Quotes about teaching

page 24

The Analects, The Doctrine of the Mean
Context: To show forbearance and gentleness in teaching others; and not to revenge unreasonable conduct — this is the energy of southern regions, and the good man makes it his study. To lie under arms; and meet death without regret — this is the energy of northern regions, and the forceful make it their study. Therefore, the superior man cultivates a friendly harmony, without being weak — How firm is he in his energy! He stands erect in the middle, without inclining to either side — How firm is he in his energy! When good principles prevail in the government of his country, he does not change from what he was in retirement. How firm is he in his energy! When bad principles prevail in the country, he maintains his course to death without changing — How firm is he in his energy!

Source: Paths to Otherwhere (1996), Ch. 18
Context: What the Buddhists teach is to free yourself from the three great evils in life: greed — which means all kinds of craving — hatred, and delusion. But delusion is really the cause of the other two. We crave that which we delude ourselves into thinking will bring happiness; we hate those whom we delude ourselves into thinking stand to stop us from getting it.

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.

Sect. I : An Enquiry whether the Commission given by our Lord to his Disciples be not still binding on us.
An Enquiry into the Obligations of Christians (1792)
Context: Our Lord Jesus Christ, a little before his departure, commissioned his apostles to Go, and teach all nations; or, as another evangelist expresses it, Go into all the world, and preach the gospel to every creature. This commission was as extensive as possible, and laid them under obligation to disperse themselves into every country of the habitable globe, and preach to all the inhabitants, without exception, or limitation. They accordingly went forth in obedience to the command, and the power of God evidently wrought with them.

Letter to the Soldiers of Coroticus (c.450?)
Context: I do not overreach myself, for I too have my part to play with "those whom he has called to himself and predestined" to teach the gospel in the midst of considerable persecutions "as far as the ends of the earth", even if the enemy reveals his true envy through the tyranny of Coroticus, who fears neither God nor the priests whom he has chosen and to whom he has given the highest divine power, namely that "those whom they bind on earth are bound in heaven."

Music and Moonlight (1874), Ode
Context: Great hail! we cry to the comers
From the dazzling unknown shore;
Bring us hither your sun and your summers;
And renew our world as of yore;
You shall teach us your song's new numbers,
And things that we dreamed not before:
Yea, in spite of a dreamer who slumbers,
And a singer who sings no more.

Source: The Yellow Book, 1974, p.55

Source: Something More, A Consideration of the Vast, Undeveloped Resources of Life (1920), p. 45
Context: Jesus teaches the kinship and equality of all children of God. No division of race or color, class or caste, rich or poor, male or female, is found in the teaching of Jesus.

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29
Context: Lightning hits!
Quality! Virtue! Dharma! That is what the Sophists were teaching! Not ethical relativism. Not pristine "virtue." But aretê. Excellence. Dharma! Before the Church of Reason. Before substance. Before form. Before mind and matter. Before dialectic itself. Quality had been absolute. Those first teachers of the Western world were teaching Quality, and the medium they had chosen was that of rhetoric.

Source: Something More, A Consideration of the Vast, Undeveloped Resources of Life (1920), p. 84-85
Context: It is significant that the Great Teacher does not draw up a code of laws or list or sins. Nowhere does Jesus say explicitly that human slavery is a sin, or that the employment of little children for fourteen hours a day in a factory is a sin. He deals in general principles concerning the great fundamentals of life. So clear is his teaching, however, that there can be no doubt as to what he thinks of human slavery or the oppression of little children. In the teaching of Jesus, life is relationship, dwelling on friendly and affectionate terms with God, with ourselves, and with our fellowmen. Anything which destroys this relationship is sin. By this standard any thought or act may safely be judged.

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

St. 18
The Present Crisis (1844)
Context: New occasions teach new duties; Time makes ancient good uncouth;
They must upward still, and onward, who would keep abreast of Truth
Lo, before us gleam her camp-fires! we ourselves must Pilgrims be,
Launch our Mayflower, and steer boldly through the desperate winter sea,
Nor attempt the Future’s portal with the Past’s blood-rusted key.

1920s, Equal Rights (1920)
Context: The doctrine of the Declaration of Independence predicated upon the glory of man and the corresponding duty to society that the rights of citizens ought to be protected with every power and resource of the state, and a government that does any less is false to the teachings of that great document — false to the name American. The assertion of human rights is naught but a call to human sacrifice. This is yet the spirit of the American people. Only so long as this flame burns shall we endure, and the light of liberty be shed over the nations of the earth. May the increase of the years increase for America only the devotion to this spirit, only the intensity of this flame, and the eternal truth of [Lowell's] lines: "What were our lives without thee, what all our lives to save thee, we reck not what we gave thee, we will not dare to doubt thee; but ask whatever else and we will dare".

