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Instruction Quotes

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Instruction Quotes

“It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail.”

“[Women] complain about many clerks who attribute all sorts of faults to them and who compose works about them in rhyme, prose, and verse, criticizing their conduct in a variety of different ways. They then give these works as elementary textbooks to their young pupils at the beginning of their schooling, to provide them with exempla and received wisdom, so that they will remember this teaching when they come of age ... They accuse [women] of many ... serious vice[s] and are very critical of them, finding no excuse for them whatsoever. This is the way clerks behave day and night, composing their verse now in French, now in Latin. And they base their opinions on goodness only knows which books, which are more mendacious than a drunk. Ovid, in a book he wrote called Cures for Love, says many evil things about women, and I think he was wrong to do this. He accuses them of gross immorality, of filthy, vile, and wicked behaviour. (I disagree with him that they have such vices and promise to champion them in the fight against anyone who would like to throw down the gauntlet ...) Thus, clerks have studied this book since their early childhood as their grammar primer and then teach it to others so that no man will undertake to love a woman.”

“Coach Wooden’s approach succeeded: Setting challenging expectations appropriate to each individual; getting to know each individual well and caring for each as a person; tailoring his instructions and support to individual differences; and treating everyone with respect and fairness. It succeeded for him in the classroom, on the court, and in life.”

“A true anecdote which illustrates his unworldly nature is of the instruction he received in 1922 to appear at Buckingham Palace to receive the accolade of the Order of Knighthood; Bayliss replied that as the date coincided with that of a meeting of the Physiological Society, he would be unable to attend.”

“For this will cure him that is sick, and rouse him that is in dumps; one that has loved, it will remember of it; one that has not, it will instruct. For there was never any yet that wholly could escape love, and never shall there be any, never so long as beauty shall be, never so long as eyes can see. But help me that God to write the passions of others; and while I write, keep me in my own right wits.”

“As a parent, you have authority because God calls you to be an authority in your child's life. You have the authority to act on behalf of God. As a father or mother, you do not exercise rule over your jurisdiction, but over God's. You act at his command. You discharge a duty that he has given. You may not try to shape the lives of your children as pleases you, but as pleases him. All you do in your task as parents must be done from this point of view. You must undertake all your instruction, your care and nurture, your correction and discipline, because God has called you to. ... If you are God's agent in this task of providing essential training and instruction of the Lord, then you, too, are a person under authority. You and your child are in the same boat. You are both under God's authority. You have different roles, but the same Master.”

“Thamus, as Socrates told the tale, saw a threat to the very nature of philosophical discourse. Here is what the Egyptian king supposedly told the clever god: Theuth, my paragon of inventors, the discoverer of an art is not the best judge of the good or harm which will accrue to those who practice it. So it is in this; you, who are the father of writing, have out of fondness for your off-spring attributed to it quite the opposite of its real function. Those who acquire it will cease to exercise their memory and become forgetful; they will rely on writing to bring things to their remembrance by external signs instead of by their own internal resources. What you have discovered is a recipe for recollection, not for memory. And as for wisdom, your pupils will have the reputation for it without the reality. They will receive a quantity of information without proper instruction, and in consequence be thought very knowledgeable when they are for the most part quite ignorant. And because they are filled with conceit of wisdom instead of real wisdom they will be a burden to society.”

“Being a mother is not about ‘birthing a child into the world.’ Rather, it is about repeatedly ‘birthing into the child’ a steady sense of their inestimable worth, a prized understanding of their authentic self, a conviction that the impossible is largely the stuff of myth, and an utterly unwavering belief that cold actions of men never represent the warm heart of God. It is the relentless act of birthing these things into the innermost soul of a thirsty child that makes a woman a mother.”

“The same acting-out, the same loss of distance and the same fall into the real threatens thought too, as soon as it crosses the demarcation line which is that of its impossible exchange with truth, as soon as it comes to act out truth. Thought must at all costs keep itself from reality, from the real projection of ideas and their translation into acts. The Overman and the Eternal Return are, in this way, visions and they have the sovereignty of a hypothesis. If we try to turn them into acts or faits accomplis, they become monstrous and ridiculous. The same goes for less visionary perspectives, such as biogenetic experimentation on the human species: as a hypothesis, this opens up all kinds of metaphysical and anthropological questions. But if we move from potential mutation to real projection (as Peter Sloterdijk does in his Menschenpark project), we lose all philosophical distance; and thought, in mingling with the real course of things, offers merely a false alternative to the operation of the system. Thought must refrain from instructing, or being instructed by, a future reality, for, in that game, it will always fall into the trap of a system that holds the monopoly of reality. And this is not a philosophical choice. It is, for thought, a life-and-death question.”

“My usual instruction to students when they are preparing to write their examinations is "think before you answer the questions". I am convinced that some multiple choice answers could be so close that you might not know the very one that answers the question correctly! Such is life. To choose your suitable dreams, you must think well!”

“With discipline, you can lose weight, you can excel in work, you can win the war.”

“Creativity without discipline will struggle, creativity with discipline will succeed.”

“The parent is the child's guide. This shepherding process helps a child to understand himself and the world in which he lives. The parent shepherds a child to assess himself and his responses. He shepherds the child to understand not just the "what" of the child's actions, but also the "why." As the shepherd, you want to help your child understand himself as a creature made by and for God. You cannot show him these things merely by instruction; you must lead him on a path of discovery. You must shepherd his thoughts, helping him to learn discernment and wisdom.”

“C’est une triste chose à penser, mais on ne saurait douter que l’esprit dure plus longtemps que la beauté. Cela explique pourquoi nous prenons tant de peine à nous instruire. Nous avons besoin, pour la lutte effrayante de la vie, de quelque chose qui demeure, et nous nous emplissons l’esprit de ruines et de faits, dans l’espérance niaise de garder notre place.”

“Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.”

“Do not turn the power of your mind upon others, but turn it upon yourself in such a way that it will make you stronger, more positive, more capable, and more efficient, and as you develop in this manner, success must come of itself. There is only one way by which you can influence others legitimately, and that is through the giving of instruction, but in that case, there is no desire to influence. You desire simply to impart knowledge and information, and you exercise a most desirable influence without desiring to do so.”

“A tutor should not be continually thundering instruction into the ears of his pupil, as if he were pouring it through a funnel, but, after having put the lad, like a young horse, on a trot, before him, to observe his paces, and see what he is able to perform, should, according to the extent of his capacity, induce him to taste, to distinguish, and to find out things for himself; sometimes opening the way, at other times leaving it for him to open; and by abating or increasing his own pace, accommodate his precepts to the capacity of his pupil.”

“TECHNICALITY, n. In an English court a man named Home was tried for slander in having accused his neighbor of murder. His exact words were: "Sir Thomas Holt hath taken a cleaver and stricken his cook upon the head, so that one side of the head fell upon one shoulder and the other side upon the other shoulder." The defendant was acquitted by instruction of the court, the learned judges holding that the words did not charge murder, for they did not affirm the death of the cook, that being only an inference.”

“Few influential people involved with the Internet claim that it is a good in and of itself. It is a powerful tool for solving social problems, just as it is a tool for making money, finding lost relatives, receiving medical advice, or, come to that, trading instructions for making bombs.”

“An order given in battle, an instruction issued by the master of a sailing ship, a cry for help, are as powerful in modifying the course of events as any other bodily act...You utter a vow or forge a signature and you may find yourself bound for life to a monastery, a woman or prison.”