Quotes about pupil
page 2

“Men of science in former ages worked in secret, and instead of publishing their discoveries, taught them in secret to carefully selected pupils.”

Alfred Percy Sinnett book The Occult World

The Occult World, Introduction (1881)

Men, Secret, Age, Science

“He said—let me get this right—he said that among the chief reasons we can’t cope with the consequence of our own ingenuity is that whenever a genuinely open-minded teacher tries to pass that attitude on to his pupils, the entrenched authorities grow frightened and shut his mouth.”

John Brunner book The Stone That Never Came Down

Source: The Stone That Never Came Down (1973), Chapter 10 (p. 77)

Teachers

“Since 1914…I wait for the natural to return; for newspapers to report news with care for accuracy and grammar; for schools to teach and for pupils to study; for faces to be sane and intelligent, and even humorous; for American artists and poets and writers to be exuberant and optimistic…it is all gone with the music of Vienna and the gaiety of San Francisco. But I still see everything against that background, and really I see nothing funny anywhere. The Beatnik beard and the mini skirt and the topless waitress, they ARE funny, I know they are funny but they only make me tired, I don't laugh.”

Rose Wilder Lane (1886–1968) American journalist

letter to Roger MacBride (March 5, 1968).
reflecting her impressions of the world of 1968, at the age of 81.

School, Music, Intelligence, Nature

“.. and to think now that great mathematicians find my work interesting because I am able to illustrate their theories. They can not imagine that I was such a bad pupil in mathematics. I don't understand it myself neither. I never could understand why it was necessary to prove something that everyone already sees. I saw it, I knew it, so it is how it is… But yes, you had to prove it. I did overcome it when I realized I can make something else - I thought I was a good-for-nothing. In my family there were no other artists to find... I was just a weird duck, right?”

M. C. Escher (1898–1972) Dutch graphic artist

version in original Dutch (origineel citaat van M.C. Escher, in het Nederlands): En als je nu bedenkt dat grote wiskundigen mijn werk interessant vinden, omdat ik in staat ben hun theorieën te illustreren. Ze kunnen zich helemaal niet voorstellen dat ik zo slecht was in wiskunde. Ik snap er zelf ook niets van. Ik begreep niet dat je iets moest bewijzen wat iedereen ziet. Ik zag het, ik wist, het is toch zo.. .Maar jawel hoor, je moest het bewijzen. Ik ben er bovenuit gekomen toen ik me realiseerde, dat ik wat anders kon. Ik dacht, dat ik een nietsnut was. Ik kom uit een milieu waar geen artiesten in waren.. ..Ik was een rare eend in de bijt, he?
1960's, M.C. Escher, interviewed by Bibeb', 1968

Family, Imagination, Mathematics, Understanding

“There has been a rush of competitors anxious to be first in the field with a new text-book on the more "practical" lines which now find so much favour. The natural desire of each teacher who writes such a text-book is to give prominence to some special nostrum which he has found successful with pupils. One result is, too often, a loss of a due sense of proportion… It is, perhaps too early yet to prophesy what will be the ultimate outcome of the new order of things; but it would at least seem possible that history will repeat itself and that, when chaos has come again in geometrical teaching, there will be a return to Euclid more or less complete for the purpose of standardising it once more.”

Thomas Little Heath (1861–1940) British civil servant and academic

The Thirteen Books of Euclid's Elements (1908)

Books, History, Nature, Sense

“It has often occurred to my mind in digesting my thoughts on this subject, what a pity it is that this most useful science should be so generally neglected in the modern methods of education; and that preceptors and tutors, both in public and private seminaries of learning, should forget that the forming the manners is more necessary to a finished education than furnishing the minds of youth. Socrates, who made all his philosophy subservient to morality, was of this sentiment: and took more pains to rectify the tempers than replenish the understandings of his pupils; and looked upon all knowledge as useless speculation that was not brought to this end, to make us wiser and better men. And, without doubt, if in the academy the youth has once happily learned the great art of managing his temper, governing his passions, and guarding his foibles, he will find a more solid advantage from it in afterlife, than he could expect from the best acquaintance with all the systems of ancient and modern philosophy.”

John Mason (1706–1763) English Independent minister and author

A Treatise on Self-Knowledge (1745)

Men, Pain, Youth, Education

“It was jest another instance of a flaw in work of man;
A lefty never figgered in the gunman’s battle plan;
There ain’t no scheme man thinks of that Dame Nature cannot beat —
So his pupils are unlearnin’ that cute trick they got from Pete.”

Arthur Chapman (poet) (1873–1935) American poet and newspaper columnist

Pete's Error http://www.cowboypoetry.com/ac.htm#PETE, st. 4. Out Where the West Begins and Other Western Verses http://www.cowboypoetry.com/ac.htm#outbk (1917)

Nature, 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." 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.”

Larry Niven book N-Space

Foreword: Playgrounds for the mind
N-Space (1989)

Books, Education, Fools, Suffering

“Aristotle's pupil already realized that we have no power at all over our passions as long as we do not know their true causes. Many men have refuted fear, and with sound arguments. But a man who is afraid does not listen to arguments; he listens to the beating of his heart and the pulsating of his blood.”

Alain (1868–1951) French philosopher

Bucephalus
Alain On Happiness (1928)

Men, Fear, Passion, Heart

“I must explain to you what I recently had the occasion to tell the congress at Antwerp: I do not have, I cannot have, pupils.”

Gustave Courbet (1819–1877) French painter

1860s, Realist Manifesto' - an open letter, 1861

“A pupil from whom nothing is ever demanded which he cannot do never does all he can.”

John Stuart Mill book Autobiography

Source: Autobiography (1873), Ch. 1: Childhood and Early Education (p. 32 http://archive.org/stream/autobiographymil00milluoft#page/32/mode/2up/search/%22a+pupil+from+whom+nothing+is+ever+demanded+which+he+cannot+do+never+does+all+he+can%22)

“He [Apollonius of Perga] spent a very long time with the pupils of Euclid at Alexandria, and it was thus that he acquired such a scientific habit of thought.”

Pappus of Alexandria (290–350) Greek mathematician of Antiquity

Source: The Thirteen Books of Euclid's Elements (1908), Ch. 1, p.2

Time

“A contemporary man who has not participated intimately in actual work in science is, in my opinion, not a modern man. I believe that this experience in science should come early in the life of all of our pupils.”

Edwin H. Land (1909–1991) American scientist and inventor

Generation of Greatness (1957)

Life, Science

“Every evening after dinner, a new life began. There was no hurry. Some walked in the garden. Others smoked. About nine o’clock we made our way alone or in twos and threes to the Study House. Outdoor shoes came off and soft shoes or moccasins were put on. We sat quietly, each on his or her own cushion, round the floor in the centre. Men sat on the right, women on the left; never together.

Some went straight on to the stage and began to practice the rhythmic exercises. On our first arrival, each of us had the right to choose his own teacher for the movements. I had chosen Vasili Ferapontoff, a young Russian, tall, with a sad studious face. He wore pince-nez, and looked the picture of the perpetual student, Trofimov, in The Cherry Orchard. He was a conscientious instructor, though not a brilliant performer. I came to value his friendship, which continued until his premature death ten years later. He told me in one of our first conversations that he expected to die young.

The exercises were much the same as those I had seen in Constantinople three years before. The new pupils, such as myself, began with the series called Six Obligatory Exercises. I found them immensely exciting, and worked hard to master them quickly so that I could join in the work of the general class.”

