Quotes about teaching
page 9

“More generally (and this applies to Christianity no less than to Islam), what is really pernicious is the practice of teaching children that faith itself is a virtue. Faith is an evil precisely because it requires no justification and brooks no argument. Teaching children that unquestioned faith is a virtue primes them - given certain other ingredients that are not hard to come by - to grow up into potentially lethal weapons for future jihads or crusades.”

Richard Dawkins book The God Delusion

Source: The God Delusion (2006), pp. 347-348 of the Black Swan paperback edition of 2007

Children, Faith, Evil, Future

“The Duke (Cesare) is a good-natured man, but he cannot tolerate affronts. I have often told him that Rome is a free city, and that everyone may write and speak as he pleases. Evil is even spoken of me, but I let it pass." The Duke replied: "Rome is accustomed to write and speak; it is well, but I will teach such people repentance."* The Pope finally reminded him how much he himself had forgiven, and especially at the time of Charles VIII's invasion, so many cardinals, whom the King himself had called his betrayers. "I could," he said, "have sentenced the Vice-Chancellor and Cardinal Vincula to death, but I did not wish to harm anyone, and I have forgiven fourteen great nobles.”

Pope Alexander VI (1431–1503) pope of the Catholic Church 1492-1503

Report of the Ferrarese ambassador, Beltrando Costabili to Ercole I d'Este, Duke of Ferrara, February 1, 1502. Archives of Modena: As quoted in History of the City of Rome in the Middle Ages (1900), Ferdinand Gregorovius, George Bell & Sons, London, Volume 7, Part 2 (1497-1503), p. 486. http://books.google.com/books?id=kW1OAAAAMAAJ&pg=PA486&dq=%22often+told+him+that+Rome+is+a+free+city%22&hl=en&sa=X&ei=PQRlUeiiBIPA9QT4s4H4CA&ved=0CC4Q6AEwAA#v=onepage&q=%22often%20told%20him%20that%20Rome%20is%20a%20free%20city%22&f=false See also L. Pastor, History of the Popes, vol.6, p. 12. http://books.google.com/books?id=hk1DAQAAIAAJ&pg=PA112&dq=%22told+him+that+Rome+is+a+free+city%22&hl=en&sa=X&ei=ojZlUeS7Dob49QTTn4HQBw&ved=0CEUQ6AEwAg#v=onepage&q=%22told%20him%20that%20Rome%20is%20a%20free%20city%22&f=false. (Commonweal writes: “Whatever his faults, the Pope appears to have been of a forgiving and clement disposition, pardoning foes when he had them in his power, and becoming reconciled with those who had bitterly opposed him. With Savonarola — pulpit methods, by the way, were scarcely as novel and extraordinary then as our author (Peter de Roo) thinks — Alexander VI dealt on the whole rather patiently, more so, indeed, than our author, who is hardly fair to the friar.” -- Commonweal (1924), Commonweal Publishing Company, volume 1, p. 185. https://www.google.com/search?tbm=bks&hl=en&q=Whatever+his+faults%2C+the+Pope+appears+to+have+been+of+a+forgiving+and+clement+disposition&btnG=#hl=en&tbm=bks&sclient=psy-ab&q=%22Whatever+his+faults%2C+the+Pope+appears+to+have+been+of+a+forgiving+and+clement+disposition%22&oq=%22Whatever+his+faults%2C+the+Pope+appears+to+have+been+of+a+forgiving+and+clement+disposition%22&gs_l=serp.3...1287.1287.1.1562.1.1.0.0.0.0.79.79.1.1.0...0.0...1c.1.8.psy-ab.VnzmdIrn1SQ&pbx=1&bav=on.2,or.r_qf.&bvm=bv.44990110,d.eWU&fp=5b7686e7449457e7&biw=1294&bih=770)

Death, People, Nature, Evil

“Suffering from an evident complex of moral inferiority, a lot of journalists are interested in teaching the Pope how to do the Pope. Suffering from an evident complex of moral superiority, a lot of priests are interested in teaching journalists how to do journalism. But the worst of all are the journalist-priests.”

Leon Bertoletti (1971)

Complexes http://www.hicsuntleones.co.uk/2009/03/complexes.html, Hic Sunt Leones, 22/03/2009

Suffering

“Gravestones, he knew, were educational media, teaching that life has limits: don’t set your sights too high.”

James K. Morrow (1947) (1947-) science fiction author

Source: This Is the Way the World Ends (1986), Chapter 1, “In Which Our Hero Is Introduced and Taught the True Facts Concerning Strategic Doctrine and Civil Defense” (p. 14)

Life, Education

“When most of Europe was still illiterate, the Hutterites had established a system of primary schools. Among them education was compulsory. They believed that their movement depended on an educated people who could practice discipleship in light of New Testament teachings. Of course, the state churches felt no such need. Their religion was primarily in the hands of religious professionals. The layman's chief function in such ecclesiastical systems was to obey. For this purpose ignorance served as well as, if not better than, knowledge.”

William Roscoe Estep (1920–2000) American theologian

The Anabaptist Story (1996), p. 142

People, Education, School, Religion

“In any case, one needs to accept nature's teachings.”

Horst Ludwig Störmer The fractional quantum Hall effect

The fractional quantum Hall effect, Nobel Lecture http://nobelprize.org/nobel_prizes/physics/laureates/1998/stormer-lecture.html (December 8, 1998)

Nature

“If, doubting God's words, you believe this Grant to be false, it will indeed be false. Yet, if you truly believe that you have received this Grant from the Parent and do just as God says, you will be blessed, regardless of whether there is usually good or bad in your mind. The bad will appear elsewhere. In the case of childbirth, you will be blessed with a rapid and easy delivery if you just discard doubt from your mind and follow the teachings of God. But if you harbor doubt and fear, even though there be no wrongdoing in your mind, then the wheel of fear will be set in motion and your fears will be borne out.”

Nakayama Miki (1798–1887) Founder of Tenrikyo

From Yoshikazu Nakayama's biography of Miki, My Oyasama, vol. 2, p. 40–1.
My Oyasama

God, Fear, Parent, Appearance

“So the majority of the highest classes of that age, even the popes and ecclesiastics, really believed in nothing at all. They did not believe in the Church doctrine, for they saw its insolvency; but neither could they follow Francis of Assisi, Kelchitsky, and most of the sectarians in acknowledging the moral, social teaching of Christ, for that undermined their social position. And so these people remained without any religious view of life. And, having none, they could have no standard with which to estimate what was good and what was bad art, but that of personal enjoyment.”

