Quotes about teachers (1130 quotes, page 11)

“Awestruck at the sight of the mysteries of the earth, thus unveiled before my unworthy eye, I said to my Companion, "Behold, I am become as a God. For the wise men in our country say that to see all things, or as they express it, OMNIVIDENCE, is the attribute of God alone." There was something of scorn in the voice of my Teacher as he made answer: "Is it so indeed? Then the very pick-pockets and cut-throats of my country are to be worshiped by your wise men as being Gods: for there is not one of them that does not see as much as you see now. But trust me, your wise men are wrong."”

Edwin Abbott Abbott book Flatland

Source: Flatland: A Romance of Many Dimensions (1884), PART II: OTHER WORLDS, Chapter 18. How I came to Spaceland, and What I Saw There
Context: Once more I felt myself rising through space. It was even as the Sphere had said. The further we receded from the object we beheld, the larger became the field of vision. My native city, with the interior of every house and every creature therein, lay open to my view in miniature. We mounted higher, and lo, the secrets of the earth, the depths of mines and inmost caverns of the hills, were bared before me.Awestruck at the sight of the mysteries of the earth, thus unveiled before my unworthy eye, I said to my Companion, "Behold, I am become as a God. For the wise men in our country say that to see all things, or as they express it, OMNIVIDENCE, is the attribute of God alone." There was something of scorn in the voice of my Teacher as he made answer: "Is it so indeed? Then the very pick-pockets and cut-throats of my country are to be worshiped by your wise men as being Gods: for there is not one of them that does not see as much as you see now. But trust me, your wise men are wrong."

Men , God , Country

“What is the Sufi's belief regarding the coming of a World Teacher, or, as some speak if it, the "Second Coming of Christ?" The Sufi is free from beliefs and disbeliefs, and yet gives every liberty to people to have their own opinion.”

Hazrat Inayat Khan (1882–1927) Indian Sufi

Vol. I, The Way of Illumination Section I - The Way of Illumination, Part III : The Sufi http://wahiduddin.net/mv2/I/I_I_3.htm
The Spiritual Message of Hazrat Inayat Khan
Context: What is the Sufi's belief regarding the coming of a World Teacher, or, as some speak if it, the "Second Coming of Christ?" The Sufi is free from beliefs and disbeliefs, and yet gives every liberty to people to have their own opinion. There is no doubt that if an individual or a multitude believe that a teacher or a reformer will come, he will surely come to them. Similarly, in the case of those who do not believe that any teacher or reformer will come, to them he will not come. To those who expect the Teacher to be a man, a man will bring the message; to those who expect the Teacher to be a woman, a woman must deliver it. To those who call on God, God comes. To those who knock at the door of Satan, Satan answers. There is an answer to every call. To a Sufi the Teacher is never absent, whether he comes in one form or in a thousand forms he is always one to him, and the same One he recognizes to be in all, and all Teachers he sees in his one Teacher alone. For a Sufi, the self within, the self without, the kingdom of the earth, the kingdom of heaven, the whole being is his teacher, and his every moment is engaged in acquiring knowledge. For some, the Teacher has already come and gone, for others the Teacher may still come, but for a Sufi the Teacher has always been and will remain with him forever.

People , World , Christ

“To those who expect the Teacher to be a man, a man will bring the message; to those who expect the Teacher to be a woman, a woman must deliver it. To those who call on God, God comes. To those who knock at the door of Satan, Satan answers. There is an answer to every call.”

Hazrat Inayat Khan (1882–1927) Indian Sufi

Vol. I, The Way of Illumination Section I - The Way of Illumination, Part III : The Sufi http://wahiduddin.net/mv2/I/I_I_3.htm
The Spiritual Message of Hazrat Inayat Khan
Context: What is the Sufi's belief regarding the coming of a World Teacher, or, as some speak if it, the "Second Coming of Christ?" The Sufi is free from beliefs and disbeliefs, and yet gives every liberty to people to have their own opinion. There is no doubt that if an individual or a multitude believe that a teacher or a reformer will come, he will surely come to them. Similarly, in the case of those who do not believe that any teacher or reformer will come, to them he will not come. To those who expect the Teacher to be a man, a man will bring the message; to those who expect the Teacher to be a woman, a woman must deliver it. To those who call on God, God comes. To those who knock at the door of Satan, Satan answers. There is an answer to every call. To a Sufi the Teacher is never absent, whether he comes in one form or in a thousand forms he is always one to him, and the same One he recognizes to be in all, and all Teachers he sees in his one Teacher alone. For a Sufi, the self within, the self without, the kingdom of the earth, the kingdom of heaven, the whole being is his teacher, and his every moment is engaged in acquiring knowledge. For some, the Teacher has already come and gone, for others the Teacher may still come, but for a Sufi the Teacher has always been and will remain with him forever.

God

“In the school I went to, they asked a kid to prove the law of gravity and he threw the teacher out of the window. ”

Rodney Dangerfield (1921–2004) American actor and comedian

School , Law

“The best teachers are those who show you where to look, but don't tell you what to see.”

Александра Тренфор

“Science is a cooperative enterprise, spanning the generations. It's the passing of a torch from teacher, to student, to teacher. A community of minds reaching back to antiquity and forward to the stars.”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

From the first Cosmos: ASO episode, Standing Up in the Milky Way.
2010s, Cosmos: A Spacetime Odyssey (2014)
Variant: Science is a cooperative enterprise, spanning the generations. It's the passing of a torch from teacher, to student, to teacher. A community of minds reaching back to antiquity and forward to the stars.

Star , Communication , Science

“Failure isn’t the best teacher. Neither is experience. Only evaluated experience teaches us.”

John C. Maxwell (1947) American author, speaker and pastor

Book Sometimes you win Sometimes you Learn

Failure

“Find a good teacher, don't betray yourself to succeed and be a better person before being a better actor.”

Giovanni Morassutti (1980) Italian actor, theatre director and cultural entrepreneur.

In response to the question, "What would you recommend to young actors?", from the interview "Giovanni Morassutti: La mia "voce" grazie a Giancarlo Giannini!", SestoDailyNews.net (October 3, 2014) http://www.sestodailynews.net/rubriche/stelle-di-giorno--di-concita-occhipinti/1981/giovanni-morassutti-la-mia-voce-grazie-a-giancarlo-giannini; also quoted in MUBI.com https://mubi.com/cast/giovanni-morassutti.

Personality

“Everything around you is your teacher.”

Ralph Smart

“Buddha was not a buddhist. Jesus was not a christian. Muhammad was not a muslim. They were teachers who taught love. Love was their religion.”

Ralph Smart

facebook

Love , Making love , Religion

“If you look through the Earth, you shall see, That the landlords, Teachers and Rulers, are Oppressors, Murtherers, and Theeves in this manner; But it was not thus from the Beginning. And this is one Reason of our digging and labouring the Earth one with another; That we might work in righteousness, and lift up the Creation from bondage: For so long as we own Landlords in this Corrupt Settlement, we cannot work in righteousness; for we should still lift up the Curse, and tread down the Creation, dishonour the Spirit of universal Liberty, and hinder the work of Restauration.”

Gerrard Winstanley (1609–1676) English Protestant religious reformer, political philosopher, and activist

The True Levellers Standard Advanced (1649)

Universe

“But for the present state of the old World that is running up like parchment in the fire, and wearing away, we see proud Imaginary flesh, which is the wise Serpent, rises up in flesh and gets dominion in some to rule over others, and so forces one part of the Creation man, to be a slave to another; and thereby the Spirit is killed in both. The one looks upon himself as a teacher and ruler, and so is lifted up in pride over his fellow Creature: The other looks upon himself as imperfect, and so is dejected in his spirit, and looks upon his fellow Creature of his own Image, as a Lord above him.”