Chomsky on Miseducation, 1999 http://www-rohan.sdsu.edu/~rgibson/rouge_forum/newspaper/fall2001/Chomsky.htm.
Quotes 1990s, 1995-1999
Context: Because they don't teach the truth about the world, schools have to rely on beating students over the head with propaganda about democracy. If schools were, in reality, democratic, there would be no need to bombard students with platitudes about democracy. They would simply act and behave democratically, and we know this does not happen. The more there is a need to talk about the ideals of democracy, the less democratic the system usually is.

The Last Lecture (2007)
Context: The best way to teach somebody something is to have them think they're learning something else. I’ve done it my whole career. And the head fake here is that they’re learning to program but they just think they’re making movies and video games.

From a letter to Harold Preece (c. December 1928)
Letters
Context: I could name all day, those women I deem great in Greece alone and the records would scarcely be complete. And what of Joan of Arc and Emma Goldman? Kate Richards O’Hare and Sarah Bernhardt? Katherine the Great and Elizabeth Barrett Browning? H. D. and Sara Teasdale? Isibella of Spain who pawned her gems that Columbus might sail, and Edna St. Vincent Millay? And that queen, Marie, I think her name was, of some small province - Hungary I believe - who fought Prussia and Russia so long and so bitterly. And Rome – oh, the list is endless there, also - most of them were glorified harlots but better be a glorified harlot than a drab and moral drone, such as the text books teach us woman should be. Woman have always been the inspiration of men, and just as there are thousands of unknown great ones among men, there have been countless women whose names have never been blazoned across the stars, but who have inspired men on to glory. And as for their fickleness – as long as men write the literature of the world, they will rant about the unfaithfulness of the fair sex, forgetting their own infidelities. Men are as fickle as women. Women have been kept in servitude so long that if they lack in discernment and intellect it is scarcely their fault.

1 January 2014.
A9 TV addresses, 2014
Context: There is no place for conflicts, there is no place for hatred in this world. We will teach love to the world. Hatred is very painful, it is agonizing, it is tiresome and disgusting; love on the other hand is very beautiful. Israel, Jordan and all those places are incredibly beautiful. Make peace, hold on to each other, be brothers.

§ 1.
Linear Associative Algebra (1882)
Context: The sphere of mathematics is here extended, in accordance with the derivation of its name, to all demonstrative research, so as to include all knowledge strictly capable of dogmatic teaching. Mathematics is not the discoverer of laws, for it is not induction; neither is it the framer of theories, for it is not hypothesis; but it is the judge over both, and it is the arbiter to which each must refer its claims; and neither law can rule nor theory explain without the sanction of mathematics. It deduces from a law all its consequences, and develops them into the suitable form for comparison with observation, and thereby measures the strength of the argument from observation in favor of a proposed law or of a proposed form of application of a law.
Mathematics, under this definition, belongs to every enquiry, moral as well as physical. Even the rules of logic, by which it is rigidly bound, could not be deduced without its aid. The laws of argument admit of simple statement, but they must be curiously transposed before they can be applied to the living speech and verified by, observation.

Speech http://hansard.millbanksystems.com/commons/1844/aug/07/foreign-policy-of-ministers in the House of Commons (7 August 1844).
1840s
Context: Ministers, in fact, appear to shape their policy not with reference to the great interests of their own country, but from a consideration of the effect which their course may produce upon the position of Foreign Governments. It may very well be a desirable object, and one worthy of consideration, that a particular individual should continue in the administration of affairs in another country, but it is too much that from regard to that object, the interests of this country should be sacrificed, and that every demand of Foreign Powers should be acceded to... It seems to me that the system of purchasing temporary security by lasting sacrifices, and of placing the interests of Foreign Ministries above those of this country, is one that never can be worked out with advantage either to the honour of this country, or to that of the Administration which pursues such a course. Since the accession to office of the right hon. Gentleman opposite, no one can have failed to observe, that there has been a great diminution of British influence and consideration in every foreign country. Influence abroad is to be maintained only by the operation of one or other of two principles—hope and fear. We ought to teach the weaker Powers to hope that they will receive the support of this country in their time of danger. Powerful countries should be taught to fear that they will be resisted by England in any unjust acts either towards ourselves or towards those who are bound in ties of amity with us.

Letter to Samuel "Sam" Chapman (June 1907)
Context: The South went to war on account of slavery. South Carolina went to war, as she said in her secession proclamation, because slavery would not be secure under Lincoln. South Carolina ought to know what was the cause for her seceding. The truth is the modern Virginians departed from the teachings of the Father's.

Letter to Lieutenant Colonel Charles Marshall (September 1870)
1870s
Context: My experience of men has neither disposed me to think worse of them or indisposed me to serve them; nor in spite of failures, which I lament, of errors which I now see and acknowledge; or of the present aspect of affairs; do I despair of the future.
The truth is this: The march of Providence is so slow, and our desires so impatient; the work of progress is so immense and our means of aiding it so feeble; the life of humanity is so long, that of the individual so brief, that we often see only the ebb of the advancing wave and are thus discouraged. It is history that teaches us to hope.

