pointed Citations

The Rhine, with two long branches, stretches out and loses itself among inlets and hills, the boats of tourists and of industry smoke, white, black, and gray, and small, small, seem almost not to move; the silver clear, transparent water, calm and ordered, contrasts with all the rest.... the water gurgles, the sides of the boat are covered in spray, many people greet each other, white

handkerchiefs are waved from on high, the hotels, the flags, the inscriptions, the hills and the pointed tips of the bell towers, everything seems unreal, untouchable.

One of the advantages of having laws is the pleasure one may take in breaking them. We here are not children, Mr. Gurgeh.” Hamin waved the pipestem round the tables of people. Rules and laws exist only because we take pleasure in doing what they forbid, but as long as most of the people obey such proscriptions most of the time, they have done their job; blind obedience would imply we

are—ha!”—Hamin chuckled and pointed at the drone with the pipe—no more than robots!”

Although he was completely illiterate, if he looked at a book which was incorrect, which contained some false statement, or which aimed at deceiving the reader, he immediately put his finger on the offending passage. If you asked him how he knew this, he said that a devil first pointed out the place with its finger…When he was harried beyond endurance by these unclean spirits, Saint John’s

Gospel was placed on his lap, and then they all vanished immediately, flying away like so many birds. If the Gospel were afterwards removed and the History of the Kings of Britain by Geoffrey of Monmouth put there in its place, just to see what would happen, the demons would alight all over his body, and on the book, too, staying there longer than usual and being even more demanding.

I present, for what it is worth, and may prove to be worth, the following bill of axioms or aphorisms on public administration, as fitting this important occasion.
# The continuous and fairly efficient discharge of certain functions by government, central and local, is a necessary condition for the existence of any great society.
# As a society becomes more complicated, as its division of

labor ramifies more widely, as its commerce extends, as technology takes the place of handicrafts and local self-sufficiency, the functions of government increase in number and in their vital relationships to the fortunes of society and individuals.
# Any government in such a complicated society, consequently any such society itself, is strong in proportion to its capacity to administer the

functions that are brought into being.
# Legislation respecting these functions, difficult as it is, is relatively easy as compared with the enforcement of legislation, that is, the effective discharge of these functions in their most minute ramifications and for the public welfare.
# When a form of government, such as ours, provides for legal changes, by the process of discussion and open

decision, to fit social changes, then effective and wise administration becomes the central prerequisite for the perdurance of government and society — to use a metaphor, becomes a foundation of government as a going concern.
# Unless the members of an administrative system are drawn from various classes and regions, unless careers are open in it to talents, unless the way is prepared by an

appropriate scheme of general education, unless public officials are subjected to internal and external criticism of a constructive nature, then the public personnel will become a bureaucracy dangerous to society and to popular government.
# Unless, as David Lilienthal has recently pointed out in an address on the Tennessee Valley Authority, an administrative system is so constructed and

operated as to keep alive local and individual responsibilities, it is likely to destroy the basic well-springs of activity, hope, and enthusiasm necessary to popular government and to the following of a democratic civilization.

Deviance — in the sense I have been using it, of publicly labeled wrongdoing — is always the result of enterprise. Before any act can be viewed as deviant, and before any class of people can be labeled and treated as outsiders for committing the act, someone must have made the rule which defines the act as deviant. Rules are not made automatically. Even though a practice may be harmful in an

objective sense to the group in which it occurs, the harm needs to be discovered and pointed out. People must be made to feel that something ought to be done about it. Someone must call the public's attention to these matters, supply the push necessary to get things done, and direct such energies as are aroused in the proper direction to get a rule created. Deviance is the product of enterprise in

the largest sense; without the enterprise required to get rules made, the deviance which consists of breaking the rule could not exist.

Within the DM paradigm the Tully-Fisher law must arise from galaxy formation since it connects luminosity of baryonic matter with a dynamical property, rotation, which is seen as dominated by the DM halo. But it has not been easy to derive Tully-Fisher from any natural connection between the two components. And as R. H. Sanders has pointed out, the messiness of galaxy formation is hardly the

natural backdrop for such a sharp correlation between galaxy properties. The sharpness needs a dynamical reason as opposed to an evolutionary one.

At different stages in the educational process different changes are required. In schools the chief need is for a general change in the attitude towards science, which should be from the beginning an integral part and not a mere addition, often an optional addition, to the curriculum. Science should be taught not merely as a subject but should come into all subjects. Its importance in history and

in modern life should be pointed out and illustrated. The old contrast, often amounting to hostility, between scientific and humane subjects need to be broken down and replaced by a scientific humanism. At the same time, the teaching of science proper requires to be humanized. The dry and factual presentation requires to be transformed, not by any appeal to mystical theory, but by emphasizing the

living and dramatic character of scientific advance itself. Here the teaching of the history of science, not isolated as at present, but in close relation to general history teaching, would serve to correct the existing atmosphere of scientific dogmatism. It would show at the same time how secure are the conquests of science in the control they give over natural processes and how insecure and

provisional, however necessary, are the rational interpretations, the theories and hypotheses put forward at each stage. Past history by itself is not enough, the latest developments of science should not be excluded because they have not yet passed the test of time. It is absolutely necessary to emphasize the fact that science not only has changed but is continually changing, that it is an

activity and not merely a body of facts. Throughout, the social implications of science, the powers that it puts into men's hands, the uses they could make of them and those which they in fact do, should be brought out and made real by a reference to immediate experience of ordinary life.