Quotes about teachers
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“When I was a boy, the bestselling books were often the books that were on your piano teacher's shelf. I mean, Steinbeck, Hemingway, some Faulkner. Faulkner actually had, considering how hard he is to read and how drastic the experiments are, quite a middle-class readership. But certainly someone like Steinbeck was a bestseller as well as a Nobel Prize-winning author of high intent. You don't feel that now. I don't feel that we have the merger of serious and pop — it's gone, dissolving. Tastes have coarsened. People read less, they're less comfortable with the written word.”

John Updike (1932–2009) American novelist, poet, short story writer, art critic, and literary critic

Salon interview (2000)

People, Books, Feeling, Boy

“They did not put much value on my capacities, which were admittedly few, but genuine. I read everything, I wrote constantly, and I had boyfriends by the barrelful. “Why don’t you do the assigned reading?” they’d ask. “Why don’t you write your papers instead of whatever you’re writing—what is that, a short story?” “Why don’t you expend as much energy on your schoolwork as you do on your boyfriends?” By my senior year I didn’t even bother with excuses, let alone explanations. “Where is your term paper?” asked my history teacher. “I didn’t write it. I have nothing to say on that topic.” “You could have picked another topic.””

Susanna Kaysen book Girl, Interrupted

“I have nothing to say on any historical topic.”
Girl, Interrupted (1994)

History, Reading

“Said the great Teacher, “If your son asks for bread, will you give him a stone?” The body calls for bread, for life-giving food, but how often we supply, instead, such indigestible, unwholesome rubbish as pickles, green olives, fried foods, and various abominable mixtures which bring into the body death rather than life. How often, too, the voice which calls for pure, life-giving water is insanely answered by such disease-producing drinks as beer, whisky, wine, tea, or coffee, and the like.”

John Harvey Kellogg (1852–1943) American physician

Source: The Living Temple, p. 58

Life, Death, Disease, Food

“As a teacher, I have seen time and again a certain kind of American middle-class girl who projects winsome malleability, a soft, unfocused help-me-please persona that, in adult life, is a recipe for disaster. These are the ones who end up with a string of abusive boyfriends or in sticky situations with overfamiliar male authority figures who call them “honey.””

Camille Paglia (1947) American writer

Source: Vamps and Tramps (1994), "No Law in the Arena: A Pagan Theory of Sexuality", p. 36

Life, Girl, Time, Help

“For me, this is a moment of re-dedication to the values, vision and goals of my father, teacher and mentor, Dhirubhai Ambani. To lead by love, by trust, and by example, I learnt these principles from him with humility.”

Mukesh Ambani (1957) Indian business magnate

Quoted in page=18
Mukesh Dhirajlal Ambani, Anil Dhirajlal Ambani

Love

“I suspect that a major goal of the reform campaign is to make the work of a teacher so degrading and insulting that the dignified and the truly educated teachers will simply leave while they still retain a modicum of self-respect.”

Chris Hedges (1956) American journalist

“Why the United States Is Destroying Its Education System” (2011)

Education

“I personally believe that economics is fun and valuable. People who say they found it a nightmare in college just didn't have a good teacher-professor. I became a good teacher-professor as a result of tenacious mentors during my graduate study at UCLA. Professor Armen Alchian, a very distinguished economist, used to give me a hard time in class. But one day, we were having a friendly chat during our department's weekly faculty/graduate student coffee hour, and he said, "Williams, the true test of whether someone understands his subject is whether he can explain it to someone who doesn't know a darn thing about it."”

Walter E. Williams (1936) American economist, commentator, and academic

That's a challenge I love: making economics fun and understandable.
1970s, Economics for the Citizen (1978)

Love, People, Coffee, Understanding

“Something inhuman has come to Tarker's Mills, as unseen as the full moon riding the night sky high above. It is the Werewolf, and there is no more reason for its coming now than there would be for the arrival of cancer, or a psychotic with murder on his mind, or a killer tornado. Its time is now, its place is here, in this little Maine town where baked bean church suppers are a weekly event, where small boys and girls still bring apples to their teachers, where the Nature Outings of the Senior Citizen's Club are religiously reported in the weekly paper. Next week there will be news of a darker variety.
Outside, its tracks begin to fill up with snow, and the shriek of the wind seems savage with pleasure. There is nothing of God or Light in that heartless sound—it is all black winter and dark ice.
The cycle of the Werewolf has begun.”

Stephen King book Cycle of the Werewolf

January
Cycle of the Werewolf (1983)

God, Pleasure, Girl, Boy

“The best CEOs I know are teachers, and at the core of what they teach is strategy.”

Michael E. Porter (1947) American engineer and economist

Michael Porter, "The CEO as strategist," in: Henry Mintzberg, Bruce W. Ahlstrand, and Joseph Lampel (eds.). Strategy bites back: It is a lot more, and less, than you ever imagined. Pearson Education, 2005. p. 45

“I was perversely delighted to see the Catholic Church and the Vatican go after nuns because I think they made a major error. People are quite clear in viewing nuns as the servants and the teachers and the supporters of the poor. You contrast that with the fact that the Vatican did virtually nothing about long-known pedophiles, and it’s just too much.
Their stance on abortion is also quite dishonest historically, because as the Jesuits (who always seem to be more honest historians of the Catholic Church) point out, the Church approved of and even regulated abortion well into the mid-1800s. The whole question of ensoulment was determined by the date of baptism. But after the Napoleonic Wars there weren’t enough soldiers anymore and the French were quite sophisticated about contraception. So Napoleon III prevailed on Pope Pius IX to declare abortion a mortal sin, in return for which Pope Pius IX got all the teaching positions in the French schools and support for the doctrine of papal infallibility. … My favorite line belongs to an old Irish woman taxi driver in Boston. Flo Kennedy and I were in the backseat talking about Flo’s book, Abortion Rap (1971), and the driver turned around and said, “Honey, if men could get pregnant, abortion would be a sacrament.” I wish I’d gotten her name so we could attribute it to her.”

Gloria Steinem (1934) American feminist and journalist

The Humanist interview (2012)

Men, War, People, Books

“A little unsure of himself in her presence, he always addressed her in questions, a habit common to parents, sovereigns, generals, and teachers.”

André Maurois (1885–1967) French writer

A Time for Silence

Question, Parent

““Late Shri. Cakyar, was not just a skilled exponent and a capable teacher of Kutiyattam, his wisdom and depth of knowledge made him worthy of the title "Acharya" ”
- Dr. Prem Lata Sharma (noted Hindi writer and scholar of Indian arts and literature), 1994”

Mani Madhava Chakyar (1899–1990) Indian actor

Abhinaya and Netrābhinaya Source: Nāṭyakalpadruma : Kerala kī Kūṭiyāṭṭam nāṭyakalā kī rūparekhā http://worldcat.org/oclc/44811805&referer=brief_results(Hindi translation), Mani Madhava Chakyar, Dr. Prem Lata Sharma (Ed), Sangeet Natak Akademi New Delhi, 1994

Wisdom, Art, Literature, Knowledge

“On entering life, then, young people meet with various collective opinions, more or less narrow-minded. The more the individual has it in him to become a real personality, the more he will resist following a herd. But even if an inner voice says to him; “Become thyself! Be thyself!” he hears its appeal with despondency. Has he a self? He does not know; he is not yet aware of it. He therefore looks about for a teacher, an educator, one who will teach him, not something foreign, but how to become his own individual self.
We had in Denmark a great man who with impressive force exhorted his contemporaries to become individuals. But Søren Kierkegaard’s appeal was not intended to be taken so unconditionally as it sounded. For the goal was fixed. They were to become individuals, not in order to develop into free personalities, but in order by this means to become true Christians. Their freedom was only apparent; above them was suspended a “Thou shalt believe!” and a “Thou shalt obey!” Even as individuals they had a halter round their necks, and on the farther side of the narrow passage of individualism, through which the herd was driven, the herd awaited them again one flock, one shepherd.
It is not with this idea of immediately resigning his personality again that the young man in our day desires to become himself and seeks an educator. He will not have a dogma set up before him, at which he is expected to arrive.”

