treat lightly or inconsiderately the evils attendant upon a standing army. The history of those countries where standing armies have been allowed to usurp an ascendancy over the civil authorities, is a volume pregnant with instruction to every one. We may look at France, for instance, and derive a lesson of eternal importance. But when it is said, that in ancient Rome twelve thousand praetorian bands were potent enough to dispose of that empire according to their will and pleasure, it should be remembered that that was the result of a number of pre-disposing causes, which have no existence in England. Before the civil constitution of any country can be overturned by a standing army, the people of that country must be lamentably degenerate; they must be debased and enervated by all the worst excesses of an arbitrary and despotic government; their martial spirit must be extinguished; they must be brought to a state of political degradation, I may almost say of political emasculation, such as few countries experience that have once known the blessings of liberty.”

Henry Temple, 3rd Viscount Palmerston (1784–1865) British politician

Speech in the House of Commons (8 March 1816), quoted in George Henry Francis, Opinions and Policy of the Right Honourable Viscount Palmerston, G.C.B., M.P., &c. as Minister, Diplomatist, and Statesman, During More Than Forty Years of Public Life (London: Colburn and Co., 1852), p. 12.
1810s

People, Pleasure, History, Evil

“During Muslim rule in India, foreign and Indian Muslims were freely bestowed jobs and gifts. Foreign Muslims were most welcome here. They came in large numbers and were well provided for. Muhammad Tughlaq was specially kind to them, as averred by Ibn Battutah. He writes that "the countries contiguous to India like Yemen, Khurasan and Fars are filled with anecdotes about… his generosity to the foreigners in so far as he prefers them to the Indians, honours them, confers on them great favours and makes them rich presents and appoints them to high offices and awards them great benefits". He calls them aziz or dear ones and has instructed his courtiers not to address them as foreigners. 'The sultan ordered for me," writes Ibn Battutah, "a sum of six thousand tankahs, and ordered a sum of ten thousand for Ibn Qazi Misr. Similarly, he ordered sums to be given to all foreigners (a'izza) who were to stay at Delhi, but nothing was given to the metropolitans."… There are scores of instances of Muhammad Tughlaq's generosity to foreigners…. The point to note here is that under Sultan Muhammad so much wealth was awarded to so many deserving and undeserving foreign Muslims that at the close of his reign the Delhi treasury had become bankrupt. There was also the loss of popularity because "the people of India hate the foreigners (Persians, Turks, Khurasanis) because of the favour the sultan shows them."”

Muhammad bin Tughluq (1290–1351) Turkic Sultan of Delhi

Ibn Battutah, trs. Mahdi Husain, p. 105-140. quoted from Lal, K. S. (1999). Theory and practice of Muslim state in India. New Delhi: Aditya Prakashan. Chapter 5

Hate, People, Loss, Country

“Let me end this chapter by suggesting that religion has done something for science. The latter came to full flower in its modern form in seventeenth-century Europe. Have you ever wondered why that's so? After all the ancient Greeks were pretty clever and the Chinese achieved a sophisticated culture well before we Europeans did, yet they did not hit on science as we now understand it. Quite a lot of people have thought that the missing ingredient was provided by the Christian religion. Of course, it's impossible to prove that so - we can't rerun history without Christianity and see what happens - but there's a respectable case worth considering. It runs like this.
The way Christians think about creation (and the same is true for Jews and Muslims) has four significant consequences. The first is that we expect the world to be orderly because its Creator is rational and consistent, yet God is also free to create a universe whichever way God chooses. Therefore, we can't figure it out just by thinking what the order of nature ought to be; we'll have to take a look and see. In other words, observation and experiment are indispensable. That's the bit the Greeks missed. They thought you could do it all just by cogitating. Third, because the world is God's creation, it's worthy of study. That, perhaps, was a point that the Chinese missed as they concentrated their attention on the world of humanity at the expense of the world of nature. Fourth, because the creation is not itself divine, we can prod it and investigate it without impiety. Put all these features together, and you have the intellectual setting in which science can get going.
It's certainly a historical fact that most of the pioneers of modern science were religious men. They may have had their difficulties with the Church (like Galileo) or been of an orthodox cast of mind (like Newton), but religion was important for them. They used to like to say that God had written two books for our instruction, the book of scripture and the book of nature. I think we need to try to decipher both books if we're to understand what's really happening.”

John Polkinghorne (1930) physicist and priest

page 29-30.
Quarks, Chaos & Christianity (1995)

Men, God, People, Books

“You know what would help the instruction form? Verbs! Verbs would be nice! Because they help you get to the end of a thought!”

Lewis Black (1948) American stand-up comedian, author, playwright, social critic and actor

Taxed Beyond Belief (2002)

Help

“Abu Ghraib is unbelievable in the innocent times of 1961. That we would torture people that way and on the instructions of the President of the United States and his highest legal advisers, torture is okay, they said. Go for it, fellas. If we can't renounce that and remove it from office, then the Constitution doesn't work anymore.”

