Quotes about teaching

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"On China's State-Sponsored Amnesia"

Part IV “The Training Floor” chapter 9 (p. 242)
Dawn (1987)

#332, "Tag Team" (2000), collected in Post-DTWOF (2000).
Dykes to Watch Out For

The Conspiracy of Kings (1792)
Context: Think not, ye knaves, whom meanness styles the Great,
Drones of the Church and harpies of the State, —
Ye, whose curst sires, for blood and plunder fam'd,
Sultans or kings or czars or emp'rors nam'd,
Taught the deluded world their claims to own,
And raise the crested reptiles to a throne, —
Ye, who pretend to your dark host was given
The lamp of life, the mystic keys of heaven;
Whose impious arts with magic spells began
When shades of ign'rance veil'd the race of man;
Who change, from age to age, the sly deceit
As Science beams, and Virtue learns the cheat;
Tyrants of double powers, the soul that blind,
To rob, to scourge, and brutalize mankind,
Think not I come to croak with omen'd yell
The dire damnations of your future hell,
To bend a bigot or reform a knave,
By op'ning all the scenes beyond the grave.
I know your crusted souls: while one defies
In sceptic scorn the vengeance of the skies,
The other boasts, — “I ken thee, Power divine,
“But fear thee not; th' avenging bolt is mine." No! 'tis the present world that prompts the song,
The world we see, the world that feels the wrong,
The world of men, whose arguments ye know,
Of men, long curb'd to servitude and wo,
Men, rous'd from sloth, by indignation stung,
Their strong hands loos'd, and found their fearless tongue;
Whose voice of fire, whose deep-descending steel
Shall speak to souls, and teach dull nerves to feel.

Maurice in “Characters,” p. 298
Pretexts: Reflections on Literature and Morality (1964)
Context: In my present insistence on high standards you will see that there is less self-indulgence than resolve and application. I do not let the Christian monopolize the ideal of perfection. I have my own virtue, which I am constantly cultivating and refining by teaching myself not to tolerate in me or my surroundings anything but the exquisite.

Source: Antigone, Lines 295-303

From Union Square to Rome (1938), pp. 144-45
Context: I had a conversation with John Spivak, the Communist writer, a few years ago, and he said to me, "How can you believe? How can you believe in the Immaculate Conception, in the Virgin birth, in the Resurrection?" I could only say that I believe in the Roman Catholic Church and all she teaches. I have accepted Her authority with my whole heart. At the same time I want to point out to you that we are taught to pray for final perseverance. We are taught that faith is a gift, and sometimes I wonder why some have it and some do not. I feel my own unworthiness and can never be grateful enough to God for His gift of faith. St. Paul tells us that if we do not correspond to the graces we receive, they will be withdrawn. So I believe also that we should walk in fear, "work out our salvation in fear and trembling."

1940s, Religion and Science: Irreconcilable? (1948)
Context: While religion prescribes brotherly love in the relations among the individuals and groups, the actual spectacle more resembles a battlefield than an orchestra. Everywhere, in economic as well as in political life, the guiding principle is one of ruthless striving for success at the expense of one's fellow men. This competitive spirit prevails even in school and, destroying all feelings of human fraternity and cooperation, conceives of achievement not as derived from the love for productive and thoughtful work, but as springing from personal ambition and fear of rejection.
There are pessimists who hold that such a state of affairs is necessarily inherent in human nature; it is those who propound such views that are the enemies of true religion, for they imply thereby that religious teachings are Utopian ideals and unsuited to afford guidance in human affairs. The study of the social patterns in certain so-called primitive cultures, however, seems to have made it sufficiently evident that such a defeatist view is wholly unwarranted.

Blood and Guts in High School (1978)

Vol. 1, Ch 8 "The Philosopher King"
The Open Society and Its Enemies (1945)
Context: What a monument of human smallness is this idea of the philosopher king. What a contrast between it and the simplicity of humaneness of Socrates, who warned the statesmen against the danger of being dazzled by his own power, excellence, and wisdom, and who tried to teach him what matters most — that we are all frail human beings. What a decline from this world of irony and reason and truthfulness down to Plato's kingdom of the sage whose magical powers raise him high above ordinary men; although not quite high enough to forgo the use of lies, or to neglect the sorry trade of every shaman — the selling of spells, of breeding spells, in exchange for power over his fellow-men.

The Legend of Jubal (1869)
Context: "This wonder which my soul hath found,
This heart of music in the might of sound,
Shall forthwith be the share of all our race,
And like the morning gladden common space:
The song shall spread and swell as rivers do,
And I will teach our youth with skill to woo
This living lyre, to know its secret will;
Its fine division of the good and ill.
So shall men call me sire of harmony,
And where great Song is, there my life shall be."
Thus glorying as a god beneficent,
Forth from his solitary joy he went
To bless mankind.

Source: Principle-Centered Leadership (1992), Ch. 11
Context: Let natural consequences teach responsible behavior. One of the kindest things we can do is to let the natural or logical consequences of people's actions teach them responsible behavior. They may not like it or us, but popularity is a fickle standard by which to measure character development. Insisting on justice demands more true love, not less. We care enough for their growth and security to suffer their displeasure.

Source: The Book on the Taboo Against Knowing Who You Are (1966), p. 53-54

Mailer's Introduction to the 50th Anniversary Edition (1998)
The Naked and the Dead (1948)
Context: For that is the genius of the old man — Tolstoy teaches us that compassion is of value and enriches our life only when compassion is severe, which is to say when we can perceive everything that is good and bad about a character but are still able to feel that the sum of us as human beings is probably a little more good than awful … That fine edge in Tolstoy, the knowledge that compassion is valueless without severity (for otherwise it cannot defend itself against sentimentality), gave The Naked and the Dead whatever enduring virtue it may possess and catapulted the amateur who wrote it into the grim ranks of those successful literary men and women who are obliged to become professional in order to survive …

</p><p>Still seem, as to my childhood's sight,
A midway station given,
For happy spirits to alight,
Betwixt the earth and heaven.</p>
Theodric : A Domestic Tale; and Other Poems (1825), To the Rainbow

Quote from an interview on the NBC television program, Wisdom- A Conversation with Frank Lloyd Wright (1953)
Context: I'm no teacher. Never wanted to teach and don't believe in teaching an art. Science yes, business of course.. but an art cannot be taught. You can only inculcate it, you can be an exemplar, you can create an atmosphere in which it can grow. Well I suppose I, being an exemplar, could be called a teacher, in spite of myself. So go ahead, call me a teacher.

People's Education interview (2007)
Context: I think the hardest thing to teach a student is that what he or she puts down on paper is changeable. It’s not the final thing, it’s the first thing, which may just be the suggestive, vague identification of something that you have to come back to and rewrite. At first, students tend to freeze at the first effort. The breakthrough comes when they realize that they can make it better — can identify what their purposes were and realize better ways to achieve those purposes. That is the important thing in teaching students to write: not to be frozen in their first effort.

Source: Give Me Liberty! (1998), Ch. 14 : The Magical Weapon : Withholding Permission to Be Defeated, p. 160
Context: Teach the child to respect that which is not respectable and you teach the child the first requirement of slavery: submission to unjust authority. Children are persons. They are small persons whose perfect souls have not yet been ground through the meat grinder of slavery.

The World's Last Night (1952)
Context: The doctrine of the Second Coming teaches us that we do not and cannot know when the world drama will end. The curtain may be rung down at any moment: say, before you have finished reading this paragraph.