Georg Brandes (1842–1927) Danish literature critic and scholar

Source: An Essay on Aristocratic Radicalism (1889), pp. 9-10

Life, People, Education, Idea

“I understood the life around me better, not from love, which everybody acknowledges to be a great teacher, but from estrangement, to which nobody has attributed the power of reinforcing insight.”

Nirad C. Chaudhuri book The Autobiography of an Unknown Indian

The Autobiography of an Unknown Indian

Love, Life

“The answer Hollywood figured out for this question was what doomed it. It figured out that writers were not to be in charge of creating stories. Instead, a curious tribe of inarticulate Pooh-Bahs called Supervisors and, later, Producers were summoned out of literary nowhere and given a thousand scepters. It was like switching the roles of teacher and pupil in the fifth grade. The result is now history. An industry based on writing had to collapse when the writer was given an errand-boy status.”

Ben Hecht (1894–1964) American screenwriter

from "Elegy for Wonderland", by Ben Hecht, Esquire Magazine, March 1959

History, Boy, Question

“Our own attitude to intercourse with "spirits" must be determined not by the authority of great teachers of the 13th or any other century, but by our examination in the light of the best secular knowledge of our time of the revelation of spiritual truth given by Christ.”

Ernest Barnes (1874–1953) English mathematician and clergyman

Spiritualism and the Christian Faith (1918)

Truth, Knowledge, Light, Time

“I've had marvelous and incredible luck, and devoted parents, sisters, friends, and teachers. What more can one ask? These things contribute enormously. Probably the major part of one's success is due to these factors.”

Yehudi Menuhin (1916–1999) American violinist and conductor

As stated in his interview with Martyn Lewis in Lewis' book, Reflections on Success(1997)

Parent, Sister, Success, Parting

“Amateurism is an emptiness and I accept it because it has no preconceived ideas or rules to be applied. This is for me [as art teacher] a most welcome situation and I like to keep my students amateurs and dilettantes.”

Josef Albers (1888–1976) German-American artist and educator

Source: Homage to the square' (1964), A conversation with Josef Albers' (1970), p. 459

Art, Idea

“I saw it," said James. "I saw it when he made the sparrows out of clay on the Sabbath. The teacher told him he shouldn’t do such things on the Sabbath. Jesus looked at the birds and they turned into real birds. They flew away. You saw it too. He killed Eleazer, Mother, I saw it.”

Anne Rice (1941) American writer

Christ The Lord: Out Of Egypt (2005)

Bird

“But that is not how life teaches you, and I would say that life is the best teacher of all. Most of the time, life does not talk to you. It just sort of pushes you around. Each push is life saying, ‘Wake up. There’s something I want you to learn.”

Robert T. Kiyosaki (1947) American finance author , investor

Rich Dad Poor Dad: What the Rich Teach Their Kids About Money-That the Poor and the Middle Class Do Not!

Life, Learning, Time

“I don't allow anyone to talk to me like that.
So you're lucky — you're a teacher.”

Bel Kaufmanová book Up the Down Staircase

Part I, ch. 1 (Sylvia Barrett and Joe Ferone)
Up the Down Staircase (1965)

“By learning to yield to the loving authority… of his parents, a child learns to submit to other forms of authority which will confront him later in his life — his teachers, school principal, police, neighbors and employers.”

James Dobson (1936) Evangelical Christian psychologist, author, and radio broadcaster.

From Dare to Discipline discussed on Good-Natured Child Needs His Share of Parents' Attention, Focus on the Family, 11/21/2004
2004

Love, Life, School, Parent

“Man's carnivorous nature is not taken for granted, or praised in the fundamental teachings of Judaism. The rabbis of the 111:32). The implication is clear, that Judaism was engaged in weaning men from such practices. Judaism as a religion offers the option of eating animal flesh, and most Jews do, but in our own country there has been a movement towards vegetarianism among very pious Jews. A whole galaxy of central rabbinic and spiritual teachers including several past and present Chief Rabbis of the Holy Land, have been affirming vegetarianism as the ultimate meaning of Jewish moral teaching. They have been proclaiming the autonomy of all living creatures as the value which our religious tradition must now teach to all of its believers.”

Arthur Hertzberg (1921–2006) American rabbi and historian

“The Jewish Declaration on Nature,” from “ The Assisi Declarations http://www.arcworld.org/downloads/THE%20ASSISI%20DECLARATIONS.pdf” in for WWF's 25th anniversary (29 September 1986).

Men, Religion, Nature, Past

“While it is true that we are recipients of certain aids from the US government and without making excuses for the misgivings of our law enforcement, it is not for foreign entities to rate us or grade us or whether we pass their benchmark or not, especially when no bases are given. We are not their students and they are not our teachers to say the least.”

Francis Escudero (1969) Filipino politician

Interaksyon http://www.interaksyon.com/article/13916/chiz-to-dfa-quiz-us-embassy-on-basis-of-statement-about-sex-seeking-visitors 2011

Law

“As for the piano, I was left to my own devices practically from the age of twelve. As is frequently the case in teachers' families, our parents were so busy with their pupils (literally from morning until late at night) that they hardly had any time for their own children. And that, in spite of the fact that with the favourable prejudice common to all parents, they had a very high opinion of my gifts. (I myself had a much more sober attitude. I was always aware of a great many faults although at times I felt that I had in me something "not quite usual".) But I won't speak of this. As a pianist, I am known. My good and bad points are known and nobody can be interested in my "prehistoric period". I will only say that because of this early "independence" I did a lot of silly things which I could have easily avoided if I had been under the vigilant eye of an experienced and intelligent teacher for another three or four years. I lacked what is known as a "school". I lacked discipline. But it is an ill wind that blows nobody any good; my enforced independence compelled me, though sometimes by very devious ways, to achieve a great deal on my own and even my failures and errors subsequently proved more than once to be useful and educational, and in an occupation such as learning to master an art, where if not all, then almost all depends on individuality, the only sound foundation will always be the knowledge gained as the result of personal effort and personal experience.”

Heinrich Neuhaus (1888–1964) Soviet musician

The Art of Piano Playing (1958), Ch. 1. The Artistic Image of a Musical Composition

Children, Age, Education, School

“Our modern religious horizon and our conception of the character of a religious leader and teacher are so different that it is not easy to understand men who saw the province of religion chiefly in the broad reaches of civic affairs and international relations.”

