Julius Sumner Miller, in What Science Teaching Needs, Junior college journal, volume 38 (1967), by American Association of Junior Colleges, Stanford University.
Context: My view is this: We teach nothing. We do not teach physics nor do we teach students. (I take physics merely as an example.) What is the same thing: No one is taught anything! Here lies the folly of this business. We try to teach somebody nothing. This is a sorry endeavour for no one can be taught a thing.
What we do, if we are successful, is to stir interest in the matter at hand, awaken enthusiasm for it, arouse a curiosity, kindle a feeling, fire up the imagination. To my own teachers who handled me in this way, I owe a great and lasting debt.
“Most people have very little imagination. They are hardly moved by anything which does not directly touch them, which does not positively hammer its message upon their senses; but even a trifle, should it happen under their very eyes, and within the immediate range of their feelings, will instantly kindle in them a disproportionate amount of passion. We may say that the rarity of their interest is compensated by an inappropriate and exaggerated vehemence when their interest is at last aroused.”
Twenty-Four Hours in the Life of a Woman (1927)
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Stefan Zweig 106
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“Does not, as fire dropped upon water is immediately extinguished and cooled, so, does not, I say, a false accusation, when brought in contact with a most pure and holy life, instantly fall and become extinguished?”
Nonne, ut ignis in aquam conjectus, continuo restinguitur et refrigeratur, sic refervens falsum crimen in purissimam et castissimam vitam collatum, statim concidit et extinguitur?
Cicero, Pro Roscio Comodeo Oratio, 17; C.D. Yonge translation
Source: Mystery and Manners: Occasional Prose
Source: Adam Bede (1859)
Context: These fellow-mortals, every one, must be accepted as they are: you can neither straighten their noses, nor brighten their wit, nor rectify their dispositions; and it is these people — amongst whom your life is passed — that it is needful you should tolerate, pity, and love: it is these more or less ugly, stupid, inconsistent people whose movements of goodness you should be able to admire — for whom you should cherish all possible hopes, all possible patience. And I would not, even if I had the choice, be the clever novelist who could create a world so much better than this, in which we get up in the morning to do our daily work, that you would be likely to turn a harder, colder eye on the dusty streets and the common green fields — on the real breathing men and women, who can be chilled by your indifference or injured by your prejudice; who can be cheered and helped onward by your fellow-feeling, your forbearance, your outspoken, brave justice.
So I am content to tell my simple story, without trying to make things seem better than they were; dreading nothing, indeed, but falsity, which, in spite of one's best efforts, there is reason to dread. Falsehood is so easy, truth so difficult. The pencil is conscious of a delightful facility in drawing a griffin — the longer the claws, and the larger the wings, the better; but that marvellous facility which we mistook for genius is apt to forsake us when we want to draw a real unexaggerated lion. Examine your words well, and you will find that even when you have no motive to be false, it is a very hard thing to say the exact truth, even about your own immediate feelings — much harder than to say something fine about them which is not the exact truth.
1990s, 3001: The Final Odyssey (1997), p. 88, Epilogue
Source: Seth, Dreams & Projections of Consciousness, (1986), p. 237-238