1840s, Essays: First Series (1841), Self-Reliance
Context: Character teaches above our wills. Men imagine that they communicate their virtue or vice only by overt actions, and do not see that virtue or vice emit a breath every moment.
There will be an agreement in whatever variety of actions, so they be each honest and natural in their hour. For of one will, the actions will be harmonious, however unlike they seem. These varieties are lost sight of at a little distance, at a little height of thought. One tendency unites them all. The voyage of the best ship is a zigzag line of a hundred tacks. See the line from a sufficient distance, and it straightens itself to the average tendency.

Source: Flatland: A Romance of Many Dimensions (1884), PART II: OTHER WORLDS, Chapter 20. How the Sphere Encouraged Me in a Vision
Context: I could hear the mild voice of my Companion pointing the moral of my vision, and stimulating me to aspire, and to teach others to aspire. He had been angered at first — he confessed — by my ambition to soar to Dimensions above the Third; but, since then, he had received fresh insight, and he was not too proud to acknowledge his error to a Pupil. Then he proceeded to initiate me into mysteries yet higher than those I had witnessed, shewing me how to construct Extra-Solids by the motion of Solids, and Double Extra-Solids by the motion of Extra-Solids, and all "strictly according to Analogy", all by methods so simple, so easy, as to be patent even to the Female Sex.

Intro to "Lobachevsky"
Songs by Tom Lehrer (1953)
Context: I always like to make explicit the fact that before I went off not too long ago to fight in the trenches, I was a mathematician by profession. I don't like people to get the idea that I have to do this for a living. I mean, it isn't as though I had to do this, you know, I could be making, oh, 3000 dollars a year just teaching.

Source: Why We Fail as Christians (1919), p. 75
Context: Individualism is certainly not a dominant note in the teachings of Jesus.... He was seeking the kingdom of God on earth, not merely the salvation of isolated souls each struggling alone for individual perfection.

"Dreaming of War," The Nation (15 October 2001)
Context: For a decade Americans have been steeped in the rhetoric of "zero tolerance" and the faith that virtually all problems from drug addiction to lousy teaching can be solved by pouring on the punishment. Even without a Commander in Chief who pledges to rid the world of evildoers, smoke them out of their holes and the like, we would be vulnerable to the temptation to brush aside frustrating complexities and relieve intolerable fear (at least for the moment) by settling on one or more scapegoats to crush. To imagine that trauma casts out fantasy is a dangerous mistake.

Source: History of Ancient Sanksrit Literature (1860) p.32
Context: History seems to teach that the whole human race required a gradual education before, in the fullness of time, it could be admitted to the truths of Christianity. All the fallacies of human reason had to be exhausted, before the light of a high truth could meet with ready acceptance. The ancient religions of the world were but the milk of nature, which was in due time to be succeeded by the bread of life.... The religion of Buddha has spread far beyond the limits of the Aryan world, and to our limited vision, it may seem to have retarded the advent of Christianity among a large portion of the human race. But in the sight of Him with whom a thousand years are but as one day, that religion, like the ancient religions of the world, may have but served to prepare the way of Christ, by helping through its very errors to strengthen and to deepen the ineradicable yearning of the human heart after the truth of God.

Contraception and Chastity (1975)
Context: If a kind of love cannot be commanded, we can't build our moral theology of marriage on the presumption that it will be present. Its absence is sad, but this sadness exists, it is very common. We should avoid, I think, using the indicative mood for what is really a commandment like the Scout Law ("A Boy Scout is kind to animals" - it means a Boy Scout ought to be kind to animals). For if we hear: "a Christian couple grow in grace and love together" doesn't the question arise "supposing they don't?" It clears the air to substitute the bite of what is clearly a precept for the sweetness of a rosy picture. The command to a Christian couple is: "Grow in grace and love together." But a joint command can only be jointly obeyed. Suppose it isn't? Well, there remains the separate precept to each and in an irremediably unhappy marriage, one ought still to love the other, though not perhaps feeling the affection that cannot be commanded. Thus the notion of the "marriage debt" is a very necessary one, and it alone is realistic: because it makes no assumption as to the state of the affections.
Looking at the rightness of the marriage act like this will help in another way. It will prevent us from assuming that the pleasant affection which exists between a happy and congenial pair is the fulfilment of the precept of love. (It may after all only be a complacent hiving off together in a narrow love.) We ought absolutely not to give out a teaching which is flattering to the lucky, and irrelevant to the unhappy. Looked at carefully, too, such teaching is altogether too rigorist in a new direction. People who are not quite happily married, not lucky in their married life, but nevertheless have a loyalty to the bond, are not, therefore, bound to abstain from intercourse.

Source: Twenty Years at Hull-House (1910), Ch. 16
Context: I have come to believe … that the stage may do more than teach, that much of our current moral instruction will not endure the test of being cast into a lifelike mold, and when presented in dramatic form will reveal itself as platitudinous and effete. That which may have sounded like righteous teaching when it was remote and wordy, will be challenged afresh when it is obliged to simulate life itself.

Martí : Thoughts/Pensamientos (1994)
Context: There is happiness in duty, although it may not seem so. To fulfill one's duty elevates the soul to a state of constant sweetness. Love is the bond between men, the way to teach and the center of the world.

The Paris Review interview (1982)
Context: I think if she comes from anywhere that has a name, it is out of myth. And myth has been my study and joy ever since — oh, the age, I would think... of three. I’ve studied it all my life. No culture can satisfactorily move along its forward course without its myths, which are its teachings, its fundamental dealing with the truth of things, and the one reality that underlies everything. <!-- Yes, in that way you could say that it was teaching, but in no way deliberately doing so.

Source: Christ's Object Lessons (1900), Ch. 1, p. 20
Context: Jesus desired to awaken inquiry. He sought to arouse the careless, and impress truth upon the heart. Parable teaching was popular, and commanded the respect and attention, not only of the Jews, but of the people of other nations. No more effective method of instruction could He have employed.

Cet enseignement, c'est qu'il faut vivre comme on pense, sinon, tôt ou tard, on finit par penser comme on a vécu.
Epilogue
The Demon of Noonday (1914)

Source: Unlimited Power (1986), p. 413
Context: I challenge you to make your life a masterpiece. I challenge you to join the ranks of those people who live what they teach, who walk their talk. They are the models of excellence the rest of the world marvels about. Join this unique team of people known as the few who do versus the many who wish — result-oriented people who produce their life exactly as they desire it.

Changing My Mind, Among Others : Lifetime Writings (1982), p. 76; also in Change Your Brain (2000), p. 72
Context: To describe externals, you become a scientist. To describe experience, you become an artist. The old distinction between artists and scientists must vanish. Every time we teach a child correct usage of an external symbol, we must spend as much time teaching him how to fission and reassemble external grammar to communicate the internal. The training of artists and creative performers can be a straightforward, almost mechanical process. When you teach someone how to perform creatively (ie, associate dead symbols in new combinations), you expand his potential for experiencing more widely and richly.

"Giordano Bruno", p. 95
Everything Is Under Control (1998)
Context: Most historians merely mention that Bruno was charged with the heresy of teaching Copernican astronomy, but Frances Yates, a historian who specialized in the occult aspects of the scientific revolution, points out that Bruno was charged with 18 heresies and crimes, including the practice of sorcery and organizing secret societies to oppose the Vatican. Yates thinks Bruno may have had a role in the invention of either Rosicrucianism or Freemasonry or both.
Bruno's teachings combined the new science of his time with traditional Cabalistic mysticism. He believed in a universe of infinite space with infinite planets, and in a kind of dualistic pantheism, in which the divine is incarnate in every part but always in conflicting forms that both oppose and support each other. Whatever his link with occult secret societies, he influenced Hegel, Marx, theosophy, James Joyce, Timothy Leary, Discordianism, and Dr. Wilhelm Reich.