Walter Rauschenbusch (1861–1918) United States Baptist theologian

Source: Christianity and the Social Crisis (1907), Ch.1 The Historical Roots of Christianity the Hebrew Prophets, p. 10

Men, Religion, Understanding

“I've got to say the soldiers in Vietnam that I was associated with in my three tours, who were pretty much front-line troops, were the best I'd ever seen on any battlefield. The soldiers were up against some incredibly difficult rules of engagement. I'll tell you a story. It's a real good story. We had some villages to run civic action and medical help in. My engineer company built a school. We were in the village of Binh My, and we got some lumber to rebuild a schoolhouse. We were about two thirds of the way completed. We had a teacher hired who was a cripple. My engineer company was bringing in the supplies in an armored personnel carrier along the little road up to the schoolhouse and they hit a mine. Luckily nobody was seriously injured. Well, the engineers went out there and fixed the armored personnel carrier, and then continued right on building the school. I went up to them and said, "You all are pretty complacent about this." And they said, "Sir, that's our job."”

George S. Patton IV (1923–2004) U.S. Army general

There's no way of telling who laid that mine. But it was someone who didn't want us to build that school. They knew we used that little trail. But we just went right on.
As quoted in The Bad War: An Oral History of the Vietnam War (1987), p. 78

School, Way, Help

“"… good teachers are priceless. They inspire you, they entertain you, and you end up learning a ton even when you don't know it."
"Because they're passionate about their subjects."”

Nicholas Sparks (1965) American writer and novelist

Savannah Lynn Curtis and John Tyree, Chapter 4, p. 69-70
2000s, Dear John (2006)

Learning, Passion

“When I walk along with two others, they may serve me as my teachers. I will select their good qualities and follow them, their bad qualities and avoid them.”

James Legge (1815–1897) missionary in China

Bk. 7, Ch. 21 (p. 87)
Translations, The Confucian Analects

“It is too easy to see Crowley as an overgrown juvenile delinquent with a passion for self-advertisement. But there was another Crowley, the Crowley recognized and admired by Frank Bennett. Unless we understand this, we totally fail to grasp the extraordinary influence that Crowley could exert on women like Rose and Leah, and on men like Neuberg, Sullivan and Bennett. They came to believe that Crowley was exactly what he claimed to be: a great teacher, the messiah of a new age. And this was not the gullibility of born dupes; Sullivan, at least, was one of the most intelligent men of his age (as his book on Beethoven reveals). Crowley was, in part, a great teacher, a man of profound insights. Mencius says: 'Those who follow the part of themselves that is great become great men; those who follow the part of themselves that is small will become small men.' But Crowley was a strange mixture who devoted about equal time to following both parts of himself, and so became a curious combination of greatness and smallness. A summary of his life, and his extraordinary goings-on, makes us aware of the smallness; but it would be sheer short-sightedness to overlook the element of greatness that so impressed Bennett.”

Colin Wilson (1931–2013) author

Source: Aleister Crowley: The Nature of the Beast (1987), p. 127-128

Life, Women, Men, Books

“The aim of this volume is to work out an evolutionary and behavioristic, or rather volitional, theory of value. It was commenced thirty-five years ago at Johns Hopkins University under my stimulating teacher, Richard T. Ely.”

John R. Commons (1862–1945) United States institutional economist and labor historian

Source: Legal foundations of capitalism. 1924, p. vii

Universe

“What mathematics, therefore are expected to do for the advanced student at the university, Arithmetic, if taught demonstratively, is capable of doing for the children even of the humblest school. It furnishes training in reasoning, and particularly in deductive reasoning. It is a discipline in closeness and continuity of thought. It reveals the nature of fallacies, and refuses to avail itself of unverified assumptions. It is the one department of school-study in which the sceptical and inquisitive spirit has the most legitimate scope; in which authority goes for nothing. In other departments of instruction you have a right to ask for the scholar’s confidence, and to expect many things to be received on your testimony with the understanding that they will be explained and verified afterwards. But here you are justified in saying to your pupil “Believe nothing which you cannot understand. Take nothing for granted.” In short, the proper office of arithmetic is to serve as elementary 268 training in logic. All through your work as teachers you will bear in mind the fundamental difference between knowing and thinking; and will feel how much more important relatively to the health of the intellectual life the habit of thinking is than the power of knowing, or even facility of achieving visible results. But here this principle has special significance. It is by Arithmetic more than by any other subject in the school course that the art of thinking—consecutively, closely, logically—can be effectually taught.”

Joshua Girling Fitch (1824–1903) British educationalist

Source: Lectures on Teaching, (1906), pp. 292-293.

Life, Children, Health, School

“I read because I love the experience, because it is a powerful teacher of life, because it transforms me.”

Leo Babauta Zen Habits

http://zenhabits.net/read/ How to Read More: A Lover’s Guide (3 October 2011)
Zen Habits (2007–present)

Love, Life, Reading

“It is Christ Himself, not the Bible, who is the true Word of God. The Bible, read in the right spirit and with the guidance of good teachers, will bring us to Him.”

Clive Staples Lewis (1898–1963) Christian apologist, novelist, and Medievalist

Letter (8 November 1952); published in Letters of C. S. Lewis (1966), p. 247

God, Reading, Christ

“I began studying philosophy and economics about the same time. The similarity of the two disciplines struck me at once. I found no difficulty in grasping the differences between the great philosophical systems as they were presented by our textbooks and our teachers. Economic theory was easier still. Indeed, I thought the successive systems of economics were rather crude affairs compared with the subtleties of the metaphysicians. Having run the gamut from Plato to T. H. Green (as undergraduates do) I felt the gamut from Quesnay to Marshall was a minor theme. The technical part of the theory was easy. Give me premises and I could spin speculations by the yard. Also I knew that my 'deductions' were futile…
Meanwhile I was finding something really interesting in philosophy and in economics. John Dewey was giving courses under all sorts of titles and every one of them dealt with the same problem — how we think… And, if one wanted to try his own hand at constructive theorizing, Dewey's notion pointed the way. It is a misconception to suppose that consumers guide their course by ratiocination—they don't think except under stress. There is no way of deducing from certain principles what they will do, just because their behavior is not itself rational. One has to find out what they do. That is a matter of observation, which the economic theorists had taken all too lightly. Economic theory became a fascinating subject—the orthodox types particularly — when one began to take the mental operations of the theorists as the problem…
Of course Veblen fitted perfectly into this set of notions. What drew me to him was his artistic side… There was a man who really could play with ideas! If one wanted to indulge in the game of spinning theories who could match his skill and humor? But if anything were needed to convince me that the standard procedure of orthodox economics could meet no scientific tests, it was that Veblen got nothing more certain by his dazzling performances with another set of premises…
William Hill set me a course paper on 'Wool Growing and the Tariff.”

Wesley Clair Mitchell (1874–1948) American statistician

I read a lot of the tariff speeches and got a new sidelight on the uses to which economic theory is adapted, and the ease with which it is brushed aside on occasion. Also I wanted to find out what really had happened to wool growers as a result of protection. The obvious thing to do was to collect and analyze the statistical data... That was my first 'investigation'.
Wesley Clair Mitchell in letter to John Maurice Clark, August 9, 1928. Originally printed in Methods in Social Science, ed. Stuart Rice; Cited in: Arthur F. Burns (1965, 65-66)

Way, Behavior, Game, Idea

“I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship.”

Seymour Papert book Mindstorms: Children, Computers, and Powerful Ideas

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 2, Mathophobia: The Fear of Learning

Life, Children, World, Education

“If they (the ASME) had not been (aware of human problems involved) — and Taylor either failed to encounter, or to recognize the significance of, the early work in industrial psychology contributed by Walter Dill Scott, Hugo Munsterberg, and others — there was the amazing fact that one of them, Frank Bunker Gilbreth, happened to fall in love with a girl who was a psychologist by education, a teacher by profession, and a mother by vocation. I know of no occurrence in the whole history of human thought more worthy of the epithet "providential" than that fact. Here were three engineers — Taylor, Gantt, and Gilbreth — struggling to realize the wider implications of their technique, in travail with a "mental revolution," their great danger that they might not appreciate the difference between applying scientific thinking to material things and to human beings, and one of them married Lillian Moller, a woman who by training, by instinct, and by experience was deeply aware of human beings, the perfect mental complement in the work to which they had set their hands.”