Penguins and Golden Calves (2003)
Context: I have advice for people who want to write. I don't care whether they're 5 or 500. There are three things that are important: First, if you want to write, you need to keep an honest, unpublishable journal that nobody reads, nobody but you. Where you just put down what you think about life, what you think about things, what you think is fair and what you think is unfair. And second, you need to read. You can't be a writer if you're not a reader. It's the great writers who teach us how to write. The third thing is to write. Just write a little bit every day. Even if it's for only half an hour — write, write, write.

Games for Actors and non-Actors (1992)
Context: Wouldn’t it be wonderful to see a dance piece where the dancers danced in the first act and in the second showed the audience how to dance? Wouldn’t it be wonderful to see a musical where in the first act the actors sang and in the second we all sang together?... This is... how artists should be—we should be creators and also teach the public how to be creators, how to make art, so that we may all use that art together.

Section 6 : Higher Life
Founding Address (1876), Life and Destiny (1913)
Context: There is a difficulty in the way of teaching the higher life, due to the fact that only those who have begun to lead it can understand the meaning of it. Nevertheless, all men can be induced to begin to lead it. Though they seem blind, their eyes can be opened so as to see. Deep down in every human heart is the seed of a diviner life, which only needs the quickening influence of right conditions to germinate.

An Old Man's Thoughts on Many Things, Of Education I
Context: I have said nothing about religious teaching as one of the means of forming a good character.... I, who am not a teacher of religion, do not presume to say how it should be taught, so taught as to be practical. If you merely teach dogmas dogmatically, you are not teaching in the sense in which I understand teaching... and learning... does not consist merely in knowing: it is not learning unless there is some corresponding doing.

What then must we do? (1886)
Context: This new fraud is just like the old ones: its essence lies in substituting something external for the use of our own reason and conscience and that of our predecessors: in the Church teaching this external thing was revelation, in the scientific teaching it is observation. The trick played by this science is to destroy man's faith in reason and conscience by directing attention to the grossest deviations from the use of human reason and conscience, and having clothed the deception in a scientific theory, to assure them that by acquiring knowledge of external phenomena they will get to know indubitable facts which will reveal to them the law of man's life. And the mental demoralization consists in this, that coming to believe that things which should be decided by conscience and reason are decided by observation, these people lose their consciousness of good and evil and become incapable of understanding the expression and definitions of good and evil that have been formed by the whole preceding life of humanity. All this, in their jargon, is conditional and subjective. It must all be abandoned - they say - the truth cannot be understood by one's reason, for one may err, but there is another path which is infallible and almost mechanical: one must study facts. And facts must be studied on the basis of the scientists' science, that is, on the basis of two unfounded propositions: positivism and evolution which are put forward as indubitable truths. And the reigning science, with not less misleading solemnity than the Church, announces that the solution of all questions of life is only possible by the study of the facts of nature, and especially of organisms. A frivolous crowd of youths mastered by the novelty of this authority, which is as yet not merely not destroyed but not even touched by criticism, throws itself into the study of these facts of natural science as the sole path which, according to the assertions of the prevailing doctrine, can lead to the elucidation of the questions of life. But the further these disciples advance in this study the further and further are they removed not only from the possibility but even from the very thought of solving life's problems, and the more they become accustomed not so much to observe as to take on trust what they are told of the observations of others (to believe in cells, in protoplasm, in the fourth state of matter,1 &c.), the more and more does the form hide the contents from them; the more and more do they lose consciousness of good and evil and capacity to understand the expressions and definitions of good and evil worked out by the whole preceding life of humanity; the more and more do they adopt the specialized scientific jargon of conventional expressions which have no general human significance; the farther and farther do they wander among the debris of quite unilluminated observations; the more and more do they lose capacity not only to think independently but even to under-stand another man's fresh human thought lying outside their Talmud; and, what is most important, they pass their best years in growing unaccustomed to life, that is, to labour, and grow accustomed to consider their condition justified, while they become physically good-for-nothing parasites. And just like the theologians and the Talmudists they completely castrate their brains and become eunuchs of thought. And just like them, to the degree to which they become stupefied, they acquire a self-confidence which deprives them for ever of the possibility of returning to a simple clear and human way of thinking.

"Nitrogen"
The Periodic Table (1975)
Context: The trade of chemist (fortified, in my case, by the experience of Auschwitz), teaches you to overcome, indeed to ignore, certain revulsions that are neither necessary or congenital: matter is matter, neither noble nor vile, infinitely transformable, and its proximate origin is of no importance whatsoever. Nitrogen is nitrogen, it passes miraculously from the air into plants, from these into animals, and from animals into us; when its function in our body is exhausted, we eliminate it, but it still remains nitrogen, aseptic, innocent.