Gerrard Winstanley (1609–1676) English Protestant religious reformer, political philosopher, and activist

The True Levellers Standard Advanced (1649)

World , Parting

“And the Reason is this, Every single, Male and Female, is a perfect Creature in himself; and the same Spirit that made thh Globe, dwels in man to Govern the globe; so that the flesh of man being subject to Reason, his Maker, hath him to be his Teacher and Ruler within himself, therefore needs not run abroad after any Teacher or Ruler without him, for he needs not that any man should teach him, for the same Anoynting that ruled in the Son of man, teacheth him all things.”

Gerrard Winstanley (1609–1676) English Protestant religious reformer, political philosopher, and activist

The True Levellers Standard Advanced (1649)

Perfection

“I think that the book has survived as a set text because teachers like using it. It has a lot of possibilities from a teaching point of view. Most kinds of children seem to identify with the story. Northanger Abbey it is not! It should really be out of date now after all these years. But sadly, it’s not. There are still a lot of kids like Billy around. Ken Loach’s film Kes is a sympathetic retelling of the book. It adds value to it. Ken is a wonderful director for any writer to work with. I was very lucky that Tony Garnett the producer and Ken discovered my little book.”

Barry Hines (1939–2016) British author

On A Kestrel for a Knave
Barry Hines Interview: Homecoming Hero

Books , Children , Thinking

“Bring your ignorance to the Holy Spirit, the great teacher, who by His precious truth will lead you into all truth.”

William Paton Mackay (1839–1885) Scottish clergyman

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 337.

Truth

“It is unquestionably the peacefulness and calm of the Spinozist system which particularly produces the idea of its depth, and which, with hidden but irresistible charm, has attracted so many minds. The Spinozist system will also always remain in a certain sense a model. A system of freedom — but with just as great contours, with the same simplicity, as a perfect counter-image (Gegenbild) of the Spinozist system — this would really be the highest system. This is why Spinozism, despite the many attacks on it, and the many supposed refutations, has never really become something truly past, never been really overcome up to now, and no one can hope to progress to the true and the complete in philosophy who has not at least once in his life lost himself in the abyss of Spinozism. Nobody who wishes to arrive at his own firm conviction should leave unread the main work of Spinoza, his Ethics (for he presented his system under this title), and I should like to urge everyone who is seriously concerned with his education not only to study assiduously on his own, which no teacher can replace, but to be most conscientious and careful in the choice of what he reads.”

Baruch Spinoza (1632–1677) Dutch philosopher

Friedrich Wilhelm Schelling, On the History of Modern Philosophy (1833) [Translated from the German by Andrew Bowie]
S - Z

Peace , Study , Reading , Freedom

“Concerning the nature of the cyclical times when the great teachers either appear personally in the world of men or send a messenger, it may be stated that the greatest teachers come at the opening or close of the longest cyclical periods; the messengers or envoys are sent forth at the opening or closing of the short cycles, and the teachers or messengers of intermediate power come at the beginnings or endings of time-periods of intermediate length.”

Gottfried de Purucker (1874–1942) Author, Theosophist

Source: The Esoteric Tradition (1935), Chapter 22

Time , Personality , Nature , Appearance

“The fatwas reflect this belief in double standards. The differential attitude to conversion and apostasy illustrates this vividly. Islam regards it as a right and duty to convert persons from other religions. The ulema vehemently insist on it....Exactly the same position holds in regard to doing something or refraining from doing something out of regard for the other person’s religious sentiments.....An even more vivid instance is the stance in regard to the continuation of religious practices. It is the right and duty of a Muslim to carry on his religious rituals. ...Under no circumstances can the Islamic ruler give permission to kafirs to continue their religious rites, declares the Fatawa-i-Rizvia, and asks: shall he permit them to practise their kufr and thereby himself become a kafir?...It adds that there are several Hadis to the effect that no non-Muslim should remain in the Arab island...So, no non-Muslim shall be allowed to stay in the Arab island, but if a Bangladeshi who has entered India illegally is asked to leave, that is an assault on Islam!...Similarly, even today in no Islamic state can teachers in a school impart religious education of their faith to non-Muslim children...No restriction can be tolerated on teaching of the Quran and on religious instruction, declares Kifayatullah. ...And yet if we were to go by secularist discourse there is no religion which has abolished distinctions as Islam has, there is no religion which treats all equally as Islam does!”

Arun Shourie (1941) Indian journalist and politician

The World of Fatwas (Or The Shariah In Action)

School , Faith , Religion , Personality

“The ancient teachers of the Buddhist doctrine were well aware that courage is an essential feature of true faith. They therefore compared faith to a strong and courageous hero who plunges ahead into the turbulent waters of a stream to lead safely across the weaker people who timidly stop at the shore, or, excitedly and in vain, run up and down the bank engaged in useless arguments about the proper place to cross.”

Nyanaponika Thera (1901–1994) German Buddhist monk

Source: The Vision of Dhamma (1994), "Courageous Faith", p. 304

Courage , Faith , Strong , People

“The Teacher points out that you should learn to feel the bonds which have united you by the manifestation of miracles. By a wondrous bast are your sandals tied for the long journey. As was the past, so also will be laid the future. One cannot have respite from predestined meetings. And numberless are the sendings upon the pages of life. Thus, all is prepared; but do not tear My web. The whirlwind of folly blows away the best designs sent by Me. One should not strew about treasures which are bestowed for manifestation to the world. Being a minor is not an excuse. It is better to celebrate the victory after the first battle than to wander underground. Therefore, I say, walk together and cover yourselves by one Shield. Let each one purify his breath without sprouting the dust of anger. And, gathering the flowers of devotion, you will understand the usefulness of My path. Do I lead you by force? Compulsion is not Our ally.But if we are walking together, why not give counsel! Therefore, I say to you, think better and do not stumble.”

Helena Roerich (1879–1955) Russian philosopher

10
Leaves of Morya’s Garden: Book Two: Illumination (1925)

Anger , Understanding , Past , Future

“Welcome to seekers! Welcome to bearers of the Common Weal! Welcome of the East... They will ask: Who gave you the Teaching? Answer: The Mahatma of the East. They will ask: Where does He live? Answer: The abode of the Teacher not only cannot be made known but cannot even be uttered. Your question shows how far you are from the understanding of the Teaching. Even humanly you must realize how wrong your question is. They will ask: When can I be useful? Answer: From this hour unto eternity. ...When should I prepare myself for labor? ...Lose not an hour! ...And when will the call come? ...Even sleep vigilantly. ...How shall I work until this hour? ...Enhancing the quality of labor.”

Helena Roerich (1879–1955) Russian philosopher

1
Leaves of Morya’s Garden: Book Two: Illumination (1925)

Sleep , Question , Understanding

“The Teacher suffered for His words of Truth. Man resists the path to Light. Darkness is more pleasing to the eyes of moles, But love and knowledge will conquer all. Your spirit will ascend and you will pass by the uncomprehending ones swiftly, as you would mileposts on the way. Smile at the difficulties upon your path. I vouch, you will conquer!”

Helena Roerich (1879–1955) Russian philosopher

116
Leaves of Morya’s Garden: Book One (The Call) (1924)

Light , Smile , Suffering , Knowledge

“Like a good doctor, an intelligent machine is not something we should be afraid of. At best, AI will provide us the smartest teachers, advisers, personal assistants, doctors, police officers, judges, peacekeeping forces, and first responders for search and rescue operations. It may even help us to colonize other planets. At worst, it will put us on a leash to prevent ourselves from hurting one another and destroying the planet.”

