Capacity without education is deplorable, and education without capaci — Saadi

"Our condition is like the darting lightning, one instant flashing and the next disappearing. Sometimes we are seated above the fourth heaven, and at other times we cannot see the back of our feet."

"In Suna’s town, my child’s life passed away; How can I tell the sadness of that day! As fair as Joseph, God creates a slave; Then, Jonah-like, he’s swallow’d by the grave. In this fair world, scarce grown, the cypress form Uprooted is, by death’s relentless storm. It is not strange the rose on earth should grow, So many rose-like bodies sleep below. Madly I longed to see his form once more, So off the tomb the weighty stone I tore. Fear seized me in that place, so dark and strange: It made me shake, and all my color change. Then came a voice (my child’s) from out the bier: "Dost thou feel terror at this darksome sight? Live, then, with care, and let thy works be bright. If thou dost wish thy grave as light as day, Illume life’s lamp with virtue’s shining ray." Saadi, he eats the fruit who plants the tree; Who sows the seed will fruitful harvests see."

"Have patience! All things are difficult before they become easy."

"When the belly is empty, the body becomes spirit; when it is full, the spirit becomes body."

"How hast thou so profound a lore attained?" "To ask another, I was ne’er ashamed."

"O brothers, Mecca is in front, and robbers in the rear. By proceeding, we escape; and, if we sleep, we die."

"I appeal to all pupils, students and young people, asking you to focus on the horizons that are opening up for you, and which you could only dream of a year ago. Our future will depend on your desire for education and moral values as well as on your entrepreneurial spirit."

"We have created a wealthy society with tens of millions of talented, resourceful individuals who play virtually no role whatsoever as citizens. Bringing these people in — with their networks of influence, their knowledge, and their resources — is the key to creating the capacity for shared intelligence that we need to solve our problems."

"We are shocked when we see educators, timid before criticism and confused about first principles, betray their trust. And we wonder what can be that philosophy of education which believes that young people can be trained to the duties of citizenship by wrapping their minds in cotton wool."

"An [hypertext] encyclopaedia will be an overall attempt by the knowledgeable, the learned societies or anyone else, to represent the state-of-the-art in their field. An encyclopaedia will be a living document, as up to date as it can be, instantly accessible at any time. It will contain carefully authored explanations and summaries of the subject, as well as computer-generated indexes of literature. A reference to a paper from the encyclopaedia conveys authority and acceptance by academic society. A measure of a paper’s standing may be conveyed by the number of links it is away from an encyclopaedia."

"A sample of the modern debate, which neatly summarizes the anti-reductionist position is provided by Grene (1974). She points out that in principle a one-level ontology—the belief, for example, that with increasing knowledge all science will become an account of the world in the language of, say, atomic events—contradicts itself. This is so because such a belief, to be meaningful, requires an ontology which admits both atomic events and cognition. Here at once a second level is smuggled in! It is logically possible... that there might be no levels in between those of atomic events and cognition (that in essence is Descartess position) but the sciences of chemistry and biology consist of some well-tested conjectures that there are such intermediate levels as are represented by molecules, cells, organelles, organs, and organisms."

"All competent thinkers agree with Bacon that there can be no real knowledge except that which rests upon observed facts. This fundamental maxim is evidently indisputable if it is applied, as it ought to be, to the mature state of our intelligence. But, if we consider the origin of our knowledge, it is no less certain that the primitive human mind could not, and indeed ought not to, have thought in that way. For if, on the one hand, every Positive theory must necessarily be founded upon observations, it is, on the other hand, no less true that, in order to observe, our mind has need of some theory or other. If in contemplating phenomena we did not immediately connect them with principles, not only would it be impossible for us to combine these isolated observations, and therefore to derive profit from them, but we should even be entirely incapable of remembering facts, which would for the most remain unnoted by us. Thus there were two difficulties be overcome: the human mind had to observe in order to form real theories, and yet had to form theories of some sort before it could apply itself to a connected series of observations. The primitive human mind, therefore, found itself involved in a vicious circle, from which it would never have had any means of escaping, if a natural way of the difficulty had not fortunately found by the spontaneous development of Theological conceptions. ...chimerical hopes ..exaggerated ideas of mans importance in the universe to which the Theological Philosophy ...at the commencement, ...afforded an indispensable stimulus without the aid which we cannot, indeed, conceive how the primitive human mind would have been induced to undertake any arduous labours."