Sermon 9, as translated in The Reading and Preaching of the Scriptures in the Worship of the Christian Church (1999) by Hughes Oliphant Old, Ch. 9: The German Mystics, p. 449
Context: The authorities teach that next to the first emanation, which is the Son coming out of the Father, the angels are most like God. And it may well be true, for the soul at its highest is formed like God, but an angel gives a closer idea of Him. That is all an angel is: an idea of God. For this reason the angel was sent to the soul, so that the soul might be re-formed by it, to be the divine idea by which it was first conceived. Knowledge comes through likeness. And so because the soul may know everything, it is never at rest until it comes to the original idea, in which all things are one. And there it comes to rest in God.

Dr. Wallis's Account of some Passages of his own Life (1696)
Context: At Christmass 1631, (a season of the year when Boys use to have a vacancy from School,) I was, for about a fortnight, at home with my Mother at Ashford. I there found that a younger Brother of mine (in Order to a Trade) had, for about 3 Months, been learning (as they call'd it) to Write and Cipher, or Cast account, (and he was a good proficient for that time,) When I had been there a few days; I was inquisitive to know what it was, they so called. And (to satisfie my curiosity) my Brother did (during the Remainder of my stay there before I return'd to School) shew me what he had been Learning in those 3 Months. Which was (besides the writing a fair hand) the Practical part of Common Arithmetick in Numeration, Addition, Substraction, Multiplication, Division, The Rule of Three (Direct and Inverse) the Rule of Fellowship (with and without, Time) the Pule of False-Position, Rules of Practise and Reduction of Coins, and some other little things. Which when he had shewed me by steps, in the same method that he had learned them; and I had wrought over all the Examples which he before had done in his book; I found no difficulty to understand it, and I was very well pleased with it: and thought it ten days or a fortnight well spent. This was my first insight into Mathematicks; and all the Teaching I had.<!--pp. cxlvi-cxlvii

Address to the European Parliament (2015)
Context: I and countless other Muslims, have been taught from our earliest years that our religion demanded respect and caring for others. The Prophet Mohammad, peace and blessings be upon him, said: “None of you has faith until you love for your neighbour what you love for yourself.”
This is what it means to be a Muslim.
Among the very names of God, we hear: the Compassionate, the All-Merciful. All my life, every day, I have heard and used the greeting, Assalamu aleikum — a wish for the other to be blessed with peace.
This is what it means to be a Muslim.
More than a thousand years before the Geneva Conventions, Muslim soldiers were ordered not to kill a child, a woman or an old person, not to destroy a tree, not to harm a priest, not to destroy a church.
These are the same values of Islam we were taught in school as children: not to destroy or desecrate a place where God is worshipped, not a mosque, not a church, not a synagogue.
This is what it means to be a Muslim. These are the values I teach my children and they will hand on to theirs.

Deeds Rather Than Words (1963)
Context: I don't believe in playing down to children, either in life or in motion pictures. I didn't treat my own youngsters like fragile flowers, and I think no parent should.
Children are people, and they should have to reach to learn about things, to understand things, just as adults have to reach if they want to grow in mental stature. Life is composed of lights and shadows, and we would be untruthful, insincere, and saccharine if we tried to pretend there were no shadows. Most things are good, and they are the strongest things; but there are evil things too, and you are not doing a child a favor by trying to shield him from reality. The important thing is to teach a child that good can always triumph over evil, and that is what our pictures attempt to do.

Epilogue
The Flower of Old Japan and Other Poems (1907), The Flower of Old Japan
Context: p>Carol, every violet has
Heaven for a looking-glass!Every little valley lies
Under many-clouded skies;
Every little cottage stands
Girt about with boundless lands;
Every little glimmering pond
Claims the mighty shores beyond;
Shores no seaman ever hailed,
Seas no ship has ever sailed.All the shores when day is done
Fade into the setting sun,
So the story tries to teach
More than can be told in speech.</p

The God-Seeker (1949)
Context: It did seem sounder to build houses which he could build than to teach children a gospel which he did not altogether understand in a Sioux language which he could not quite speak. He reflected, 'If I could put over some kind of equality for Mark Shadrock and Black Wolf, that would be enough heavenly progress for me.' ~ Ch. 53

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 422.
Context: The mysteries of the Bible should teach us, at one and the same time, our nothingness and our greatness; producing humility, and animating hope. I bow before these mysteries. I knew that I should find them, and I pretend not to remove them. But whilst I thus prostrate myself, it is with deep gladness and exultation of spirit. God would not have hinted the mystery, had He not hereafter designed to explain it. And, therefore, are my thoughts on a far-off home, and rich things are around me, and the voices of many harpers, and the shinings of bright constellations, and the clusters of the cherub and the seraph; and a whisper, which seems not of this earth, is circulating through the soul, " Now we see through a glass darkly, but then face to face; now I know in part, but then shall I know even as also I am known."

"And so it ends", a poem cited as probably directed to her sister-in-law, Gwen St. Aubyn, in V. Sackville-West : A Critical Biography (1974) by Michael Stevens, p. 91
Context: And so it ends,
We who were lovers may be friends.
I have some weeks in which to steel
My heart and teach myself to feel
Only a sober tenderness
Where once was passion's loveliness.

To "Be" or to "DO" Forum, Jun 1929; VOL. LXXXI, NO. 6
Misattributed
Context: There are obviously two educations. One should teach us how to make a living and the other how to live. Surely these should never be confused in the mind of any man who has the slightest inkling of what culture is. For most of us it is essential that we should make a living... In the complications of modern life and with our increased accumulation of knowledge, it doubtless helps greatly to compress some years of experience into far fewer years by studying for a particular trade or profession in an institution; but that fact should not blind us to another—namely, that in so doing we are learning a trade or a profession, but are not getting a liberal education as human beings.

Letter to http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field(DOCID+@lit(tj110158)) Thomas Leiper (12 June 1815). Published in The Works of Thomas Jefferson in Twelve Volumes http://oll.libertyfund.org/ToC/0054.php, Federal Edition, Paul Leicester Ford, ed., New York: G. P. Putnam's Sons, 1904, Vol. 11 http://oll.libertyfund.org/Texts/Jefferson0136/Works/0054-11_Bk.pdf, pp. 477–478.
The sentence "I hope our wisdom will grow with our power, and teach us, that the less we use our power, the greater it will be." was used by US-President Barack Obama in his A New Beginning Speech.
1810s
Context: We concur in considering the government of England as totally without morality, insolent beyond bearing, inflated with vanity and ambition, aiming at the exclusive dominion of the sea, lost in corruption, of deep-rooted hatred towards us, hostile to liberty wherever it endeavors to show its head, and the eternal disturber of the peace of the world. In our estimate of Bonaparte, I suspect we differ. [... ] Our form of government is odious to him, as a standing contrast between republican and despotic rule; and as much from that hatred, as from ignorance in political economy, he had excluded intercourse between us and his people, by prohibiting the only articles they wanted from us, that is, cotton and tobacco. Whether the war we have had with England, and the achievements of that war, and the hope that we may become his instruments and partisans against that enemy, may induce him, in future, to tolerate our commercial intercourse with his people, is still to be seen. For my part, I wish that all nations may recover and retain their independence; that those which are overgrown may not advance beyond safe measures of power, that a salutary balance may be ever maintained among nations, and that our peace, commerce, and friendship, may be sought and cultivated by all. It is our business to manufacture for ourselves whatever we can, to keep our markets open for what we can spare or want; and the less we have to do with the amities or enmities of Europe, the better. Not in our day, but at no distant one, we may shake a rod over the heads of all, which may make the stoutest of them tremble. But I hope our wisdom will grow with our power, and teach us, that the less we use our power, the greater it will be.