Ramsey Clark (1927) United States Marine

People, Way, Time

“Of errors and defects we certainly have not less than our full share, enough to keep the reformer awake, the statesman busy, and the country in a pretty lively state of agitation for some time to come. Perfection is an object to be aimed at by all, but it is not an attribute of any form of government. Mutability is the law for all. Something different, something better, or something worse may come, but so far as respects our present system and form of government, and the altitude we occupy, we need not shrink from comparison with any nation of our times. We are to day the best fed, the best clothed, the best sheltered and the best instructed people in the world.”

Frederick Douglass (1818–1895) American social reformer, orator, writer and statesman

1860s, Our Composite Nationality (1869)

People, World, Law, Error

“The state gives orders and coerces, religion teaches and persuades. The state prescribes laws, religion commandments. The state has physical power and uses it when necessary; the power of religion is love and benificence. The one abandons the disobedient and expels him; the other receives him in its bosom and seeks to instruct, or at least to console him.”

Moses Mendelssohn (1729–1786) German Jewish philosopher and theologian

Source: Jerusalem, or on Religious Power and Judaism (1783), p. 45

Love, Religion, Law

“Jesus lives! the same comforting, helping, instructing, loving Elder Brother, as when John leaned on His bosom, as when He lifted Peter up from the waves, as when He dried Mary's tears with His, "Thy sins are forgiven thee." Jesus lives! the same almighty Saviour, Guide, Intercessor, as when He ascended to glory with the broken fetters of sin and death in His pierced hands.”

Abbott Eliot Kittredge (1834–1912) American minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 94.

Love, Death, Tear, Help

“The silent treasuring up of knowledge; learning without satiety; and instructing others without being wearied: which one of these things belongs to me?”

Confucius (-551–-479 BC) Chinese teacher, editor, politician, and philosopher

To keep silently in mind what one has seen and heard, to study hard and never feel contented, to teach others tirelessly; have I done (all of) these things?
Source: The Analects, Other chapters

Knowledge, Learning

“The Art Perspective is necessary to all Arts… but it is more particularly necessary to the Art Painting… The Greatest Masters have been the most guilty… The great Occasion of this Fault, is certainly the wrong Method that generally is used in the Education of Persons to this Art: For the Young People are generally put immediately to Drawing, and when they have acquired a Facility in that, they are put to Colouring. And these things they learn by rote, and by Practice only; but are not at all instructed in any Rules of Art. By which means when they come to make any Designs of their own, tho' they… don t know how to govern their Inventions with Judgment, and become guilty of so many gross Mistakes, which prevent themselves, as well as others, from finding that Satisfaction, they otherwise would do in their Performances.”

Brook Taylor (1685–1731) English mathematician

New Principles of Linear Perspective (1715, 1749)

People, Education, Art, Learning

“Indeed, we can find no more instructive lesson on the whole question of suffrage than the history of its development in the British empire. For more than four centuries, royal prerogative and the rights of the people of England have waged perpetual warfare. Often the result has appeared doubtful, often the people have been driven to the wall, but they have always renewed the struggle with unfaltering courage. Often have they lost the battle, but they have always won the campaign. Amidst all their reverses, each generation has found them stronger, each half-century has brought them its year of jubilee, and has added strength to the bulwark of law and breadth to the basis of liberty. This contest has illustrated again and again the saying that 'eternal vigilance is the price of liberty'. The growth of a city, the decay of a borough, the establishment of a new manufacture, the enlargement of commerce, the recognition of a new power, have, each in its turn, added new and peculiar elements to the contest. Hallam says: 'It would be difficult, probably, to name any town of the least consideration in the fourteenth and fifteenth centuries, which did not, at some time or other, return members to Parliament. This is so much the case, that if, in running our eyes along the map, we find any seaport, as Sunderland or Falmouth, or any inland town, as Leeds or Birmingham, which has never enjoyed the elective franchise, we may conclude at once that it has emerged from obscurity since the reign of Henry VIII.'”

James A. Garfield (1831–1881) American politician, 20th President of the United States (in office in 1881)

Constitutional History of England, Chap. XIII
1860s, Oration at Ravenna, Ohio (1865)

People, Law, History, Courage

“Yes, beloved brothers, every one who is thus rightly taught of God, in this wisdom (for she is the wisdom of the saints), may glory, by the grace given them, over all graduated doctors, theologists, jurists, orators and poets, although he could neither write norspeak, and were he the most helpless upon earth. But all those who are not instructed in the wisdom from God, though they were as glorious as Solomon, as victorious as Alexander, as rich as Crosesis, as strong as Hercules, as learned as Plato, as subtle as Aristotle, as eloquent as Demosthenes and Cicero, and as well skilled in languages as Mithridates; yea, so greatly experienced that his like were not to be found from the beginning, nevertheless, he is a fool in the eyes of the Lord; this must be confessed.”