Section 9 : Ethical Outlook
Founding Address (1876), Life and Destiny (1913)
Context: We should teach our children nothing which they shall ever need to unlearn; we should strive to transmit to them the best possessions, the truest thought, the noblest sentiments of the age in which we live.

Stealth Jihad: How Radical Islam Is Subverting America without Guns or Bombs, Introduction, page 5 https://books.google.com.br/books?id=3eLfhvNQBkgC&printsec=frontcover&hl=pt-BR#v=onepage&q&f=false
Context: I have long contended that Islam is unique among the major world religions in having a developed doctrine, theology, and legal system mandating warfare against and the subjugation of unbelievers. There is no orthodox sect or school of Islam that teaches that Muslims must coexist peacefully as equals with non-Muslims on an indefinite basis. I use the term “radical Islam” merely to distinguish those Muslims who are actively working to advance this subjugation from the many millions who are not, as well as to emphasize that the stealth jihad program is truly radical: it aims at nothing less than the transformation of American society and the imposition of Islamic law here, subjugating women and non-Muslims to the status of legal inferiors.

What Would You Substitute for the Bible as a Moral Guide? (1900)
Context: These religions teach the slave virtues. They make inanimate things holy, and falsehoods sacred. They create artificial crimes. To eat meat on Friday, to enjoy yourself on Sunday, to eat on fast-days, to be happy in Lent, to dispute a priest, to ask for evidence, to deny a creed, to express your sincere thought, all these acts are sins, crimes against some god, To give your honest opinion about Jehovah, Mohammed or Christ, is far worse than to maliciously slander your neighbor. To question or doubt miracles. is far worse than to deny known facts. Only the obedient, the credulous, the cringers, the kneelers, the meek, the unquestioning, the true believers, are regarded as moral, as virtuous. It is not enough to be honest, generous and useful; not enough to be governed by evidence, by facts. In addition to this, you must believe. These things are the foes of morality. They subvert all natural conceptions of virtue.

"On teaching mathematics", as translated by A. V. Goryunov, in Russian Mathematical Surveys Vol. 53, no. 1 (1998), p. 229–236.
Context: In the middle of the twentieth century it was attempted to divide physics and mathematics. The consequences turned out to be catastrophic. Whole generations of mathematicians grew up without knowing half of their science and, of course, in total ignorance of any other sciences. They first began teaching their ugly scholastic pseudo-mathematics to their students, then to schoolchildren (forgetting Hardy's warning that ugly mathematics has no permanent place under the Sun).

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

Canto I, line 81
Hudibras, Part I (1663–1664)
Context: For rhetoric, he could not ope
His mouth, but out there flew a trope;
And when he happen'd to break off
I' th' middle of his speech, or cough,
H' had hard words, ready to show why,
And tell what rules he did it by;
Else, when with greatest art he spoke,
You'd think he talk'd like other folk,
For all a rhetorician's rules
Teach nothing but to name his tools.

Why I Am an Agnostic (1896)
Context: The truth is that this belief in eternal pain has been the real persecutor.... It has darkened the lives of many millions. It made the cradle as terrible as the coffin. It enslaved nations and shed the blood of countless thousands. It sacrificed the wisest, the bravest and the best. It subverted the idea of justice, drove mercy from the heart, changed men to fiends and banished reason from the brain. Like a venomous serpent it crawls and coils and hisses in every orthodox creed. It makes man an eternal victim and God an eternal fiend. It is the one infinite horror. Every church in which it is taught is a public curse. Every preacher who teaches it is an enemy of mankind. Below this Christian dogma, savagery cannot go. It is the infinite of malice, hatred, and revenge. Nothing could add to the horror of hell, except the presence of its creator, God.

"Aftermath" in the Baltimore Evening Sun http://www.positiveatheism.org/hist/menck05.htm#SCOPESD (14 September 1925)
1920s
Context: Once more, alas, I find myself unable to follow the best Liberal thought. What the World's contention amounts to, at bottom, is simply the doctrine that a man engaged in combat with superstition should be very polite to superstition. This, I fear, is nonsense. The way to deal with superstition is not to be polite to it, but to tackle it with all arms, and so rout it, cripple it, and make it forever infamous and ridiculous. Is it, perchance, cherished by persons who should know better? Then their folly should be brought out into the light of day, and exhibited there in all its hideousness until they flee from it, hiding their heads in shame.
True enough, even a superstitious man has certain inalienable rights. He has a right to harbor and indulge his imbecilities as long as he pleases, provided only he does not try to inflict them upon other men by force. He has a right to argue for them as eloquently as he can, in season and out of season. He has a right to teach them to his children. But certainly he has no right to be protected against the free criticism of those who do not hold them.... They are free to shoot back. But they can't disarm their enemy.
The meaning of religious freedom, I fear, is sometimes greatly misapprehended. It is taken to be a sort of immunity, not merely from governmental control but also from public opinion. A dunderhead gets himself a long-tailed coat, rises behind the sacred desk, and emits such bilge as would gag a Hottentot. Is it to pass unchallenged? If so, then what we have is not religious freedom at all, but the most intolerable and outrageous variety of religious despotism. Any fool, once he is admitted to holy orders, becomes infallible. Any half-wit, by the simple device of ascribing his delusions to revelation, takes on an authority that is denied to all the rest of us.... What should be a civilized man's attitude toward such superstitions? It seems to me that the only attitude possible to him is one of contempt. If he admits that they have any intellectual dignity whatever, he admits that he himself has none. If he pretends to a respect for those who believe in them, he pretends falsely, and sinks almost to their level. When he is challenged he must answer honestly, regardless of tender feelings.