Leo Tolstoy (1828–1910) Russian writer

What is Art? (1897)

Life, People, Age, Art

“There is a distinguishing difference of meaning between Jesus and Christ. His given name was Jesus; his honorific title was "Christ." In his little human body called Jesus was born the vast Christ Consciousness, the omniscient Intelligence of God omnipresent in every part and particle of creation. This Consciousness is the "only begotten Son of God," so designated because it is the sole perfect reflection in creation of the Transcendental Absolute, Spirit or God the Father.
It was of that Infinite Consciousness, replete with the love and bliss of God, that Saint John spoke when he said: "As many as received him [the Christ Consciousness], to them gave he power to become the sons of God." Thus according to Jesus' own teaching as recorded by his most highly advanced apostle, John, all souls who become united with Christ Consciousness by intuitive Self-realization are rightly called sons of God….”

Paramahansa Yogananda (1893–1952) Yogi, a guru of Kriya Yoga and founder of Self-Realization Fellowship

The Second Coming of Christ: The Resurrection of the Christ Within You, (2004) by Yogananda

Love, God, Soul, Intelligence

“We can each sit and wait to die, from the very day of our births. Those of us who do not do so, choose to ask--and to answer--the two questions that define every conscious creature: What do I want? and What will I do to get it? Which are, finally, only one question: What is my will? Caine teaches us that the answer is always found within our own experience; our lives provide the structure of the question, and a properly phrased question contains its own answer.”

Matthew Stover book Blade of Tyshalle

(XIV.3) Del Rey, p. 472
Blade of Tyshalle (2001)

Birth, Question, Waiting

“Great Negative, how vainly would the Wise
Enquire, define, distinguish, teach, devise,
Didst thou not stand to point their dull Philosophies?Is, or is not, the Two great Ends of Fate,
And, true or false, the Subject of Debate,
That perfect, or destroy, the vast Designs of Fate.”

John Wilmot, 2nd Earl of Rochester (1647–1680) English poet, and peer of the realm

Upon Nothing, ll. 28–33.
Other

Fate, Perfection, Falseness

“All that the Eternal Father teaches and reveals is His being, His nature, and His Godhead, which He manifests to us in His Son, and teaches us that we are also His Son.”

Meister Eckhart (1260–1328) German theologian

Sermon IV : True Hearing
Meister Eckhart’s Sermons (1909)

Nature

“I want to say to those who are trying to learn to speak and those who are teaching them: Be of good cheer. Do not think of to-day's failures, but of the success that may come to-morrow. You have set yourselves a difficult task, but you will succeed if you persevere, and you will find a joy in overcoming obstacles — a delight in climbing rugged paths, which you would perhaps never know if you did not sometime slip backward — if the road was always smooth and pleasant. Remember, no effort that we make to attain something beautiful is ever lost. Sometime, somewhere, somehow we shall find that which we seek. We shall speak, yes, and sing, too, as God intended we should speak and sing.”

Helen Keller (1880–1968) American author and political activist

Address to the American Association to Promote the Teaching of Speech to the Deaf (8 July 1896)

God, Beauty, Failure, Thinking

“What is most apparent and constant in Thomas' personality, the image he most likely had of himself, is the teacher. The saint was essentially a Doctor of the Church; the man was a teacher of theology and philosophy; the mystic never entirely separated his meditations from his teaching, which drew its inspiration from them.”

Étienne Gilson (1884–1978) French historian and philosopher

Introduction
Thomism: The Philosophy of Thomas Aquinas

Teachers, Personality

“The kindergarten essay got into that underground press we all belong to where something just sort of has a life of its own and moves around and it gets on refrigerators and in the work place and people copy it… I was a minister in the Unitarian church at the time and teaching and I was ready to stop that and do the next phase of my life. So I had quit both those jobs and I was all set up with my studio in Seattle when this other horse came riding by … I'm not a great writer and I'll never get the Nobel Prize or a Pulitzer Prize but I've won the refrigerator door award. And you don't see Faulkner on people's refrigerator.”

Robert Fulghum (1937) American writer

Robert Fulghum : Philosopher King

Life, People, Time, Horse

“What I don't like today is, to put it coarsely, the phony Hasidism, the phony mysticism. Many students say, "Teach me mysticism."”

Elie Wiesel (1928–2016) writer, professor, political activist, Nobel Laureate, and Holocaust survivor

It's a joke.
In a 1978 interview with John S. Friedman, published in The Paris Review 26 (Spring 1984); and in Elie Wiesel : Conversations (2002) edited by Robert Franciosi, p. 86

“I own it is a common saying, that every reverse of fortune teaches us how to behave on another occasion; but that is not true, as the circumstances which attend each event are different, and such as could not be foreseen.”

Benvenuto Cellini (1500–1571) Florentine sculptor and goldsmith

http://books.google.com/books?id=FnAEAAAAYAAJ&q=%22I+own+it+is+a+common+saying+that+every+reverse+of+fortune+teaches+us+how+to+behave+on+another+occasion+but+that+is+not+true+as+the+circumstances+which+attend+each+event+are+different+and+such+as+could+not+be+foreseen%22&pg=PA321#v=onepage
Gli è ben vero che si dice Tu imparerai per un'altra volta: questo non vale perchè la vien sempre con modi diversi e non mai immaginati.
http://books.google.com/books?id=AIEOAAAAQAAJ&q=%22Gli+%C3%A8+ben+vero+che+si+dice+Tu+imparerai+per+un'altra+volta+questo+non+vale+perch%C3%A8+la+vien+sempre+con+modi+diversi+e+non+mai+immaginati%22&pg=PA181#v=onepage
Autobiography, vol. 2, ch. 9

“I can't help thinking that the whole of the Vietnam War was the blackest comedy that ever was, because it showed the way you can't teach humanity anything. We'd all learnt in the rest of the world that you can't now go around and put out your hand and, across seas, exercise power; but the poor Americans had not learned that and they tried to do it. The remoteness of Americans from German attack had made them feel confident. They didn't really believe that anything could reach out and kill them. Americans are quite unconscious now that we look on them as just as much beaten as we are. They're quite unconscious of that. They have always talked of Vietnam as if by getting out they were surrendering the prospect of victory, as if they were being noble by renouncing the possibility of victory. But they couldn't have had a victory. They couldn't possibly have won.”