Lyndall Urwick (1891–1983) British management consultant

Cited in: Harold F. Smiddy and Lionel Naum. " Evolution of a "Science of Managing" in America https://archive.org/details/selectedreadings00shul," in: Selected readings in management, Fremont A. Shull (edd), 1957. p. 16-17 1950s, "Management's Debt to the Engineers", 1952

Love, Education, History, Girl

“"Hair loss and retrieval" (Translation of "Pérdida y recuperación del pelo")

To combat pragmatism and the horrible tendency to achieve useful purposes, my elder cousin proposes the procedure of pulling out a nice hair from the head, knotting it in the middle and droping it gently down the hole in the sink. If the hair gets caught in the grid that usually fills in these holes, it will just take to open the tap a little to lose sight of it.

Without wasting an instant, must start the hair recovery task. The first operation is reduced to dismantling the siphon from the sink to see if the hair has become hooked in any of the rugosities of the drain. If it is not found, it is necessary to expose the section of pipe that goes from the siphon to the main drainage pipe. It is certain that in this part will appear many hairs and we will have to count on the help of the rest of the family to examine them one by one in search of the knot. If it does not appear, the interesting problem of breaking the pipe down to the ground floor will arise, but this means a greater effort, because for eight or ten years we will have to work in a ministry or trading house to collect enough money to buy the four departments located under the one of my elder cousin, all that with the extraordinary disadvantage of what while working during those eight or ten years, the distressing feeling that the hair is no longer in the pipes anymore can not be avoided and that only by a remote chance remains hooked on some rusty spout of the drain.

The day will come when we can break the pipes of all the departments, and for months to come we will live surrounded by basins and other containers full of wet hairs, as well as of assistants and beggars whom we will generously pay to search, assort, and bring us the possible hairs in order to achieve the desired certainty. If the hair does not appear, we will enter in a much more vague and complicated stage, because the next section takes us to the city's main sewers. After buying a special outfit, we will learn to slip through the sewers at late night hours, armed with a powerful flashlight and an oxygen mask, and explore the smaller and larger galleries, assisted if possible by individuals of the underworld, with whom we will have established a relationship and to whom we will have to give much of the money that we earn in a ministry or a trading house.

Very often we will have the impression of having reached the end of the task, because we will find (or they will bring us) similar hairs of the one we seek; but since it is not known of any case where a hair has a knot in the middle without human hand intervention, we will almost always end up with the knot in question being a mere thickening of the caliber of the hair (although we do not know of any similar case) or a deposit of some silicate or any oxide produced by a long stay against a wet surface. It is probable that we will advance in this way through various sections of major and minor pipes, until we reach that place where no one will decide to penetrate: the main drain heading in the direction of the river, the torrential meeting of detritus in which no money, no boat, no bribe will allow us to continue the search.

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 (1914–1984) Argentinian writer

Historias de Cronopios y de Famas (1962)

Money, Family, Way, Feeling

“True solitude is in the soul. The soul has as its desert and homeland God Himself, the father and teacher of all souls”

John of St. Samson (1571–1636)

From, Light on Carmel: An Anthology from the Works of Brother John of Saint Samson, O.Carm.

God, Soul, Solitude

“Speech has arisen through the need for expression. Certain factors have contributed to making it the paramount utilitarian method of expression. There are ideas and things expressible in words, but there are ideas better expressed in music, the person with no musical ear, or without discipline in the language of music, lacks the key to the door of the world of musical experience. But we live in a world of volume and space; it is hard to conceive of the person who is space-blind or volume-deaf. The great majority of people have the means of approach to plastic beauty as part of their natural equipment. The teacher can develop this natural endowment as Necessity, the greatest teacher, has developed speech.”

Hans Hofmann (1880–1966) American artist

'Painting and Culture' p. 57
Search for the Real and Other Essays (1948)

People, World, Beauty, Music

“The object of this book is to suggest certain lines of thought as to the deep truths underlying Christianity, truths generally overlooked, and only too often denied. The generous wish to share with all what is precious, to spread broadcast priceless truths, to shut out none from the illumination of true knowledge, has resulted in a zeal without discretion that has vulgarised Christianity, and has presented its teachings in a form that often repels the heart and alienates the intellect. The command to “preach the gospel to very creature” – though admittedly by doubtful authenticity – has been interpreted as forbidding the teaching of Gnosis to a few, and has apparently erased the less popular saying of the same Great Teacher “Give not that is holy unto the dogs, neither cast ye your pearls before swine.””

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

In Esoteric Christianity: Or, The Lesser Mysteries http://books.google.co.in/books?id=XLUipprqQkAC&pg=PT2, p. 2

Truth, Dogs, Knowledge, Swine

“We are simultaneously supposed to gasp in awe at teachers' raw dedication and be forced to listen to their incessant caterwauling about how they don't make enough money. Well, which is it? Are they dedicated to teaching tomorrow's future or are they in it for the money? After all the carping about how little teachers are paid, if someone enters the teaching profession for the big bucks, aren't they too stupid to be teaching our kids?”

Ann Coulter (1961) author, political commentator

2006, Godless : The Church of Liberalism (2006)

Money, Stupidity, Future

“Look I’ve got my old pledge card a bit battered and crumpled, we said we’d provide more turches churches teachers and we have. I can remember when people used to say the Japanese are better than us, the Germans are better than us, the French are better than us — well it’s great to be able to say we’re better than them. I think Mr Kennedy well we all congratulate on his baby and the Tories are you remembering what I’m remembering boom and bust negative equity, remember Mr Howard, I mean are you thinking what I’m thinking I’m remembering, it’s all a bit wonky isn’t it?”

John Prescott (1938) Deputy Prime Minister of the United Kingdom (1997–2007)

A statement made in Witham, Essex during the 2005 general election, as quoted in "Ducking and diving, ageing prize-fighter still fears the sucker punch" by Ben Macintyre, The Times (13 April 2005), p. 23

People, Thinking, Baby

“For me, to represent people who represent the future of Canada and the great challenges we will face over the coming decades — this is where I wanted to start. … I'm a teacher; I'm a convenor; I'm a gatherer; I'm someone who reaches out to people and is deeply interested in what they have to say. And people see that I'm not faking it. I'm actually genuinely committed to this dialogue that we're opening up, and this understanding that needs to happen in order to be an effective MP.”

Justin Trudeau (1971) 23rd Prime Minister of Canada; eldest son of Pierre Trudeau

On winning his riding nomination in Quebec, as quoted in "Trudeau wins Montreal riding nomination" in CBC News (30 April 2007) http://www.cbc.ca/news/canada/story/2007/04/29/trudeau.html before leading Liberals

People, Understanding, Future

“Every marriage tends to consist of an aristocrat and a peasant. Of a teacher and a learner.”