Newton Lee American computer scientist

The Transhumanism Handbook, 2019

Hurt , Search , Personality , Intelligence

“The real heroes are scientists who are protecting humans from deadly bacteria and viruses, astronomers and planetary defense teams who are watching the sky for Near-Earth Objects (NEOs), police and firefighters who risk their lives to protect people, teachers who toil to educate their students, parents who make sacrifices for their children, and volunteers who devote their time and energy to serve others.”

Newton Lee American computer scientist

The Transhumanism Handbook, 2019

Time , Children , People , Parent

“I hate that it breaks down that way. Your side and mine. One of my teachers back in school always used to say that contagion was the one absolute proof of community. People could pretend there weren’t drug users and prostitutes and unvaccinated children all they wanted, but when the plague came through, all that mattered was who was actually breathing your air.”

Daniel Abraham (1969) speculative fiction writer from the United States

Source: Cibola Burn (2014), Chapter 27 (p. 277)

School , Hate , Children , People

“Oral tradition is really how Chicano literature came to be. I was not exposed to the written word, but I had the greatest teacher. I always tell people that my mother was my inspiration because she was the best chismosa, and she had the best stories. And if anyone taught me about drama, it was my mother because she knew how to tell a story. And my grandfather also told stories. One of the reasons why I waned to be a writer was because I was fascinated by stories of La Llorona, supernatural stories and things like that and I love hearing chisme (gossip)…”

Josefina Lopez (1969) American playwright

On her earliest influences in “JOSEFINA LÓPEZ – IN HER OWN WORDS” http://latinopia.com/latino-theater/josefina-lopez/ in Latinopia (2010 Mar 6)

People , Literature , Love , Making love

“I still don’t know if I am truly creative…At times I feel like I’m a way better student than I am teacher or maker.”

Questlove (1971) American rapper, multi-instrumentalist and journalist from Pennsylvania

As stated in the introduction of his book Creative Quest (as quoted in “The Last Word: Questlove on Why He Doesn’t Drink, Idolizing Dave Chappelle” https://www.rollingstone.com/music/music-features/the-last-word-questlove-on-why-he-doesnt-drink-idolizing-dave-chappelle-629466/ in Rolling Stone; 2018 Apr 19)

Way , Time , Feeling

“Outside of that you have teachers who are increasingly deskilled through models of curricula that claim that objective assessments are all that matters, and that teachers just have to implement the assessments. So teachers are completely losing control over the conditions of their labor, they’re being abused, they’re not being paid properly, they’re losing their benefits, and their unions are being disseminated. This is a full-fledged attack. It’s an attack on one of the most important foundations of a democracy, it’s an attack on teachers, and it’s an attack on young people — particularly those who are marginalized by virtue of class, race, and ethnicity.”

Henry Giroux (1943) American academic

Interview with Media For Us, 2019

Democracy , People

“My mother, Dorothy, was abandoned by her parents as a young girl. She ended up on her own at 14, working as a house maid. She was saved by the kindness of others. Her first grade teacher saw she had nothing to eat at lunch, and brought extra food to share. The lesson she passed on to me years later stuck with me: No one gets through life alone. We have to look out for each other and lift each other up.”

Hillary Clinton (1947) American politician, senator, Secretary of State, First Lady

Presidential campaign (April 12, 2015 – 2016), 2016 Democratic National Convention (July 28, 2016)

Housing , Food , Girl , Parent

“The new regime was headed by Ernst Niekisch, a left-wing Social Democrat and teacher from Augsburg in Swabia. His ascendancy to power in Bavaria signaled a clear move away from a process of democratization compatible with Western-style parliamentary democracy. He was a supporter of National Bolshevism, a political movement that rejected the internationalism of Bolshevism but, other than that, believed in Bolshevism.”

Thomas Weber (historian) (1974) German historian

Source: Becoming Hitler: The Making of a Nazi (2017), p. 38

Democracy , Support

“What is there to say? Purely and simply this: When a bachelor of philosophy from Antilles refuses to apply for certification as a teacher on the ground of his color. I say that philosophy has never saved anyone. Wren one else strives and strains to prove to me that black men are as intelligent as white men, I say that intelligence has never saved anyone; and that is true, for, if philosophy and intelligence are invoked to proclaim the equality of men, they have also been employed to justify the extermination of men.”

Frantz Fanon book Black Skin, White Masks

Source: Black Skin, White Masks (1952), p. 28-29

Intelligence , Color , Men

“You teacher is a leftist? Tell her to read the book The Suffocated Truth.”

Jair Bolsonaro (1955) Brazilian president elect

Just read it. There are facts, not the blah blah blah of the left.
Telling students to read a book by Colonel Carlos Alberto Brilhante Ustra, dictatorship-era torturer, in Brasília, on 30 September 2019. Bolsonaro tells students to read book by dictatorship-era torturer https://www.theguardian.com/world/2019/sep/30/bolsonaro-tells-students-to-read-book-by-dictatorship-era-torturer. The Guardian (30 September 2019).

Truth , Books , Reading

“The second doctrine of the Perennial Philosophy — that it is possible to know the Divine Ground by a direct intuition higher than discursive reasoning — is to be found in all the great religions of the world. A philosopher who is content merely to know about the ultimate Reality — theoretically and by hearsay — is compared by Buddha to a herdsman of other men’s cows. Mohammed uses an even homelier barnyard metaphor. For him the philosopher who has not realized his metaphysics is just an ass bearing a load of books. Christian, Hindu, Taoist teachers wrote no less emphatically about the absurd pretensions of mere learning and analytic reasoning.”

Aldous Huxley (1894–1963) English writer

Introduction to the Bhagavad-Gita (1944)

Religion , Learning , Books , Reality

“The rapid changes in the world of thought, arising from the nearness of the Coming of the World-Teacher, render useful some information as to a part of the world in which he lives, information which may, perhaps, to some extent prepare the public mind for his teachings.Be that as it may, I desire to associate myself with the statements made in this book, for the accuracy of nearly all of which I can personally vouch; and also to say on behalf of my colleague as well of myself, that the book is issued as a record of observations carefully made and carefully recorded, but not claiming any authority, nor making any demand for acceptance. It makes no claim to inspiration, but is only an honest account of things seen by the writer.”

Charles Webster Leadbeater (1854–1934) English theosophist

Annie Besant, Forward
The Masters and the Path (1925)

Personality , Books , World , Making love

“The subject of a coming Avatar or World Teacher or Christ is one that has enthralled men of all backgrounds and teachings for centuries. Even the most sceptical will often express the wish that such a desirable event were possible, however unlikely. To these, this paper is presented as an interesting hypothesis.”

Benjamin Creme (1922–2016) artist, author, esotericist

The Reappearance of the Christ and the Masters of Wisdom (1980)

World , Christ , Men

“Until now, every Teacher who has come to the world has given His teaching to a small group. It has then taken centuries for the Teaching to be disseminated----and in the process distortions and discolourations of the original teaching have crept in. For the first time in our history the Teacher can speak directly to all through the linked media networks…”

Benjamin Creme (1922–2016) artist, author, esotericist

Maitreya's Mission Vol. I (1986)

World , Time , History

“All the great religions posit the idea of a further revelation to be given by a future Teacher. Christians hope for the return of the Christ, the Buddhists look for the coming of another Buddha (the Lord Maitreya), while Moslems await the appearance of the Imam Mahdi, the Hindus a reincarnation of Krishna, and the Jews the Messiah. Students of the esoteric tradition know these as different names for one and the same individual, the World Teacher, the head of the Spiritual Hierarchy of Masters, and they look for His imminent return now.”

Benjamin Creme (1922–2016) artist, author, esotericist

Maitreya's Mission Vol. I (1986)

Religion , Future , Hope , Appearance

“In every age great teachers have emerged from the Spiritual Hierarchy to guide humanity through its next evolutionary step. We know Them historically as (among others) Sankaracharya, Krishna, the Buddha, the Christ and, later, Mohammed.”