Menno Simons (1496–1561) Dutch theologian, founder of the Mennonites

Ibid, p.106

Wisdom, God, Fools, Strong

“The third and intermediate kind of instruction, which connects the first two… relates to the application of scientific principles to practical purposes. It qualifies the student to plan a structure or a machine for a given purpose, without the necessity of copying some existing example, and to adapt his designs to situations to which no existing example affords a parallel. It enables him to compute the theoretical limit of the strength or stability of a structure, or the efficiency of a machine of a particular kind—to ascertain how far an actual structure or machine fails to attain that limit—to discover the cause of such shortcomings—and to devise improvements for obviating such causes; and it enables him to judge how far an established practical rule is founded on reason, how far on mere custom, and how far on error.”

William John Macquorn Rankine (1820–1872) civil engineer

p, 125
"On the Harmony of Theory and Practice in Mechanics" (Jan. 3, 1856)

Error

“The large benefits which the divine liberality is constantly bestowing on the wicked are preparing them for heavier judgment. As they neither think that these proceed from the hand of the Lord, nor acknowledge them as his, or if they do so acknowledge them, never regard them as proofs of his favor, they are in no respect more instructed thereby in his mercy than brute beasts, which, according to their condition, enjoy the same liberality, and yet never look beyond it.”

John Calvin book Institutes of the Christian Religion

Book 3, Chapter 2, Section 32, p. 484
Institutes of the Christian Religion (1536; 1559)

Thinking

“What point of morals, of manners, of economy, of philosophy, of religion, of taste, of the conduct of life, has he not settled? What mystery has he not signified his knowledge of? What office, or function, or district of man's work, has he not remembered? What king has he not taught state, as Talma taught Napoleon? What maiden has not found him finer than her delicacy? What lover has he not outloved? What sage has he not outseen? What gentleman has he not instructed in the rudeness of his behavior?”

Ralph Waldo Emerson Music

Shakespeare; or, The Poet
1850s, Representative Men (1850)

Life, Religion, Behavior, Lovers

“Upon assuming command, I received no special instructions or guidance from my military superiors in Washington other than an expression of strong interest on the part of General Eisenhower in the maintenance of the Honor System and in the improvement of the teaching of military leadership. Throughout my tour, I was allowed to conduct the affairs of the Academy with minimum official interference so that, if things went wrong, I had only myself to blame.”

Maxwell D. Taylor (1901–1987) United States general

Source: Swords and Plowshares (1972), p. 112

Strong, Parting

“Believe that many precepts are better than much wealth; for wealth quickly fails us, but precepts abide through all time; for wisdom alone of all possessions is imperishable. Do not hesitate to travel a long road to those who profess to offer some useful instruction; for it were a shame, when merchants cross vast seas in order to increase their store of wealth, that the young should not endure even journeys by land to improve their understanding.”

Isocrates (-436–-338 BC) ancient greek rhetorician

Verse 19; variant translation: Of all our possessions, wisdom alone is immortal.
As quoted in Dictionary of Quotations (Classical) (1906), edited by Thomas Benfield Harbottle, p. 495.
To Demonicus

Wisdom, Travel, Understanding, Time

“There are men who astonish and delight, men who instruct and guide. Some men's words I remember so well that I must often use them to express my thought. Yes, because I perceive that we have heard the same truth, but they have heard it better.”

Ralph Waldo Emerson (1803–1882) American philosopher, essayist, and poet

Character
1880s, Lectures and Biographical Sketches (1883)

Men, Truth

“It is to the influence of the opinion of those whom the multitude [the populous] judges best informed, and to whom it has been accustomed to give its confidence in regard to the most important matters of life, that the propagation of those errors is due, which in times of ignorance, have covered the face of the earth. Magic and astrology offer us two great examples. These errors… having for a basis only universal credence, have maintained themselves during a very long time; but at last the progress of science has destroyed them in the minds of enlightened men, whose opinion consequently has caused them to disappear… through the power of imitation and habit which had so generally spread them… This power, the richest resource of the moral world, establishes and conserves in a whole nation ideas entirely contrary to those… elsewhere… What indulgence ought we not then to have for opinions different from ours, when this difference often depends only upon the various points of view where circumstances have placed us! Let us enlighten those whom we judge insufficiently instructed; but first let us examine critically our own opinions, and weigh with impartiality, their respective probabilities.”

Pierre-Simon Laplace book Philosophical Essay on Probabilities

p, 125
Philosophical Essay on Probabilities (1902)

Life, Men, World, Error

“It is better to teach a few things perfectly than many things indifferently, and an overloaded curriculum is useless. The object of instruction is not to produce technicians, but good active minds.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Working

Indifference

“Instructing in cures, therapists always recommend that “each case be individualized.” If this advice is followed, one becomes persuaded that those means recommended in textbooks as the best, means perfectly appropriate for the template case, turn out to be completely unsuitable in individual cases.”