John Updike book Couples

Source: Couples (1968), Ch. 1

Marriage

“We should consider for a moment how much the Christian understanding of life is based on the reality of "Grace"; let us also recall that the Holy Spirit Himself is called "Gift"; that the greatest Christian teachers have said that the Justice of God is based on Love; that something given, something free of all debt, something undeserved, something not-achieved - is presumed in everything achieved or laid claim to; that what is first is always something received — if we keep all this before our eyes, we can see the abyss that separates this other attitude from the inheritence of Christian Europe.”

Josef Pieper (1904–1997) German philosopher

Source: Leisure, the Basis of Culture (1948), Leisure, the Basis of Culture, p. 20

Love, Life, God, Justice

“The theater workshop can become a place where teachers and students meet as fellow players, involved with one another, ready to connect, to communicate, to experience, to respond, and to experiment and discover.”

Viola Spolin (1906–1994) American academic and acting theorist

Theater Games for the Classroom: A Teacher's Handbook (1986) Northwestern University Press, page 2

Communication

“Joenes’s students quickly absorbed the material given to them, passed their tests, and quickly forgot the material. Like many vital young organisms, they were able to eject anything harmful, disturbing, distressing, or merely boring. Of course they also ejected anything useful, stimulating, or thought provoking. This was perhaps regrettable, but it was part of the educative process to which every teacher had to accustom himself.”

Robert Sheckley book Journey Beyond Tomorrow

Source: Journey Beyond Tomorrow (1962), Chapter 8 “How Joenes Taught, and What He Learned” (p. 69)

Education, Parting

“It was truly a good thing that I’d found writing as my outlet or I was sure I would have become a mass murderer, killing all those heartless, racist teachers who’d beat us Mexican kids down since kindergarten”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

“The teacher offers guidance here and there, but the primary factor, the driving force, in your relationship and work together is the student's own commitment and desire to learn. Teaching is like sailing: The wind and the sails give the boat its motion. Your role (as a teacher) is to steer and guide.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Learning

“Teachers are the most overworked among public servants, having to cope with the tremendous task of educating the youth while at the same time risking life and limb during the entire process.”

Francis Escudero (1969) Filipino politician

Official Website of the Senate of the Philippines http://www.senate.gov.ph/press_release/2013/0510_escudero1.asp 2013, Mid-Term Campaign Trail

Life, Youth, Education, Time

“When I was young, I was very energetic and strong – just too hyperactive. So when I went to the boxing club, everything seemed normal to me. I enjoyed it, I liked punching things, hitting the boxing bag, fighting people in the boxing ring and in school I was naughty as well; but when I started boxing, I totally changed everything – you know, my whole life changed, I was good, I didn’t misbehave, I was always behaving in school. The teacher was happy with my behaviour.”

Amir Khan (boxer) (1986) British boxer

Boxing as a schoolkid during childhood, Interview http://www.youtube.com/watch?v=wVM9mW7gglI&feature=channel (Aik Din Geo Kay Sath), GEO News. (September 2009)

Life, Happiness, People, School

“Dr. King was a powerful figure of destiny, of courage, of sacrifice, and of vision. Few people in the long history of this nation can rival his accomplishment, his reason, or his selfless dedication to the cause of peace and social justice.
Today we honor a wise teacher, an inspiring leader, and a true visionary, but to truly honor Dr. King we must do more than say words of praise.
We must learn his lessons and put his views into practice, so that we may truly be free at last.”

Cesar Chavez (1927–1993) American farm worker, labor leader, and civil rights activist

Lessons of Dr. Martin Luther King, Jr. (1990)

People, Peace, Justice, History

“I think that it's really an early age… I would feel proud, when I would work for education, when I would have done something, when I would be feeling confident to tell people, 'Yes! I have built that school; I have done that teachers' training, I have sent that (many) children to school'… Then if I get the Nobel Peace Prize, I will be saying, Yeah, I deserve it, somehow… I want to become a Prime Minister of Pakistan, and I think it's really good. Because through politics I can serve my whole county. I can be the doctor of the whole country… I can spend much of the money from the budget on education," she told It appears that becoming prime minister is a means to the end she has dedicated her life to… [in recalling when she got shot] He asked, 'Who is Malala?' He did not give me time to answer his question… He fired three bullets… One bullet hit me in the left side of my forehead, just above here, and it went down through my neck and into my shoulder… But still if I look at (it), it's a miracle… A Nobel Peace Prize would help me to begin this campaign for girls' education… But the real call, the most precious call, that I want to get and for which I'm thirsting and for which I want to struggle hard, that is the award to see every child to go to school, that is the award of peace and education for every child. And for that, I will struggle and I will work hard.”

Malala Yousafzai (1997) Pakistani children's education activist

Interview on CNN with Christiane Amanpour (October 11, 2013)

Life, Money, Children, People

“Everybody uses mime and gesture in real life, though we don’t realize it. It’s very useful as a performance technique, though it can be boring to watch on its own. As for radio, I had a wonderful teacher. I was hugely lucky. I didn’t want to play a robot, but the situation was an object lesson in fate taking over.”

Anthony Daniels (1946) English actor

A Q&A with Anthony Daniels (C3PO), touring with “Star Wars: In Concert” https://www.seattletimes.com/entertainment/a-qa-with-anthony-daniels-c3po-touring-with-star-wars-in-concert/ (October 9, 2009)

Life, Fate

“The musical comedies of the month are She’s a Good Fellow and The Lady in Red, both of which owe their book and lyrics to Anne Caldwell—evidently a native of New York, judged by the casualness with which she rhymes “teacher” and “reach a.””

Dorothy Parker (1893–1967) American poet, short story writer, critic and satirist

Source: Dorothy Parker: Complete Broadway, 1918–1923 (2014) https://openlibrary.org/books/OL25758762M/Dorothy_Parker_Complete_Broadway_1918-1923, Chapter 2: 1919, p. 82

Books, Music

“I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."The child apparently had learned what the word looked like — he had learned the visual shape of the word perfectly. The teacher, however, was teaching another aspect of reading — what words mean, what words stand for or symbolize. As often happens, what the teacher had taught and what Gary had learned were strangely incongruent.As it turned out, my friend's son always learned visual material best and fastest, a mode of learning consistently preferred by a number of students. Unfortunately, the school world is mainly a verbal, symbolic world, and learners like Gary must adjust, that is, put aside their best way of learning and learn the way the school decrees. My friend's child, fortunately, was able to make this change, but how many other students are lost along the way?”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.237

World, School, Way, Home

“I contemplate the sort of friend, the sort of man I am now without. He completed his sixty-seventh year, a reasonable age for the sturdiest of us; I acknowledge that. He escaped from an interminable illness; I acknowledge that. He died with his dear ones surviving him, and at a time of prosperity for the state, which was dearer to him than all else; that too I acknowledge. Yet I lament his death as though he were young and in glowing health. I lament it—you can consider me a weakling in this—on my own account, for I have lost the witness, guardian and teacher of my life.”

Pliny the Younger (61–113) Roman writer

Letter 12, 11–13; on the death of his friend Cornelius Rufus.
Letters, Book I

Life, Death, Health, Age

“If a teacher wants to know something why doesn't she look it up herself instead of making we students do it? We benefit ourselves more by listening to her, after all she's the teacher!”

Bel Kaufmanová book Up the Down Staircase

Part IV, ch. 24 (unnamed student)
Up the Down Staircase (1965)

“Teachers teach because they care. Teaching young people is what they do best. It requires long hours, patience, and care.”