John G. Bennett (1897–1974) British mathematician and author

Source: Witness: the Story of a Search (1962), p. 90–91 cited in: "Gurdjieff’s Temple Dances by John G. Bennett", Gurdjieff International Review, on gurdjieff.org; About Fontainebleau 1923

Life, Death, Women, Men

“At an exhibition in London, one sagacious critic wrote: 'Monsieur Degas seems a good pupil of Nittis!' Doesn't this reflect that mania which men of letters have for squabbling in court over who had a given idea first? And the mania spreads to painters who take great care of their originality.”

Paul Gauguin (1848–1903) French Post-Impressionist artist

Source: 1890s - 1910s, The Writings of a Savage (1996), p. 219: quote in 1898

Men, Idea

“The minds of some of our statesmen, like the pupil of the human eye, contract themselves the more, the stronger light there is shed upon them.”

Thomas Moore (1779–1852) Irish poet, singer and songwriter

Preface to Corruption and Intolerance.
Bartlett's Familiar Quotations, 10th ed. (1919)

Light

“I was never capable of being an average pupil. I would either seem refractory to any teaching and give the impression of being completely dumb or I would fling myself on my work with a frenzy, a patience, and a willingness to learn that astonished everybody. But to awaken my zeal, it was necessary to offer me something I liked. Once my appetite had been whetted, I became ravenously hungry.”

Salvador Dalí (1904–1989) Spanish artist

Source: Quotes of Salvador Dali, 1961 - 1970, Diary of a Genius (1964), pp. 5-6

Learning, Patience

“The ones [compliments] I value most came from Edgar Degas who said he was happy to see my work becoming more and more pure. The etcher Bracquemond, a pupil of Ingres, said - possibly he meant what he said - that my work shows increasing strength. I will calmly tread the path I have taken, and try to do my best. At bottom, I have only a vague sense of its rightness or wrongness. I am much disturbed by my unpolished and rough execution. I should like to develop a smoother technique which, while retaining the old fierceness, would be rid of those jarring notes which make it difficult to see my canvases clearly except when the light falls in front. There lies the difficulty - not to speak of drawing.”

Camille Pissarro (1830–1903) French painter

Quote of Camille Pissarro, Paris, 4 May 1883, in a letter to his son Lucien; from Camille Pissarro - Letters to His Son Lucien ed. John Rewald, with assistance of Lucien Pissarro; from the unpublished French letters; transl. Lionel Abel; Pantheon Books Inc. New York, second edition, 1943, pp. 29-30
his comment after having seen his own painting-show at Durand-Ruel 's gallery in Paris, May 1883
1880's

Happiness, Sense, Light, Drawing

“To thee of All Being /A te, de l’essere
The First Cause immense /Principio immenso,
Of matter and spirit, /Materia e spirito,
Of reason and sense /Ragione e senso;

Whilst in the full goblet /Mentre ne’ calici
Shall sparkle the wine, /Il vin scintilla
So bright the pupil /Si’come l’anima
The souls of men shine, /Ne la pupilla

Whilst earth still is smiling, /Mentre sorridono
And the sun smiles above, /La terra e il sole
And men are exchanging /E si ricambiano
Their sweet words of love, /D’amor parole

Thrills mystic of Hymen /E corre un fremito
Through high mountains course, /D’imene arcano
And broad plains are heaving /Da’ monti e palpita
With life's fertile force, /Fecondo il piano;

On thee in verse daring, /A te disfrenasi
From tight rein released, /Il verso ardito,
On thee I call, Satan, /Te invoco, o Satana
The King of the feast. /Re del convito”

Giosuè Carducci (1835–1907) Italian poet and teacher

-lines 1-20 (as Printed by the Nobel Prize Library)
Hymn to Satan (1865), Inno a Satana

Love, Life, Men, Smile

“Children in school are not students, they are pupils. It is typical of certain kinds of politicians that they should regard children as adults, the better subsequently, and consequently, to regard adults as children.”

Theodore Dalrymple (1949) English doctor and writer

Mr Brown's self-esteem issue - or, asks Theodore Dalrymple, does Gordon Brown really believe that he can solve the problems of the world? http://www.socialaffairsunit.org.uk/blog/archives/001326.php (January 24, 2007). The Social Affairs Unit (2006 - 2008)

Children, School

“From a high tower I have looked to the four points of the horizon.
I will go and lift up the dead on the battlefield.
I will stretch out their contorted arms and legs.
I will close their cold eyelids on their fixed pupils.
I cannot bear to see eyes if I do not receive any words.
Invisible life entrusts us with sad tasks,
I look back to my years, and the pains I have suffered
are not enough.
Soon there will be clashings of men and horrible clanging sounds.
And people hunted, pushed, wrenched.
Also I will find myself in the midst of the madness of war.
I will open pure words, orders of thought, fraternal acts.
In the meantime they will bring forward the man
condemned to death and they will tell him to dig his own grave.
He will look up at the still hills and the sky.
Some distant sounds of life will still reach him.
He will not have time to think back to his many days –
to the voices of his dear people, and the close relationships.
Not even will he be able to look ahead,
to come to terms with what is happening now.
And when the shots will be fired, with the flash a cry will go up
The human cry which is too late, and it’s lost.
To free, to free as soon as possible.
They will ask me: why don’t you come to fight with us?
They will not understand, they will carry on with the war.
I loved to be with other people, as the light of the day.
It is so good to work together, in trust, in mutual help.
To lose myself in the crowd in modest clothes.
In a circle of equals to listen and to speak.
And now nobody wants to listen, and yet they are all people.
I have become a stranger, the others do not know that I am there.
The abrupt reply, the friend who looks the other way.
It would be easy to join them in earnest action.
Forgetting the deeper unity, beyond the war?
I remain here, isolated from everybody,
working for a deeper togetherness.
Everything was only a trial, reality must yet begin.
Every being was partaking of another reality yet he did not know.
But now this reality is becoming clear,
and it matters only what opens us to it.”

Aldo Capitini (1899–1968) Italian philosopher and political activist

Love, Life, Death, Men

“If Russian painters were condemned to become the pupils of the West they were, I think, rather unfaithful ones by their very nature. The best Russian realist conflicts with the realism of Courbet. The most authentic Russian Impressionism leaves on perplexed if one compares it with Monet and Pissaro. Here, in the Louvre, before the canvases of Manet, Millet and others, I understood why my alliance with Russia and Russian art did not take root. Why my language itself is foreign to them. Why people do not place confidence in me. Why the artistic circles fail to recognize me. Why in Russia I am entirely useless... In Paris, it seemed to me that I was discovering everything, above all a mastery of technique... It was not in technique alone that I sought the meaning of art then. It was as if the gods had stood before me... I had the impression that we are still only roaming on the surface of matter, that we are afraid to plunge into chaos, to shatter and overthrow beneath our feet the familiar surface.”

Marc Chagall (1887–1985) French artist and painter

reaction on his first arrival in Paris, 1910
Quote of Chagall in: Letters of the great artists – from Blake to Pollock, Richard Friedenthal, Thames and Hudson, London, 1963, p. 262, (translation Daphne Woodward)
1910's

God, People, Unfaithfulness, Art

“Books are the tools of both teacher and pupil. A library is perhaps the most important adjunct of instruction. It is open to all and is used by all. In every department of science throughout the world the keenest intellects are at work, seeking for solutions to the unending series of problems that present themselves in the physical and natural world. 'Light, more light,' said the dying philosopher, and the longing of the world is but the echo of his last faint cry. To do our duty and to give reply to the many demands made upon us requires all the light and all the experience of other minds, wheresoever they may be found.”