Anton Chekhov (1860–1904) Russian dramatist, author and physician

A Dreary Story or A Tedious Story (1889)

“Our cause is just, and it continues. Our discoveries in Afghanistan confirmed our worst fears, and showed us the true scope of the task ahead. We have seen the depth of our enemies' hatred in videos, where they laugh about the loss of innocent life. And the depth of their hatred is equaled by the madness of the destruction they design. We have found diagrams of American nuclear power plants and public water facilities, detailed instructions for making chemical weapons, surveillance maps of American cities, and thorough descriptions of landmarks in America and throughout the world.”

George W. Bush (1946) 43rd President of the United States

2000s, 2002, State of the Union address (January 2002)

Life, World, Fear, Water

“It is always safe to learn, even from our enemies, seldom safe to venture to instruct, even our friends.”

Charles Caleb Colton (1777–1832) British priest and writer

Vol. I; CCLXXXVI
Lacon (1820)

Learning

“…he was indebted to his right honourable friend [Edmund Burke] for the greatest share of the political knowledge he possessed,—his political education had been formed under him,—his instructions had invariably governed his principles.”

Charles James Fox (1749–1806) British Whig statesman

Speech in the House of Commons (2 March 1790).
1790s

Education, Knowledge

“First delight, then instruct (original German: ).”

Gustav Friedrich Waagen (1794–1868) German art historian

From an 1828 proposal "On the Purpose of the Berlin Gallery" (
This quotation is occasionally attributed to Wilhelm von Humboldt, which appears to be erroneous; von Humboldt had quoted Schinkel and Waagen in a report.

“Moved by a generous eagerness to turn men's attention to the power which dwelt in circumstances, Mr. Owen devised the instructive phrase, that "man's character was formed for him and not by him." He used the unforgettable inference that "man is the creature of circumstances." The school of material improvers believed they could put in permanent force right circumstances. The great dogma was their charter of encouragement. To those who hated without thought It seemed a restrictive doctrine to be asked to admit that there were extenuating circumstances in the career of every rascal. To the clergy with whom censure was a profession, and who held that all sin was wilful, man being represented as the "creature of circumstances," appeared a denial of moral responsibility. When they were asked to direct hatred against error, and pity the erring — who had inherited so base a fortune of incapacity and condition — they were wroth exceedingly, and said it would be making a compromise with sin. The idea of the philosopher of circumstances was that the very murderer in his last cell had been born with a staple in his soul, to which the villainous conditions of his life had attached an unseen chain, which had drawn him to the gallows, and that the rope which was to hang him was but the visible part. Legislators since that day have come to admit that punishment is justifiable only as far as it has preventive influence. To use the great words of Hobbes, "Punishment regardeth not the past, only the future."”

George Holyoake (1817–1906) British secularist, co-operator, and newspaper editor

George Jacob Holyoake in The History of Co-operation in England (1875; 1902).

Life, Men, Hate, School

“He that could teach mathematics well, would not be a bad teacher in any of the rest [physics, chemistry, biology, psychology] unless by the accident of total inaptitude for experimental illustration; while the mere experimentalist is likely to fall into the error of missing the essential condition of science as reasoned truth; not to speak of the danger of making the instruction an affair of sensation, glitter, or pyrotechnic show.”

Alexander Bain (1818–1903) Scottish philosopher and educationalist

Source: Education as a Science, 1898, p. 298.

Truth, Error, Mathematics, Teachers

“I do have one instruction for you, General. Do something about that damned football team.”

Dwight D. Eisenhower (1890–1969) American general and politician, 34th president of the United States (in office from 1953 to 1961)

Said to William Westmoreland in 1960 when Westmoreland assumed the post of Superintendent of West Point.
Cited in [Atkinson, Rick, The Long Gray Line, First Pocket Books printing, 1991, Simon & Schuster, New York, ISBN 0-671-72674-9, p. 79, Year of the Tiger]
1950s

Football

“He was more than willing to instruct me, and in my notebook he actually wrote in his own hand the three commandments he considered sufficient to make any firm prosper: 1. There’s no need for a man to know how to work, but if he doesn't know how to make others work, he is doomed. (2) There is only one great regret: not having acted in one's own best interest. (3) In business, theory is useful, but it can be utilized only after the deal has been made.”

Italo Svevo book Zeno's Conscience

Era dispostissimo ad istruirmi, ed anzi annotò di propria mano nel mio libretto tre comandamenti ch'egli riteneva bastassero per far prosperare qualunque ditta: 1. Non occorre saper lavorare, ma chi non sa far lavorare gli altri perisce. 2. Non c'è che un solo grande rimorso, quello di non aver saputo fare il proprio interesse. 3. In affari la teoria è utilissima, ma è adoperabile solo quando l'affare è stato liquidato.
Source: La coscienza di Zeno (1923), P. 52; p. 63.

Business

“Every man shall be entitled to a sound and objective education and there shall be genuine equality of opportunity. Education shall be a matter of environment as well as of instruction, and everyone shall be entitled to an education untouched by the interests of any party or religion.”