Horace Mann (1796–1859) American politician

As quoted in The Quotable Teacher (2006) by Randy Howe, p. 67

People, Patience, Teachers' Day

“Another window to the outside opened on the first day of school, when an eager young teacher told the class they could find out anything in the world if they paid attention and learned to read. To Jake it came as a revelation, the missing piece of the puzzle of his life! Here was the secret of existence he had known must be somewhere! All the mysteries of his existence would come clear, all the things he wondered about, if he would only learn to read. He did learn, quickly, passionately, with the ardor many boys reserve for sports.”

Sheri S. Tepper (1929–2016) American fiction writer

Source: Gibbon's Decline & Fall (1996), Chapter 2 (pp. 44-45)

Life, Secret, World, School

“Teachers, not students, are the ones who are failing. As Albert Einstein said that “all religions, arts and sciences are branches of the same tree,” the detachment of philosophy – the forefather of all knowledge and academic disciplines – from mathematics, sciences, and technology is the fundamental reason for failure in modern-day K-12 and higher education.”

Newton Lee American computer scientist

Google It: Total Information Awareness, 2016

Education, Religion, Art, Mathematics

“In social terms the identification of poet with teacher is now complete. The first question one poet now asks another upon being introduced is "Where do you teach?" The problem is not that poets teach. The campus is not a bad place for a poet to work. It's just a bad place for all poets to work. Society suffers by losing the imagination and vitality that poets brought to public culture. Poetry suffers when literary standards are forced to conform with institutional ones.”

Dana Gioia (1950) American writer

Essays, Can Poetry Matter? (1991)

Imagination, Question, Problem, Suffering

“If you are really anxious to learn the way to God, He has not left Himself without a witness, nor you without a teacher. Go to the recorded Christ, and look at that history; listen to those words which survive in the Gospels. And go to the living Christ, to Him who has said, "lam the Light of the world, he that followeth me shall not walk in darkness, but shall have the light of life." And dim as may be your outset — more of night than morning in your twilight, as you follow on you shall know the Lord, and with the light that radiates from Himself, your path will shine brighter and brighter unto the perfect day.”

James Hamilton (1814–1867) Scottish minister and a prolific author of religious tracts

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 90.

Life, God, World, Way

“There were no storks in Shora. Lina had written this story about storks of her own accord-the teacher hadn't asked her to write it. In fact, until Lina read it out loud to the five boys and the teacher, nobody in school had even thought about storks.”

Meindert DeJong book The Wheel on the School

The Wheel on the School (1954)

School, Boy, Reading

“People ask me, "Do you have optimism about the world, about how terrible it is?" And I say, "Yes, it's great the way it is" … I had the wonderful privilege of sitting face to face with [a Hindu guru] and the first thing he said to me was "Do you have a question?", cause the teacher always answers questions… I said, "Yes, I have a question." I said, " Since in Hindu thinking all the universe is divine, a manifestation of divinity itself, how can we say no to anything in the world? How can we say no to brutality to stupidity to vulgarity to thoughtlessness?" And he said, "For you and me, you must say yes." Well, I learned from my friends who were students of his that that happened to be the first question he asked his guru, and we had a wonderful conversation for an hour there.”

Joseph Campbell The Power of Myth

Episode 2, Chapter 12
The Power of Myth (1988)

People, Stupidity, World, Way

“.. every day I can benefit from Mr. B [his teacher, Van de Sande Bakhuyzen ] is another profit…. day by day my ambition is growing.”

Willem Roelofs (1822–1897) Dutch painter and entomologist (1822-1897)

(translation from original Dutch: Fons Heijnsbroek, original Dutch: citaat van Willem Roelofs, in het Nederlands:) ..elken dag die ik bij den heer B [zijn leermeester ] kan profiteren is alweder gewonnen.. ..van dag tot dag wordt mijn ambitie grooter.

In a letter to his parents, August 1840; as cited by Marjan van Heteren in Willem Roelofs 1822-1897 De Adem der natuur, ed. Marjan van Heteren & Robert-Jan te Rijdt; Thoth, Bussum, 2006; ISBN13 * 978 90 6868 4322 - p. 23
1840' + 1850's

“My career as a teacher, researcher, and consultant has been focused on the education of practicing executives to direct their attention to the need for defining the purposes of their own lives and those of their organizations, and to the fact that such purposes should be worth pursuing in terms of profit outcomes and social responsibility.”

Kenneth R. Andrews (1916–2005) Business scholar

Kenneth Andrews, quoted in: Harper W. Moulton. "Profiles in executive education: Ken Andrews." Business Horizons, Vol. 38, Issue 5, Sept.–Oct. 1995, pp. 75-78
Quote

Education

“The materials collected in this volume are intended to acquaint the student with economic principles as they are manifested in the tangible facts of economic life. A few extracts of primarily theoretical character have been included to represent important aspects of contemporary or historic thought; but for the most part the selections are not so much authoritative formulations of economic laws as concrete case-material embodying such laws, or affording a background of information which the systematic treatises on economics can hardly give and which the teacher certainly cannot often assume that his students will possess.”

Leon C. Marshall (1879–1966) American economist

James A. Field, Leon C. Marshall and Chester W. Wright. Materials For the Study of Elementary Economics https://archive.org/stream/materialsforstud00mars#page/n5/mode/2up, University of Chicago Press, 1913. Preface

Life, Law, Parting

“I discovered soon that teaching has the handicap of retrospection. And that I don't believe in. So I started [at the w:Bauhaus in Dessau] instead a method of handling material with the material itself. So that was my main change. Whereas Itten before [Itten left the Bauhaus in 1923 and Albers followed him as art-teacher] had only spoken about the appearance, 'matiere' - (the French word) and I said I would turn from 'matiere' - the outside - to the inside, to the capacity of the material, before the appearance. And that changed the attitude basically I think.”

Josef Albers (1888–1976) German-American artist and educator

Homage to the square' (1964), Oral history interview with Josef Albers' (1968)

Art, Thinking, Appearance, Change

“The aptitudes needed to conduct a real research project are fundamentally different from the ones needed for purposes of scientific vulgarisation (like education). This is because above and beyond a capacity for understanding problems and thinking and expressing oneself clearly – something that every good teacher has –an enormous amount of perseverance and stamina is necessary, and above all a scientific approach rooted in real inventiveness.”

Éric Pichet (1960) economist

Source: The Epistemology of Social Science (2011), p. 87.

Education, Understanding, Problem, Thinking

“Film composing is a splendid discipline, and I recommend a course of it to all composition teachers whose pupils are apt to be dawdling in their ideas, or whose every bar is sacred and must not be cut or altered.”

Ralph Vaughan Williams (1872–1958) English composer

"Film Music", The R. C. M. Magazine, February 1944.

Idea

“There are several points on which virtually all scholars of antiquity agree. Jesus was a Jewish man, known to be a preacher and teacher, who was crucified (a Roman form of execution) in Jerusalem during the reign of the Roman emperor Tiberius, when Pontius Pilate was the governor of Judea.”

Bart D. Ehrman book Did Jesus Exist?

Source: Did Jesus Exist? (2012), Ch. 1: 'An Introduction to the Mythical View of Jesus'

“I got better and Daisy didn't and I can't explain why. Maybe I was just flirting with madness the way I flirted with my teachers and classmates. I wasn't convinced I was crazy, though I feared I was. Some people say that having any conscious opinion on the matter is a mark of sanity, but I'm not sure that's true. I still think about it. I'll always have to think about it.”