Benjamin Creme (1922–2016) artist, author, esotericist

Source: Maitreya's Mission Vol. I (1986), p.13

Christ , Age

“Part Two…deals with that most extraordinary event, the externalization of the work of the Spiritual Hierarchy onto the physical plane for the first time in 98,000 years in Their role as teachers. This is a climactic event for the Masters Themselves, as well as for humanity: They return to physical-plane activity, only now in group formation, in order to re-enact Their own life expression in preparation for the Way of the Higher Evolution. This is part of the long-term plan of the coming together of the Masters and humanity, and the evolution of Hierarchy Itself as a centre on this planet….”

Benjamin Creme (1922–2016) artist, author, esotericist

The Great Approach (2001)

Time , Way , Life , Parting

“The Great Approach: New Light and Life for Humanity is about the coming into the world of the Masters of Wisdom, with Their leader Maitreya, the Christ, as World Teacher; and about the implications for humanity, as well as for the Masters Themselves, of this great event. The book is divided into three independent but related parts. It includes articles from my Master, my own edited talks, and a very wide range of questions and answers arising from these talks.”

Benjamin Creme (1922–2016) artist, author, esotericist

The Great Approach (2001)

Question , Light , Books , Christ

“We do not have even fragments of the teachings of former World Teachers given prior to certain knowledge of Their existence. We do not have the teachings of a Christ, or a Buddha, or a Krishna, except seen through the eyes of later followers. For the first time we are given the flavor of the thoughts and insights of a Being of immeasurable stature to enable us to understand the path of evolution stretching ahead of us which He has come to outline for us. The impression left in the mind by the Teacher is that the breadth and depth of His knowledge and awareness have no limits; that He is tolerant and wise beyond conception, and of amazing humility.”

Benjamin Creme (1922–2016) artist, author, esotericist

Maitreya's Teachings - The Laws of Life (2005)

Time , Understanding , Knowledge , Christ

“In my early twenties I read all Nietzsche—not just the main works but the minor works as well, all of them, and every scrap of published correspondence. Nietzsche alone of men out of books has a share in the loyalty and affectionate gratitude which otherwise belongs only to living teachers.”

Enoch Powell (1912–1998) British politician

'Thin But Thorough', The Times (27 September 1962), p. 15
1960s

Reading , Gratitude , Books , Loyalty

“He is the World Teacher and not a Christian teacher. He Himself told us that He had other folds, and to them He has meant as much as He has meant to the orthodox Christian. They may not call Him Christ, but they have their own name for Him and follow Him as truly and faithfully as their Western brethren.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: The Reappearance of the Christ (1948), Chapter III: The Reappearance of the Christ, World Expectancy, p. 62

World , Christ

“Many years of work as an evangelist and as a teacher in the field of Christian principles, and a difficult cycle in which I faced the problem of my own relation to Christ and to Christianity, have brought me to two definitely clear and clean-cut recognitions: first, a recognition of the reality of the Individuality of Christ and of His Mission; and secondly, a recognition that the development of the Christ Consciousness and the Christ Nature in individual man, and in the race as a whole, carries with it the solution of our world problem.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Forward
From Bethlehem to Calvary (1937)

Nature , Problem , Reality , Christ

“I want to solve the issues keeping people up at night with what I call the 3AM Agenda. That means giving Americans a raise, paying women equally for the work they do, making housing affordable, and paying our teachers their value.”

Kamala Harris (1964) United States Senator from California

Source: Twitter post https://twitter.com/KamalaHarris, (27 June 2019)

Housing , Night , People , Making love

“At a time when we must heal the heart of our democracy and renew our commitment to the common good, I stand before you as the granddaughter of an iron ore miner, as the daughter of a teacher and a newspaperman, as the first woman elected to the United States Senate from the state of Minnesota, to announce my candidacy for president of the United States.”

Amy Klobuchar (1960) United States Senator from Minnesota

Said at her campaign launch in Minneapolis, Minnesota on 10 February 2019. Quoted by CBS News. Amy Klobuchar launches presidential bid, joining record number of women candidates https://www.cbsnews.com/news/amy-klobuchar-2020-live-stream-rally-to-kick-off-presidential-campaign-minneapolis-minnesota-live-stream-2019-02-10/ (10 February 2019). Retrieved 14 September 2019.
2019

Democracy , Time , Daughters , Heart

“Two things are essential to the astrologer, namely, a bag of cowries and an almanac, When any one comes to consult him he quietly sits down, facing the sun, on a plank seat or mat, murmuring some mantrams or sacred verses, opens his bag of cowries and pours them on the floor. With his right hand he moves them slowly round and round, solemnly inciting meanwhile a stanza or two in praise of his guru or teacher and of his deity, invoking their help. He then stops and explains what, lie has been doing, at the same time taking a handful of cowries from the heap and placing them on one side. In front is a diagram drawn with chalk on tire floor and consisting of twelve compartments. Before commencing operations with the diagram he selects three or five of the cowries highest up in tho heap and places them in a line on the right-hand side. These represent Ganapati (the Belly God, the remover of difficulties), the sun, the planet Jupiter, Sarasvati (the Goddess of speech), and his own Guru or preceptor. To all of those the astrologor gives due obeisance, touching his ears and the ground three times with both hands. The cowries are next arranged in the compartments of tho diagram and are moved about from compartment to compartment by the astrologer, who quotes meanwhile tho authority on which ho makes such moves. Finally he explains the result, and ends with again worshipping the deified cowries who were witnessing the operation as spectators.”

William Logan (author) book Malabar Manual

Malabar Manual, Page 142 https://archive.org/details/MalabarLogan/page/n154
Malabar Manual (1887)

God , Time , Sun , Help

“At any rate, if you wish to sift doubtful meanings of this kind, teach us that the happy man is not he whom the crowd deems happy, namely, he into whose coffers mighty sums have flowed, but he whose possessions are all in his soul, who is upright and exalted, who spurns inconstancy, who sees no man with whom he wishes to change places, who rates men only at their value as men, who takes Nature for his teacher, conforming to her laws and living as she commands, whom no violence can deprive of his possessions, who turns evil into good, is unerring in judgment, unshaken, unafraid, who may be moved by force but never moved to distraction, whom Fortune when she hurls at him with all her might the deadliest missile in her armoury, may graze, though rarely, but never wound.”

Seneca the Younger book Epistulae morales ad Lucilium

Epistulae Morales ad Lucilium (Moral Letters to Lucilius), Letter XLV: On sophistical argumentation

Soul , Law , Nature , Change

“Profoundly interesting is this world-tragedy of conflict to those who see in it a necessary preparation, a clearing of the ground, for the coming of the World-Teacher and for the new civilisation… The terrible lesson now being taught, the widespread suffering, the devastation by sword and fire, the poverty caused by the dislocation of trade, the tension, the bankruptcies… But through this Armageddon the world will pass into a realm of peace, of brotherhood, of co-operation, and will forget the darkness and the terrors of the night in the joy that cometh in the morning…”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

The Theosophist (October 1914)

Peace , Night , Forgetting , Suffering

“Our folks understood that there was a war upon us and that school was a weapon that outdid any Glock. Yet the whole process—with its equally spaced desks, precisely timed periods and lectures, with its standardized pencils and tests—felt unnatural to me. But much as I hated their terms, having been impressed into them, I hated more the failing. So I was left with a great unconscious sadness, an emptiness which, even when I was alone, I was not fully aware. But it worked on me like an invisible weight, altered my laughter, posture, my approach to girls. Fuck what you have heard or what you have seen in your son. He may lie about homework and laugh when the teacher calls home. He may curse his teacher, propose arson for the whole public system. But inside is the same sense that was in me. None of us ever want to fail. None of us want to be unworthy, to not measure up.”