Source: Antigone, Line 720

Introduction to Fortune, My Foe and Eros at Breakfast (c. 1993).
Context: The truth is that art does not teach; it makes you feel, and any teaching that may arise from the feeling is an extra, and must not be stressed too much. In the modern world, and in Canada as much as anywhere, we are obsessed with the notion that to think is the highest achievement of mankind, but we neglect the fact that thought untouched by feeling is thin, delusive, treacherous stuff.

Variant translations:
Time brings all things to pass.
Time as he grows old teaches all things.
Source: Prometheus Bound, line 981 (tr. E. H. Plumptre).

Introduction
Leaves Of Morya's Garden (1924 - 1925), Book II : Illumination (1925)
Context: They will ask: "Who gave you the Teaching?"
Answer: "The Mahatma of the East."
They will ask: "Where does He live?"
Answer: "The abode of the Teacher not only cannot be made known but cannot even be uttered. Your question shows how far you are from the understanding of the Teaching. Even humanly you must realize how wrong your question is."
They will ask: "When can I be useful?"
Answer: "From this hour unto eternity."
"When should I prepare myself for labor?"
"Lose not an hour!"
"And when will the call come?"
"Even sleep vigilantly."
"How shall I work until this hour?"
"Enhancing the quality of labor."

Australians in a Nuclear War (1983)
Context: The ideal of non-attachment has been preached again and again in the course of the last 3000 years. It is found in Hinduism, the teachings of Buddha, the doctrine of Lao Tsu, in the philosophy of the Greek Stoics. The Gospel of Jesus is essentially one of non-attachment to the things of this world, and of attachment to God. What the Jewish philosopher Spinoza calls "blessedness" is simply the state of non-attachment, just as Spinoza's "human bondage" is the condition of one who identifies himself with his own desires, emotions, and thought processes, or with their objects in the external world.

78 U.S. 92.
Judicial opinions, United States v. Ballard (1944)

Source: Christ's Object Lessons (1900), Ch. 1, p. 19
Context: Not only the things of nature, but the sacrificial service and the Scriptures themselves — all given to reveal God — were so perverted that they became the means of concealing Him.
Christ sought to remove that which obscured the truth. The veil that sin has cast over the face of nature, He came to draw aside, bringing to view the spiritual glory that all things were created to reflect. His words placed the teachings of nature as well as of the Bible in a new aspect, and made them a new revelation.

Source: Protection or Free Trade? (1886), Ch. 6
Context: Free trade consists simply in letting people buy and sell as they want to buy and sell. It is protection that requires force, for it consists in preventing people from doing what they want to do. Protective tariffs are as much applications of force as are blockading squadrons, and their object is the same—to prevent trade. The difference between the two is that blockading squadrons are a means whereby nations seek to prevent their enemies from trading; protective tariffs are a means whereby nations attempt to prevent their own people from trading. What protection teaches us, is to do to ourselves in time of peace what enemies seek to do to us in time of war.

Thích Nhất Hạnh here quotes and interprets the "Ten Penetrations" of the Avatamsaka Sutra
The Sun My Heart (1996)
Context: The tenth penetration is, "All times penetrate one time. One time penetrates all times — past, present, and future. In one second, you can find the past, present, and future." In the past, you can see the present and the future. In the present, you can find the past and future. In the future, you can find the past and present. They "inter-contain" each other. Space contains time, time contains space. In the teaching of interpenetration, one determines the other, the other determines this one. When we realize our nature of interbeing, we will stop blaming and killing, because we know that we inter-are.

Te tua fata docebo.
Source: Aeneid (29–19 BC), Book VI, Line 759 (tr. Stanley Lombardo)

The Thirteenth Revelation, Chapter 34
Context: He is the Ground, He is the Substance, He is the Teaching, He is the Teacher, He is the End, He is the Meed for which every kind soul travaileth.
And this is known, and shall be known to every soul to which the Holy Ghost declareth it. And I hope truly that all those that seek this, He shall speed: for they seek God.
All this that I have now told, and more that I shall tell after, is comforting against sin. For in the Third Shewing when I saw that God doeth all that is done, I saw no sin: and then I saw that all is well. But when God shewed me for sin, then said He: All SHALL be well.

Source: An Introduction to the History of Western Europe (1902), Ch. 1 : The Historical Point of View, p. 4
Context: !-- The French Revolution, at the end of the eighteenth century, was probably the most abrupt and thoroughgoing change in the habits of a nation of which we have any record. But we shall find, when we come to study it, that it was by no means so sudden in reality as is ordinarily supposed. Moreover, the innovators did not even succeed in permanently altering the form of government; for when the French, after living under a monarchy for many centuries, set up a republic in 1792, the new government lasted only a few years. The nation was monarchical by habit and soon gladly accepted the rule of Napoleon, which was more despotic than that of any of its former kings. In reorganizing the state he borrowed much from the discarded monarchy, and the present French republic still retains many of these arrangements.
--> This tendency of mankind to do, in general, this year what it did last, in spite of changes in some one department of life, — such as substituting a president for a king, traveling by rail instead of on horseback, or getting the news from a newspaper instead of from a neighbor, — results in what is called the unity or continuity of history. The truth that no abrupt change has ever taken place in all the customs of a people, and that it cannot, in the nature of things, take place, is perhaps the most fundamental lesson that history teaches.
Historians sometimes seem to forget this principle, when they claim to begin and end their books at precise dates.

Anarchism: Its Philosophy and Ideal (1896)
Context: Far be it from us not to recognize the importance of the second factor, moral teaching — especially that which is unconsciously transmitted in society and results from the whole of the ideas and comments emitted by each of us on facts and events of every-day life. But this force can only act on society under one condition, that of not being crossed by a mass of contradictory immoral teachings resulting from the practice of institutions.
In that case its influence is nil or baneful. Take Christian morality: what other teaching could have had more hold on minds than that spoken in the name of a crucified God, and could have acted with all its mystical force, all its poetry of martyrdom, its grandeur in forgiving executioners? And yet the institution was more powerful than the religion: soon Christianity — a revolt against imperial Rome — was conquered by that same Rome; it accepted its maxims, customs, and language. The Christian church accepted the Roman law as its own, and as such — allied to the State — it became in history the most furious enemy of all semi-communist institutions, to which Christianity appealed at Its origin.

http://www.gnu.org/philosophy/linŭ-gnu-freedom.html "Linŭ, GNU, and freedom" in LinŭWorld (May 2002) http://www.gnu.org/philosophy/linŭ-gnu-freedom.html
2000s
Context: Value your freedom or you will lose it, teaches history. "Don't bother us with politics," respond those who don't want to learn.

T.W. Rhys-Davids: Buddhism, p.116-117, quoted in D. Keer: Ambedkar, p.522. Quoted from Elst, Koenraad (2002). Who is a Hindu?: Hindu revivalist views of Animism, Buddhism, Sikhism, and other offshoots of Hinduism. ISBN 978-8185990743
Context: We should never forget that Gautama was born and brought up a Hindu and lived and died a Hindu. His teaching, far-reaching and original as it was, and really subversive of the religion of the day, was Indian throughout. He was the greatest and wisest and best of the Hindus.

Coming Out Speech (2014)
Context: It’s such an honor to be here at the inaugural Time to THRIVE conference. But it’s a little weird, too. Here I am, in this room because of an organization whose work I deeply admire. And I’m surrounded by people who make it their life’s work to make other people’s lives better—profoundly better. Some of you teach young people—people like me. Some of you help young people heal and to find their voice. Some of you listen. Some of you take action. Some of you are young people yourselves…in which case, it’s even weirder for a person like me to be speaking to you.