H. G. Wells (1866–1946) English writer

The Rights of Man, or what are we fighting for? (1940)

Education, Religion

“Of historic method, indeed, nothing wiser has ever been said than a word which will be found in Gibbon's youthful Essay on the Study of Literature. Facts, the young sage instructs us, are of three kinds: those which prove nothing beyond themselves, those which serve to illustrate a character or explain a motive, and those which dominate the system and move its springs.”

G. M. Young (1882–1959) English historian

Portrait of an Age (1936)

Youth, Spring, Literature, Motivation

“The history of mathematics may be instructive as well as agreeable; it may not only remind us of what we have, but may also teach us to increase our store. Says De Morgan, "The early history of the mind of men with regards to mathematics leads us to point out our own errors; and in this respect it is well to pay attention to the history of mathematics." It warns us against hasty conclusions; it points out the importance of a good notation upon the progress of the science; it discourages excessive specialization on the part of the investigator, by showing how apparently distinct branches have been found to possess unexpected connecting links; it saves the student from wasting time and energy upon problems which were, perhaps, solved long since; it discourages him from attacking an unsolved problem by the same method which has led other mathematicians to failure; it teaches that fortifications can be taken by other ways than by direct attack, that when repulsed from a direct assault it is well to reconnoitre and occupy the surrounding ground and to discover the secret paths by which the apparently unconquerable position can be taken.”

Florian Cajori book A History of Mathematics

Source: A History of Mathematics (1893), pp. 1-2; Cited in: Robert Edouard Moritz. Memorabilia mathematica; or, The philomath's quotation-book https://archive.org/stream/memorabiliamathe00moriiala#page/198/mode/2up, (1914) p. 90; Study and research in mathematics

Men, Secret, Way, Error

“I've left specific instructions that I do not want to be brought back during a Republican administration.”

Timothy Leary (1920–1996) American psychologist

On being brought back to life, during the period in which he considered putting his body into cryonic suspension, as quoted in The Nastiest Things Ever Said About Republicans (2006) by Martin Higgins, p. 130

“No one can by monopolization deprive others of the instruction necessary for their happiness; the instruction must be communal.”

François-Noël Babeuf (1760–1797) French political agitator and journalist of the French Revolutionary period

Nul ne peut par l'accumulation de tous les moyens priver l'autre de l'instruction nécessaire pour son bonheur; l'instruction doit-être commune.
[in Gracchus Babeuf avec les Egaux, Jean-Marc Shiappa, Les éditions ouvrières, 1991, 49, 27082 2892-7, ; Manifeste des Plébéien]
On education

Communication, Happiness

“As to Divinity, (on which I had an eye from the first,) l had the happiness of a strict and Religious Education, all along from a Child: Whereby I was not only preserved from vicious Courses, and acquainted with Religious Exercises; but was early instructed in the Principles of Religion, and Catachetical Divinity, and the frequent Reading of Scripture, and other good Books, and diligent attendance on Sermons. (And whatever other Studies I followed, I was careful not to neglect this.) And became timely acquainted with Systematick and Polemick Theology. And had the repute of a good Proficient therein.”

John Wallis (1616–1703) English mathematician

Dr. Wallis's Account of some Passages of his own Life (1696)

Books, Education, Religion, Exercises

“Computers and robots replace humans in the exercise of mental functions in the same way as mechanical power replaced them in the performance of physical tasks. As time goes on, more and more complex mental functions will be performed by machines. Any worker who now performs his task by following specific instructions can, in principle, be replaced by a machine. This means that the role of humans as the most important factor of production is bound to diminish—in the same way that the role of horses in agricultural production was first diminished and then eliminated by the introduction of tractors.”

Wassily Leontief (1906–1999) Russian economist

Leontief (1983) " National perspective: The definition of problem and opportunity http://books.google.nl/books?id=hS0rAAAAYAAJ&pg=PA3", in: National Academies, The Long-term Impact of Technology on Employment and Unemployment: A National Academy of Engineering Symposium, June 30, 1983. p. 3.

Way, Exercises, Time, Horse

“Paul… calls the process of shifting away from material matters and toward spiritual matters a “turning to the Lord” and “taking away of a veil.” In all the different tropes and terms for the theoria-meaning, Paul instructs us in a single form of teaching: it is not necessary always to remain in the letter, on the grounds that the immediately apparent meaning of the things said in many instances causes us harm in the pursuit of the life of virtue. But it is necessary to pass over to the incorporeal and spiritually intelligible reading with insight, with the result that the more corporeal meanings are converted to an intellectual sense and meaning, in the same way that the dust of the more fleshly significance of what is said is “shaken off.” This is why Paul says, “the letter kills, but the spirit gives life,” since oftentimes with biblical narrative, it will not provide us with examples of a good life if we stop short at the simple events.”

Gregory of Nyssa (335–395) bishop of Nyssa

Commentary on the Song of Songs, As translated by Margaret M. Mitchell in Paul, the Corinthians and the Birth of Christian Hermeneutics (2010)

Life, Way, Intelligence, Sense

“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.”