Rebecca West (1892–1983) British feminist and author

Source: The Paris Review interview (1981), p. 13

War, World, Way, Feeling

“The problems with software are just examples of the problems found generally with creativity. Our trend in copyright law has been to enclose as much as we can; the consequence of this enclosure is a stifling of creativity and innovation. If the Internet teaches us anything, it is that great value comes from leaving core resources in a commons, where they're free for people to build upon as they see fit.”

Lawrence Lessig (1961) American academic, political activist.

May the Source Be With You (2001)

People, Law, Problem

“Thud. My eyes are open. It is four-thirty in the morning, one morning, and my dry eyes click in their sockets, awake before the birds. There is no light. The eye strains for logic, some play of form. I have been dreaming of wind. The tree outside my window stands silent. I listen to the breathing of the man lying beside me. I know where I am. I am awake. I am alive. Am I tethered to earth only by this fragile breath? A strawful of breath at best. Yet this is the breath that patients beg, their hands gripping the edges of mattresses; this is the breath that wrestles trees, that brings down all the leaves in the Third Act. We know where the car is parked. We know, word-for-word, the texts of plays. We have spoken, in proximity to one another, over years, sentences, hundreds of thousands of sentences—bright, grave, fallible, comic, perishable—perhaps eternal? I don’t know. Where does the wind go? When will the light come? We will have hotcakes for breakfast. How can I protect this...? My church teaches me I cannot. And I believe it. I turn the pillow to its cool side. Then rage fills me, against the cubist necessity of having to arrange myself comically against orthodoxy, against having to wonder if I will offend, against theology that devises that my feeling for him, more than for myself, is a vanity. My brown paradox: The church that taught me to understand love, the church that taught me well to believe love breathes—also tells me it is not love I feel, at four in the morning, in the dark, even before the birds cry. Of every hue and caste am I.”

Richard Rodríguez (1944) American journalist and essayist

Brown : The Last Discovery of America (2003)

Love, Dreams, Cars, Feeling

“As an evangelist, God has given me the opportunity to preach and teach the wonderful story of His marvelous [sic] creation over 400 times each year to churches, schools (public and private), parent groups, youth groups, on the radio, and in university debates.”

Kent Hovind (1953) American young Earth creationist

Dissertation for doctor of philosophy in christian education (May 25, 1991)

God, Youth, School, Parent

“What Sri Aurobindos' represents in the worlds' history is not a teaching, not even a revelation; it is a decisive action direct from the Supreme.”

The Mother (1878–1973) spiritual collaborator of Sri Aurobindo

Quoted in "Diary notes and Meeting with Sri Aurobindo", also in The Spirituality of the Future: A Search Apropos of R. C. Zaehner's Study in … by Kaikhushru Dhunjibhoy Sethna (1 January 1981) http://books.google.co.in/books?id=dYKjb9EMqjIC&pg=PA72, p. 72 <br class="br">Sayings

World, History, Decision

“(…) you should look to the areas of your countries where people are poverty-stricken and helpless and then do all you can to raise their standard of living, teaching them cleanliness and high morals. To serve the needy truly and from the heart is true service to God. (…).”

Haidakhan Babaji teacher in northern India

Cleanliness
Source: The Teachings of Babaji, 20 April 1983.

God, People, Heart, Country

“12 principles for a 21st century conservatism.
1. The fundamental assumptions of Western civilization are valid.
2. Peaceful social being is preferable to isolation and to war. In consequence, it justly and rightly demands some sacrifice of individual impulse and idiosyncrasy.
3. Hierarchies of competence are desirable and should be promoted.
4. Borders are reasonable. Likewise, limits on immigration are reasonable. Furthermore, it should not be assumed that citizens of societies that have not evolved functional individual-rights predicated polities will hold values in keeping with such polities.
5. People should be paid so that they are able and willing to perform socially useful and desirable duties.
6. Citizens have the inalienable right to benefit from the result of their own honest labor.
7. It is more noble to teach young people about responsibilities than about rights.
8. It is better to do what everyone has always done, unless you have some extraordinarily valid reason to do otherwise.
9. Radical change should be viewed with suspicion, particularly in a time of radical change.
10. The government, local and distant, should leave people to their own devices as much as possible.
11. Intact heterosexual two-parent families constitute the necessary bedrock for a stable polity.
12. We should judge our political system in comparison to other actual political systems and not to hypothetical utopias.”

Jordan Peterson (1962) Canadian clinical psychologist, cultural critic, and professor of psychology

Speech of Jordan Peterson at Carleton Place for the Conservative Party of Ontario <nowiki>[12 https://www.youtube.com/watch?v=Nyw4rTywyY0</nowiki>] <br class="br">Concepts

War, People, Family, Peace

“Experience teaches acceptance of the imperfect as life.”

Anaïs Nin (1903–1977) writer of novels, short stories, and erotica

Feb. 15, 1936
Diary entries (1914 - 1974)

Life

“Success doesn't teach as many lessons as failure does.”

Jay Samit (1961) American businessman

Source: Disrupt You! (2015), p.122

Failure, Success

“There are people who barely feel poetry, and they are generally dedicated to teaching it.”

Jorge Luis Borges (1899–1986) Argentine short-story writer, essayist, poet and translator, and a key figure in Spanish language literature

"Poetry" (1977)

People, Feeling

“The teaching of axioms should come after conveying the theory in a looser version.”

Ivor Grattan-Guinness (1941–2014) Historian of mathematics and logic

Source: The Rainbow of Mathematics: A History of the Mathematical Sciences (2000), p. 740.

“Barye… did not teach us much; he was always worried and tired when he came, and always told us that it was very good.”

Auguste Rodin (1840–1917) French sculptor

Source: Auguste Rodin: The Man, His Ideas, His Works, 1905, p. 2 About Barye's drawing classes at the Jardin des Plantes.

“The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization.”

W.E.B. Du Bois book The Souls of Black Folk

Source: The Souls of Black Folk (1903), Ch. V: Of the Wings of Atalanta

Life, Secret, School, Knowledge

“Augustus Fagan, Esquire, Ph. D., Llanabba Castle, N. Wales, requires immediately junior assistant to teach Classics and English to University Standard with subsidiary Mathematics, German and French. Experience essential; first-class games essential…
'Might have been made for you,' said Mr Levy.
'But I don't know a word of German, I've had no experience, I've got no testimonials, and I can't play cricket.'
'It doesn't do to be too modest,' said Mr Levy. 'It's wonderful what one can teach when one tries..”