Letter to the Soldiers of Coroticus (c.450?)
Context: I am Patrick, yes a sinner and indeed untaught; yet I am established here in Ireland where I profess myself bishop. I am certain in my heart that "all that I am," I have received from God. So I live among barbarous tribes, a stranger and exile for the love of God. He himself testifies that this is so. I never would have wanted these harsh words to spill from my mouth; I am not in the habit of speaking so sharply. Yet now I am driven by the zeal of God, Christ's truth has aroused me. I speak out too for love of my neighbors who are my only sons; for them I gave up my home country, my parents and even pushing my own life to the brink of death. If I have any worth, it is to live my life for God so as to teach these peoples; even though some of them still look down on me.

Source: The Revolt of the Angels (1914), Ch. XXXV
Context: Satan found pleasure in praise and in the exercise of his grace; he loved to hear his wisdom and his power belauded. He listened with joy to the canticles of the cherubim who celebrated his good deeds, and he took no pleasure in listening to Nectaire's flute, because it celebrated nature's self, yielded to the insect and to the blade of grass their share of power and love, and counselled happiness and freedom. Satan, whose flesh had crept, in days gone by, at the idea that suffering prevailed in the world, now felt himself inaccessible to pity. He regarded suffering and death as the happy results of omnipotence and sovereign kindness. And the savour of the blood of victims rose upward towards him like sweet incense. He fell to condemning intelligence and to hating curiosity. He himself refused to learn anything more, for fear that in acquiring fresh knowledge he might let it be seen that he had not known everything at the very outset. He took pleasure in mystery, and believing that he would seem less great by being understood, he affected to be unintelligible. Dense fumes of Theology filled his brain. One day, following the example of his predecessor, he conceived the notion of proclaiming himself one god in three persons. Seeing Arcade smile as this proclamation was made, he drove him from his presence. Istar and Zita had long since returned to earth. Thus centuries passed like seconds. Now, one day, from the altitude of his throne, he plunged his gaze into the depths of the pit and saw Ialdabaoth in the Gehenna where he himself had long lain enchained. Amid the ever lasting gloom Ialdabaoth still retained his lofty mien. Blackened and shattered, terrible and sublime, he glanced upwards at the palace of the King of Heaven with a look of proud disdain, then turned away his head. And the new god, as he looked upon his foe, beheld the light of intelligence and love pass across his sorrow-stricken countenance. And lo! Ialdabaoth was now contemplating the Earth and, seeing it sunk in wickedness and suffering, he began to foster thoughts of kindliness in his heart. On a sudden he rose up, and beating the ether with his mighty arms, as though with oars, he hastened thither to instruct and to console mankind. Already his vast shadow shed upon the unhappy planet a shade soft as a night of love.
And Satan awoke bathed in an icy sweat.
Nectaire, Istar, Arcade, and Zita were standing round him. The finches were singing.
"Comrades," said the great archangel, "no — we will not conquer the heavens. Enough to have the power. War engenders war, and victory defeat.
"God, conquered, will become Satan; Satan, conquering, will become God. May the fates spare me this terrible lot; I love the Hell which formed my genius. I love the Earth where I have done some good, if it be possible to do any good in this fearful world where beings live but by rapine.
Now, thanks to us, the god of old is dispossessed of his terrestrial empire, and every thinking being on this globe disdains him or knows him not. But what matter that men should be no longer submissive to Ialdabaoth if the spirit of Ialdabaoth is still in them; if they, like him, are jealous, violent, quarrelsome, and greedy, and the foes of the arts and of beauty? What matter that they have rejected the ferocious Demiurge, if they do not hearken to the friendly demons who teach all truths; to Dionysus, Apollo, and the Muses? As to ourselves, celestial spirits, sublime demons, we have destroyed Ialdabaoth, our Tyrant, if in ourselves we have destroyed Ignorance and Fear."
And Satan, turning to the gardener, said:
"Nectaire, you fought with me before the birth of the world. We were conquered because we failed to understand that Victory is a Spirit, and that it is in ourselves and in ourselves alone that we must attack and destroy Ialdabaoth."

Elmer Gantry, paraphrasing the eloquence of the "atheist" Robert G. Ingersoll in his sermon.
Elmer Gantry (1927)
Context: His text was from Proverbs: "Hatred stirreth up strifes: but love covereth all sins."
He seized the sides of the pulpit with his powerful hands, glared at the congregation, decided to look benevolent after all, and exploded: "In the hustle and bustle of daily life I wonder how many of us stop to think that in all that is highest and best we are ruled not by even our most up-and-coming efforts but by Love? What is Love—the divine Love of which the—the great singer teaches us in Proverbs? It is the rainbow that comes after the dark cloud. It is the morning star and it is also the evening star, those being, as you all so well know, the brightest stars we know. It shines upon the cradle of the little one and when life has, alas, departed, to come no more, you find it still around the quiet tomb. What is it inspires all great men—be they preachers or patriots or great business men? What is it, my brethren, but Love? Ah, it fills the world with melody, with such sacred melodies as we have just indulged in together, for what is music? What, my friends, is music? Ah, what indeed is music but the voice of Love!"

Source: Science and Hypothesis (1901), Ch. VI: The Classical Mechanics (1905) Tr. https://books.google.com/books?id=5nQSAAAAYAAJ George Bruce Halstead
Context: What is mass? According to Newton, it is the product of the volume by the density. According to Thomson and Tait, it would be better to say that density is the quotient of the mass by the volume. What is force? It, is replies Lagrange, that which moves or tends to move a body. It is, Kirchhoff will say, the product of the mass by the acceleration. But then, why not say the mass is the quotient of the force by the acceleration?
These difficulties are inextricable.
When we say force is the cause of motion, we talk metaphysics, and this definition, if one were content with it, would be absolutely sterile. For a definition to be of any use, it must teach us to measure force; moreover that suffices; it is not at all necessary that it teach us what force is in itself, nor whether it is the cause or the effect of motion.
We must therefore first define the equality of two forces. When shall we say two forces are equal? It is, we are told, when, applied to the same mass, they impress upon it the same acceleration, or when, opposed directly one to the other, they produce equilibrium. This definition is only a sham. A force applied to a body can not be uncoupled to hook it up to another body, as one uncouples a locomotive to attach it to another train. It is therefore impossible to know what acceleration such a force, applied to such a body, would impress upon such an other body, if it were applied to it. It is impossible to know how two forces which are not directly opposed would act, if they were directly opposed.
We are... obliged in the definition of the equality of the two forces to bring in the principle of the equality of action and reaction; on this account, this principle must no longer be regarded as an experimental law, but as a definition.<!--pp.73-74

Autobiography (1873)
Context: I have no remembrance of the time when I began to learn Greek. I have been told that it was when I was three years old. My earliest recollection on the subject, is that of committing to memory what my father termed Vocables, being lists of common Greek words, with their signification in English, which he wrote out for me on cards. Of grammar, until some years later, I learnt no more than the inflexions of the nouns and verbs, but, after a course of vocables, proceeded at once to translation; and I faintly remember going through AEsop's Fables, the first Greek book which I read. The Anabasis, which I remember better, was the second. I learnt no Latin until my eighth year. At that time I had read, under my father's tuition, a number of Greek prose authors, among whom I remember the whole of Herodotus, and of Xenophon's Cyropaedia and Memorials of Socrates; some of the lives of the philosophers by Diogenes Laertius; part of Lucian, and Isocrates' ad Demonicum and ad Nicoclem. I also read, in 1813, the first six dialogues (in the common arrangement) of Plato, from the Euthyphron to the Theaetetus inclusive: which last dialogue, I venture to think, would have been better omitted, as it was totally impossible I should understand it. But my father, in all his teaching, demanded of me not only the utmost that I could do, but much that I could by no possibility have done. What he was himself willing to undergo for the sake of my instruction, may be judged from the fact, that I went through the whole process of preparing my Greek lessons in the same room and at the same table at which he was writing: and as in those days Greek and English lexicons were not, and I could make no more use of a Greek and Latin lexicon than could be made without having yet begun to learn Latin, I was forced to have recourse to him for the meaning of every word which I did not know. This incessant interruption, he, one of the most impatient of men, submitted to, and wrote under that interruption several volumes of his History and all else that he had to write during those years.