Henry H. Goodell (1839–1905)

Thirty-Seventh Annual Report of the Massachusetts Agricultural College, (1900), p. 17.

Books, World, Nature, Problem

“The child has talent, loves music, and needs help. I can't give her money, but I can teach her; so I do, and she is the most promising pupil I have. Help one another, is part of the religion of our sisterhood, Fan.”

Louisa May Alcott book An Old-Fashioned Girl

An Old-Fashioned Girl (1870), Ch. 13 : The Sunny Side; this has often been quoted as "Helping one another, is part of the religion of our sisterhood."

Love, Money, Religion, Music

“Rembrandt's comments on his drawing of 'The Rest on the Flight into Egypt', as remembered by his former pupil Samuel van Hoogstraten c. 1643 (translation from the original Dutch: Anne Porcelijn)”

Rembrandt van Rijn (1606–1669) Dutch 17th century painter and etcher

Dresden museum, Kupferstichkabinett - author: Rembrandt Harmensz. van Rijn - Object: 'The Rest on the Flight into Egypt', Inventory number: C 1443 [document/remdoc/e4525]
1640 - 1670

Drawing

“Ingres, a pupil of David, taught his students that draughtsmanship was of more importance than colour. " A thing well drawn," he said, " is always well enough painted."”

Wynford Dewhurst (1864–1941) British artist

Source: Impressionist Painting: its genesis and development. (1904), p. 2.

Painting

“It is readily seen that any theory written by Laplace will be superior to all produced of lower standing. It appears to me that if one wants to make progress in mathematics, one should study the masters and not the pupils.”

Niels Henrik Abel (1802–1829) Norwegian mathematician

Marginal note in his mathematical notebook (ca. 1826) as quoted by Øystein Ore, Niels Henrik Abel: Mathematician Extraordinary (1957)

Mathematics, Study, Appearance

“The problem of the biquadratic equation was laid prominently before Italian mathematicians by Zuanne de Tonini da Coi, who in 1540 proposed the problem, "Divide 10 parts into three parts such that they shall be continued in proportion and that the product of the first two shall be 6." He gave this to Cardan with the statement that it could not be solved, but Cardan denied the assertion, although himself unable to solve it. He gave it to Ferrari, his pupil, and the latter, although then a mere youth, succeeded where the master had failed. …This method soon became known to algebraists through Cardan's Ars Magna, and in 1567 we find it used by Nicolas Petri”

David Eugene Smith (1860–1944) American mathematician

of Deventer
Source: History of Mathematics (1925) Vol.2, pp.467-468

Youth, Problem, Parting

“It seems to me that I may be living too long. Indeed: my nearest relations have all died, and so have some of my best friends, and even some of my best pupils. However, I do not have a reason to complain. I am grateful and happy to be alive, and still be able to continue with my work, if only just. My work seems to me more important than ever.”

Karl Popper (1902–1994) Austrian-British philosopher of science

As quoted in "At 90, and Still Dynamic : Revisiting Sir Karl Popper and Attending His Birthday Party" by Eugene Yue-Ching Ho, in Intellectus 23 (Jul-Sep 1992) http://www.eeng.dcu.ie/~tkpw/hk-ies/n23a/

Happiness

“A finished or even a competent reasoner is not the work of nature alone… education develops faculties which would otherwise never have manifested their existence. It is, therefore, as necessary to learn to reason before we can expect to be able to reason, as it is to learn to swim or fence, in order to attain either of those arts. Now, something must be reasoned upon, it matters not much what it is, provided that it can be reasoned upon with certainty. The properties of mind or matter, or the study of languages, mathematics, or natural history may be chosen for this purpose. Now, of all these, it is desirable to choose the one… in which we can find out by other means, such as measurement and ocular demonstration of all sorts, whether the results are true or not.
.. Now the mathematics are peculiarly well adapted for this purpose, on the following grounds:—
1. Every term is distinctly explained, and has but one meaning, and it is rarely that two words are employed to mean the same thing.
2. The first principles are self-evident, and, though derived from observation, do not require more of it than has been made by children in general.
3. The demonstration is strictly logical, taking nothing for granted except the self-evident first principles, resting nothing upon probability, and entirely independent of authority and opinion.
4. When the conclusion is attained by reasoning, its truth or falsehood can be ascertained, in geometry by actual measurement, in algebra by common arithmetical calculation. This gives confidence, and is absolutely necessary, if… reason is not to be the instructor, but the pupil.
5. There are no words whose meanings are so much alike that the ideas which they stand for may be confounded.
…These are the principal grounds on which… the utility of mathematical studies may be shewn to rest, as a discipline for the reasoning powers. But the habits of mind which these studies have a tendency to form are valuable in the highest degree. The most important of all is the power of concentrating the ideas which a successful study of them increases where it did exist, and creates where it did not. A difficult position or a new method of passing from one proposition to another, arrests all the attention, and forces the united faculties to use their utmost exertions. The habit of mind thus formed soon extends itself to other pursuits, and is beneficially felt in all the business of life.”

Augustus De Morgan (1806–1871) British mathematician, philosopher and university teacher (1806-1871)

Source: On the Study and Difficulties of Mathematics (1831), Ch. I.

Life, Children, Truth, Education

“Balla [his former art teacher in Italy] flabbergasted us because, not content with being involved in a Futurist campaign, as you can well imagine him doing, he launched himself into a complete transformation. He rejected all his works and all his working methods. He started work on four pictures of movement (one painting was his 'Girl running on a balcony'), which were still realist but incredible ahead of their time.... He confided this to w:Aldo Pallazzeschi: 'They (Balla's former - so much younger pupils Boccioni and Severini] did not want anything to do with me in Paris and they were right: they have gone much further than I, but I will work and I too will progress.”

Umberto Boccioni (1882–1916) Italian painter and sculptor

In a letter to Gino Severini, Jan. 1913; as quoted in Futurism, ed. Didier Ottinger; Centre Pompidou / 5 Continents Editions, Milan, 2008
Boccioni is referring in this quote to their common former teacher Balla who lived and worked that time in Paris
1913

Art, Confidence, Imagination, Girl

““Now here is a treasure, Averroës Commentaries on Aristotle in a tolerable translation from the Arabic by Gerard of Cremona.” He lasciviously stroked the red leather boards, knowing well how his pupil ached for the chance to pore through it. “A liar’s gloss on a liar’s lies. Surely this is a rare criminal.””

Michael Swanwick book Jack Faust

Source: Jack Faust (1997), Chapter 1, “Trinity” (p. 7)

Chance

“The teacher does best, not when he explains, but when he impels his pupils to seek themselves the explanation.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 31

Teachers

“Little by little his conversation, always instructive and animated, gave a special direction to my tastes, which would have led me by preference towards letters. I resolved to complete my scientific studies and followed the courses in advanced mathematics given by M. [Jean Guillaume] Gamier. It was at the same time agreed by us that, in order to relieve him in his work, I should give some of the other courses with which he was charged. I thus found myself his pupil and his colleague.”

Adolphe Quetelet (1796–1874) Belgian astronomer, mathematician, statistician and sociologist

"Notice sur J.G. Garnier," Annuaire de l'acad. roy. de Brux. (1841) Vol. vii pp. 200-201 as quoted in Adolphe Quetelet as Statistician by Frank Hamilton Hankins

Mathematics, Study, Time, Animals

“I am putting old heads on your young shoulders," Miss Brodie had told them at that time, "and all my pupils are the crème de la crème.”