Ta-Nehisi Coates (1975) writer, journalist, and educator

Source: The Beautiful Struggle: A Memoir (2008), p. 169-170.

School , Home , Time , Hate

“It is an amazing thing that our memory best retains images of great philosophers when their lives were coming to an end. Socrates raising the chalice with hemlock to his mouth, Seneca whose veins were opened by a slave (there is a painting of this by Rubens), Descartes roaming cold palace rooms with a foreboding that his role of teacher of the Swedish Queen would be his last, old Kant smelling a grated horseradish before his daily walk (the cane preceding him, sinking deeper and deeper into the sand), Spinoza consumed by tuberculosis and patiently polishing lenses, so weak he is unable to finish his Treatise on the Rainbow.”

Baruch Spinoza (1632–1677) Dutch philosopher

Zbigniew Herbert, Spinoza's Bed [original in Polish]
G - L

Painting , Memory

“The actual expense of your colleges appears to have been very low, and would have been far lower if their patronage had been greater. The higher education nowadays is as cheap as the lower, as all grades of teachers, like all other workers, receive the same support. We have simply added to the common school system of compulsory education, in vogue in Massachusetts a hundred years ago, a half dozen higher grades, carrying the youth to the age of twenty-one and giving him what you used to call the education of a gentleman, instead of turning him loose at fourteen or fifteen with no mental equipment beyond reading, writing, and the multiplication table.”

Edward Bellamy (1850–1898) American author and socialist

Source: Looking Backward, 2000-1887 http://www.gutenberg.org/ebooks/25439 (1888), Ch. 21.

School , Reading , Support , Appearance

“I was totally star-struck as a youngster and incredibly shy, but I loved the theatre – especially pantomimes. After a failed audition for RADA, I worked as a trainee fashion buyer at Harrods, where they had an entertainments society and I performed in several of its productions. I took singing lessons and my teacher encouraged me to read The Stage, where I saw that chorus singers were needed for the musical The Belle Of New York.”

Valerie Leon (1943) English actress

I got the job – much to my parents’ horror, who wanted me to keep my respectable job, but I was determined to become an actress.
Whatever happened to Bond Girl Valerie Leon? http://www.express.co.uk/life-style/life/614933/Bond-Girl-Valerie-Leon-career-life (November 2, 2015)

Singing , Reading , Star , Music

“Shri Dharampal has documented from old British archives, particularly those in Madras, that the indigenous system of education compared more than favourably with the system obtaining in England at about the same time. The Indian system was admittedly in a state of decay when it was surveyed by the British Collectors in Bengal, Bombay and Madras. Yet, as the data brought up by them proved conclusively, the Indian system was better than the English in terms of (1) the number of schools and colleges proportionately to the population, (2) the number of students attending these institutions, (3) the duration of time spent in school by the students, (4) the quality of teachers, (5) the diligence as well as intelligence of the students, (6) the financial support needed to see the students through school and college, (7) the high percentage of lower class (Sudra and other castes) students attending these schools as compared to the upper class (Brahmin, Kshatriya and Vaisya) students, and (8) in terms of subjects taught.”

Dharampal (1922–2006) Indian historian

Goel, S. R. (2015). Hindu society under siege. (Ch. 3. The Residue of Christianism)

School , Time , Support , Intelligence

“His first teacher was his brother-in-law, a Brahmin scholar who had set up a school of yoga at the Jaganmohan Palace, and who sometimes denied his student food if his performance was deemed inadequate. He then a teenager, was the youngest member of the Maharaja of Mysore’s entourage, and was asked to demonstrate his ability to stretch and bend his body for visiting dignitaries and guests.”

B.K.S. Iyengar (1918–2014) Indian yoga teacher and scholar

B. K. S. Iyengar, Who Helped Bring Yoga to the West, Dies at 95

School , Law , Food

“He was extraordinary, a genius; there’s no doubt about it. But his teaching was not for everyone. Different students need different teachers and different teachers find different students. It’s very strange and fascinating.”

B.K.S. Iyengar (1918–2014) Indian yoga teacher and scholar

Silvia Prescott, in: "My teacher, Mr Iyengar: a former pupil remembers the yoga master"

“During his student days (In Aligarh University), he and Rashid Ahmad Siddiqi used to write interesting articles about the college life and activities; under the pen names of Rip and Bohemian respectively…He distinguished himself by his style both in English and Urdu, a fact acknowledged even by his teachers. Mr James Bottham, the Vice-Chancellor of the Aligarh Muslim University was also one of his admirers.”

Zakir Hussain (politician) (1897–1969) 3rd President of India

In p. 39.
About Zakir Hussain, Quest for Truth (1999)

Universe , Life

“His love for mankind adds dignity to his being a teacher and a Murshid.”

Zakir Hussain (politician) (1897–1969) 3rd President of India

Dr. Abid Hussain in: "Uniqueness of Zakir Husain and His Contributions: Birth Centenary Volume", p. 8.
About Zakir Hussain

Love , Making love

“Then the next morning Captain Moffet, my English teacher, gave me the test. I got such a headache, just trying to think carefully so I wouldn’t make any mistakes, that my test score dropped to 96. I couldn’t breathe. This meant that I was mentally slow, that I’d been lucky to even get into high school. My eyes filled with tears. I didn’t know what to do. I asked Captain Moffet if my parents needed to know this. I felt so ashamed. I should’ve been the one to die, not my brother, Joseph. He’d been smart, just like my little sister Linda, who at six years old could read better than me.”

Victor Villaseñor (1940) American writer

Crazy Loco Love: A Memoir (2008)

School , Reading , Making love , Thinking

“And no one would interfere with me because of the loaded gun in my hand. Also, a part of me didn’t give a shit anymore if I was caught or not. I could now see that my objective wasn’t just to kill Moses and all these other teachers who had abused us, but for everyone in all the whole world to know why. This wasn’t going to be a surprise attack. This had to be a cold, premeditated act, completely well planned, just as it had been premeditated and well thought out to torture and beat us Mexican kids, starting in kindergarten, so we’d be a people, a gente, with our heads bowed down to authority forever, thinking we were inferior and worthless. I now realized that this was how you enslaved a people. You didn’t just bring them over in chains from Africa. No, you convinced them that they were inferior, not evolved, subhuman, and then when you took off their shackles, so they could go to work, you’d still have them enslaved and shackled inside of their minds for hundreds of years. And this system of teaching was fine with most Anglo teachers, because in the act of convincing us, los Mexicanos and the Blacks, we were subhuman, they’d also convinced themselves that they were superior!”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

People , Thinking , World , Parting

“And she slapped him across the face, once, twice, three times, but still Ramón continued speaking in Spanish, telling us not to fear, that we were Mexicanos, and that we weren’t their slaves! I quit crying, just like that. My God, I couldn’t believe it, this boy Ramón had to be the bravest human being I’d ever seen. And the huge teacher, she just kept right on slapping him until his face was covered with blood.”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

God , Time , Boy , Cry

“I was TORTURED by teachers! You hear me, TORTURED!”

Victor Villaseñor (1940) American writer

I yelled, jerking the whole podium off the floor. “Hell, I flunked the third grade twice because—BECAUSE—” I was crying so hard that I had to wipe the tears out of my eyes with the back of my hand, but this wasn’t going to stop me. I was all guts up front now. I was in that smooth-feeling, all-true place that I got into when I’d go to my room and start writing each morning before daybreak…with all my heart and soul.
Burro Genius: A Memoir (2004)

“What greatness do I have that I have to tell anyone about? I live just like millions of people in this country; I am ordinary. My life is also ordinary. I am a poor school teacher suffering family travails. During my whole lifetime, I have been grinding away with the hope that I could become free of my sufferings. But I have not been able to free myself from suffering. What is so special about this life that needs to be told to anybody?”