The Sixteenth Revelation, Chapter 76
Context: I speak but little of reverent dread, for I hope it may be seen in this matter aforesaid. But well I wot our Lord shewed me no souls but those that dread Him. For well I wot the soul that truly taketh the teaching of the Holy Ghost, it hateth more sin for vileness and horribleness than it doth all the pain that is in hell. For the soul that beholdeth the fair nature of our Lord Jesus, it hateth no hell but sin, as to my sight. And therefore it is God’s will that we know sin, and pray busily and travail earnestly and seek teaching meekly that we fall not blindly therein; and if we fall, that we rise readily. For it is the most pain that the soul may have, to turn from God any time by sin.

Dissenting, Olmstead v. United States, 277 U.S. 438, 479 (1928). The last sentence is one of many quotations inscribed on Cox Corridor II, a first floor House corridor, U.S. Capitol.
Judicial opinions
Context: The defendants' objections to the evidence obtained by wire-tapping must, in my opinion, be sustained. It is, of course, immaterial where the physical connection with the telephone wires leading into the defendants' premises was made. And it is also immaterial that the intrusion was in aid of law enforcement. Experience should teach us to be most on our guard to protect liberty when the government's purposes are beneficent. Men born to freedom are naturally alert to repel invasion of their liberty by evil-minded rulers. The greatest dangers to liberty lurk in insidious encroachment by men of zeal, well-meaning but without understanding.

Book II, 14
Adversus Jovinianum

I, Pencil (1958), I, Pencil: My Family Tree as told to Leonard E. Read http://www.econlib.org/library/Essays/rdPncl1.html
Context: The lesson I have to teach is this: Leave all creative energies uninhibited. Merely organize society to act in harmony with this lesson. Let society's legal apparatus remove all obstacles the best it can. Permit these creative know-hows freely to flow. Have faith that free men and women will respond to the Invisible Hand. This faith will be confirmed.

Japan, the Beautiful and Myself (1969)
Context: The Zen disciple sits for long hours silent and motionless, with his eyes closed. Presently he enters a state of impassivity, free from all ideas and all thoughts. He departs from the self and enters the realm of nothingness. This is not the nothingness or the emptiness of the West. It is rather the reverse, a universe of the spirit in which everything communicates freely with everything, transcending bounds, limitless. There are of course masters of Zen, and the disciple is brought toward enlightenment by exchanging questions and answers with his master, and he studies the scriptures. The disciple must, however, always be lord of his own thoughts, and must attain enlightenment through his own efforts. And the emphasis is less upon reason and argument than upon intuition, immediate feeling. Enlightenment comes not from teaching but through the eye awakened inwardly. Truth is in "the discarding of words", it lies "outside words". And so we have the extreme of "silence like thunder", in the Vimalakirti Nirdesa Sutra.

"Come, Holy Harlequin" (1974)
Context: Teach the crippled how to leap,
Throw their crutches on a heap,
Rock, love, carry it away, turn it upside down.
Rock, love, carry it away,
Lift the world up by your levity,
Rock, love, carry it away, turn it upside down.

Playboy interview (1996)
Context: The way to teach in this world is to pretend you're not teaching. Science fiction offers the chance to pretend to look the other way while teaching. Science fiction is also a great way to pretend you are writing about the future when in reality you are attacking the recent past and the present. You can criticize communists, racists, fascists or any other clear and present danger, and they can't imagine you are writing about them.

Man a Machine (1747)
Context: Among animals, some learn to speak and sing; they remember tunes, and strike the notes as exactly as a musician. Others, for instance the ape, show more intelligence... would it be absolutely impossible to teach the ape a language? I do not think so.<!--pp.100-102

"Einstein's Reply to Criticisms" (1949), The World As I See It (1949)
Context: If one purges the Judaism of the Prophets and Christianity as Jesus Christ taught it of all subsequent additions, especially those of the priests, one is left with a teaching which is capable of curing all the social ills of humanity.
It is the duty of every man of good will to strive steadfastly in his own little world to make this teaching of pure humanity a living force, so far as he can. If he makes an honest attempt in this direction without being crushed and trampled under foot by his contemporaries, he may consider himself and the community to which he belongs lucky.