Muriel Spark book The Prime of Miss Jean Brodie

Source: The Prime of Miss Jean Brodie (1961), P. 5

Time

“The Nefertiti bust is one of the most popular art works in the world. It is printed on scarves and molded in necklace pendants and coffee-table miniatures. But never in my experience is the bust exactly reproduced. The copyist softens it, feminizes it and humanizes it. The actual bust is intolerably severe. It is too uncanny an object for domestic display. Even art books lie. The bust is usually posed in profile or at an angle, so that the missing left pupil is hidden or shadowed. What happened to the eye?”

Camille Paglia (1947) American writer

Source: Sexual Personae: Art and Decadence from Nefertiti to Emily Dickinson (1990), p. 67

Lie, Books, World, Art

“After his death I did not attend any more lectures, although I paid for them. Schroeder was succeeded by Ernst Gottfried Baldinger, born in Gross Vargula, near Erfurt, 1738; and descended in a direct line, on his mother's side, from Doctor Martin Luther. He established a dispensary for poor patients, and gave medicine gratia, on condition of his being attended by about thirty pupils. Here it was that I first began to display the knowledge I had gained from my friend, the late Doctor Schroeder; and Baldinger, not seeing me attend his lectures, naturally supposing I was lazy and dull of comprehension, exclaimed, with astonishment, "What will become of this boy?" Whereupon, considering myself insulted by the Doctor, I wished to retire; when he embraced me, and said, good-humouredly, "No, no such a clever young fellow never came under my observation." From this time I became his best friend and daily visitor; I passed whole days and weeks in his valuable and extensive library, and almost in the constant society of his amiable, highly gifted, and accomplished wife; his confidence was so great, that he left the entire direction of his dispensary to me, and even entrusted me with the care of his own family when unwell. Having given up all connexion with my former friends, the students, I selected one Leisewitz, the author of "Julius de Tarent." We sympathised in each other's feelings, and became inseparable. His amiable qualities and inoffensive wit drew around us the best society; but, to our great regret, many of them belonged to a new school of freethinkers, whose principles we endeavoured, by the assistance of the pious Madame Baldinger, to eradicate from their minds; and thus it was thnt Providence brought me over again to the firm belief of the truth of our Divine religion.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

My Life and Confessions, for Philippine, 1786

Death, Truth, School, Family

“She twirls herself, turns round, twirls once more,
posing, smiling, laughing, beckoning airily,
drifts off, only to turn back beckoning, offering,
repulsing, coolly firm, and then turns away,
so that you think, well, it’s hopeless, when she glances back
lightly, sidelong, her eyes opening, pupils wide,
and wider yet, and she’s laughing at you, at you alone,
laughing gaily, and you freeze, astonished,
your throat constricting, as she hovers lovely
and out of reach, out of reach and lovely,
smiling at you, her head inclined aside,
her hair brushing one cheek, there she is and yet not,
unbelievable and simply gorgeous, and your heart tightens
as she stands there so lovely, and out of reach.”

András Petőcz (1959) Hungarian writer

EUROPE, METAPHORICALLY http://www.c3.hu/~mediumar/PETVERS1.HTM (1990). András Petőcz: In Praise of the Sea (1999, ISBN 963 9101 51 6). Poems

Love, Smile, Thinking, Heart

“Menæchmus, a pupil of Eudoxus, and a contemporary of Plato, found the two mean proportionals by means of conic sections, in two ways, (α) by the intersection of two parabolas, the equations of which in Cartesian co-ordinates would be x2=ay, y2=bx, and (β) by the intersection of a parabola and a rectangular hyperbola, the corresponding equations being x2=ay, and xy=ab respectively. It would appear that it was in the effort to solve this problem that Menæchmus discovered the conic sections, which are called, in an epigram by Eratosthenes, "the triads of Menæchmus."”

Thomas Little Heath (1861–1940) British civil servant and academic

Achimedes (1920)

Way, Problem, Effort, Appearance

“The idea that a pupil is a passive recipient, a container waiting to be filled by the teacher's knowledge and instruction - all this is nonsense. Teaching is a living relationship, of give and take, of mutual learning.”

Yehudi Menuhin (1916–1999) American violinist and conductor

Violinist Yehudi Menuhin

Idea, Knowledge, Learning, Teachers

“We are monsters, even if we disguise ourselves as ordinary people. We are the children of ordinary people but we are not content with that. Inwardly we are consumed with wickedness, outwardly we are grammar school pupils.”

Elfriede Jelinek book Wonderful, Wonderful Times

Wonderful, Wonderful Times (1990)

Children, People, School

“The primary principle of education is the determination of the pupil to self-activity — the doing nothing for him which he is able to do for himself.”

Sir William Hamilton, 9th Baronet (1788–1856) Scottish metaphysician (1788–1856)

As quoted by Josiah Hotchkiss Gilbert, Dictionary of Burning Words of Brilliant Writers (1895). p. 573.

Education

“Recall the dictum of Rousseau: "It matters little to me whether my pupil is intended for the army, the church, or law. Before his parents chose a calling for him, nature called him to be a man. … When he leaves me, he will be neither a magistrate, a soldier, nor a priest; he will be a man."”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

Law, Nature, Parent

“During the years when my own daughters were pupils in this school I attended many of these gatherings, and heard many speeches made by men who stood where I stand at this moment. They said all sorts of things. I recall one speaker who said that as he looked out at the girls who were assembled to receive prizes, and to pay their last respects to their school, he felt as though he were looking over a garden of exquisite flowers. He was drunk, poor man, and it would be absurd to treat his remark as though he were speaking on oath.”

Robertson Davies (1913–1995) Canadian journalist, playwright, professor, critic, and novelist

What Every Girl Should Know.
One-Half of Robertson Davies (1977)

Men, School, Girl, Flowers

“At first we got along very well. Esipova even boasted outside the class that she had pupils who wrote sonatas (I completed Sonata, Op. 1, and played it to Esipova, who took it home and inserted pedaling). But before long trouble began. Esipova’s method of teaching was to try to fit everyone into a standard pattern. True, it was a very elaborate pattern, and if the pupil’s temperament coincided with her own, the results were admirable. But if the pupil happened to be of an independent cast of mind Esipova would do her best to suppress his individuality instead of helping to develop it. Moreover, I had great difficulty in ridding myself of careless playing, and the Mozart, Schubert and Chopin which she insisted on were somehow not in my line. At that period I was too preoccupied with the search for a new harmonic idiom to understand how anyone could care for the simple harmonies of Mozart.”

Anna Yesipova (1851–1914) Russian pianist

Sergei Prokofiev, Autobiography

Home, Search, Understanding, Help

“As far as I can remember, it was about 25 or 26 years ago that Breitner [his pupil then] painted with me in 'Huize Rozenburg' [The Hague]... There I had a large garden where he painted his dragoons with horses, posing there in front of him..”

Willem Maris (1844–1910) Dutch landscape painter of the Hague School (1844-1910)

version in original Dutch / citaat van Willem Maris, in het Nederlands: Voor zover ik me kan herinneren is het zoowat 5 of 26 jaar geleden, dat Breitner [zijn leerling toen] bij mij schilderde in den Huize Rozenburg.. .Ik had daar een grote tuin en daar schilderde hij zijn dragonders met paarden, die hij daar liet poseren..
Source: a letter of Willem Maris to Plasschaert 5 Jan. 1906, RKD Den Haag (translation from original Dutch, Fons Heijnsbroek, 2018)

Horse, Painting

“You can do plein-air painting indoors, [to his pupil then, Berthe Morisot ] by painting white in the morning, lilac during the day and orange tones in the evening.”