Premchand (1880–1936) Hindi writer

In Munshi Premchand:Biography, 10 December 2013, Internet Media Data Base http://www.imdb.com/name/nm0695919/bio,

School , Family , Country , Suffering

“The generally accepted interpretation of Jagadish Chandra’s scientific activities is that he had essentially the biologist’s conception of Nature; lack of opportunities for biological studies while as a student in Calcutta and later lack of any teaching post in biology, induced Jagadish Chandra to take up the post of teacher in physics.”

Jagadish Chandra Bose (1858–1937) Bengali polymath, physicist, biologist, botanist and archaeologist

By D.M. Bose
Acharya Jagadish Chandra Bose in Vijayaprasara

Study , Nature

“He was a great teacher, who believed that learning is not for hoarding but to be shared. He had an unsurpassed enthusiasm for explaining the phenomenon of nature in a manner that the most uninitiated could understand.”

C. V. Raman (1888–1970) Indian physicist

Indira Gandhi, the former Prime Minister of India quoted in [Cahn, R.W., The Coming of Materials Science, http://books.google.com/books?id=CCmJMr_K5NIC&pg=PA234, 16 March 2001, Elsevier, 978-0-08-052942-4, 272]

Understanding , Learning , Nature

“Physics by its very nature requires extreme specialization on the part of its students. Its conclusions, which must eventually predict numbers for the results of actual measurements, are best expressed in mathematical formulae. This has the disadvantage of making the subject well-nigh unintelligible to the layman. There are unfortunately few teachers who are able to surmount this handicap. Professor Raman has written a book which avoids this pitfall and thus should give the lay reader an opportunity of penetrating at least part of the way into the mysteries of this interesting and important science.”

C. V. Raman (1888–1970) Indian physicist

Francis Low, a distinguished theoretical physicist then working at the Institute for Advanced Studies, Princeton, wrote in the introduction to this book quoted in Chandrasekhara Venkata Raman:A Legend of Modern Indian Science, 22 November 2013, Official Government of India's website Vigyan Prasar http://www.vigyanprasar.gov.in/scientists/cvraman/raman1.htm,

Nature , Books , Mathematics , Way

“At La Masia (Barcelona’s Academy) his name was mentioned a lot. He’s a teacher.”

Paul Scholes (1974) English footballer

http://redflagflyinghigh.com/2011/05/blogs/scholes-tribute-the-worlds-top-players-on-the-ginger-prince
Lionel Messi

“I love Titanic because the love in the movie was pure, real, passionate and unconditional… the way the love story culminated in catastrophe was phenomenal. I love DDLJ and Kuch Kuch Hota Hai for being so over the top and yet so believable for us youngsters… I love Black for being such a sublime love story between and a teacher and his student. It was a love much beyond the ordinary.”

Rani Mukerji (1978) Indian film actress

[And my heart goes to..., http://www.telegraphindia.com/1060217/asp/etc/story_5840755.asp, 2009-04-29, telegraphindia.com]
The Actress' Take On Films

Passion , Way , Love , Making love

“His message is one of hope and peace, and he has inspired millions throughout the world. As an educator, the opportunity to learn has been central and the focus of my life. I have witnessed brilliant teachers and eager students turn classrooms into magical places. Prem Rawat reminds us that magic begins with people, and it’s within each person. That the possibility of peace and the possibility of living a life to the fullest begins with recognizing the value of life itself. That is, in my opinion, the deepest learning and is certainly a curriculum for everyone.”

Prem Rawat (1957) controversial spiritual leader

Dr. Eduardo Padron, President of w:Miami Dade College (June 16, 2005)
About, 2000s

Peace , Personality , People , Learning

“But before that, and perhaps much earlier, for example a few centimeters from the mouth of the sink, at the height of the apartment on the second floor, or in the first underground pipe, we may happen to find the hair. It is enough to think of the joy that this would cause us, in the astonished calculation of the efforts saved by pure good luck, to choose, to demand practically a similar task, that every conscious teacher should advise to its students from the earliest childhood, instead of drying their souls with the rule of cross-multiplication or the sorrows of Cancha Rayada.”

Julio Cortázar book Historias de cronopios y de famas

Historias de Cronopios y de Famas (1962)

Childhood , Soul , Bad luck , Joy

“The influence of Charles Austin over me differed from that of the persons I have hitherto mentioned, in being not the influence of a man over a boy, but that of an elder contemporary. It was through him that I first felt myself, not a pupil under teachers, but a man among men. He was the first person of intellect whom I met on a ground of equality, though as yet much his inferior on that common ground. He was a man who never failed to impress greatly those with whom he came in contact, even when their opinions were the very reverse of his. The impression he gave was that of boundless strength, together with talents which, combined with such apparent force of will and character, seemed capable of dominating the world. Those who knew him, whether friendly to him or not, always anticipated that he would play a conspicuous part in public life. It is seldom that men produce so great an immediate effect by speech, unless they, in some degree, lay themselves out for it; and he did this in no ordinary degree. He loved to strike, and even to startle. He knew that decision is the greatest element of effect, and he uttered his opinions with all the decision he could throw into them, never so well pleased as when he astonished any one by their audacity.”

John Stuart Mill book Autobiography

Source: Autobiography (1873)
Source: https://archive.org/details/autobiography01mill/page/77/mode/1up pp. 77-78

Making love , Parting , Love , Life

“The principle itself of dogmatic religion, dogmatic morality, dogmatic philosophy, is what requires to be rooted out; not any particular manifestation of that principle. ¶ The very corner-stone of an education intended to form great minds, must be the recognition of the principle, that the object is to call forth the greatest possible quantity of intellectual power, and to inspire the intensest love of truth: and this without a particle of regard to the results to which the exercise of that power may lead, even though it should conduct the pupil to opinions diametrically opposite to those of his teachers. We say this, not because we think opinions unimportant, but because of the immense importance which we attach to them; for in proportion to the degree of intellectual power and love of truth which we succeed in creating, is the certainty that (whatever may happen in any one particular instance) in the aggregate of instances true opinions will be the result; and intellectual power and practical love of truth are alike impossible where the reasoner is shown his conclusions, and informed beforehand that he is expected to arrive at them.”

John Stuart Mill (1806–1873) British philosopher and political economist

"Civilization," London and Westminster Review (April 1836)

Religion , Truth , Thinking , Education

“We need to start talking about this. Strangely, the rapid growth in the rich-poor educational gap provides a ray of hope: if the relationship between family income and educational success can change this rapidly, then it is not an immutable, inevitable pattern. What changed once can change again. Policy choices matter more than we have recently been taught to think. So how can we move toward a society in which educational success is not so strongly linked to family background? Maybe we should take a lesson from the rich and invest much more heavily as a society in our children’s educational opportunities from the day they are born. Investments in early-childhood education pay very high societal dividends. That means investing in developing high-quality child care and preschool that is available to poor and middle-class children. It also means recruiting and training a cadre of skilled preschool teachers and child care providers. These are not new ideas, but we have to stop talking about how expensive and difficult they are to implement and just get on with it.”

Sean Reardon American sociologist

No Rich Child Left Behind, 2013

Childhood , Family , Success , Children

“it was partly by their writings that my eyes were opened to the very limited and temporary value of the old political economy, which assumes private property and inheritance as indefeasible facts, and freedom of production and exchange as the dernier mot of social improvement. The scheme gradually unfolded by the St. Simonians, under which the labour and capital of society would be managed for the general account of the community every individual being required to take a share of labour either as thinker, teacher, artist, or producer, all being classed according to their capacity, and remunerated according to their works, appeared to me a far superior description of Socialism to Owen's.”

