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Instruction Quotes (23 quotes)

Ut ager quamvis fertilis sine cultura fructuosus esse non potest, sic sine doctrina animus.
A mind without instruction can no more bear fruit than can a field, however fertile, without cultivation.
In Hannis Taylor and Mary Lillie Taylor Hunt, Cicero: a Sketch of His Life and Works (2nd Ed., 1918), 597.
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All living things need their instruction manual (even nonliving things like viruses) and that is all they need, carried in one very small suitcase.
In The Center of Life: A Natural History of the Cell (1977, 1978), 8.
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Among all the liberal arts, the first is logic, and specifically that part of logic which gives initial instruction about words. ... [T]he word “logic” has a broad meaning, and is not restricted exclusively to the science of argumentative reasoning. [It includes] Grammar [which] is “the science of speaking and writing correctly—the starting point of all liberal studies.”
In John of Salisbury and Daniel D. McGarry (trans.), 'Whence grammar gets its name', The Metalogicon (2009), 37. It is footnoted: Isidore, Etym., i, 5, §1.
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Education is like a diamond with many facets: It includes the basic mastery of numbers and letters that give us access to the treasury of human knowledge, accumulated and refined through the ages; it includes technical and vocational training as well as instruction in science, higher mathematics, and humane letters.
In Proclamation 5463, for Education Day (19 Apr 1986). Collected in Public Papers of the Presidents of the United States: Ronald Reagan, 1986 (1988), 490.
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Education is not the piling on of learning, information, data, facts, skills, or abilities—that's training or instruction—but is rather making visible what is hidden as a seed.
The Education of the Heart (1996), Introduction, 3.
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Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.
In How to Solve It: A New Aspect of Mathematical Method (2004), 14.
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He that could teach mathematics well, would not be a bad teacher in any of [physics, chemistry, biology or psychology] unless by the accident of total inaptitude for experimental illustration; while the mere experimentalist is likely to fall into the error of missing the essential condition of science as reasoned truth; not to speak of the danger of making the instruction an affair of sensation, glitter, or pyrotechnic show.
In Education as a Science (1879), 298.
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He that would learn by experiments, ought to proceed from particulars to generals; but the method of instructing academically, proceeds from generals to particulars
As quoted in Thomas Steele Hall, A Source Book in Animal Biology (1951), 486.
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I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.
Science and Culture (1882), 92.
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I should object to any experimentation which can justly be called painful, for the purpose of elementary instruction ... [but I regret] a condition of the law which permits a boy to troll for pike, or set lines with live frog bait, for idle amusement; and, at the same time, lays the teacher of that boy open to the penalty of fine and imprisonment, if he uses the same animal for the purpose of exhibiting one of the most beautiful and instructive of physiological spectacles, the circulation in the web of the foot. ... [Maybe the frog is] inconvenienced by being wrapped up in a wet rag, and having his toes tied out ... But you must not inflict the least pain on a vertebrated animal for scientific purposes (though you may do a good deal in that way for gain or for sport) without due licence of the Secretary of State for the Home Department, granted under the authority of the Vivisection Act.
... [Yet, in] 1877, two persons may be charged with cruelty to animals. One has impaled a frog, and suffered the creature to writhe about in that condition for hours; the other has pained the animal no more than one of us would be pained by tying strings round his fingers, and keeping him in the position of a hydropathic patient. The first offender says, 'I did it because I find fishing very amusing,' and the magistrate bids him depart in peace; nay, probably wishes him good sport. The second pleads, 'I wanted to impress a scientific truth, with a distinctness attainable in no other way, on the minds of my scholars,' and the magistrate fines him five pounds.
I cannot but think that this is an anomalous and not wholly creditable state of things.
'On Elementary Instruction in Physiology'. Science and Culture (1882), 92.
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I wish they would use English instead of Greek words. When I want to know why a leaf is green, they tell me it is coloured by “chlorophyll,” which at first sounds very instructive; but if they would only say plainly that a leaf is coloured green by a thing which is called “green leaf,” we should see more precisely how far we had got.
[The word “chlorophyll” is formed from the Greek words for “green leaf.”]
In The Queen of the Air: a Study of the Greek Myths of Cloud and Storm (1889), 51
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In Science the paramount appeal is to the Intellect—its purpose being instruction; in Art, the paramount appeal is to the Emotions—its purpose being pleasure.
In The Principles of Success in Literature (1901), 63.