Susanna Kaysen book Girl, Interrupted

Girl, Interrupted (1994)

People, Fear, Way, Thinking

“The last speaker alluded to this movement as being that of a few disappointed women. From the first years to which my memory stretches, I have been a disappointed woman… I was disappointed when I came to seek a profession worthy an immortal being—every employment was closed to me, except those of the teacher, the seamstress, and the housekeeper. In education, in marriage, in religion, in everything, disappointment is the lot of woman. It shall be the business of my life to deepen this disappointment in every woman's heart until she bows down to it no longer.”

Lucy Stone (1818–1893) American abolitionist and suffragist

Remark made at a National Woman's Rights Convention in Cincinnati, Ohio. (1855) as quoted in Feminism: The Essential Historical Writings (1972) by Miriam Schnier

Life, Women, Marriage, Education

“You can know almost anything about G-d, provided you put the right questions to Him. You have to learn how to put the questions, and they have to be accurate and airtight. […] [M]y father, for instance, doesn't know that two atoms of hydrogen bind with one atom of oxygen to form a water molecule. Yet it's G-d's truth, and an important one. You don't know it […] you believe it because you read it somewhere, or a teacher told you. I know it. I've put the question, and He answered, straight out. G-d will answer a high school boy. He asks only that you use common sense, pay very close attention to Him, not be sloppy, and count and measure correctly. G-d ignores sloppy questions. Sloppiness is the opposite of G-dliness. G-d is exact. He is marvelously, purely exact. Theology is all slop. Moses gave the best answers you could get, three thousand years ago, and he was no theologian.”

Herman Wouk (1915–2019) Pulitzer Prize-winning American author whose novels include The Caine Mutiny, The Winds of War and War and …

"Inside, Outside", p. 567 of the hardcover edition. The quote is fictional physicist Mark Herz answering the protagonist's question "What can you know about G-d? You either believe or you don't."

Truth, School, Quotes, Boy

“Islamic culture in its traditional form has striven to preserve this integrated spiritual view of the world in a way we have not seen fit to do in recent generations in the West. […] There is the potential for establishing new and valuable links between Islamic civilisation and the West. Perhaps, for instance, we could begin by having more Muslim teachers in British schools, or by encouraging exchanges of teachers. Everywhere in the world people are seemingly wanting to learn English. But in the West, in turn, we need to be taught by Islamic teachers how to learn once again with our hearts, as well as our heads.”

Charles, Prince of Wales (1948) son of Queen Elizabeth II of the United Kingdom

Speech on A Sense of the Sacred: Building Bridges Between Islam and the West http://www.princeofwales.gov.uk/speechesandarticles/a_speech_by_hrh_the_prince_of_wales_titled_a_sense_of_the_sa_1083050310.html to Wilton Park, 13 December 1996. 1990s

People, World, School, Way

“Yes, throughout our marriage [with Gerhard Richter during 1982 - 1993], we influenced each other mutually. We didn't have a student-teacher kind of relationship.”

Isa Genzken (1948) German sculptor

after 2010, Isa Genzken, the artist who doesn't do interviews' (2014)

Marriage

“I still wanted to tell our teacher about how the Indian people who’d worked on the ranch for us had explained to me that Shep, who’d always loved my brother more than life itself, had disappeared, because he’d run off to the highest hilltop to intercept my brother’s soul so he could lead my brother’s soul back to heaven.”

Victor Villaseñor (1940) American writer

Burro Genius: A Memoir (2004)

Love, Life, People, Soul

“Prostrating myself mentally before my Guide, I cried, "How is it, O divine ideal of consummate loveliness and wisdom that I see thy inside, and yet cannot discern thy heart, thy lungs, thy arteries, thy liver?" "What you think you see, you see not," he replied; "it is not given to you, nor to any other Being to behold my internal parts. I am of a different order of Beings from those in Flatland. Were I a Circle, you could discern my intestines, but I am a Being, composed as I told you before, of many Circles, the Many in the One, called in this country a Sphere. And, just as the outside of a Cube is a Square, so the outside of a Sphere presents the appearance of a Circle."Bewildered though I was by my Teacher's enigmatic utterance, I no longer chafed against it, but worshipped him in silent adoration. He continued, with more mildness in his voice. "Distress not yourself if you cannot at first understand the deeper mysteries of Spaceland. By degrees they will dawn upon you. Let us begin by casting back a glance at the region whence you came.”

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

Wisdom, Understanding, Thinking, Appearance

“In the Church which was founded at Corinth, St. Paul had special difficulties of the kind I have mentioned. In that flourishing commercial city, which through its shipping and situation, maintained a vital connexion between East and West, numerous crowds of people flocked together from all quarters, different in speech and in culture. As they mingled with the inhabitants, they produced, by contacts and contrasts, new and ever new differences. Even in the Church this differentiation endeavoured to make itself felt in sects and parties; and a kind of pagan wisdom made a special attempt to force itself forward as a teacher of truth. In his first letter to this church, from which the text I read is taken, St. Paul strongly combats this tendency.”

Sören Kierkegaard (1813–1855) Danish philosopher and theologian, founder of Existentialism

Source: 1840s, Sermon Preached at Trinitatis Kirke, 1844, P. 162

Wisdom, People, Truth, Reading

“Learning is most often considered a process of getting rather than giving. This is most evident in conceptions of student/teacher roles: Teachers give and students get. Yet, in adult learning both giving and getting are critical.”

David A. Kolb (1939) American psychologist

[Kolb, DA, Osland JS, Rubin IM, Organizational Behavior: an experiential approach, 1971, 7, 2001, Prentice Hall, Upper Saddle River, NJ, English, 42]

Learning

“We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults—and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds.”

Stephen Jay Gould (1941–2002) American evolutionary biologist

In comparison, I only tinker with intellects already largely formed.
"The Dinosaur Rip-off", pp. 101–102
Bully for Brontosaurus (1991)

Money, Children, Education, School

“The most perfect art was Greek art. Raphael is the greatest of all masters in painting'. Such were the doctrines of every art teacher only twenty or thirty years ago.”

Emil Nolde (1867–1956) German artist

1.
1900 - 1920, On Primitive Art – Emil Nolde, 1912

Art, Painting, Perfection

“Step by step, He had raised their conceptions of Him nearer the unspeakable grandeur of His true nature and work. At first the Teacher, He had, after a time, by gradual disclosures, revealed Himself as the Son of God veiled in the form of man; and, now, since His crucifixion and resurrection, He had taught them to see in Him the Messiah, exalted to immortal and Divine majesty, as the conqueror of Death and the Lord of all.”

John Cunningham Geikie (1824–1906) Scottish Presbyterian minister and author

The Life and Words of Christ (1886), p. 607.

Death, God, Nature, Time

“Such people as can be prevailed upon to believe, that their reason is depraved, may easily be led by the nose, and duped into superstition at the pleasure of those in whom they confide, and there remain from generation to generation: for when they throw by the law of reason the only one which God gave them to direct them in their speculations and duty, they are exposed to ignorant or insidious teachers, and also to their own irregular passions, and to the folly and enthusiasm of those about them, which nothing but reason can prevent or restrain…”

Ethan Allen (1738–1789) American general

Source: Reason: The Only Oracle Of Man (1784), Ch. IV Section I - Speculation on the Doctrine of the Depravity of Human Reason

God, People, Pleasure, Law

“What was that teacher trying to do?
That teacher was trying to break her spirit.
But why would school do that? So you could become someone like her parents and believe in the things they believe in. So you won’t believe in the things they don’t believe in. And believe you’re a happy person whose life has meaning. So you will go to your job and do whatever gross thing someone tells you to do and get drunk on Friday and Saturday nights and pay taxes and bills. That’s why.”