Letter 54
Letters

(20 November 1847)
1840s, The Journals of Søren Kierkegaard, 1840s
Context: What the age needs is not a genius — it has had geniuses enough, but a martyr, who in order to teach men to obey would himself be obedient unto death. What the age needs is awakening. And therefore someday, not only my writings but my whole life, all the intriguing mystery of the machine will be studied and studied. I never forget how God helps me and it is therefore my last wish that everything may be to his honour.

A Treatise on Isoperimetrical Problems, and the Calculus of Variations (1810)
Context: The Authors who write near the beginnings of science, are, in general the most instructive: they take the reader more along with them, shew him the real difficulties, and, which is a main point, teach him the subject, the way by which they themselves learned it.<!--Preface p. v-iv

What Would You Substitute for the Bible as a Moral Guide? (1900)
Context: All “inspired books,” teaching that what the supernatural commands is right, and right because commanded, and that what the supernatural prohibits is wrong, and wrong because prohibited, are absurdly unphilosophic. And all “inspired books,” teaching that only those who obey the commands of the supernatural are, or can be, truly virtuous, and that unquestioning faith will be rewarded with eternal joy, are grossly immoral. Again I say: Intelligence is the only moral guide.

78 U.S. 93-94
Judicial opinions, United States v. Ballard (1944)

Impromptu speech at a dinner for visiting East German dignitaries, Moscow (September 17, 1955), as reported by The New York Times (September 18, 1955), p. 19.

"Would you like to see a little of it?" said the Mock Turtle. (3 April 2010) http://greygirlbeast.livejournal.com/639337.html
Unfit for Mass Consumption (blog entries), 2010

Source: Why We Fail as Christians (1919), p. 60
Context: If it is impossible to induce fathers to abandon their families, how much more impossible would it be to induce mothers? When Tolstoy sought to live the truly Christian life, the immediate obstacle he found in his path was his own wife.... The next world had to take care of itself. She was burdened with dependents in this world, and like nearly every other mother-animal in creation, she insisted, in so far as she was able, upon feeding and protecting her young. She was as impervious as a tigress, concealing the lair of her young, to the teaching that a Christian must be willing to sacrifice everything and everybody in pursuit of truth.

Vol. 2, Ch. 24 "Oracular Philosophy and the Revolt against Reason"
The Open Society and Its Enemies (1945)
Context: I do not overlook the fact that there are irrationalists who love mankind, and that not all forms of irrationalism engender criminality. But I hold that he who teaches that not reason but love should rule opens up the way for those who rule by hate. (Socrates, I believe, saw something of this when he suggested that mistrust or hatred of argument is related to mistrust or hatred of man).

7A:20, as translated by James Legge in The Chinese Classics, Vol. II (1861), p. 335
The Mencius

Source: Zen and the Art of Motorcycle Maintenance (1974), Ch. 29
Context: Lightning hits!
Quality! Virtue! Dharma! That is what the Sophists were teaching! Not ethical relativism. Not pristine "virtue." But aretê. Excellence. Dharma! Before the Church of Reason. Before substance. Before form. Before mind and matter. Before dialectic itself. Quality had been absolute. Those first teachers of the Western world were teaching Quality, and the medium they had chosen was that of rhetoric.

Quoted in Ruysbroeck the Admirable (1925) by Alfred Wautier d'Aygalliers and Fred Rothwell, p. 175

Book I : The Beginnings, Ch. V : The Baptism Of The Penguins
Penguin Island (1908)
Context: Thinking that what he saw were men living under the natural law, and that the Lord had sent him to teach them the Divine law, he preached the gospel to them.
Mounted on a lofty stone in the midst of the wild circus:
"Inhabitants of this island," said he, "although you be of small stature, you look less like a band of fishermen and mariners than like the senate of a judicious republic. By your gravity, your silence, your tranquil deportment, you form on this wild rock an assembly comparable to the Conscript Fathers at Rome deliberating in the temple of Victory, or rather, to the philosophers of Athens disputing on the benches of the Areopagus. Doubtless you possess neither their science nor their genius, but perhaps in the sight of God you are their superiors. I believe that you are simple and good. As I went round your island I saw no image of murder, no sign of carnage, no enemies' heads or scalps hung from a lofty pole or nailed to the doors of your villages. You appear to me to have no arts and not to work in metals. But your hearts are pure and your hands are innocent, and the truth will easily enter into your souls."
Now what he had taken for men of small stature but of grave bearing were penguins whom the spring had gathered together, and who were ranged in couples on the natural steps of the rock, erect in the majesty of their large white bellies. From moment to moment they moved their winglets like arms, and uttered peaceful cries. They did not fear men, for they did not know them, and had never received any harm from them; and there was in the monk a certain gentleness that reassured the most timid animals and that pleased these penguins extremely.