Edward S. Herman book Manufacturing Consent: The Political Economy of the Mass Media

Source: Manufacturing Consent, with Noam Chomsky, 1988, p. 252.

War, People, Error, Idea

“"You kids think you invented sex," my mother was fond of saying. But hadn't we? With no instruction manual or federally enforced training period, didn't we all come away feeling we'd discovered something unspeakably modern? What produced in others a feeling of exhilaration left Jason and me with a mortifying feeling of guilt. We fled the room as if, in our fumblings, we had uncapped some virus we still might escape if we ran fast enough. Had one of the counselors not caught me scaling the fence, I felt certain I could have made it back to Raleigh by morning, skittering across the surface of the ocean like one of those lizards often featured on television wildlife programs.”

David Sedaris Naked

Essay: "I like guys". (p.106-107) [Page numbers per the 2006 Abacus paperback edition.]
Naked (1997)

Feeling, Sex, Training, Thinking

“Think about the two qualities that a virus, or any sort of parasitic replicator, demands of a friendly medium, the two qualities that make cellular machinery so friendly towards parasitic DNA, and that make computers so friendly towards computer viruses. These qualities are, firstly, a readiness to replicate information accurately, perhaps with some mistakes that are subsequently reproduced accurately; and, secondly, a readiness to obey instructions encoded in the information so replicated.”

Richard Dawkins book Viruses of the Mind

Viruses of the Mind (1993)

Thinking

“If there has been any crime, it must be prosecuted. If there has been any property of the United States illegally transferred or leased, it must be recovered…. I propose to employ special counsel of high rank drawn from both political parties to bring such actions for the enforcement of the law. Counsel will be instructed to prosecute these cases in the courts so that if there is any guilt it will be punished; if there is any civil liability it will be enforced; if there is any fraud it will be revealed; and if there are any contracts which are illegal they will be canceled. Every law will be enforced. And every right of the people and the Government will be protected.”

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

Calvin Coolidge, statement on the Teapot Dome scandal, The New York Times (January 27, 1924), p. 1. Quoted by Senator Edward Martin, address to the Mifflin County Republican Committee, Lewistown, Pennsylvania (January 25, 1952), Congressional Record (January 28, 1952), vol. 98, Appendix, p. A400.
1920s

People, Law, Fraud

“I. We require of you, as the first servant of the Republic, charged especially and preeminently with this duty, that you EXECUTE THE LAWS. Most emphatically do we demand that such laws as have been recently enacted, which therefore may fairly be presumed to embody the present will and to be dictated by the present needs of the Republic, and which, after due consideration have received your personal sanction, shall by you be carried into full effect, and that you publicly and decisively instruct your subordinates that such laws exist, that they are binding on all functionaries and citizens, and that they are to be obeyed to the letter.”

Horace Greeley (1811–1872) American politician and publisher

1860s, The Prayer of the Twenty Millions (1862)

Law, Decision, Personality

“All these happenings occurred at a time when in India, Mahatma Gandhi undertook his last fast to get better treatment for the Indian Muslims. That was the response in Pakistan to the Mahatma's gesture, and the faithfully carrying out of the Mahatma's instructions by Hindus and Sikhs. Exactly when Delhi was being made safe for Muslims, in Karachi 800 Sikhs were massacred, and all Hindus looted and despoiled, had to move into refugee camps.”

Gurbachan Singh Talib (1911–1986) Indian writer

Muslim League Attack on the Sikhs and Hindus in Punjab, 1947 (1950)

Time

“When we have intelligence resulting from sincerity, this condition is to be ascribed to nature; when we have sincerity resulting from intelligence, this condition is to be ascribed to instruction. But given the sincerity, and there shall be the intelligence; given the intelligence, and there shall be the sincerity.”

Confucius (-551–-479 BC) Chinese teacher, editor, politician, and philosopher

Source: The Doctrine of the Mean

Intelligence, Nature, Sincerity

“I venture to say quite plainly: the oppressed and the exploited have a right to rebel, because they have to reclaim their rights until they enjoy their full share in the common patrimony. The Modern School, however, has to deal with children, whom it prepares by instruction for the state of manhood, and it must not anticipate the cravings and hatreds, the adhesions and rebellions, which may be fitting sentiments in the adult. In other words, it must not seek to gather fruit until it has been produced by cultivation, nor must it attempt to implant a sense of responsibility until it has equipped the conscience with the fundamental conditions of such responsibility. Let it teach the children to be men; when they are men, they may declare themselves rebels against injustice.”