Evelyn Waugh book Decline and Fall

Part One, Chapter One
Decline and Fall (1928)

Game, Mathematics, Universe, Parting

“The basic teaching of Buddhism is the teaching of transiency or change. That everything changes is the basic truth for each existence. No one can deny this truth and all teaching of Buddhism is condensed within it. This is the teaching for all of us. Wherever we go this teaching is true. This teaching is also understood as the teaching of selflessness. Because each existence is in constant change, there is no abiding self.”

Shunryu Suzuki book Zen Mind, Beginner's Mind

Part 4, No. 1. "Transiency"
Zen Mind, Beginner's Mind (1973)

Truth, Change

“Teach it me, if you can,—forgetfulness!
I surely shall forget, if you can bid me;”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

Love’s Last Lesson
The Golden Violet (1827)

Forgetting

“The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners.”

John Holt (1923–1985) educator

Growing Without Schooling magazine, no. 40 (1984).

Education, School, Learning, Teachers

“It is a testimony to the power of education that classical mechanics could operate for so long under a mistaken conception. Teaching and research concentrated on integrable systems, each feeding the other, until in the end we had no longer the tools nor the interest for studying nonintegrable systems.”

Ivar Ekeland (1944) French mathematician

Source: The Best of All Possible Worlds (2006), Chapter 4, From Computation To Geometry, p. 84.

Education, Study

“The only progress I can see is progress in organization. The ordinary human being does not live long enough to draw any substantial benefit from his own experience. And no one, it seems, can benefit by the experiences of others. Being both a father and teacher, I know we can teach our children nothing. We can transmit to them neither our knowledge of life nor of mathematics. Each must learn its lesson anew.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

1920s, Viereck interview (1929)

Life, Children, Mathematics, Knowledge

“I like teaching and the contact with young minds keeps one on one's toes.”

Aaron Klug (1926–2018) British chemist and biophysicist

in his Autobiography http://nobelprize.org/nobel_prizes/chemistry/laureates/1982/klug-autobio.html, The Nobel Prizes 1982, Editor Wilhelm Odelberg, Nobel Foundation, Stockholm, 1983.

“I held out pretty long before I really had an affair, but I got lots of attention from my father physically. He was always trying to sleep with me … from the age of about seven on. Only I resisted that. And one of my brothers who claimed that sisters were there for the purpose of teaching … a sister and brother should teach each other the rules and the game of making love; and I wouldn't fall for that either. I just felt, I had no reason to feel. Nobody told me that incest was a bad thing or anything, but I just didn't feel turned on by them.”

Edie Sedgwick (1943–1971) Socialite, actress, model

Edie : Girl On Fire (2006)

Love, Age, Making love, Feeling

“In India also, for century, education imparted through the medium of a foreign language has unduly dominated its academic life and it has now produced a class of men who are unconsciously so denationalised that any far reaching proposal for the recognition of the Indian languages as the vehicle of teaching and examination up to the highest University stage is either ridiculed as impossible or branded as reactionary. But I plead earnestly for the acceptance of this fundamental principle not on account of any blind adherence to things that I claim as my own but out of a firm conviction that the fullest development of the mind of a learner is possible only by this natural approach and also that by this process alone can there be a great revival of the glory and richness of the Indian languages.”

Syama Prasad Mookerjee (1901–1953) Indian politician

Speech delivered at Agra University Convocation on 23rd November 1940.

Life, Men, Education, Nature

“It is disgracefully true that the organizations that have embodied the teachings of the Jewish and Christian scriptures have at times taught contentment with injustice and inequality, have urged the people to endure their lot in submission, have at times allied themselves with the forces of repression. But the spirit and ideal of their faith has ever broken through the forms that confined and distorted it.”

Harry F. Ward (1873–1966) American methodist minister

Source: The New Social Order (1920), p. 22

People, Faith, Time

“If the history of science teaches us anything, it is that what conquers our ignorance is research, not giving up and attributing our ignorance to the miraculous work of a creator.”

Jerry Coyne (1949) American biologist

Source: Why Evolution is True (2009), p. 140

History, Science

“Youth's first acquaintance with sorrow is a terrible thing—before time has taught, what it will surely teach, that grief is our natural portion, at once transitory and eternal. But the first lesson is the severest—we have not then looked among our fellows, and seen that suffering is general; and we feel as if marked out by fate for misery that has no parallel.”

Letitia Elizabeth Landon (1802–1838) English poet and novelist

Heath's book of Beauty, 1833 (1832)

Fate, Youth, Feeling, Nature

“The Christianity of the first centuries recognized as productions of good art, only legends, lives of saints, sermons, prayers, and hymn-singing evoking love of Christ, emotion at his life, desire to follow his example, renunciation of worldly life, humility, and the love of others; all productions transmitting feelings of personal enjoyment they considered to be bad, and therefore rejected … This was so among the Christians of the first centuries who accepted Christ teachings, if not quite in its true form, at least not yet in the perverted, paganized form in which it was accepted subsequently.
But besides this Christianity, from the time of the wholesale conversion of whole nations by order of the authorities, as in the days of Constantine, Charlemagne and Vladimir, there appeared another, a Church Christianity, which was nearer to paganism than to Christ's teaching. And this Church Christianity … did not acknowledge the fundamental and essential positions of true Christianity — the direct relationship of each individual to the Father, the consequent brotherhood and equality of all people, and the substitution of humility and love in place of every kind of violence — but, on the contrary, having founded a heavenly hierarchy similar to the pagan mythology, and having introduced the worship of Christ, of the Virgin, of angels, of apostles, of saints, and of martyrs, but not only of these divinities themselves but of their images, it made blind faith in its ordinances an essential point of its teachings.
However foreign this teaching may have been to true Christianity, however degraded, not only in comparison with true Christianity, but even with the life-conception of the Romans such as Julian and others, it was for all that, to the barbarians who accepted it, a higher doctrine than their former adoration of gods, heroes, and good and bad spirits. And therefore this teaching was a religion to them, and on the basis of that religion the art of the time was assessed. And art transmitting pious adoration of the Virgin, Jesus, the saints, and the angels, a blind faith in and submission to the Church, fear of torments and hope of blessedness in a life beyond the grave, was considered good; all art opposed to this was considered bad.”

Leo Tolstoy (1828–1910) Russian writer

What is Art? (1897)

Love, Life, God, People

“For stories teach us, that liberty sought out of season, in a corrupt and degenerate age, brought Rome itself to a farther slavery: for liberty hath a sharp and double edge, fit only to be handled by just and virtuous men; to bad and dissolute, it becomes a mischief unwieldy in their own hands: neither is it completely given, but by them who have the happy skill to know what is grievance and unjust to a people, and how to remove it wisely; what good laws are wanting, and how to frame them substantially, that good men may enjoy the freedom which they merit, and the bad the curb which they need.”