Source: Liberalism Ancient and Modern (1968), p. 223
Context: Only a great fool would call the new political science diabolic: it has no attributes peculiar to fallen angels. It is not even Machiavellian, for Machiavelli's teaching was graceful, subtle, and colorful. Nor is it Neronian. Nevertheless one may say of it that it fiddles while Rome burns. It is excused by two facts: it does not know that it fiddles, and it does not know that Rome burns.

Source: Don't Start the Revolution Without Me! (2008), Ch. 10 (p. 186)
Context: Another of the religious right's scams is marching into public school science classes and trying to mandate teaching of "creation science," as opposed to evolution. Somehow, they put evolutionism and creationism in the same category—believing that one makes the other impossible. But aren't these two separate systems of knowledge? One is a scientific theory, the other is a religious doctrine. It's kind of like comparing the law of gravity to the Sermon on the Mount. Evolution doesn't pretend to disprove the Bible's version of creation, or the belief in an all-powerful being as "prime mover" of the universe. Science only deals with what's observable, definable, and measurable. It's open to all possibilities, unlike creationism, which is a closed book. So leave evolution to the science teachers, and creation to the Sunday school of the parents' choosing.

This God I confess that I hold in unceasing honor and remembrance; this God I delight to contemplate with pure and guileless thoughts in the height of his glory. THIS God I invoke with bended knees, and recoil with horror from the blood of sacrifices from their foul and detestable odors, and from every earth-born magic fire: for the profane and impious superstitions which are defiled by these rites have cast down and consigned to perdition many, nay, whole nations of the Gentile world. For he who is Lord of all cannot endure that those blessings which, in his own loving-kindness and consideration of the wants of men he has revealed for the rise of all, should be perverted to serve the lusts of any. His only demand from man is purity of mind and an undefiled spirit; and by this standard he weighs the actions of virtue and godliness. For his pleasure is in works of moderation and gentleness: he loves the meek, and hates the turbulent spirit: delighting in faith, he chastises unbelief: by him all presumptuous power is broken down, and he avenges the insolence of the proud. While the arrogant and haughty are utterly overthrown, he requires the humble and forgiving with deserved rewards: even so does he highly honor and strengthen with his special help a kingdom justly governed, and maintains a prudent king in the tranquility of peace. I CANNOT, then, my brother believe that I err in acknowledging this one God, the author and parent of all things: whom many of my predecessors in power, led astray by the madness of error, have ventured to deny... For I myself have witnessed the end of those who lately harassed the worshipers of God by their impious edict. And for this abundant thanksgivings are due to God that through his excellent Providence all men who observe his holy laws are gladdened by the renewed enjoyment of peace. Hence I am fully persuaded that everything is in the best and safest posture, since God is vouchsafing, through the influence of their pure and faithful religious service, and their unity of judgment respecting his Divine character, to gather all men to himself
Letter of Constantine to Sapor, King of the Persians (333)
Constantine the Great : Letters

Source: Why We Fail as Christians (1919), p. 53
Context: There is a world of difference between the one who would imitate the conduct of the successful merchant, who sits in the front pew of his church, and him who would follow literally the teachings of Jesus Christ. To attain perfectly the one ideal—if it be an ideal—is a comparatively simple task. To attain the other, is perhaps an impossibility.

About The Oxford Muse http://www.oxfordmuse.com/index.htm Foundation in an article at The Gurteen Knowledge Website http://www.gurteen.com/gurteen/gurteen.nsf/0/241B42CCD52603DF802569D40049FA6D/
Context: I invented something called The Oxford Muse. The Muses were women in mythology. They did not teach or require to be worshipped, but they were a source of inspiration. They taught you how to cultivate your emotions through the different arts in order to reach a higher plane. What is lacking now, I believe, is somewhere you can get that stimulation not information, but stimulation where you can meet just that person, or find just that situation, which will give you the idea of invention, of carrying out some project which interests you, and show how it can become a project of interest to other people.

So I started my Love Class. I taught it free of salary and tuition just so students could have a forum to consider the truly essential things. I really didn't "teach" the class. I facilitated it — helping the students to discover their own magic.
A Magazine of People and Possibilities interview (1998)

Source: The Dream of a Ridiculous Man (1877), IV
Context: Well, granted that it was only a dream, yet the sensation of the love of those innocent and beautiful people has remained with me for ever, and I feel as though their love is still flowing out to me from over there. I have seen them myself, have known them and been convinced; I loved them, I suffered for them afterwards. Oh, I understood at once even at the time that in many things I could not understand them at all … But I soon realised that their knowledge was gained and fostered by intuitions different from those of us on earth, and that their aspirations, too, were quite different. They desired nothing and were at peace; they did not aspire to knowledge of life as we aspire to understand it, because their lives were full. But their knowledge was higher and deeper than ours; for our science seeks to explain what life is, aspires to understand it in order to teach others how to love, while they without science knew how to live; and that I understood, but I could not understand their knowledge.