Francesc Ferrer i Guàrdia (1859–1909) Spanish anarchist

The Origin and Ideals of the Modern School (1908)

Men, Children, School, Sense

“The worship of images is intimately connected with that of the saints. They were rejected by the primitive Christians; but St Irenæus, who lived in the second century, relates that there was a sect of heretics, the Carpocratians, who worshipped, in the manner of Pagans, different images representing Jesus Christ, St Paul, and others. The Gnostics had also images; but the church rejected their use in a positive manner, and a Christian writer of the third century, Minutius Felix, says that “the Pagans reproached the Christians for having neither temples nor simulachres;” and I could quote many other evidences that the primitive Christians entertained a great horror against every kind of images, considering them as the work of demons. It appears, however, that 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 5 In his Treatise given below. 11 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 [008] 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.6 Such a practice was, however, fraught with the greatest danger, as experience has but too much proved. It was replacing intellect by sight.7 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.”

John Calvin (1509–1564) French Protestant reformer

Source: A Treatise of Relics (1543), p. 10-11

God, People, Way, Quotes

“I had measured the difference that separated art prior to 1900 from the art which I felt was being born. I knew that all instruction was at an end. The age of personal expression had finally begun. The value of an artist was no longer to be judged by the finish of his execution, or by the analogies his work suggested with such-and-such an archetype. It would be judged – exclusively – by what distinguished this artist from all the others. The age of the master and pupil was finally over; I could see about me only a handful of creators and whole colonies of monkeys. But I could not ask Gleizes to see it that way. Happily, nothing of his social or mystical opinions remained when he was engaged in the work of painting. The work of reconciling an oval and a lozenge, a yellow and a blue, prevailed and saved him.”

Jean Metzinger (1883–1956) French painter

Cubism was born

Age, Art, Way, Painting

“This method of Bare Attention, so helpful to mind-knowledge and, through it, to world-knowledge, tallies with the procedure and attitude of the true scientist and scholar: clear definition of subject-matter and terms; unprejudiced receptivity for the instruction that comes out of the things themselves; exclusion, or at least reduction, of the subjective factor in judgment; deferring of judgment until a careful examination of facts has been made.”

Nyanaponika Thera (1901–1994) German Buddhist monk

Source: The Heart of Buddhist Meditation (1965), p. 39

World, Knowledge, Help

“…if I win, I am going to instruct my attorney general to get a special prosecutor to look into your [Hilary Clinton's] situation, because there has never been so many lies, so much deception. There has never been anything like it, and we're going to have a special prosecutor.”

Donald J. Trump (1946) 45th President of the United States of America

2010s, 2016, October, Second presidential debate (October 9, 2016)

“If creationism is at all weakened, the doctrine of salvation is weakened. Thus it is that in evangelical circles today, because there is a pervasive compromise there is a progressive weakening and instruction of the doctrine of salvation. Creation and salvation are different sides of the same coin. God has created man, God alone can redeem him. If we tamper with the doctrine of creation we have proportionally weakened the doctrine of salvation. Thus in our understanding of both the doctrine of man and the doctrine of salvation we must begin with a class, if God in the beginning, created man by his fathomed word on the sixth day of creation brought him into being. Our history is sure, it is well known, it is fully declared in scripture.”

Rousas John Rushdoony (1916–2001) American theologian

Audio lectures, Creationism and Psychology (n. d.)

God, History, Understanding

“Somebody say once that I like to goof off; that I'm lazy because I don't play winter ball and make a habit of reporting late to spring training. What these fellows don't know is that I have no time for winter ball. When I return home to Puerto Rico after the baseball season, I open my camp right away. It is a camp for boys, where they can come and learn how to play baseball. They come from all ages and get a lot of help. Cepeda spends some time with me. He teaches how to play first base. José Santiago shows them how to pitch. 'Chito' Rios, he comes from Mayagüez and gives base running instruction. Even Frank Lane has been there and talked to my kids. Jim Brown has been there, and Tommy Nobis, to talk football, although most of our kids have little interest in football. But they like to hear these fellows. Bill Russell has been there; so have Oscar Robertson and all the Harlem Globetrotters. The boys love it, and I really believe it has meant a lot in the development of some fine young men for later life.”

Roberto Clemente (1934–1972) Puerto Rican baseball player

As quoted in "All-Star Case of Roberto Clemente"
Baseball-related, <big><big>1970s</big></big>, <big>1970</big>

Love, Life, Men, Age

“For example, Monstuart Elphinstone, a Governor of Bombay, suggested in his Minute dated 14 May 1859: “Divide et Impera was the old Roman motto, and it should be our”. Given the circumstances, it would have been foolish of any imperialist power not to follow such a policy. But for achieving this aim there was no need for them to distort Indian history. British historians had just to reiterate what the Muslim chroniclers themselves had written about the “glorious achievements” of their kings and conquerors. Their stories needed no proof: they stood confirmed by the hundreds of vandalised medieval monuments. The mistake lay with the misjudgement of our Congress-culture Government and the so-called secularist and Stalinist historians. They chose to treat history as a handmaid of politics to please the Muslim minority. They instructed their text-book writers to eschew mention of unpalatable historical facts like destruction of temples and forced conversions by Muslims in history, language and social science. But perpetration of lies has proved counter-productive. It has encouraged Muslims to ask for proof as to when Babur or Aurangzeb broke this or that temple, knowing full well that such shrines were actually vandalised and razed.”