Lisa Mason book Summer of Love

Source: Summer of Love (1994), Chapter 4 “Foxy Lady” (pp. 81-82)

Life, Happiness, School, Parent

“I became aware of Louise Bourgeois in my first or second year at Brighton Art College. One of my teachers, Stuart Morgan, curated a small retrospective of her work at the Serpentine, and both he and another teacher, Edward Allington, saw something in her, and me, and thought I should be aware of her. I thought the work was wonderful. It was her very early pieces, The Blind Leading the Blind, the wooden pieces and some of the later bronze works. Biographically, I don't really think she has influenced me, but I think there are similarities in our work. We have both used the home as a kind of kick-off point, as the space that starts the thoughts of a body of work. I eventually got to meet Louise in New York, soon after I made House. She asked to see me because she had seen a picture of House in the New York Times while she was ironing it one morning, so she said. She was wonderful and slightly kind of nutty; very interested and eccentric. She drew the whole time; it was very much a salon with me there as her audience, watching her. I remember her remarking that I was shorter than she was. I don't know if this was true but she was commenting on the physicality of making such big work and us being relatively small women. When you meet her you don't know what's true, because she makes things up. She has spun her web and drawn people in, and eaten a few people along the way.”

Rachel Whiteread (1963) British sculptor

Rachel Whiteread, " Kisses for Spiderwoman http://www.theguardian.com/artanddesign/2007/oct/14/art2," The Guardian, 14 Oct. 2007: on Louise Bourgeois

Women, People, Art, Way

“The Christian community has a golden opportunity to train an army of dedicated teachers who can invade the public school classrooms and use them to influence the nation for Christ.”

James Kennedy (televangelist) (1930–2007) American evangelist

"Education: Public Problems and Private Solutions," Coral Ridge Ministries, 1993. http://www.holysmoke.org/sdhok/sch6.htm

School, Communication, Christ, Training

“Other sages have spoken to me of God. But from whom could I have learned the essence of Divine perfection, as from Him, who was in a peculiar sense the Son, representative, and image of God — who was especially an incarnation of the unbounded love of the Father? And from what other teacher could I have learned to approach the Supreme Being with that filial spirit, which forms the happiness of my fellowship with Him? From other seers I might have heard of heaven; but when I behold in Jesus the spirit of heaven, dwelling actually on earth, what a new comprehension have I of that better world!”

William Ellery Channing (1780–1842) United States Unitarian clergyman

Source: Dictionary of Burning Words of Brilliant Writers (1895), p. 62

Love, God, Happiness, World

“The modern institution of the presidency is the primary political evil Americans face, and the cause of nearly all our woes. It squanders the national wealth and starts unjust wars against foreign peoples that have never done us any harm. It wrecks our families, tramples on our rights, invades our communities, and spies on our bank accounts. It skews the culture toward decadence and trash. It tells lie after lie. Teachers used to tell school kids that anyone can be president. This is like saying anyone can go to Hell. It’s not an inspiration; it’s a threat.”

Lew Rockwell (1944) American libertarian author and editor

6 October 1996 "Down With the Presidency" http://www.lewrockwell.com/rockwell/down-presidency.html 1990s

War, People, Lie, School

“A teacher who can arouse a feeling for one single good action, for one single good poem, accomplishes more than he who fills our memory with rows on rows of natural objects, classified with name and form.”

Johann Wolfgang von Goethe book Elective Affinities

Bk. II, Ch. 7
Elective Affinities (1809)

Feeling, Nature, Memory, Teachers' Day

“Complex human learning is a concept involving communication between the participant in the learning process, who commonly occupy the roles of learner and teacher.”

Gordon Pask (1928–1996) British psychologist

Pask (1976) "Conversational techniques in the study and practice of education", In: British Journal of Educational Psychology, Vol 46, p. 24.

Communication, Learning

“Adam Smith, Say, and especially C. J. Kraus, one of the best teachers of Adam Smith’s theory, are my guides. The aim of my work is to present, in my own arrangement, their writings and thoughts clearly and plainly, together with some of my own observations.”

Fryderyk Skarbek (1792–1866) Polish noble

Introduction: Cited in: Hiroshi Mizuta, A Critical Bibliography of Adam Smith, Routledge, 20116. p. 173.
National Household, 1820

“A vicious teacher is just a vicious teacher, as a vicious neighbor may happen to be. But a vicious mother - means that the whole world is vicious.”

Simon Soloveychik (1930–1996) Russia writer and philosopher

Book 1, part 2, ch. 20
Pedagogika dlya vseh (Parenting For Everyone) (1977–1986)

World

“And thus Christianity is played in “Christendom.” Artists in dramatic costumes make their appearance in artistic buildings— there really is no danger at all, anything but that: the teacher is a royal functionary, steadily promoted, making a career— and how he dramatically plays Christianity, in short, he plays comedy. He lectures about renunciation, but he himself is being steadily promoted; he teaches all that about despising worldly titles and rank, but he himself is making a career.”

Sören Kierkegaard (1813–1855) Danish philosopher and theologian, founder of Existentialism

Source: 1850s, Attack upon Christendom (1855), p. 121

Appearance

“I am unclear what a "role model" is, but those who used the term seemed to be saying that teachers are people children tend to emulate. In any event, many Miamians must have thought their children would become homosexual if subjected to homosexual teachers.
That prompted me to ponder teachers I haven't seen, and scarcely thought about, for decades, and for the first time I reflected on how their sex lives had affected my own. My first thought was that it was curious, perhaps perverse, that I have not turned out to be a spinster.”

Russell Baker (1925–2019) writer and satirst from the United States

"Role Models" (p.202)
So This Is Depravity (1980)

Children, People, Sex, Time

“A good teacher must know the rules; a good pupil, the exceptions.”

Martin H. Fischer (1879–1962) American university teacher (1879-1962)

Fischerisms (1944)

Teachers' Day

“We have all been affected as composers, as teachers, as musicians by recordings to an extent that cannot possibly be calculated as yet or predicted for the future. The music which is being most widely disseminated and most widely discussed, and therefore most widely imitated and influential, is that music which is available on records. The music that is only published is very little known. I don't think one can possibly exaggerate the extent to which the climate of music today is determined by the fact that the total Webern is available on records, that the total Schoenberg is becoming available.”

Milton Babbitt (1916–2011) American composer

Quoted in Classic Essays on Twentieth-Century Music, ISBN 0028645812.

Music, Quotes, Thinking, Future

“Teach both. You know, don't be afraid of information. Healthy debate is so important and it's so valuable in our schools. I am a proponent of teaching both. And you know, I say this too as the daughter of a science teacher. Growing up with being so privileged and blessed to be given a lot of information on, on both sides of the subject — creationism and evolution. It's been a healthy foundation for me. But don't be afraid of information and let kids debate both sides.”

Sarah Palin (1964) American politician

Alaska gubernatorial debate, KAKM Channel 7, , quoted in [2006-10-27, 'Creation science' enters the race, Tom, Kizzia, Anchorage Daily News, http://www.adn.com/2006/10/27/217111/creation-science-enters-the-race.html, 2008-08-31, http://web.archive.org/web/20080831102118/http://dwb.adn.com/news/politics/elections/story/8347904p-8243554c.html]
on teaching creationism in public schools
2006

School, Science, Daughters

Quotes about teachers page 5

Quotes about teachers
page 5