John Stuart Mill book Autobiography

Autobiography (1873)

Communication , Appearance , Freedom

“It's as if someone were out there making up pointless jobs just for the sake of keeping us all working.... Hell is a collection of individuals who spend their time working on a task they don't like and are not especially good at.... Give them a few drinks, and they will launch into tirades about how pointless and stupid their job really is.... Nurses, garbage collectors, mechanics, it's obvious were they to vanish, results would be catastrophic.... A world without teachers or dock-workers would soon be in trouble.... It's not clear how humanity would suffer were all private equity CEOs, lobbyists, PR researchers, actuaries, telemarketers, bailiffs or legal consultants to similarly vanish.... Real productive workers are squeezed and exploited. The remainder are unemployed and a larger stratum paid to do nothing.”

David Graeber (1961) American anthropologist and anarchist

Dr. David Graeber, "Bullshit Jobs," Aug 2013

Hell , Drink , Time , Suffering

“Many instructional arrangements seem "contrived", but there is nothing wrong with that. It is the teacher's function to contrive conditions under which students learn. Their relevance to a future usefulness need not be obvious.
It is a difficult assignment. The conditions the teacher arranges must be powerful enough to compete with those under which the student tends to behave in distracting ways.”

B.F. Skinner (1904–1990) American behaviorist

"Free and Happy Student" in The Phi Delta Kappan (September 1973); later published in Reflections on Behaviorism and Society (1978)

Way , Future , Learning

“What vexations there are in the external customs which are thought to belong to religion, but which in reality are related to ecclesiastical form! The merits of piety have been set up in such away that the ritual is of no use at all except for the simple submission of the believers to ceremonies and observances, expiations and mortifications (the more the better). But such compulsory services, which are mechanically easy (because no vicious inclination is thus sacrificed), must be found morally very difficult and burdensome to the rational man. When, therefore, the great moral teacher said, 'My commandments are not difficult,' he did not mean that they require only limited exercise of strength in order to be fulfilled. As a matter of fact, as commandments which require pure dispositions of the heart, they are the hardest that can be given. Yet, for a rational man, they are nevertheless infinitely easier to keep than the commandments involving activity which accomplishes nothing... [since] the mechanically easy feels like lifting hundredweights to the rational man when he sees that all the energy spent is wasted.”

Immanuel Kant (1724–1804) German philosopher

Kant, Immanuel (1996). Anthropology from a Pragmatic Point of View https://books.google.com/books?id=TbkVBMKz418C. Translated by Victor Lyle Dowdell. Southern Illinois University Press. ISBN 9780809320608. Page 33.
Anthropology from a Pragmatic Point of View (1798)

Religion , Heart , Reality , Relation ships

“How do you speak that all men may hear you in their own tongues? It is an art known and practiced by teachers of old.”

Desmond Leslie (1921–2001) British pilot, film maker, writer, and musician

The Amazing Mr. Lutterworth (1958)

Art , Men

“I had a teacher who used to reflect back my questions that way. I thought it was the Socratic method, and it impressed me immensely, until I found out he used it whenever he didn’t know the answer.”

Lois McMaster Bujold Vorkosigan Saga

Source: Vorkosigan Saga, Shards of Honor (1986), Chapter 4 (p. 60)

Way , Question

“A teacher's major contribution may pop out anonymously in the life of some ex-student's grandchild. A teacher, finally, has nothing to go on but faith, a student nothing to offer in return but testimony.”

Wendell Berry (1934) author

"Wallace Stegner and the Great Community"
What Are People For? (1990)

Life , Faith

“Two thousand six hundred years ago, Gautama Buddha made a prediction that at this time would come another great teacher who would inspire humanity to create a new and brilliant golden civilization based on righteousness and truth. His name would be Maitreya, a Buddha like Himself.”

Benjamin Creme (1922–2016) artist, author, esotericist

Maitreya's Mission Vol. II (1993)

Truth , Time

“A thousand departments of mental and physical activity foster and in turn are fostered by its achievement. People must be governed, and there must be those who govern. Laws must be made, and there must be those who study, and those who execute these laws. People must be taught, and there must be teachers. All these and the Church, the newspaper, the theatre, the fine arts are essential to the completeness of the State, to the happiness and safety of its people; but Commerce is the main stem, or trunk, where they are all branches, supplied with the sap of its far-reaching wealth. It is as necessary to the existence of any nation as blood to the physical man. That country in which trade flourishes is accounted happy, while that in which Commerce droops provokes shaking of heads and prophecies of downfall.”

Harry Gordon Selfridge (1858–1947) America born English businessman

The Romance of Commerce (1918), Concerning Commerce

Study , Law , Country , Wealth

“[T]he artist sells the work of his brush and in this he is a merchant. The writer sells to any who will buy, let his ideas be what they will. The teacher sells his knowledge of books—often in too low a market—to those who would have this knowledge passed on to the young.
The doctor... too is a merchant. His stock-in-trade is his intimate knowledge of the physical man and his skill to prevent or remove disabilities. ...The lawyer sometimes knows the laws of the land and sometimes does not, but he sells his legal language, often accompanied by common sense, to the multitude who have not yet learned that a contentious nature may squander quite as successfully as the spendthrift. The statesman sells his knowledge of men and affairs, and the spoken or written exposition of his principles of Government; and he receives in return the satisfaction of doing what he can for his nation, and occasionally wins as well a niche in its temple of fame.
The man possessing many lands, he especially would be a merchant... and sell, but his is a merchandise which too often nowadays waits in vain for the buyer. The preacher, the lecturer, the actor, the estate agent, the farmer, the employé, all, all are merchants, all have something to dispose of at a profit to themselves, and the dignity of the business is decided by the manner in which they conduct the sale.”

Harry Gordon Selfridge (1858–1947) America born English businessman

The Romance of Commerce (1918), Concerning Commerce

Waiting , Law , Business , Learning

“Denying miracles, the Teacher pointed out the concealed powers of human nature which, when developed, can produce the so-called miracles.
The method of developing these powers is interpreted in Buddhist books and is known under the name of the science “Iddhi-Vidhanana,” which points out two forms of manifestation of these powers and two ways to attain them. One, the lower, is reached by way of various ascetic and other physical practices; the other higher one, embracing all possible manifestations, is attained by the power of inner development. The first method of developing these powers is not lasting and may be lost, whereas inner development can never be lost. Its mastery is attained by following the noble way indicated by Buddha. All these hidden powers gradually unfold in man, usually of themselves, in proportion to man’s mastery of the lower expressions of his nature in a whole series of previous lives.”

Helena Roerich (1879–1955) Russian philosopher

Source: Foundations of Buddhism (1930)

Nature , Books , Way , Science

“Finally, our greatest asset in this struggle is the American people--their willingness to pay the price for these programs--to understand and accept a long struggle--to share their resources with other less fortunate people-to meet the tax levels and close the tax loopholes I have requested--to exercise self-restraint instead of pushing up wages or prices, or over-producing certain crops, or spreading military secrets, or urging unessential expenditures or improper monopolies or harmful work stoppages--to serve in the Peace Corps or the Armed Services or the Federal Civil Service or the Congress--to strive for excellence in their schools, in their cities and in their physical fitness and that of their children--to take part in Civil Defense-to pay higher postal rates, and higher payroll taxes and higher teachers' salaries, in order to strengthen our society--to show friendship to students and visitors from other lands who visit us and go back in many cases to be the future leaders, with an image of America--and I want that image, and I know you do, to be affirmative and positive-and, finally, to practice democracy at home, in all States, with all races, to respect each other and to protect the Constitutional rights of all citizens.”