John Milton (1608–1674) English epic poet

The Prose Works of John Milton, Volume II, Book III. http://oll.libertyfund.org/Texts/Milton0174/ProseWorks/HTMLs/0233-02_Pt08b_LongParliament.html (1847)

Men, Happiness, People, Age

“Since God has been carrying on His dispensation through the Christian church, He and we are responsible to convey this message to the Christians first. Until our mission with the Christian church is over, we must quote the Bible and use it to explain the Divine Principle. After we receive the inheritance of the Christian church, we will be free to teach without the Bible. Now, however, our primary mission is to witness to the Christian church. When they recognize and accept our movement, the world restoration will be very easy. So go to the Christians. In reality, Christians are quicker to understand the Principle than non-Christians. Sometimes non-Christians may accept it quickly, but it is hard to put the roots into deep soil. They accept for a few days, then run away.”

Sun Myung Moon (1920–2012) Korean religious leader

Master Speaks (1967) Part 7: Bible Interpretation http://www.tparents.org/Moon-Books/sm-mast/MSTRSP-7.htm, (transcriptions of Q&A sessions in March-April 1965)

God, World, Quotes, Understanding

“Well, I probably won't get too good grades even without you: I had an argument (completely unrelated – not even pertaining to OS's) with the person here at the university that teaches OS design. I wonder when I'll learn :)”

Linus Torvalds (1969) Finnish-American software engineer and hacker

1990s, 1991-94

Learning, Universe, Personality

“I’d like to say we have fixed these problems, but we haven’t. We have very real vulnerabilities. We have not diminished in any way the fervor and ideology of our enemy. …. Today, probably 50 or more states have schools that are teaching jihad, preaching, recruiting, and training. We have absolutely no successful programs even begun to remediate against those efforts. …. Nobody paid attention. Presidents in four administrations put their arms around Saudi ambassadors, ignored the Wahhabi jihadism, and said these are our eternal friends.”

John Lehman (1942) American banker and government official

Ibid.

School, Way, Problem, Effort

“Today medical school is attended by mobs, not students; a mob receives its degree, a Doctor-Mob practises the medical profession. We learn to distrust it immediately; this mob may even be armed, may even be equipped with powerful weapons. Whoever wishes to become a doctor should reflect before entering the profession; enter only if you are determined to be different and to adopt different principles and teachings. Otherwise do not enter.”

Guido Ceronetti (1927–2018) Italian poet, writer, journalist and translator

The Silence of the Body: Materials for the Study of Medicine (II silenzio del corpo: Materiali per studio di medicina, 1979), translated by Michael Moore, in The Body in the Library: A Literary Anthology of Modern Medicine, London and New York: Verso, 2003, p. 296 https://books.google.it/books?id=iFRwpEpgCKUC&pg=PA296.

School, Learning

“Teach him how to live,
And, oh still harder lesson! how to die.”

Beilby Porteus (1731–1809) Bishop of Chester; Bishop of London

Source: Death: A Poetical Essay (1759), Line 316. Compare: "There taught us how to live; and (oh, too high
The price for knowledge!) taught us how to die", Thomas Tickell, On the Death of Mr. Addison (1721), line 81.; "He who should teach men to die, would at the same time teach them to live", Michel de Montaigne, Essay, book i. chap. ix.; "I have taught you, my dear flock, for above thirty years how to live; and I will show you in a very short time how to die", Sandys, Anglorum Speculum, p. 903.

“Learn their lesson, that if you would teach people you first must capture their interest with news; that your service rather than your sermons must be your claim upon their attention; that what you say must be simple, and brief, and above all sincere — the unmistakable voice of true regard and affection.”

Bruce Fairchild Barton book The Man Nobody Knows

On the teachings of Jesus, in Ch. 5 : His Advertisements
The Man Nobody Knows (1924)

People, Learning, Sincerity

“"I’m not a huge practicing Christian myself, but it just staggers me that people who claim to be can stand up and spout – like your president George Bush – can stand up and spout this bullshit about God supporting one side over another in war, which is why I wrote the lyrics of the song "What God Wants": “God wants crusade/God wants Jihad.” Well it may well be that God doesn’t want either of those things. They’re manifestations of the insecurities of the Muslim and Christian communities. I hate when someone uses religion to bolster war in the world: it's extremely disgusting and offensive for me, and for all christians, because that was not what Christ was trying to teach."”

Roger Waters (1943) English songwriter, bassist, and lyricist of Pink Floyd

"Roger Waters talks about What God Wants", a 1993 interview
Philosophy

God, Hate, War, People

“I think we went through — in America, at least, we went through a period in the ’60s and ’70s when the education establishment became extremely liberal, and part of that is a flirtation with relativism. And a resistance — it’s horrible to think of — of adults telling kids what’s right and wrong. What a terrible thing. That’s oppression. And so we created these sort of value-free spaces, which conveys a value, which is that there’s no right or wrong, everyone decides for themselves. Uh, everyone’s opinion is equal. You should say your opinion and then you get a lot of incivility. What I would like to see is a revamped civics curriculum where we teach very explicitly the long tradition of left-right. Um, we teach what each side is. You can’t say right about it, that’s my language. But, um, you teach what each side is concerned about. You know, very much like the line here. Uh, both are essential. One without the other creates an unbalanced American civic order.”

Jonathan Haidt (1963) American psychologist

"The Psychology Behind Morality" (12 June 2014) http://www.onbeing.org/program/jonathan-haidt-the-psychology-behind-morality/transcript/6347#main_content

Education, Thinking, Parting

“Labour's appalling agenda, encouraging the teaching of homosexuality in schools, and all the rest of it.”

Boris Johnson (1964) British politician, historian and journalist

The Spectator 15 April 2000
2000s, 2000

School

“The god of Mohammedism is not the God of the Bible by any stretch of the imagination. It is a little pantheistic god of nature. Because of this, the Islam religion accepts evolution very readily as a scientific fact because it fits so well with their teaching. In the country of Turkey (which is almost totally dedicated to Mohammed) evolution is taught as fact.”