In a letter to Andrew Crosse, as quoted in Eugen Kölbing's Englische Studien, Volume 19 https://archive.org/stream/englischestudien19leipuoft#page/158/mode/1up (1894), Leipzig; O.R. Reisland, "Byron's Daughter", p. 158.
Context: With all my wiry power and strength, I am prone at times to bodily sufferings, connected chiefly with the digestive organs, of no common degree or king. I do not regret the sufferings and peculiaties of my physical constitution. They have taught me, and continue to teach me, that which I think nothing else could have developed. It is a force and control put upon me by Providence which I must obey. And the effects of this continual disciple of facts are mighty. They tame the in the best sense of that word, and they fan into existence a pure, bright, holy, unselfish flame within that sheds cheerfulness and light on many.
— Ever yours truly. "A. A. Lovelace."

Lecture II : The Universal Categories, § 2 : Struggle, CP 5.51
Pragmatism and Pragmaticism (1903)

Source: Guide for the Perplexed (c. 1190), Part III, Ch.17
Context: I do not ascribe to God ignorance of anything or any kind of weakness; I hold that Divine Providence is related and closely connected with the intellect, because Providence can only proceed from an intelligent being, from a being that is itself the most perfect Intellect. Those creatures, therefore, which receive part of that intellectual influence, will become subject to the action of Providence in the same proportion as they are acted upon by the intellect. This theory is in accordance with reason and with the teaching of the Scripture, whilst the other theories previously mentioned either exaggerate Divine Providence of detract from it.

Founding Address (1876), Life and Destiny (1913)
Context: The bitter, yet merciful, lesson which death teaches us is to distinguish the gold from the tinsel, the true values from the worthless chaff.
The terrible events of life are great eye-openers. They force us to learn that which it is wholesome for us to know, but which habitually we try to ignore — namely, that really we have no claim on a long life; that we are each of us liable to be called off at any moment, and that the main point is not how long we live, but with what meaning we fill the short allotted span — for short it is at best.

People's Education interview (2007)
Context: Pay attention to your students. Hear what they say, try to find out what their capacities are, what make sense to them. Adapt what you are doing and saying to those capacities, but make your students stretch upward. I think the trick is to adapt to the level of a student, but never rest on that level — always make them reach out. … If a student does not quite get it the first time, he or she will come back and get it later. If you don’t set your writing — and teaching — at a level that makes them stretch, they are never going to develop their intellectual muscle.

The History of Freedom in Christianity (1877)
Context: Machiavelli's teaching would hardly have stood the test of parliamentary government, for public discussion demands at least the profession of good faith. But it gave an immense impulse to absolutism by silencing the consciences of very religious kings, and made the good and the bad very much alike.

Book II, lines 7–13 (tr. Stallings)
De Rerum Natura (On the Nature of Things)

The Better Part (1901)
Context: No man who believes in force and violence is an Anarchist. The true Anarchist decries all influences save those of love and reason. Ideas are his only arms.
Being an Anarchist I am also a Socialist. Socialism is the antithesis of Anarchy. One is the North Pole of Truth, the other the South. The Socialist believes in working for the good of all, while Anarchy is pure Individualism. I believe in every man working for the good of self; and in working for the good of self, he works for the good of all. To think, to see, to feel, to know; to deal justly; to bear all patiently; to act quietly; to speak cheerfully; to moderate one's voice — these things will bring you the highest good. They will bring you the love of the best, and the esteem of that Sacred Few, whose good opinion alone is worth cultivating. And further than this, it is the best way you can serve Society — live your life. The wise way to benefit humanity is to attend to your own affairs, and thus give other people an opportunity to look after theirs.
If there is any better way to teach virtue than by practicing it, I do not know it.
Would you make men better — set them an example. The millenium will never come until governments cease from governing, and the meddler is at rest. Politicians are men who volunteer the task of governing us, for a consideration. The political boss is intent on living off your labor. A man may seek an office in order to do away with the rascal who now occupies it, but for the most part office-seekers are rank rogues. Shakespeare used the word politician five times, and each time it is synonymous with knave. That is to say, a politician is one who sacrifices truth and honor for policy. The highest motive of his life is expediency — policy. In King Lear it is the "scurvy politician," who through tattered clothes beholds small vices, while robes and furred gowns, for him, covers all.

A Thanksgiving Sermon (1897)
Context: It taught that the business of this life was to prepare for death. It insisted that a certain belief was necessary to insure salvation, and that all who failed to believe, or doubted in the least would suffer eternal pain. According to the church the natural desires, ambitions and passions of man were all wicked and depraved. To love God, to practice self-denial, to overcome desire, to despise wealth, to hate prosperity, to desert wife and children, to live on roots and berries, to repeat prayers, to wear rags, to live in filth, and drive love from the heart—these, for centuries, were the highest and most perfect virtues, and those who practiced them were saints. The saints did not assist their fellow-men. Their fellow-men assisted them. They did not labor for others. They were beggars—parasites—vermin. They were insane. They followed the teachings of Christ. They took no thought for the morrow. They mutilated their bodies—scarred their flesh and destroyed their minds for the sake of happiness in another world. During the journey of life they kept their eyes on the grave.

Source: The Sword or the Cross, Which Should be the Weapon of the Christian Militant? (1921), Ch.4 p. 65-69
Context: The third reference is to Matthew 22:21 and to the 13th chapter of Romans. It is said that Jesus and St. Paul accepted the authority of the state, and since the state rests upon force and war, the Christian must likewise accept these. It is quite true that Jesus recognized the sphere of the state, in the statement, "Give Caesar what belongs to Caesar." He paid taxes and never renounced the authority of the state. But this is only a half-truth. He likewise said, "Give God what belongs to God," and "Seek ye first the kingdom of God." St. Paul also upholds the state, especially in the thirteenth chapter of Romans. Upon close inspection of the teaching of St. Paul, however, the most that can be said in this connection is that the authority of the state is to be recognized and obeyed in so far as it does not conflict with the higher law of God.... The New Testament is filled with instances where the disciples refused to obey the government authorities, and many times they were imprisoned for disobedience. When commanded by the officials to cease their Christian activity, they replied, "We must obey God rather than man."

Dostoyevsky, in a letter to Katkov, the reactionary editor of The Moscow Herald, in which The Brothers Karamazov was serialized
As quoted by David Magarshack in his 1958 translation of The Brothers Karamazov
Context: The modern negationist declares himself declares himself openly in favour of the devil's advice and maintains that it is more likely to result in man's happiness than the teachings of Christ. To our foolish but terrible Russian socialism (for our youth is mixed up in it) it is a directive and, it seems, a very powerful one: the loaves of bread, the Tower of Babel (that is, the future reign of socialism) and the complete enslavement of the freedom of conscience - that is what the desperate negationist is striving to achieve. The difference is, that our socialists (and they are not only the hole-and-corner nihilists) are conscious Jesuits and liars who do not admit that their ideal is the ideal of the coercion of the human conscience and the reduction of mankind to the level of cattle. While my socialist (Ivan Karamazov) is a sincere man who frankly admits that he agrees with the views of the Grand Inquisitor and that Christianity seems to have raised man much higher than his actual position entitles him. The question I should like to put to them is, in a nutshell, this: "Do you despise or do you respect mankind, you - its future saviours?"