K. S. Lal book The Legacy of Muslim Rule in India

Source: The Legacy of Muslim Rule in India (1992), Chapter 8

Books, History, Science

“I do not pretend to understand why such a sacrifice should be necessary, but I believe it, feel it; and believing and feeling it, I cannot but adore and worship the Son, who quitted heaven to come on earth, and suffered, that we might possess eternal life. It is all mystery to me, as is the creation itself, our existence, God himself, and all else that my mind is too limited to comprehend. But, Roswell, if I believe a part of the teachings of the Christian church, I must believe all. The apostles, who were called by Christ in person, who lived in his very presence, who knew nothing except as the Holy Spirit prompted, worshiped him as the Son of God, as one 'who thought it not robbery to be equal with God;' and shall I, ignorant and uninspired, pretend to set up my feeble means of reasoning, in opposition to their written instructions!"… I do not deny that we are to exercise our reason, but it is within the bounds set for its exercise. We may examine the evidence of Christianity, and determine for ourselves how far it is supported by reasonable and sufficient proofs; beyond this we cannot be expected to go, else might we be required to comprehend the mystery of our own existence, which just as much exceeds our understanding as any other. We are told that man was created in the image of his Creator, which means that there is an immortal and spiritual part of him that is entirely different from the material creature One perishes, temporarily at least--a limb can be severed from the body and perish, even while the body survives; but it is not so with that which has been created in the image of the deity. That is imperishable, immortal, spiritual, though doomed to dwell awhile in a tenement of clay. Now, why is it more difficult to believe that pure divinity may have entered into the person of one man, than to believe, nay to feel, that the image of God has entered into the persons of so many myriads of men?”

James Fenimore Cooper (1789–1851) American author

Source: The Sea Lions or The Lost Sealers (1849), Ch. XII

Life, Men, God, Feeling

“The lecturer should give the audience full reason to believe that all his powers have been exerted for their pleasure and instruction.”

Michael Faraday (1791–1867) English scientist

As quoted in A Random Walk in Science (1973) by Robert L. Weber, p. 76

Pleasure

“Really I wish I was more acquainted than I am, with the course of criminal jurisdiction—if the question had never been decided, I should have extreme doubts upon it, and those extreme doubts which I should have would lead me in a criminal case to do otherwise than I should do in a civil case—in every civil case [I speak in the hearing of a great many professional gentlemen] wherever I have serious doubts, I follow the doctrine which I have collected to be laid down by Lord Hardwicke; I receive the evidence, giving the jury the best instruction I can upon the effect of it; and I do it in the case of civil proceedings, without running the risk of doing any hurt, because if I receive it improperly, a season will come when the Court can correct my error.”

Lloyd Kenyon, 1st Baron Kenyon (1732–1802) British Baron

Stone's Case (1796), 25 How. St. Tr. 1272.

Error, Question, Hurt, Season

“My dear Zola, - I am making up my mind to hold a private show. I have at least two score pictures to exhibit. I've already already been offered a site in a very good location near the Champ de Mars. I am going to stake the lot and seconded by men like yourself, am hopeful of success. See you soon. Cordially, yours ever, All of us here are delighted with your article, and I am instructed to send you thanks.”

Edouard Manet (1832–1883) French painter

Quote of Manet's letter to Zola, Wednesday, 2 January 1867; as quoted on: SCRIBD - 'Manet's letters' https://www.scribd.com/document/344176445/manets-letters-worksheet <br class="br">1850 - 1875

Men, Hope, Success

“Mathematical and physiological researches have shown that the space of experience is simply an actual case of many conceivable cases, about whose peculiar properties experience alone can instruct us.”

Ernst Mach (1838–1916) Austrian physicist and university educator

Source: 20th century, Popular Scientific Lectures, (Chicago, 1910), p. 205; On the space of experience.

Mathematics

“In the Samoiedas literary school, the students get satisfied only with shallow literary appearances and a ordinary simulation of notoriety, sometimes because of their intellectual incapacity and some other times by a vicious and careless instruction.”

Lima Barreto book Os Bruzundangas

Os Bruzundangas (1923)

School, Appearance, Time

“We know that the Jews were prohibited from investigating the future. The Torah and the prayers instruct them in remembrance, however. This stripped the future of its magic, to which all those succumb who turn to the soothsayers for enlightenment. This did not imply, however, that for the Jews the future turned into homogeneous empty time. For every second of time was the straight gate through which the Messiah might enter.”

Walter Benjamin book Theses on the Philosophy of History

Note B
Theses on the Philosophy of History (1940)

Time, Future

“Instruction does much, but encouragement everything.”

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

Letter to A. F. Oeser (9 November 1768), Early and miscellaneous letters of J. W. Goethe, including letters to his mother. With notes and a short biography (1884)