Kent Hovind (1953) American young Earth creationist

Dissertation for doctor of philosophy in christian education (May 25, 1991)

God, Religion, Imagination, Nature

“Humans are proud of themselves. The guiding principle of the modern age is "Man is the measure of all things." And our bodies have excited physiologists and philosophers to a profound awe of the basic mammalian design. But the history of the dinosaurs should teach us some humility… If our fundamental mammalian mode of adaptation was superior to the dinosaurs', then history should record the meteoric rise of the mammals and the eclipse of the dinosaurs. Our own Class Mammalia did not seize the dominant position in life on land. Instead, the mammal clan was but one of many separate evolutionary families that succeeded as species only by taking refuge in small body size during the Age of Dinosaurs. As long as there were dinosaurs, a full 130 million years, remember, the warm-blooded league of furry mammals produced no species bigger than a cat.”

Robert T. Bakker book The Dinosaur Heresies

The Dinosaur Heresies: A Revolutionary View of Dinosaurs (1986), Longman Scientific & Technical, p. 17
The Dinosaur Heresies (1986)

Life, Age, Family, History

“We all know in our gut that art educates. In other societies, they're aware of the power it has of speaking directly to the masses, teaching them to be better socialists, better citizens. The trouble is that with us it's fallen into the wrong hands. Forget the speculators… The concept of the collector is so rotten by now that it stinks.”

Mary McCarthy book Cannibals and Missionaries

Cannibals and Missionaries (1979)

Education, Art, Forgetting

“Let us teach ourselves and others that politics should be an expression of a desire to contribute to the happiness of the community rather than of a need to cheat or rape the community.”

Václav Havel (1936–2011) playwright, essayist, poet, dissident and 1st President of the Czech Republic

New Year's Address to the Nation (1990)

Happiness, Communication, Cheating

“The work of the Spirit is to impart life, to implant hope, to give liberty, to testify of Christ, to guide us into all truth, to teach us all things, to comfort the believer, and to convict the world of sin.”

Dwight L. Moody (1837–1899) American evangelist and publisher

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 318.

Life, Truth, World, Hope

“Some people think that macrobiotic philosophy is no more than the teaching of a diet - the eating of brown rice, carrots, and gomashio (sesame salt), others imagine that it is summed up in the statement, "Don't eat cake and sugar."”

George Ohsawa (1893–1966) twentieth century Japanese philosopher

How far from the truth!
Source: Essential Ohsawa - From Food to Health, Happiness to Freedom - Understanding the Basics of Macrobiotics (1994), p. 82

People, Truth, Imagination, Thinking

“I taught at a school in Cincinnati with a 0% graduation rate and that was also interesting so I updated from thinking school was beneficial for other people but not beneficial to me, to thinking school was beneficial for maybe some people around the middle – at least some of the better schools – but not beneficial for the vast majority of people, to then actually reading the literature on education and on intelligence and academic accomplishment and symbolic manipulation and concluding "no, school isn't good for anyone". There might be a few schools that are good for people, like there's Blair and there's Stuyvesant and these schools may actually teach people, but school can better be seen as a vaccination program against knowledge than a process for instilling knowledge in people, and of course when a vaccination program messes up, occasionally people get sick and die of the mumps or smallpox or whatever. And when school messes up occasionally people get sick and educated and they lose biological fitness. And in either case the people in charge revise the program and try to make sure that doesn't happen again, but in the case of school they also use that as part of their positive branding and you know maintain a not-very-plausible story about it being intended to cause that effect while also working hard to make sure that doesn't happen again.”

Michael Vassar (1979) President of the Singularity Institute

In an interview https://www.youtube.com/watch?v=6cSG0p-uflA with Adam Ford, December 2012

People, Education, School, Intelligence

“If many great books seem unreadable and unintelligible … it may be because we have not for a long time learned to read by reading them. Great books teach people not only how to read them, but how to read all other books.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

People, Books, Learning, Time

“I wanted to learn Go, so I paid a go school and started to attend classes once a week with a pro. He was mean, and never let the students win the teaching games. This was frustrating to me, because I was thinking "Why am I paying to lose all the time?" I wished that I had a guardian angel or a ghost that could help me beat him really bad. It was at that moment that Hikaru no Go was born.”

Yumi Hotta (1957) Japanese manga artist

Interview http://tigersmouth.org/articles.php?article_id=50 at the International Go Symposium, 5 August 2012.

School, Angels, Game, Thinking

“When you have honestly and penitently sought out Christ, and confessed your sins to Him, and put yourself wholly in His hands, then stay there. Follow Him. Keep close to Him and Him alone. In your store, in your shop, in your field, in your home, or wherever you are, be ever saying, "Now, Jesus, Lead me! Teach me Thy way! Hold fast to my hand!"”

Theodore L. Cuyler (1822–1909) American minister

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 433.

Way, Home, Christ

“4322. Teach your Grannum to suck Eggs.”

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

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

“The Churches as Churches have always been and cannot fail to be institutions not only alien to, but directly hostile towards, Christ's teaching.”

Leo Tolstoy (1828–1910) Russian writer

The Kingdom of God is Within You (1894)

Hostility, Christ

“Since I was a little girl, I never felt right eating animals before. I’ve always known what the animals have went through. They’ve been abused. They’re giving up their lives to satisfy somebody’s appetite. … I am a Christian girl. It may come as a surprise to some people that I support gay marriage. I believe wholeheartedly in “Do not judge others.” Let people live their lives and be happy. That’s what the bible teaches—love one another.”

Courtney Stodden (1994) American model, singer, songwriter, reality television personality

“Courtney Stodden Wants You to Read the Bible,” interview with Gawker (7 September 2013) https://web.archive.org/web/20130907213021/http://gawker.com/courtney-stodden-wants-you-to-read-the-bible-1217427575.

Love, Marriage, Happiness, People

“My work up to then had been very uneven, I would be good one night, dull the next. Meisner made me aware of how to be consistent in using the best that I have to offer. But I guess nobody can teach you the knack, or whatever it is, that helps you come to life on stage.”

Christopher Lloyd (1938) American actor

New Face: Christopher Lloyd http://www.nytimes.com/1977/06/24/archives/new-face-christopher-lloyd-a-real-happy-end.html (June 24, 1977)

Life, Help, Night

“For, twenty years after the time of the Shewing, save three months, I had teaching inwardly, as I shall tell: It belongeth to thee to take heed to all the properties and conditions that were shewed in the example, though thou think that they be misty and indifferent to thy sight.”

Julian of Norwich (1342–1416) English theologian and anchoress

Summations, Chapter 51

Thinking, Time, Indifference

“He who shall teach the child to doubt
The rotting grave shall ne'er get out.”

William Blake (1757–1827) English Romantic poet and artist

Source: 1800s, Auguries of Innocence (1803), Line 87

“Let not England forget her precedence of teaching nations how to live.”