Source: Guide for the Perplexed (c. 1190), Part III, Ch.20
Context: Consider in how many ways His knowledge is distinguished from ours according to all the teaching of every revealed religion. First, His knowledge is one, and yet embraces many different kinds of objects. Secondly, it is applied to things not in existence. Thirdly, it comprehends the infinite. Fourthly, it remains unchanged, though it comprises the knowledge of changeable things; whilst it seems that the knowledge of a thing that is to come into existence is different from the knowledge of the thing when it has come into existence; because there is the additional knowledge of its transition from a state of potentiality into that of reality. Fifthly, according to the teaching of our Law, God's knowledge of one of two eventualities does not determine it, however certain that knowledge may be concerning the future occurrence of the one eventuality.

Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

Be Here Now (1971)
Context: Before March 6th, which was the day I took Psylocybin, one of the psychedelics, I felt something was wrong in my world, but I couldn't label it in any way so as to get hold of it. I felt that the theories I was teaching in psychology didn't make it, that the psychologists didn't really have a grasp of the human condition, and that the theories I was teaching, which were theories of achievement and anxiety and defense mechanisms and so on, weren't getting to the crux of the matter.
My colleagues and I were 9 to 5 psychologists: we came to work every day and we did our psychology, just like you would do insurance or auto mechanics, and then at 5 we went home and were just as neurotic as we were before we went to work. Somehow, it seemed to me, if all of this theory were right, it should play more intimately into my own life. I understood the requirement of being "objective" for a scientist, but this is a most naive concept in social sciences as we are finding out....
Something was wrong. And the something wrong was that I just didn't know, though I kept feeling all along the way that somebody else must know even though I didn't. The nature of life was a mystery to me. All the stuff I was teaching was just like little molecular bits of stuff but they didn't add up to a feeling anything like wisdom. I was just getting more and more knowledgeable.

Source: The Subversion of Christianity (1984), p. 116
Context: I believe that the biblical teaching is clear. It always contests political power. It incites to "counterpower," to "positive" criticism, to an irreducible dialogue (like that between king and prophet in Israel), to antistatism, to a decentralizing of the relation, to an extreme relativizing of everything political, to an anti-ideology, to a questioning of all that claims either power or dominion (in other words, of all things political), and finally, if we may use a modern term, to a kind of "anarchism" (so long as we do not relate the term to the anarchist teaching of the nineteenth century).

Khalil in Spirits Rebellious (1908) "Khalil The Heretic" Part 3
Context: Vain are the beliefs and teachings that make man miserable, and false is the goodness that leads him into sorrow and despair, for it is man's purpose to be happy on this earth and lead the way to felicity and preach its gospel wherever he goes. He who does not see the kingdom of heaven in this life will never see it in the coming life. We came not into this life by exile, but we came as innocent creatures of God, to learn how to worship the holy and eternal spirit and seek the hidden secrets within ourselves from the beauty of life. This is the truth which I have learned from the teachings of the Nazarene.

A Narrative of Some of the Lord's Dealings with George Müller Written by Himself, Third Part.
Third Part of Narrative

Fragments of Markham's notes
The Nemesis of Faith (1849)
Context: Finally rises philosophy, which, after a few monstrous efforts from Calvin to Leibnitz to reconcile contradictions and form a theodice, comes out boldly in Spinozism to declare the impossibility of the existence of a power antagonistic to God; and defining the perfection of man's nature, as the condition under which it has fullest action and freest enjoyment of all its powers, sets this as a moral ideal hefore us, toward which we shall train our moral efforts as the artist trains his artistic efforts towards his ideal. The success is various, as the faculties and conditions which God has given are various; but the spectre which haunted the conscience is gone. Our failures are errors, not crimes — nature's discipline with which God teaches us; and as little violations of His law, or rendering us guilty in His eyes, as the artist's early blunders, or even ultimate and entire failures, are laying store of guilt on him.

Julius Sumner Miller, in What Science Teaching Needs, Junior college journal, volume 38 (1967), by American Association of Junior Colleges, Stanford University.
Context: My view is this: We teach nothing. We do not teach physics nor do we teach students. (I take physics merely as an example.) What is the same thing: No one is taught anything! Here lies the folly of this business. We try to teach somebody nothing. This is a sorry endeavour for no one can be taught a thing.
What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination. To my own teachers who handled me in this way, I owe a great and lasting debt.

Source: Locksley Hall Sixty Years After (1886), Line 131

RTNDA Convention Speech (1958)
Context: This instrument can teach, it can illuminate; yes, and even it can inspire. But it can do so only to the extent that humans are determined to use it to those ends. Otherwise it's nothing but wires and lights in a box. There is a great and perhaps decisive battle to be fought against ignorance, intolerance and indifference. This weapon of television could be useful.
Stonewall Jackson, who knew something about the use of weapons, is reported to have said, "When war comes, you must draw the sword and throw away the scabbard." The trouble with television is that it is rusting in the scabbard during a battle for survival.

Essay on Atomism: From Democritus to 1960 (1961), p.11

Introduction, p. 24
Thinking and Destiny (1946)

Source: Christ's Object Lessons (1900), Ch. 1, p. 22
Context: Christ had truths to present which the people were unprepared to accept or even to understand. For this reason also He taught them in parables. By connecting His teaching with the scenes of life, experience, or nature, He secured their attention and impressed their hearts. Afterward, as they looked upon the objects that illustrated His lessons, they recalled the words of the divine Teacher. To minds that were open to the Holy Spirit, the significance of the Saviour's teaching unfolded more and more. Mysteries grew clear, and that which had been hard to grasp became evident.
Jesus sought an avenue to every heart. By using a variety of illustrations, He not only presented truth in its different phases, but appealed to the different hearers. Their interest was aroused by figures drawn from the surroundings of their daily life. None who listened to the Saviour could feel that they were neglected or forgotten. The humblest, the most sinful, heard in His teaching a voice that spoke to them in sympathy and tenderness.
And He had another reason for teaching in parables. Among the multitudes that gathered about Him, there were priests and rabbis, scribes and elders, Herodians and rulers, world-loving, bigoted, ambitious men, who desired above all things to find some accusation against Him. Their spies followed His steps day after day, to catch from His lips something that would cause His condemnation, and forever silence the One who seemed to draw the world after Him. The Saviour understood the character of these men, and He presented truth in such a way that they could find nothing by which to bring His case before the Sanhedrim. In parables He rebuked the hypocrisy and wicked works of those who occupied high positions, and in figurative language clothed truth of so cutting a character that had it been spoken in direct denunciation, they would not have listened to His words, and would speedily have put an end to His ministry. But while He evaded the spies, He made truth so clear that error was manifested, and the honest in heart were profited by His lessons.

Quoted in Atatürk: The Biography of the founder of Modern Turkey, by Andrew Mango; "In a book published in 1928, Grace Ellison quotes [Atatürk], presumably in 1926-27", Grace Ellison Turkey Today (London: Hutchinson, 1928)
Context: I have no religion, and at times I wish all religions at the bottom of the sea. He is a weak ruler who needs religion to uphold his government; it is as if he would catch his people in a trap. My people are going to learn the principles of democracy, the dictates of truth and the teachings of science. Superstition must go. Let them worship as they will; every man can follow his own conscience, provided it does not interfere with sane reason or bid him against the liberty of his fellow-men.