The Analects, The Great Learning
Context: What the great learning teaches, is to illustrate illustrious virtue; to renovate the people; and to rest in the highest excellence.
The point where to rest being known, the object of pursuit is then determined; and, that being determined, a calm unperturbedness may be attained to. To that calmness there will succeed a tranquil repose. In that repose there may be careful deliberation, and that deliberation will be followed by the attainment of the desired end.

also see Charles Dickens, Bleak House
p. 60
Why We Fail as Christians (1919)
Context: Thrift and foresight are among the chief teachings of all missionaries to the poor and the present day world has little sympathy for any parent—whether a Harold Skimpole, a Mrs. Jellyby, a Jean Jacques Rousseau, or a Leo Tolstoy—who for any cause whatsoever feels that he should give no thought for the morrow and that his children may live like the fowls of the air.

Source: From the Danube to the Yalu (1954), p. 3

Preface xxx
Variant: When philosophy paints its grey on grey, then has a shape of life grown old. By philosophy's grey on grey it cannot be rejuvenated but only understood. The owl of Minerva spreads its wings only with the falling of the dusk.
As translated by T. M. Knox, (1952) <!-- p. 13 -->
Elements of the Philosophy of Right (1820/1821)
Context: Only one word more concerning the desire to teach the world what it ought to be. For such a purpose philosophy at least always comes too late. Philosophy, as the thought of the world, does not appear until reality has completed its formative process, and made itself ready. History thus corroborates the teaching of the conception that only in the maturity of reality does the ideal appear as counterpart to the real, apprehends the real world in its substance, and shapes it into an intellectual kingdom. When philosophy paints its grey in grey, one form of life has become old, and by means of grey it cannot be rejuvenated, but only known. The owl of Minerva takes its flight only when the shades of night are gathering.

As quoted by Nadezhda Popova, Reza Pahalavi, Son Of The Last Shah Of Iran: “No War Is Needed – We Will Topple This Regime Ourselves” http://www.rezapahlavi.org/details_article.php?article=22&page=6, Izvetsiya, May 29, 2006.
Interviews, 2006

IX. On Providence, Fate, and Fortune.
On the Gods and the Cosmos

Book Sometimes you win Sometimes you Learn

Islam and Revolution, Writings and Declarations of Imam Khomeini, Translated and Annotated by Hamid Algar, Mizan Press, Berkley, pp. 28.
Islam and the imperialists

The True Levellers Standard Advanced (1649)

G.W.E. Russell, Collections and Recollections, ch. XIV, Harper & brothers, 1898, p. 136 https://archive.org/details/collectionsandr02russgoog/page/n152. Russell states that was said to him by Arnold himself.
Attributed

Election address for the 1885 general election, quoted in Blanche E. C. Dugdale, Arthur James Balfour, First Earl of Balfour, K.G., O.M., F.R.S., Etc. 1848&ndash;1905 (London: Hutchinson & Co. Ltd, 1936), p. 72
President of the Local Government Board

On A Kestrel for a Knave
Barry Hines Interview: Homecoming Hero

The Key to Theosophy (1889)

On how gangs might be viewed in “An Interview with Luis J. Rodriguez” https://www.epl.org/an-interview-with-luis-j-rodriguez-2/ (Evanston Public Library; 2011)

Source: The Esoteric Tradition (1935), Chapter 22

Source: The Esoteric Tradition (1935), Chapter 11

Source: The Esoteric Tradition (1935), Chapter 2

Source: The Esoteric Tradition (1935), Chapter 2

Source: The Esoteric Tradition (1935), Chapter 2

Elnith in Ch. 46 : nell latimer’s journal, p. 498
The Visitor (2002)

Source: The Story of Jesus (1938), Chapter 3

The World of Fatwas (Or The Shariah In Action)

Watts' Foreward to The Secret Oral Teachings in the Tibetan Buddhist Sects (1964)], by Alexandra David Neel

The Himalayan Masters: A Living Tradition (2002)

The Himalayan Masters: A Living Tradition (2002)

New Era Community (1926)

1
Leaves of Morya’s Garden: Book Two: Illumination (1925)

18 December 1935

On families not always being a bedrock of support in “Migrant State of Mind: A Q&A With Novelist Laila Lalami” https://www.thenation.com/article/laila-lalami-interview-the-other-americans/ in The Nation (2019 Apr 23)

quoted in Vikram Sampath - Savarkar, Echoes from a Forgotten Past, 1883–1924 (2019)

Nobel Prize acceptance speech (1950)