John F. Kennedy (1917–1963) 35th president of the United States of America

Source: 1961, Speech to Special Joint Session of Congress

School , Democracy , Peace , Home

“We live in a country afflicted by a senile and selfish capitalist system...where families are homeless, sick people unattended, children untaught whilst building workers, nurses and teachers are unemployed”

Neil Kinnock (1942) British politician

Source: ‘Introduction’, in Why Vote Labour? (1979), p. 2, quoted in Tudor Jones, ‘Neil Kinnock's socialist journey’, Contemporary Record, Volume 8, Issue 3 (1994), p. pp. 568–569

Selfishness , Family , Country , Affliction

“Those who are willing to work, those who are willing to toil, those who are willing to sacrifice, they shall be the peaceful army that He shall lead to the conquest of the great ideal Society, which they shall build under His direction and make practicable under His inspiration; and they, perhaps more than any other proof, are the sign of the new departure, are the welcome and the heralds of the coming Teacher.”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

Source: Initiation, The Perfecting of Man 1923, p. 148

Making love , Peace , Departure

“And so this great Teacher has traced out for us the Qualifications demanded for passing through the first portal of Initiation, for that Birth of the Christ in the human Spirit, which is the passing of that doorway. I have run over, roughly and inadequately I know, the wonderful teaching which comes from Him to illuminate us, but none the less you can see it is an exacting demand, none the less you will see how you must shake yourself free from many prejudices, customs, thoughtless ways of life, if you would find the Master and be reckoned by Him among His disciples. p. 82”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

Source: Initiation, The Perfecting of Man (1923)

Christ , Way , Life , Birth

“These are the great facts in Nature, existing, whether recognized or not, on which the possibility of treading the Path depends: Reincarnation, the law of Karma, the fact of the Path, the Existence of the Teachers.”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

Source: Initiation, The Perfecting of Man 1923, p. 15

Nature , Law , Dependency

“Next, the facts are that there is a Path and that men have trodden it before us; that the swifter evolution is possible; that the laws of it may be known, the conditions of it understood, the stages of it be trodden; and that at the end of that Path there are standing Those Who once were men of the world, but now are the Guardians of the world, the Elder Brethren of our race, the Teachers and the Prophets of the past, stretching upwards in ranks of ever-more dazzling light from the ending of the Path for man to the highest Ruler of the world in which we live.”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

Source: Initiation, The Perfecting of Man (1923)

Law , Light , Past , World

“When men tell us that the great religious teachers are neuropaths, that Buddha, Christ, S. Francis, are neuropaths, then we are inclined to cast our lot with the abnormal few, rather than with the normal many. We know what they were. They were men who saw far more and knew far more than we; what matters it whether we call their brains normal or abnormal? In these men's consciousness is a ray of the Divine splendour; as Browning says: Through such souls alone God, stooping, shows sufficient of Hill Light For us in the dark to rise by. And if in those cases the brain change from a normal to an abnormal state, then humanity must ever remain thankful to abnormality. That was the first answer which may be made to this statement of Lombroso, and you find a man like Dr. Maudsley, the famous doctor, asking whether there is any law that nature shall use only for her purposes what we call the perfect brains? May it not be that for her higher performances she needs brains which are different from the ordinary, the normal brains of man?”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

Source: Essays and Addresses, Vol. III- Evolution and Occultism (1913)

Soul , God , Law , Light

“A man who is a spiritual man--a religious teacher--regards the universe from the standpoint of the Spirit from which everything is seen as coming from the One. When he stands, as it were, in the centre, and he looks from the centre to the circumference, he stands at the point whence the force proceeds, and he judges of the force from that point of radiation and he sees it as one in its multitudinous workings, and knows the force is One; he sees it in its many divergencies, and he recognises it as one and the same thing throughout. Standing in the centre, in the Spirit, and looking outwards to the universe, he judges everything from the standpoint of the Divine Unity and sees every separate phenomenon, not as separate from the One but as the external expression of the one and the only Life. But science looks at the thing from the surface. It goes to the circumference of the universe and it sees a multiplicity of phenomena. It studies these separated things and studies them one by one. It takes up a manifestation and judges it; it judges it apart; it looks at the many, not at the One; it looks at the diversity, not at the Unity, and sees everything from outside and not from within: it sees the external difference and the superficial portion while it sees not the One from which every thing proceeds.”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

Source: Essays and Addresses, Vol. III- Evolution and Occultism (1913)

Study , Universe , Science , Life

“There is one thing that is eating the heart out of India, and that is modern materialism. There is one thing which is poisoning the mind of India, and that is the kind of science which is the teacher of materialism and works against Spirituality in the mind. How should I be able to tell you of the moral regeneration of India unless first I can strike at that which is piercing her heart and sucking out her very lifeblood. So--as I have been trained in the science of the West, trained in the knowledge of the physical Universe which is so much used to make men believe that nothing but the physical remains--I take for my first subject this undermining of materialism by science, and I attack it with the weapons that were once used to build it up.”

Annie Besant (1847–1933) British socialist, theosophist, women's rights activist, writer and orator

Source: Essays and Addresses, Vol. III- Evolution and Occultism (1913)

Heart , Knowledge , Universe , Training

“When the quest for knowledge burns bright, one gets the right teacher too.”

Swami Samarpanananda Monk, Author, Teacher

The World of Religions ( Page 73 )

Knowledge

“We're all born with curiosity, but at some point, school usually manages to knock that out of us. ...[M]y main responsibility as a teacher isn't to convey facts, but to rekindle that lost enthusiasm for asking questions.”

Max Tegmark book Our Mathematical Universe

Our Mathematical Universe: My Quest for the Ultimate Nature of Reality (2014)

School , Question

“A true student is like a sponge. Absorbing what goes on around him, filtering it, latching on to what he can hold. A student is self-critical and self-motivated, always trying to improve his understanding so that he can move on to the next topic, the next challenge. A real student is also his own teacher and his own critic. There is no room for ego there.”

Ryan Holiday book Ego Is the Enemy

Motivation , Self-confidence , Understanding

“The game of basketball is one of the greatest teachers of life there is. It teaches you first and foremost to believe in yourself. You must develop physical and mental toughness in order to succeed because there's going to be many disappointments and setbacks along the way. You learn quickly that basketball is a team game. You must be unselfish and accept the role that helps the team the most. Basketball teaches you the importance of setting high standards and never accepting anything other than your best effort.”

Tom Crean (basketball coach) (1966) American college basketball coach

Foreword to Winning Basketball : Techniques and Drills for Playing Better Offensive Basketball (2004) by Ralph L. Pim

Game , Help , Learning , Disappointment

“Flesh foods are coming to be recognised more and more by physicians, teachers, writers, and progressive and scientific people generally, as being not only unnecessary and immoral, but as actually inhibitory of the highest efficiency and well-being in man himself. The meat fetish is nothing but an idol, a delusion pure and simple, which has been foisted upon us, like so many other delusions, by tradition, and the time is not far distant when it will be recognised as such by all who really think.”

J. Howard Moore (1862–1916)

Source: The New Ethics (1907), The Food of the Future, p. 132

Time , Food , People , Thinking

“I knew it long ago: I’m a compulsive teacher, but I can’t teach. The godawful state of today’s education system isn’t what’s stopping me. I lack at least two of the essential qualifications.
I cannot “suffer fools gladly.””

Larry Niven book N-Space

The smartest of my pupils would get all my attention, and the rest would have to fend for themselves. And I can’t handle being interrupted.
Writing is the answer. Whatever I have to teach, my students will select themselves by buying the book. And nobody interrupts a printed page.
Foreword: Playgrounds for the Mind (pp. 26-27)
Short fiction, N-Space (1990)

Education , Suffering , Fools

“The role of a bishop is to be a teacher, one who teaches primarily by example.”

Gerald Thomas Walsh (1942) Catholic bishop

Quotes about teachers page 11

Quotes about teachers
page 11