Edouard Manet (1832–1883) French painter

quote of Manet, recorded bij Berthe Morisot; in Manet by Himself, ed. Juliet Wilson Bareau Little Brown 2000, London; p. 303
1850 - 1875

Painting

“One has to seek Beauty and Truth, Sir! As I always say to my pupils, you have to work to the finish. There's only one kind of painting. It is the painting that presents the eye with perfection, the kind of beautiful and impeccable enamel you find in Veronese and Titian.”

William-Adolphe Bouguereau (1825–1905) French painter

Bouguereau (1895); Attributed in: Jefferson C. Harrison (1986) French paintings from the Chrysler Museum. Chrysler Museum, North Carolina Museum of Art, Birmingham Museum of Art (Birmingham, Ala.). p.45.

Truth, Beauty, Painting, Perfection

“I can only explain to some artists, who would be my collaborators and not my pupils, the method by which, in my opinion, one becomes a painter, by which I myself have tried to become one since my earliest days, leaving to each person the complete control of his individuality, the full liberty of his own expression in the application of this method. To achieve this aim, the organization of a communal studio, recalling those extremely fruitful collaborations of the studios of the Renaissance, could certainly be useful and contribute to the opening of the era of modern painting.”

Gustave Courbet (1819–1877) French painter

1860s, Realist Manifesto' - an open letter, 1861

Communication, Painting, Personality

“At bottom, it is the Poet's first gift, as it is all men's, that he have intellect enough. He will be a Poet if he have: a Poet in word; or failing that, perhaps still better, a Poet in act. Whether he write at all; and if so, whether in prose or in verse, will depend on accidents: who knows on what extremely trivial accidents, — perhaps on his having had a singing-master, on his being taught to sing in his boyhood! But the faculty which enables him to discern the inner heart of things, and the harmony that dwells there (for whatsoever exists has a harmony in the heart of it, or it would not hold together and exist), is not the result of habits or accidents, but the gift of Nature herself; the primary outfit for a Heroic Man in what sort soever. To the Poet, as to every other, we say first of all, See. If you cannot do that, it is of no use to keep stringing rhymes together, jingling sensibilities against each other, and name yourself a Poet; there is no hope for you. If you can, there is, in prose or verse, in action or speculation, all manner of hope. The crabbed old Schoolmaster used to ask, when they brought him a new pupil, 'But are ye sure he's not a dunce?”

Thomas Carlyle (1795–1881) Scottish philosopher, satirical writer, essayist, historian and teacher

Why, really one might ask the same thing, in regard to every man proposed for whatsoever function; and consider it as the one inquiry needful: Are ye sure he's.
1840s, Heroes and Hero-Worship (1840), The Hero as Poet

Men, Hope, Nature, Singing

“The ultimate end of education is not a perfection in the accomplishments of the school, but fitness for life; not the acquirement of habits of blind obedience, and of prescribed diligence, but a preparation for independent action. We must bear in mind that whatever class of society a pupil may belong to, whatever calling he may be intended for, there are certain faculties in human nature common to all, which constitute the stock of the fundamental energies of man. We have no right to withhold from any one the opportunities for developing all their faculties. It may be judicious to treat some of them with marked attention, and to give up the idea of bringing others to high perfection. The diversity of talent and inclination, of plans and pursuits, is a sufficient proof of the necessity for such a distinction. But I repeat that we have no right to shut out the child from the development of those faculties also, which we may not for the present conceive to be very essential for his future calling or station in life.”

Johann Heinrich Pestalozzi (1746–1827) Swiss pedagogue and educational reformer

Letters on Infants' Education (1819)

Life, Education, School, Idea

“So far has Athens left the rest of mankind behind in thought and expression that her pupils have become the teachers of the world, and she has made the name of Hellas distinctive no longer of race but of intellect, and the title of Hellene a badge of education rather than of common descent.”

Isocrates Panegyricus

Panegyricus, 50.

World, Education, Teachers

“When Galilei let balls of a particular weight, which he had determined himself, roll down an inclined plain, or Torricelli made the air carry a weight, which he had previously determined to be equal to that of a definite volume of water; or when, in later times, Stahl changed metal into lime, and lime again into metals, by withdrawing and restoring something, a new light flashed on all students of nature. They comprehended that reason has insight into that only, which she herself produces on her own plan, and that she must move forward with the principles of her judgments, according to fixed law, and compel nature to answer her questions, but not let herself be led by nature, as it were in leading strings, because otherwise accidental observations made on no previously fixed plan, will never converge towards a necessary law, which is the only thing that reason seeks and requires. Reason, holding in one hand its principles, according to which concordant phenomena alone can be admitted as laws of nature, and in the other hand the experiment, which it has devised according to those principles, must approach nature, in order to be taught by it: but not in the character of a pupil, who agrees to everything the master likes, but as an appointed judge, who compels the witnesses to answer the questions which he himself proposes. Therefore even the science of physics entirely owes the beneficial revolution in its character to the happy thought, that we ought to seek in nature (and not import into it by means of fiction) whatever reason must learn from nature, and could not know by itself, and that we must do this in accordance with what reason itself has originally placed into nature. Thus only has the study of nature entered on the secure method of a science, after having for many centuries done nothing but grope in the dark.”

Immanuel Kant book Critique of Pure Reason

Preface to 2nd edition, Tr. F. Max Müller (1905)
Critique of Pure Reason (1781; 1787)

Happiness, Law, Question, Nature

“The number both of pupils and school places in 1922 is… all too small. But, inadequate as they are, they represent something like an educational revolution compared with the almost complete absence of public provision which existed prior to 1902.”

R. H. Tawney (1880–1962) English philosopher

Secondary Education For All (1922)

Education, School

“My beloved children, who are the pupils of my eye—Truth is silent. If Truth has dawned within you, then there will be no further speech. It is silence, and silence is the greatest Truth, the best question. If there is no Truth, then there will be a lot of talk and questions. One is good and the other is bad. If there is good within you, there will be no further noise within. But if you are full of bad, there will be so much of talk, speeches and questions. Therefore, seek the good. God does not make a noise. If you need anything, then you will have only to knock, and if you are tuned to that point, with the sound of that knock you will get an answer immediately. No noise, you don't have to make a sound. This is the Truth.”

Bawa Muhaiyaddeen (1900–1986) Sri Lankan Sufi leader

God, His Prophets, and His Children (1976)

God, Children, Truth, Question

“Much of what I have to say for my case may sound wonderful, because it runs counter to the popular prejudice, but the only witness required to prove the truth of my statements is the clear brain of my pupil, who has only to examine his own experience without preconceived notions, in order to find proofs on every hand.”

Joseph Dietzgen (1828–1888) german philosopher

Letter 2
Letters on Logic: Especially Democratic-Proletarian Logic (1906)

Truth

“A father is rarely a good teacher; either he thinks he knows things and finds his knowledge to be very slight, or he knows but explains badly, or he is too severe and impatient because teaching bores him, or he is dangerously indulgent because he loves his children too much. It is from professional teachers who have made a success of the art that we must learn its rules. There can be no teaching without discipline. A pupil must first learn to work. Training of the will must precede that of the mind, and this is why home teaching is never very successful. Excuses are too easily accepted: the child has a headache; he has slept badly; there is a party somewhere. A school makes no compromise and that is its virtue. I am inclined to prefer the boarding-school system. It has some serious drawbacks; it sometimes produces immorality and it is always rather severe, but it makes men. The system forces boys to find their own places in a group; in a family they find these places ready-made and it is too easy for them. If absolutely necessary, and if the parents are judicious, day schools are satisfactory up to the age of fifteen or sixteen. For boys between the ages of seventeen and twenty, freedom in a large city is fatal.”