शिक्षा (Education)
Context: In the fields of life there isn't any geometry. Here if whole is taken out from the whole then whole itself remains. Inside one is substance, inside atom is the world. Science cannot find everything and our psychological studies end within the darkness of intellect. This is why no teacher can teach.

Charles Darwin destroyed the foundation of orthodox Christianity. There is nothing left but faith in what we know could not and did not happen. Religion and science are enemies. One is a superstition; the other is a fact. One rests upon the false, the other upon the true. One is the result of fear and faith, the other of investigation and reason.
Orthodoxy (1884)

From a letter to his father, quoted in George MacDonald and His Wife (1924) by Greville MacDonald
Context: I firmly believe people have hitherto been a great deal too much taken up about doctrine and far too little about practice. The word doctrine, as used in the Bible, means teaching of duty, not theory. I preached a sermon about this. We are far too anxious to be definite and to have finished, well-polished, sharp-edged systems — forgetting that the more perfect a theory about the infinite, the surer it is to be wrong, the more impossible it is to be right.

Source: Manhood of Humanity (1921), p. 71. Chapter: What is Man?
Context: Humans can be literally poisoned by false ideas and false teachings. Many people have a just horror at the thought of putting poison into tea or coffee, but seem unable to realize that, when they teach false ideas and false doctrines, they are poisoning the time-binding capacity of their fellow men and women. One has to stop and think! There is nothing mystical about the fact that ideas and words are energies which powerfully affect the physico-chemical base of our time-binding activities. Humans are thus made untrue to "human nature." … The conception of man as a mixture of animal and supernatural has for ages kept human beings under the deadly spell of the suggestion that, animal selfishness and animal greediness are their essential character, and the spell has operated to suppress their REAL HUMAN NATURE and to prevent it from expressing itself naturally and freely.

Lecture notes of 1858, quoted in The Life and Letters of Faraday (1870) by Bence Jones, Vol. 2, p. 403
Context: We learn by such results as these, what is the kind of education that science offers to man. It teaches us to be neglectful of nothing, not to despise the small beginnings — they precede of necessity all great things. Vesicles make clouds; they are trifles light as air, but then they make drops, and drops make showers, rain makes torrents and rivers, and these can alter the face of a country, and even keep the ocean to its proper fulness and use. It teaches a continual comparison of the small and great, and that under differences almost approaching the infinite, for the small as often contains the great in principle, as the great does the small; and thus the mind becomes comprehensive. It teaches to deduce principles carefully, to hold them firmly, or to suspend the judgment, to discover and obey law, and by it to be bold in applying to the greatest what we know of the smallest. It teaches us first by tutors and books, to learn that which is already known to others, and then by the light and methods which belong to science to learn for ourselves and for others; so making a fruitful return to man in the future for that which we have obtained from the men of the past.

Elvis and Gladys (1985), Epilogue, p. 330
Context: Elvis' quest led him through the study of all religions from Judaism to Buddhism and the teachings of theosophy with its belief in pantheistic evolution, reincarnation, the mystic the psychic, the spiritual, and the occult — in short, all the Aladdin lamps that lit up the 1960s. But before we roll about with laughter at the spectacle of this young many from the Bible Belt, raised on fundamentalism and comics, though apparently already well versed in polypharmacy — struggling to master the Wisdom of the East, we might pause a moment to note the names of George Bernard Shaw, Louis Lumière, Thomas Edison, Yeats, Havelock Ellis, Maeterlinck, the educator Rudolf Steiner, Krishnamurti, and Gandhi, all of whom had been influenced by or involved in theosophy at one time or another and would, not doubt, have welcomed Elvis with open arms as a fellow traveler in the belief that magic is inherent in us all.

Complete Works of Swami Vivekananda (1915), Vol. I, Ch. VII : Dhyana and Samadhi, p. 184
Context: Mohammed spoke some wonderful truths. If you read the Koran, you find the most wonderful truths mixed with superstitions. How will you explain it? That man was inspired, no doubt, but the inspiration was as it were, stumbled upon. He was not a trained Yogi, and did not know the reason of what he was doing. Think of the good Mohammed did to the world, and think of the great evil that has been done through his fanaticism! Think of the millions massacred through his teachings, mothers bereft of their children, children made orphans, whole countries destroyed, millions upon millions of people killed!
So we see this danger by studying the lives of great teachers like Mohammed and others. Yet we find, at the same time, that they were all inspired. Whenever a prophet got into the superconscious state by heightening his emotional nature, he brought away from it not only some truths, but some fanaticism also, some superstition which injured the world as much as the greatness of the teaching helped. To get any reason out of the mass of incongruity we call human life, we have to transcend our reason, but we must do it scientifically, slowly, by regular practice, and we must cast off all superstition. We must take up the study of the super-conscious state just as any other science. On reason we must have to lay our foundation, we must follow reason as far as it leads, and when reason fails reason itself will show us the way to the highest plane. When you hear a man say "I am inspired," and then talk irrationally, reject it. Why? Because these three states —instinct, reason, and super-consciousness, or the unconscious, conscious and super-conscious states—belong to one and the same mind. There are not three minds in one man, but one state of it develops into the others. Instinct develops into reason, and reason into the transcendental consciousness; therefore not one of the states contradicts the others. Real inspiration never contradicts reason, but fulfils it. Just as you find the great prophets saying, "I come not to destroy but to fulfil," so inspiration always comes to fulfil reason, and is in harmony with it.

Orthodoxy (1884)
Context: Does anybody now believe in the story of the serpent? I pity any man or woman who, in this nineteenth century, believes in that childish fable. Why did Adam and Eve disobey? Why, they were tempted. By whom? The devil. Who made the devil? God. What did God make him for? Why did he not tell Adam and Eve about this serpent? Why did he not watch the devil, instead of watching Adam and Eve? Instead of turning them out, why did he not keep him from getting in? Why did he not have his flood first, and drown the devil, before he made a man and woman. And yet, people who call themselves intelligent—professors in colleges and presidents of venerable institutions—teach children and young men that the Garden of Eden story is an absolute historical fact. I defy any man to think of a more childish thing. This God, waiting around Eden—knowing all the while what would happen—having made them on purpose so that it would happen, then does what? Holds all of us responsible, and we were not there.

Ostrom. 2014. Choice, Rules and Collective Action: The Ostrom's on the Study of Institutions and Governance. ECPR Press. Chapter 2: Polycentricty: The Structural Basis of Self-Governing Systems. p. 52
Context: The tensions inherent in the work of the scientific community are, however, exceptionally high because belief is potentially contestable. Inquiry in the scientific tradition represents, then, a challenge to every form of orthodoxy. Further, there is a danger that scientific investigators may abandon modesty, presume to know the Truth, and create their own form of orthodoxy, while engaging in sweeping rejections of other forms of belief and failing to pursue the merit of the arguments that may be at issue. Dogmas advanced in the name of science are no less dogmatic than other dogmas. Efforts to destroy or silence others is a manifestation of dominance strategies that are repugnant to polycentricty in scientific communities. A repudation of religion, as such, fails to indicate an appreaciation of those who teach that nature is the creation of a trascendent order. The study of nature as God's creation can provide scientific investigators with an appreciation for the existence of an order that gives coherence to all other forms of order. This is consistent with a presumption that a universe exists. Science as a polycentric order depends, then, upon an autonomous pursuit of inquiry that requires a reciprocal respect for the autonomy of others.