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It has been said that computing machines can only carry out the processes that they are instructed to do. This is certainly true in the sense that if they do something other than what they were instructed then they have just made some mistake. It is also true that the intention in constructing these machines in the first instance is to treat them as slaves, giving them only jobs which have been thought out in detail, jobs such that the user of the machine fully understands what in principle is going on all the time. Up till the present machines have only been used in this way. But is it necessary that they should always be used in such a manner? Let us suppose we have set up a machine with certain initial instruction tables, so constructed that these tables might on occasion, if good reason arose, modify those tables. One can imagine that after the machine had been operating for some time, the instructions would have altered out of all recognition, but nevertheless still be such that one would have to admit that the machine was still doing very worthwhile calculations. Possibly it might still be getting results of the type desired when the machine was first set up, but in a much more efficient manner. In such a case one would have to admit that the progress of the machine had not been foreseen when its original instructions were put in. It would be like a pupil who had learnt much from his master, but had added much more by his own work. When this happens I feel that one is obliged to regard the machine as showing intelligence.
Lecture to the London Mathematical Society, 20 February 1947. Quoted in B. E. Carpenter and R. W. Doran (eds.), A. M. Turing's Ace Report of 1946 and Other Papers (1986), 122-3.
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It is possible to read books on Natural History with intelligence and profit, and even to make good observations, without a scientific groundwork of biological instruction; and it is possible to arrive at empirical facts of hygiene and medical treatment without any physiological instruction. But in all three cases the absence of a scientific basis will render the knowledge fragmentary and incomplete; and this ought to deter every one from offering an opinion on debatable questions which pass beyond the limit of subjective observations. The psychologist who has not prepared himself by a study of the organism has no more right to be heard on the genesis of the psychical states, or of the relations between body and mind, than one of the laity has a right to be heard on a question of medical treatment.
The Physical Basis of Mind (1877), 4.
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It is rigid dogma that destroys truth; and, please notice, my emphasis is not on the dogma, but on the rigidity. When men say of any question, “This is all there is to be known or said of the subject; investigation ends here,” that is death. It may be that the mischief comes not from the thinker but for the use made of his thinking by late-comers. Aristotle, for example, gave us our scientific technique … yet his logical propositions, his instruction in sound reasoning which was bequeathed to Europe, are valid only within the limited framework of formal logic, and, as used in Europe, they stultified the minds of whole generations of mediaeval Schoolmen. Aristotle invented science, but destroyed philosophy.
Dialogues of Alfred North Whitehead, as recorded by Lucien Price (1954, 2001), 165.
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The errors of a wise man are literally more instructive than the truths of a fool. The wise man travels in lofty, far-seeing regions; the fool in low-lying, high-fenced lanes; retracing the footsteps of the former, to discover where he diviated, whole provinces of the universe are laid open to us; in the path of the latter, granting even that he has not deviated at all, little is laid open to us but two wheel-ruts and two hedges.
In James Wood, Dictionary of Quotations from Ancient and Modern, English and Foreign Sources (1893), 425:26.
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The Hypotenuse has a square on,
which is equal Pythagoras instructed,
to the sum of the squares on the other two sides
If a triangle is cleverly constructed.
From lyrics of song Sod’s Law.
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The universe came into being in a big bang, before which, Einstein’s theory instructs us, there was no before. Not only particles and fields of force had to come into being at the big bang, but the laws of physics themselves, and this by a process as higgledy-piggledy as genetic mutation or the second law of thermodynamics.
In 'The Computer and the Universe', International Journal of Theoretical Physics (1982), 21, 565.
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The wise are instructed by reason; ordinary minds by experience; the stupid, by necessity; and brutes by instinct.
In Charles Simmons, A Laconic Manual and Brief Remarker (1852), 273.
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What more powerful form of study of mankind could there be than to read our own instruction book?
From White House Announcement of the Completion of the First Survey of the Entire Human Genome Project, broadcast on the day of the publication of the first draft of the human genome. Quoted in transcript on the National Archives, Clinton White House web site, 'Text of Remarks on the Completion of the First Survey of the Entire Human Genome Project' (26 Jun 2000).
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What politicians do not understand is that [Ian] Wilmut discovered not so much a technical trick as a new law of nature. We now know that an adult mammalian cell can fire up all the dormant genetic instructions that shut down as it divides and specializes and ages, and thus can become a source of new life. You can outlaw technique; you cannot repeal biology.
Writing after Wilmut's successful cloning of the sheep, Dolly, that research on the cloning of human beings cannot be suppressed.
'A Special Report on Cloning'. Charles Krauthammer in Time (10 Mar 1997).
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When you wish to instruct, be brief; that men's minds take in quickly what you say, learn its lesson, and retain it faithfully. Every word that is unnecessary only pours over the side of a brimming mind.
In Norbert Guterman, The Anchor Book of Latin Quotations (1990), 193.
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[Decoding the human genome sequence] is the most significant undertaking that we have mounted so far in an organized way in all of science. I believe that reading our blueprints, cataloguing our own instruction book, will be judged by history as more significant than even splitting the atom or going to the moon.
Interview (23 May 1998), 'Cracking the Code to Life', Academy of Achievement web site.
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Carl Sagan Thumbnail In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion. (1987) -- Carl Sagan
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