André Maurois (1885–1967) French writer

Un Art de Vivre (The Art of Living) (1939), The Art of Working

Love, Men, Children, Age

“There are areas where untrained people may work effectively and with limited equipment. Our pupil doesn't need a big laboratory to do this, he needs freedom; he needs encouragement.”

Edwin H. Land (1909–1991) American scientist and inventor

Generation of Greatness (1957)

People, Freedom

“My father was a violinist, my mother a pianist. I was born into a world of music... The practicing of my father's pupils accompanied every thought and action of my childish life.... Then when I was thirty [c. 1906], my career as musician was brought to an end by Vollard [art-dealer in Paris] who bought all the pictures I possessed, pictures which I had painted over several years with unbounded enthusiasm during such hours of freedom as I was able to spare between [music]-lessons to my pupils.”

Maurice de Vlaminck (1876–1958) French painter

Source: Quotes dated, Dangerous Corner', 1929, p. 27

Life, World, Art, Music

“I had measured the difference that separated art prior to 1900 from the art which I felt was being born. I knew that all instruction was at an end. The age of personal expression had finally begun. The value of an artist was no longer to be judged by the finish of his execution, or by the analogies his work suggested with such-and-such an archetype. It would be judged – exclusively – by what distinguished this artist from all the others. The age of the master and pupil was finally over; I could see about me only a handful of creators and whole colonies of monkeys. But I could not ask Gleizes to see it that way. Happily, nothing of his social or mystical opinions remained when he was engaged in the work of painting. The work of reconciling an oval and a lozenge, a yellow and a blue, prevailed and saved him.”

Jean Metzinger (1883–1956) French painter

Cubism was born

Age, Art, Way, Painting

“… as the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking.”

William Godwin (1756–1836) English journalist, political philosopher and novelist

"Of Choice in Reading", The Enquirer (1797)

Education, Thinking, Reading, Training

“I was now in my sixteenth year, and for the first time it occurred to me that, although conversant with most of the modern languages, I did not understand a word of Latin, and thought the knowledge of this language indispensable to my future prospects in life. I spoke to Rector Steffens, and got permission of my father to leave school entirely, and devote my whole time to the study of Latin. In less than twelve months I was completely master of a language which is often the torment of boys from their sixth to their twentieth years, and still remain ignorant of it. Since then I have written several pamphlets in Latin, which were admired; and in Gottingen my Discourses were generally delivered in that language. Doctor Taube, physician to the king, gave me lessons in natural history, botany, and anatomy; I bade farewell to philosophy and belles lettres, and began in earnest, and with great perseverance, to study physics; but still I was in bad odour amongst many of the learned, and it was said, when they heard of my progress, that henceforth they should not despair of making something of the most stupid of pupils.”

Albrecht Thaer (1752–1828) German agronomist and an avid supporter of the humus theory for plant nutrition

My Life and Confessions, for Philippine, 1786

Life, Stupidity, School, History

“The little guy's face was a bloody mess. Between the puffballs of blue-black flesh that used to be eyelids, the dull gleam of shock-deadened pupils watched Dilwick uncomprehendingly. His lips were swollen things of lacerated skin, with slow trickles of blood making crooked paths from the corners of his mouth through the stubble of a beard to his chin, dripping onto a stained shirt.
Dilwick stood just outside the glare of the lamp, dangling like the Sword of Damocles over the guy's head. He was sweating too. His shirt clung to the meaty expanse of his huge neck. He pushed his beefy hand further into the leather glove and swung. The solid smack of his open hand on the little guy's jaw was nasty. His chair went over backward and his head cracked against the concrete floor of the room like a ripe melon. Dilwick put his hands on his hips and glared down at the caricature that once was human.”

Mickey Spillane book The Twisted Thing

The Twisted Thing (1966)

Guy

“Or to describe to his pupil upon his lyre the heroes of old time.”
Aut monstrare lyra veteres heroas alumno.

Statius book Achilleid

Source: Achilleid, Book I, Line 118

Time

“I am reminded of the professor who, in his declining hours, was asked by his devoted pupils for his final counsel. He replied, "Verify your quotations."”

Winston S. Churchill book The Second World War

The Second World War, Volume IV : The Hinge of Fate (1951).
Post-war years (1945–1955)

“Usually, when I’ve met the people who are meant to be in a position of power, I’ve always made sure to give them a damn good soul stare—y’know, look right in their eyes, through the blackness of the pupils and into whatever conscious field exists within. Then lock the eyes on, but let them gently defocus so that the defined parameters of the visual physical go blurry and you can feel the energy behind it, the unseeable energy that isn’t made of photons. Then, if your mind is quiet, you will be informed of the quality of their essence, or at least of the manifest persona that they believe themselves to be.”

Russell Brand book Revolution

Revolution (2014)

People, Feeling, Soul

“[those paintings that are] done entirely by my hand.... [those, ]done by the hand of a master skillfull in that department.... but this one not being finished, would be entirely retouched by my own hand, and by this means would pass as original; done by one of my pupils, but the whole retouched by my hand.”

Peter Paul Rubens (1577–1640) Flemish painter

In a letter of 28 April, 1618, to the collector Sir Dudley Carleton; transl. from Italian, R. Saunders Magurn, The letters of Peter Paul Rubens, Cambridge Mass., 1955, p.60-61
Rubens is indicating in this letter to a good client the level of his personal involvement in several paintings which were offered then for sale. Rubens is specifying his involvement in a variety of degrees, in relation to the attribution by pupils or by other fellow-artists - like his cooperation in many paintings with Breughel, for instance
1605 - 1625

Painting

“Above all, Chopin was the greatest master of counterpoint since Mozart. This will appear paradoxical only if we equate counterpoint with strict fugue, and Chopin wrote no formal fugues except as an academic exercise. His chief training, in both composition and keyboard playing, however, came from a study of Bach, and it was a study that engaged him all his life and which he always recommended to his pupils.”

Charles Rosen (1927–2012) American pianist and writer on music

Source: The Romantic Generation (1995), Ch. 5 : Chopin: Counterpoint and the Narrative Forms

Life, Exercises, Study, Appearance

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

Václav Havel (1936–2011) playwright, essayist, poet, dissident and 1st President of the Czech Republic

New Year's Address to the Nation (1991)

People, Education, Dreams, Future

“Personally I would like to have pupils, a studio, pass on my love to them, work with them, without teaching them anything... A convent, a monastery, a phalanstery of painting where one could train together.... but no program, no instruction in painting.... drawing is still alright, it doesn't count, but painting – the way to learn is to look at the masters, above all at nature, and to watch other people painting..”

Paul Cézanne (1839–1906) French painter

Source: Quotes of Paul Cezanne, after 1900, Cézanne, - a Memoir with Conversations, (1897 - 1906), p. 124, in: 'What I know or have seen of his life'

Love, People, Way, Nature

“We need to develop within our children and young people the capacity to respect the cultures and beliefs of the different groups that make up our society; and we need to develop the resolve to treat each other justly. Secondly, we must eliminate, so far as any society can, the under-achievement of many of our children and young people from all sections of the community. We need to raise the performance of all pupils and to tackle the obstacles to higher achievement which are common to all. But we also need to tackle those special factors which additionally may contribute to the under-achievement of many members of our ethnic minorities.”

Keith Joseph (1918–1994) British barrister and politician

Speech in London (20 May 1986).
1980s

Children, People, Communication

“The teacher asked us to write an essay based on an artist's visual version of the cold and other hardships endured by Washington's men at Valley Forge. I dashed off a page or so of commentary, which brought from the teacher public commendation for my historical empathy and perception. This juvenile effort may have influenced my instructor when he gave me a grade on my report card of 100 percent in history. I thought then, and still think, that no pupil is worth 100 percent in history.”