John Milton (1608–1674) English epic poet

The Doctrine and Discipline of Divorce Preface: "TO THE PARLAMENT OF ENGLAND" https://www.dartmouth.edu/~milton/reading_room/ddd/parliament/text.shtml (1643)

Forgetting

“A better name for scientific management is "measured functional management." It is not sufficient to call it " labor saving 'management " for it deals with more than labor and labor saving. It is a way for obtaining methods of least waste. It not only saves useless labor, but it improves labor conditions; improves quality of product; prolongs the period of the worker's productivity; conserves, teaches and transfers skill and experience. The committee have caused the Society and the world to recognize at last the importance of the feature of the transference of skill, but they apparently still lack appreciation of the even greater feature of the recording and transference of experience of Mr. Taylor's measured functional management and of micro-motion study. Mr. Taylor's system is best described in his writings entitled A Piece Kate System, Shop Management, and On the Art of Cutting Metals, published by the Society, and Principles of Scientific Management, published by Harper & Brothers.”

Frank Bunker Gilbreth, Sr. (1868–1924) American industrial engineer

Source: The present state of art of industrial management, 1913, p. 1224

World, Art, Way, Study

“We should teach our children to make friends with us, to communicate all their thoughts to us … by this we find many opportunities of teaching them important truths, almost without knowing.”

Henry Kirke White (1785–1806) English poet

Letter his White's aunt, 6 January 1800.
Letters

Children, Truth, Communication

“The more I think about colour, the more convinced I become that this reflected half-tint is the principle that must predominate, because it is this that gives the true tone, the tone that constitutes the value, the thing that matters in giving life and character to the object. Light, to which the schools teach us to attach equal importance and which they place on the canvas at the same time as the half-tint and shadow, is really only an accident. Without grasping this principle, one cannot understand true colour, I mean the colour that gives the feeling of thickness and depth and of that essential difference that distinguishes one object from another.”

Eugène Delacroix (1798–1863) French painter

29 April 1854 (p. 228)
1831 - 1863, Delacroix' 'Journal' (1847 – 1863)

Life, School, Feeling, Understanding

“One of the joys of teaching with the anthology is to watch the excitement grow as students, who may think the past dull and irrelevant, find how fresh and new and powerful are the kinds of writings that are hundreds of years old.”

M. H. Abrams (1912–2015) American literary theorist

The New York Times dialogue with S. Greenblatt (2012)

Thinking, Past, Joy

“I did not teach painting but seeing. I concentrated on the basic courses for beginners. I taught drawing (purposely without nudes), color (without any painting as such) and design (as 'structural organization'). And so the graduate students came 'down' to the basic courses for beginners.”

Josef Albers (1888–1976) German-American artist and educator

Source: Homage to the square' (1964), A conversation with Josef Albers' (1970), p. 459

Color, Drawing, Painting

“I think of physics as the liberal arts of technology. You understand the fundamental aspects of physics, and then you can learn the technology and understand how it relates to current world problems. I'm teaching the elementary physics that is most useful for someone who is trying to live in a technological world, to contribute to that world, and to make correct decisions.”

Richard A. Muller

as quoted by Devi Mathieu, in Physicist Richard Muller helps prepare tomorrow’s leaders for a technological world http://berkeley.edu/news/berkeleyan/2003/02/26_.shtml, The Berkeleyan, 26 February 2003.

World, Art, Understanding, Problem

“Here’s why the life of Muhammad [and Jesus] matters: Contrary to what many secularists would have us believe, religions are not entirely determined (or distorted) by the faithful over time. The lives and words of the founders remain central, no matter how long ago they lived. The idea that believers shape religion is derived, instead, from the fashionable 1960s philosophy of deconstructionism, which teaches that written words have no meaning other than that given to them by the reader. Equally important, it follows that if the reader alone finds meaning, there can be no truth (and certainly no religious truth); one person’s meaning is equal to another’s. Ultimately, according to deconstructionism, we all create our own set of “truths,” none better, or worse than any other. Yet for the religious man or woman on the streets of Chicago, Rome, Jerusalem, Damascus, Calcutta, and Bangkok, the words of Jesus, Moses, Muhammad, Krishna, and Buddha mean something far greater than any individual’s rendering of them. And even to the less-than-devout reader, the words of these great religious leaders are clearly not equal in their meaning.”

Robert Spencer (1962) American author and blogger

The Politically Incorrect Guide to Islam, Chapter 1, page 3 https://books.google.com.br/books?id=_7RD2jwMU2wC&printsec=frontcover&hl=pt-BR#v=onepage&q&f=false

Life, Truth, Faith, Religion

“The army influences everything I do. Certainly it teaches you discipline, which is a necessary element of development. I think there's more of a collaborative understanding in the band because of that.”

Maynard James Keenan (1964) musician

Iain Shedden (July 20, 2001) "Tool a bigger `threat' than any rapper", The Australian, p. 10.

Understanding, Thinking

“I am not fond of the Germans by any means but at the present time it is more advantageous to use them than to challenge them. An independent Poland is very dangerous to Soviet Russia: it is an evil which, however, at the present time has also its redeeming features; for while it exists, we may safely count on Germany, because the Germans hate Poland and will at any time make common cause with us in order to strangle Poland. … Everything teaches us to look upon Germany as our most reliable ally. Germany wants revenge, and we want revolution. For the moment our aims are the same. When our ways part they will be our most ferocious and our great enemies. Time will tell whether a German hegemony or a Communist federation is to arise out of the ruins of Europe.”

Vladimir Lenin (1870–1924) Russian politician, led the October Revolution

Quoted from a "Speech to followers" by Ost-Information (Berlin), No. 81 (4 December 1920); as quoted in The Foreign Policies of Soviet Russia (1924) by A. L. O. Dennis, p. 154.
Attributions

Hate, Way, Revenge, Evil

“These women, like writers, have no time clocks to punch, no waiting boss. I write in the morning before teaching, and neither these women nor I care about the morning commuter traffic. There is no place we have to be. We already are where we have to be, facing ourselves. Both of us, without the prodding of a paycheck or the loss of a job, face only time itself, and our responsibility to use it as best we can.”

Andre Dubus (1936–1999) Novelist, short story writer, teacher

Of Robin Hood and Womanhood.
Broken Vessels (1991)

Women, Loss, Time, Waiting

“It took centuries of intellectual, philosophical development to achieve political freedom. It was a long struggle, stretching from Aristotle to John Locke to the Founding Fathers. The system they established was not based on unlimited majority rule, but on its opposite: on individual rights, which were not to be alienated by majority vote or minority plotting. The individual was not left at the mercy of his neighbors or his leaders: the Constitutional system of checks and balances was scientifically devised to protect him from both. This was the great American achievement—and if concern for the actual welfare of other nations were our present leaders' motive, this is what we should have been teaching the world.”