Thomas A. Bailey (1902–1983) American historian

The American Pageant Revisited, p. 9

Men, History, Thinking, Effort

“A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering cold iron.”

Horace Mann (1796–1859) American politician

As quoted in The Eclectic Magazine Vol. VII, (January - June 1868)
Variants:
The teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.
As quoted in School Arts (1935) by Art Study and Teaching Periodicals, p. 91
A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.
As quoted in Making Minds Less Well Educated Than Our Own (2004) by Roger C. Schank, p. 151

Learning, Teachers

“[A good teacher] brings knowledge and his pupil into a vital relationship; and the object of teaching is to establish that relationship on an intelligible basis. This can only be done … by appealing to two qualities which are at the bottom of all knowledge, curiosity and observation. They are born with us, every child naturally develops them, and it is the duty of the teacher to direct them to proper ends.”

Mandell Creighton (1843–1901) English historian and ecclesiastic

Thoughts on Education: Speeches and Sermons (1902)

Intelligence, Nature, Knowledge, Teachers

“The words themselves say least of all, if in fact they say anything; what really informs us is the inflection of the voice (and no less so if it is restrained), the breathing, the heartbeat, the muscles round the mouth and eyes, the dilation and conctraction of the pupils, the strength or the weakness in the knees, as well as the chain of mysterious reactions in the nerves and the secretions from hidden glands whose names one never knows even though one has read about them in books; all that is the essence of a conversation—the words are more or less incidental.”

Halldór Laxness book The Atom Station

Atómstöðin (The Atom Station) (1948)

Secret, Books, Reading

“This is appropriate. Justice is the most 'political' or institutional of the virtues. The legitimacy of a state rests upon its claim to do justice. … Doing justice is not the primary purpose of the family, the classroom, the small business, even though a father, teacher, or employer ought to behave justly towards children, pupils, or employees when rearing them, teaching them,. and employing them.”

Alan Ryan (1940) British philosopher

Justice (1993)

Children, Family, Justice, Business

“Not much younger than these (sc. Hermotimus of Colophon and Philippus of Mende) is Euclid, who put together the Elements, collecting many of Eudoxus' theorems, perfecting many of Theaetetus', and also bringing to irrefragable demonstration the things which were only somewhat loosely proved by his predecessors. This man lived in the time of the first Ptolemy. For Archimedes, who came immediately after the first (Ptolemy), makes mention of Euclid: and, further, they say that Ptolemy once asked him if there was in geometry any shorter way than that of the elements, and he answered that there was no royal road to geometry. He is then younger than pupils of Plato but older than Eratosthenes and Archimedes; for the latter were contemporary with one another, as Eratosthenes somewhere says.”

Proclus (412–485) Greek philosopher

As quoted by Sir Thomas Little Heath, The Thirteen Books of Euclid's Elements (1908) Vol.1 https://books.google.com/books?id=UhgPAAAAIAAJ Introduction and Books I, II p.1, citing Proclus ed. Friedlein, p. 68, 6-20.

Way, Time, Perfection

“How can a missionary in such circumstances meet the surprise and questions of his pupils, unless he may point to that seed, and tell them what Christianity was meant to be; unless he may show that. like all other religions, Christianity, too, has had its history”

Max Müller (1823–1900) German-born philologist and orientalist

Preface (Scribner edition, 1872) 
Chips from a German Workshop (1866)
Context: How can a missionary in such circumstances meet the surprise and questions of his pupils, unless he may point to that seed, and tell them what Christianity was meant to be; unless he may show that. like all other religions, Christianity, too, has had its history; that the Christianity of the nineteenth century is not the Christianity of the Middle Ages, that the Christianity of the MiddIe Ages was not that of the early Councils, that the Christianity of the early Councils was not that of the Apostles, and "that what has been said by Christ, that alone was weII said?"

Religion, History, Question

“The Master said: "Everything that exists is God." The pupil understood it literally, but not in the true spirit.”

Ramakrishna (1836–1886) Indian mystic and religious preacher

Saying 15
Râmakrishna : His Life and Sayings (1898)
Context: The Master said: "Everything that exists is God." The pupil understood it literally, but not in the true spirit. While he was passing through a street, he met with an elephant. The driver (mahut) shouted aloud from his high place, "Move away, move away!" The pupil argued in his mind, "Why should I move away? I am God, so is the elephant also God. What fear has God of Himself?" Thinking thus he did not move. At last the elephant took him up by his trunk, and dashed him aside. He was severely hurt, and going back to his Master, he related the whole adventure. The Master said, "All right, you are God. The elephant is God also, but God in the shape of the elephant-driver was warning you also from above. Why did you not pay heed to his warnings?"

God

“Nobody can be forced to commit an act of villany. You can't push anybody into the mud; people always step into it themselves. No matter what the circumstances of life are, there are no justifications and there never will be any. But people look for justifications and they find them. All people have been taught to do that, and they've all proved diligent pupils.”

Sergei Lukyanenko book Night Watch

Source: Night Watch (2006), p. 385

Life, People

“I sat listening to pupils recite, knowing and understanding what was being said and done, but utterly incapable of opening my mouth when called upon. The students around me seemed so sure of themselves that I despaired of ever being able to conduct myself as they did.”

Richard Wright book Black Boy

Black Boy (1945)

Understanding, Despair

“Are the eyes an open door to the world, as poets say? Well, honestly, not really. The fact is, we see the world through a pair of tiny peepholes, the pupils of our eyes.”

Gianni Sarcone (1962) Italian author, artist, designer, and researcher in visual perception and cognitive psychology

Our brain functions as a highly creative ‘camera obscura’ – the forerunner of the modern photographic camera, named from the Latin for dark room.
Amazing Visual Illusions: Trick Your Mind and Feast Your Eyes (2011).

World

“Historically, Marxism was born with the ambition of explaining everything in the world scientifically. It is known, that Marx even dealt with mathematics. Although he could not solve problems which are nowadays clear for even asinine pupils, Marx left behind for the future generations his smart tips.”

Aleksandr Zinovyev (1922–2006) Russian writer

On the Social State of Marxism (1978)

World, Mathematics, Problem, Future

“I sat and cursed myself. Why did I always appear so dumb when I was called upon to perform something in a crowd? I knew how to write as well as any pupil in the classroom, and no doubt I could read better than any of them, and I could talk fluently and expressively when I was sure of myself. Then why did strange faces make me freeze? I sat with my ears and neck burning, hearing the pupils whisper about me, hating myself, hating them; I sat still as stone and a storm of emotion surged through me”

Richard Wright book Black Boy

Black Boy (1945)

Hate, Appearance, Reading

“The mind of a bigot is like the pupil of the eye; the more light you pour upon it, the closer it contracts.”

Oliver Wendell Holmes Jr. (1841–1935) United States Supreme Court justice

Oliver Wendell Holmes, Sr., in "The Autocrat of the Breakfast Table" in The New England Magazine, Vol. 1 (1831), p. 431.
Misattributed

Light

“Among these unhappy mortals is the writer of dictionaries, whom mankind have considered, not as the pupil, but the slave of science, the pioneer of literature, doomed only to remove rubbish and clear obstructions from the paths through which Learning and Genius press forward to conquest and glory, without bestowing a smile on the humble drudge that facilitates their progress. Every other author may aspire to praise; the lexicographer can only hope to escape reproach, and even this negative recompense has been yet granted to very few.”

Samuel Johnson book A Dictionary of the English Language

Preface http://andromeda.rutgers.edu/~jlynch/Texts/preface.html A Dictionary of the English Language (1755) Context: It is the fate of those, who toil at the lower employments of life, to be rather driven by the fear of evil, than attracted by the prospect of good; to be exposed to censure, without hope of praise; to be disgraced by miscarriage, or punished for neglect, where success would have been without applause, and diligence without reward. Among these unhappy mortals is the writer of dictionaries, whom mankind have considered, not as the pupil, but the slave of science, the pioneer of literature, doomed only to remove rubbish and clear obstructions from the paths through which Learning and Genius press forward to conquest and glory, without bestowing a smile on the humble drudge that facilitates their progress. Every other author may aspire to praise; the lexicographer can only hope to escape reproach, and even this negative recompense has been yet granted to very few.

Smile, Hope, Literature, Learning

“No piano, no pupils! Such is the spirit of this country -- Music and Steam!”

Théodore Guérin (1798–1856) Catholic saint and nun from France

First Journal of Travel (1840)
Context: They [Sisters of Charity in Frederick] excel in music, which is an indispensable thing in this country, even for the poor. No piano, no pupils! Such is the spirit of this country -- Music and Steam!

Music, Country

“The statistics show that a large majority die under five years of age. What would we think of a schoolmaster who killed the most of his pupils the first day?”

Robert G. Ingersoll (1833–1899) Union United States Army officer

"To the Indianapolis Clergy." The Iconoclast (Indianapolis, IN) (1883)
Context: Some people have insisted that this life is a kind of school for the production of self-denying men and women—that is, for the production of character. The statistics show that a large majority die under five years of age. What would we think of a schoolmaster who killed the most of his pupils the first day? If this doctrine is true, and if manhood cannot be produced in heaven, those who die in childhood are infinitely unfortunate.

Age, Thinking

“Raise your eyes on a clear night and look at the magnificent spectacle of the starry heavens… Would it be asking too much to ask masters occasionally to direct their pupils to the observation of the most splendid sight which the sons of men have had before their eyes ever since they have trod the earth?”

George Long (1800–1879) English classical scholar

An Old Man's Thoughts on Many Things, Of Education I
Context: We cannot work without matter to work on, and we must look round and see what there is. There is a material which will never fail. It is perhaps eternal, at least for us. It costs nothing, and it is everywhere. Raise your eyes on a clear night and look at the magnificent spectacle of the starry heavens... Would it be asking too much to ask masters occasionally to direct their pupils to the observation of the most splendid sight which the sons of men have had before their eyes ever since they have trod the earth?—to point out the position and tell the names of some of the brightest of these wondrous objects; to show the apparent motion of these bodies, to point out the polar star, and to lead by slow and sure steps to the conclusion which the genius of man has drawn from this apparent motion, and other considerations.

Men, Night

“The teacher usually learns more than the pupils. Isn't that true?
"It would be hard to learn much less than my pupils," came a low growl from somewhere on the table, "without undergoing a pre-frontal lobotomy."”

Douglas Adams book Dirk Gently's Holistic Detective Agency

Dirk Gently's Holistic Detective Agency (1987)

Learning

“Truth is powerful, and, if not instantly, at least by slow degrees, may make good her possession. Gleams of good sense may penetrate through the thickest clouds of error. But we are supposing in the present case that truth is the object of the preceptor. Upon that assumption it would be strange indeed, if he were not able to triumph over corruption and sophistry, with the advantage of being continually at hand, of watching every change and symptom as they may arise, and more especially with the advantage of real voice, of accommodated eloquence, and of living sympathies, over a dead letter. These advantages are sufficient; and, as the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking; open to him new mines of science and new incentives to virtue; and perhaps, by a blended and compound effect, produce in him an improvement which was out of the limits of his lessons, and raise him to heights the preceptor never knew.”

William Godwin (1756–1836) English journalist, political philosopher and novelist

The Enquirer : Reflections on Education, Manners, and Literature (1797), Essay XV : Of Choice In Reading, p. 130, (1823 edition)

Truth, Education, Making love, Error

“Type of those born under Virgo. Those born in Virgo are of the following description: fair appearance, eyes not large, fascinating, dark, compact eyebrows, cheerful, swimmers; they are, however, slight in frame, beautiful in aspect, with hair prettily adjusted, large forehead, prominent nose. The same by nature are docile, moderate, intelligent, sportive, rational, slow to speak, form ing many plans; in regard of a favour, importunate; gladly observing everything; and well-disposed pupils, they master whatever they learn; moderate, scorners, victims of unnatural lusts, companionable, of a noble soul, despisers, careless in practical matters, attending to instruction, more honourable in what concerns others than what relates to themselves; as regards friendship, useful.”

Hippolytus of Rome Refutation of all Heresies

Ante-Nicene Christian Library, Volume 6: Hippolytus, Bishop Of Rome, Volume 1 P. 90
Refutation of All Heresies

Friendship, Beauty, Soul, Intelligence

“This method of mental training is, therefore, the immediate preparation for the moral; it completely destroys the root of immorality by never allowing sensuous enjoyment to become the motive. Formerly, that was the first motive to be stimulated and developed, because it was believed that otherwise the pupil could not be influenced or controlled at all.”

Johann Gottlieb Fichte book Address to the German Nation

General Nature of New Eduction contiunued p. 31
Addresses to the German Nation (Reden an die deutsche Nation) 1808, Third Address

Motivation, Training

“When next he came to me he was drunk—royally drunk on many poets for the first time revealed to him. His pupils were dilated, his words tumbled over each other, and he wrapped himself in quotations—as a beggar would enfold himself in the purple of emperors.”

Rudyard Kipling (1865–1936) English short-story writer, poet, and novelist

The Finest Story in the World http://www.telelib.com/authors/K/KiplingRudyard/prose/ManyInventions/fineststory.html (1893). Other works

Time

“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

Love, Life, Men, World

“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)

Love, Truth, Education, Making love

“Great shame it is to deem of high degree
Thyself, or over others rackon thee.
Strive to be like the pupil of thine eye—
To see all else, but not thyself to see.”

Khwaja Abdullah Ansari (1006–1089) Persian writer

A Literary History of Persian, Vol. 2, p. 270
Poetry

“I am sure that no more certain method, not only of dechristianizing, but demoralizing the youth of the classes who send their children to the Universities could be found than subjecting them to the influence of tutors who would start with the idea that all beliefs should be submitted for free selection to the consciences and intelligences of their pupils.”

Robert Gascoyne-Cecil, 3rd Marquess of Salisbury (1830–1903) British politician

Speech in the House of Lords (8 May 1871) http://hansard.millbanksystems.com/lords/1871/may/08/committee#column_346 1870s

Children, Youth, Intelligence, Idea

“I am an ordinary Communist, a little pupil of Chairman Mao, and a little pupil of the broad masses. I have to learn from my dear comrades.”

Jiang Qing (1914–1991) Chinese political figure and wife of Mao Zedong

Source: Speech at the Reception for the Representatives of the Beijing Workers Propaganda Team and the People's Liberation Army Propaganda Team (14 September 1968)

Learning

“Our Lord has many weak children in His family, many dull pupils in His school, many raw soldiers in His army, and many lame sheep in His flock. Yet He bears with them all, and casts none away.”

J.C. Ryle (1816–1900) Anglican bishop

Vol. III, John XX: 24–31, p. 406
Expository Thoughts on the Gospels: St. John (1865–1873)

Children, School, Family

Quotes about pupil page 2

Quotes about pupil
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