Ayn Rand book Capitalism: The Unknown Ideal

Capitalism: The Unknown Ideal (1966)

World, Motivation, Freedom

“…the ultimate objective of teaching physics is promoting a sound physical thinking and not merely tackling a list of topics.”

Győző Zemplén (1879–1916) Hungarian physicist

On the Reform of Physics Education http://www.sci-ed.org/Conference-2004/Proceedings/anett-zempl.pdf delivered 1912 at a general assembly of the Hungarian National Society of Secondary School Teachers.

Thinking

“We need to change the system. We need to overthrow, not the government, as the authorities are always accusing the Communists 'of conspiring to teach [us] to do,' but this rotten, decadent, putrid industrial capitalist system which breeds such suffering in the whited sepulcher of New York.”

Dorothy Day (1897–1980) Social activist

"On Pilgrimage," Catholic Worker (September 1956)

Suffering, Change

“While there are manners and compliments we do not meet, we do not teach one another the lessons of honesty and sincerity that the brutes do, or of steadiness and solidity that the rocks do. The fault is commonly mutual, however; for we do not habitually demand any more of each other.”

Henry David Thoreau book Life Without Principle

Life Without Principle (1863)

Sincerity

“I heard that these whites are coming to march again, they will announce a new date. I’m thinking national chair we must organise a counter-march and meet them half way. We cannot allow white people to do as they wish in this country, like they’re doing in Palestine. Let them announce the day they’re coming back. Let us meet them toe to toe, let us teach them who owns South Africa. We cannot be harassed in our own country during apartheid and be harassed in our own country during a democratic dispensation by a nonsense Afrikaner community. It must come to an end, let us meet them toe to toe.”

Julius Malema (1981) South African political activist

In response to the Black Monday protests, while addressing EFF members on 2 November 2017 outside the Israeli Embassy, Pretoria, How Malema plans to teach ‘nonsense’ Afrikaner community who really owns SA https://citizen.co.za/news/south-africa/1714102/watch-how-malema-plans-to-teach-nonsense-afrikaner-community-who-really-owns-sa/, Citizen reporter (2 November 2017)

People, Way, Communication, Thinking

“I'm not a scientist, man. I can tell you what recorded history says, I can tell you what the Bible says, but I think that's a dispute amongst theologians and I think it has nothing to do with the gross domestic product or economic growth of the United States. I think the age of the universe has zero to do with how our economy is going to grow. I'm not a scientist. I don't think I'm qualified to answer a question like that. At the end of the day, I think there are multiple theories out there on how the universe was created and I think this is a country where people should have the opportunity to teach them all. I think parents should be able to teach their kids what their faith says, what science says. Whether the Earth was created in 7 days, or 7 actual eras, I'm not sure we'll ever be able to answer that. It's one of the great mysteries.”

Marco Rubio (1971) U.S. Senator from state of Florida, United States; politician

2012
December
All Eyez on Him
Michael
Hainey
GQ
http://www.gq.com/news-politics/politics/201212/marco-rubio-interview-gq-december-2012?currentPage=2
Posed question: How old do you think the Earth is?
2010s, 2012

People, Age, Faith, History

“Could we teach taste or genius by rules, they would be no longer taste and genius.”

Joshua Reynolds (1723–1792) English painter, specialising in portraits

Discourse no. 3; vol. 1, p. 57.
Discourses on Art

“It is frequently expressed in all parts of Scripture, that the worship of the stars would be followed by absence of rain, devastation of the land, bad times, diseases, and shortness of life. But abandonment of that worship, and the return to the service of God, would be the cause of the presence of rain, fertility of the ground, good times, health and length of life. Thus Scripture teaches, in order that man should abandon idolatry, the reverse of that which idolatrous priests preached to the people, for, as has been shown by us, the principal object of the Law is to remove this doctrine, and to destroy its traces.”

Maimónides book The Guide for the Perplexed

Source: Guide for the Perplexed (c. 1190), Part III, Ch.30

Life, God, People, Health

“Reason perhaps teaches certain bourgeois virtues, but it does not make either heroes or saints.”

Miguel de Unamuno (1864–1936) 19th-20th century Spanish writer and philosopher

The Tragic Sense of Life (1913), XI : The Practical Problem

“Until quite recently poetry was taught badly—at least according to current academic standards. Poetry was used to teach grammar, elocution, and rhetoric. It was employed to convey history, both secular and sacred, often to instill patriotic sentiment and religious morality. Poetry was chanted in chorus at female academies. It was copied to teach cursive handwriting and calligraphy. It was memorized by wayward schoolboys as punishment. It was recited by children at public events and family gatherings. Being able to write verse was considered a social grace in both domestic and public life. Going to school meant becoming well versed.”

Dana Gioia (1950) American writer

24
Essays, Can Poetry Matter? (1991), Poetry as Enchantment (2015)

Life, Children, School, Family

“Albers [on Black Mountain College ] was a beautiful teacher and an impossible person. He wasn't easy to talk to, and I found his criticism so excruciating and so devastating that I never asked for it. Years later, though, I'm still learning what he taught me, because what he taught me had to do with the entire visual world. He didn't teach you how to 'do art'. The focus was always on your personal sense of looking… I consider Albers the most important teacher I've ever had, and I'm sure that he considers me one of his poorest students.”

Robert Rauschenberg (1925–2008) American artist

Source: 1960's, The Bride and the Bachelors, (1962), p. 198

World, Beauty, Art, Mountain

“These teachings have been sent to explain the truth as Jesus intended it to be known in the world — not to give a new Christianity, but to give the real Christ-teaching: how to become like Christ, how to resurrect the Eternal Christ within one's Self…”

Paramahansa Yogananda (1893–1952) Yogi, a guru of Kriya Yoga and founder of Self-Realization Fellowship

The Second Coming of Christ: The Resurrection of the Christ Within You, (2004) by Yogananda

Truth, World, Christ

“My teaching, if that is the word you want to use, has no copyright. You are free to reproduce, distribute, interpret, misinterpret, distort, garble, do what you like, even claim authorship, without my consent or the permission of anybody.”

U.G. Krishnamurti (1918–2007) Indian philosopher

Copyright release found in this and several other publications of his conversations (note: copyright restrictions apply)
The Mystique of Enlightenment (1982)