Quotes about teacher
page 6

“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, Teachers, Christ

“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 <br class="br">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, Teachers, Memory

“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, Teachers

“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

Teachers

“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, Teachers

“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

Teachers, 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, Teachers

“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, 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, Teachers

“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, Teachers, Science, Daughters

“The more a man is imbued with the ordered regularity of all events the firmer becomes his conviction that there is no room left by the side of this ordered regularity for causes of a different nature. For him neither the rule of human nor the rule of divine will exists as an independent cause of natural events. To be sure, the doctrine of a personal God interfering with natural events could never be refuted, in the real sense, by science, for this doctrine can always take refuge in those domains in which scientific knowledge has not yet been able to set foot.
But I am persuaded that such behavior on the part of the representatives of religion would not only be unworthy but also fatal. For a doctrine which is able to maintain itself not in clear light but only in the dark, will of necessity lose its effect on mankind, with incalculable harm to human progress. In their struggle for the ethical good, teachers of religion must have the stature to give up the doctrine of a personal God, that is, give up that source of fear and hope which in the past placed such vast power in the hands of priests. In their labors they will have to avail themselves of those forces which are capable of cultivating the Good, the True, and the Beautiful in humanity itself. This is, to be sure, a more difficult but an incomparably more worthy task.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

1940s, Science and Religion (1941)

God, Fear, Religion, Beauty

“Economic analysis is the first principle of Marxism. Professors who were genuine leftists would have challenged the entire economics-driven machinery of American academe — the wasteful multidepartmental structure, the divisive pedantry of overspecialization, the cronyism and sycophancy in recruitment and promotion, the boondoggling ostentation of pointless conferences, the exploitation of graduate students and part-time teachers, the subservience of faculty to overpaid administrators, the mediocrity and folly of the ruling cliques of the Modern Language Association.”

Camille Paglia (1947) American writer

Source: Vamps and Tramps (1994), p. xix

Teachers, Time, Parting

“When executives lead as teachers, stewards, and designers, they fill roles that are much more subtle and long-term than those of power-wielding hierarchical leaders.”

Peter M. Senge (1947) American scientist

"Leading learning organizations," Training & Development, 50:12, (December 1996)

Teachers

“The teacher has to inspire, to agitate. You cannot teach acting. You can only stimulate what's already there.”

Stella Adler (1901–1992) American actress and teaching coach

Obituary in New York Times

Teachers

“By any yardstick, a higher percentage of New York City high school students are graduating now than at any time in decades. The rate has risen every year during this administration and is an important validation of our reforms, w:Chancellor Klein’s leadership, and the hard work of our students, principals, and teachers. The rate obviously remains far too low, but the gains demonstrate that our hard work to raise student achievement is paying off, and we are beginning to turn around a failing system.”

Michael Bloomberg (1942) American businessman and politician, former mayor of New York City

http://www.mikebloomberg.com/en/issues/education/mayor_bloomberg_announces_that_high_school_graduaton_rate_reaches_historic_high_of_60
Education

School, Teachers, Time

“If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and the newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men. If you can do one you can do the other. Ignorance and fanaticism is ever busy and needs feeding. Always it is feeding and gloating for more. Today it is the public school teachers, tomorrow the private. The next day the preachers and the lectures, the magazines, the books, the newspapers. After a while, your honor, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind.”

Clarence Darrow (1857–1938) American lawyer and leading member of the American Civil Liberties Union

Scopes Trial, Dayton, Tennessee (13 July 1925)

Men, Books, Age, School

“For the whole Past, as I keep repeating, is the possession of the Present; the Past had always something true, and is a precious possession. In a different time, in a different place, it is always some other side of our common Human Nature that has been developing itself. The actual True is the sum of all these; not any one of them by itself constitutes what of Human Nature is hitherto developed. Better to know them all than misknow them. "To which of these Three Religions do you specially adhere?" inquires Meister of his Teacher. "To all the Three!"”

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

answers the other: "To all the Three; for they by their union first constitute the True Religion."
1840s, Heroes and Hero-Worship (1840), The Hero as Divinity

Religion, Nature, Teachers, Time

“The ancient educational thinking also emphasized the importance of a certain atmosphere in which alone any worthwhile education is possible. First, there must be a complete rapport between the teacher and the taught. "May we study together. May God protect us both. May we never spite each other", that is the prayer of the teacher and the pupil with which several Upanishads open. There must be an atmosphere of serious inquiry, of hankering for truth for its own sake, of affection, deference, service and respect. Hindus believed that without this environment, no higher education is possible.”

Ram Swarup (1920–1998) Indian historian

On Hinduism (2000)

God, Truth, Education, Thinking

“I developed The Great Teacher theory late in my freshman year. It was a cornerstone of the theory that great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft; knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is that they would applaud my theft, laugh at the thought of it, realizing that they had taught me their larcenous skills well.”

Pat Conroy The Lords of Discipline

Source: The Lords of Discipline (1980), p. 271

Art, Teachers, Personality, Training

“Reviewing what you have learned and learning anew, you are fit to be a teacher.”

Confucius (-551–-479 BC) Chinese teacher, editor, politician, and philosopher

Source: The Analects, Chapter II

Learning, Teachers

“Embarrassment is the greatest teacher, but since its lessons are exactly those we have tried hardest to conceal from ourselves, it may teach us, also, to perfect our self-deception.”

James Richardson (1950) American poet

#373
Vectors: Aphorisms and Ten Second Essays (2001)

Teachers, Perfection

“Nadia Boulanger was quite aware that as a composition teacher she labored under two further disadvantages: she was not herself a regularly practicing composer and in so far as she composed at all she must of necessity be listed in that unenviable category of the woman composer. Everyone knows that the high achievement of women musicians as vocalists and instrumentalists has no counterpart in the field of musical composition. This historically poor showing has puzzled more than one observer. … Is it possible that there is a mysterious element in the nature of musical creativity that runs counter to the nature of the feminine mind? … The future may very well have a different tale to tell; for the present, however, no woman's name will be found on the list of world-famous composers.”

Aaron Copland (1900–1990) American composer, composition teacher, writer, and conductor

Copland on Music (1960) ISBN 0393001989.

Women, World, Music, Nature

“I never forgot that schooling had irretrievably changed my family’s life. That knowledge, however, did not weaken ambition. Instead, it strengthened resolve. Those times I remembered the loss of my past with regret, I quickly reminded myself of all the things my teachers could give me. (They could make me an educated man.) I tightened my grip on pencil and books. I evaded nostalgia. Tried hard to forget. But one does not forget by trying to forget. One only remembers. I remembered too well that education had changed my family’s life. I would not have become a scholarship boy had I not so often remembered.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

Life, Books, Education, School

“How could we bear, nursed as we have been in a free atmosphere, to be gagged and muzzled; to have spies, eavesdroppers and delators at every corner; to have even private conversations caught up and used against us by the Secret Police and all their agents and creatures; to be arrested and interned without trial; or to be tried by political or Party courts for crimes hitherto unknown to civil law. How could we bear to be treated like schoolboys when we are grown-up men; to be turned out on parade by tens of thousands to march and cheer for this slogan or for that; to see philosophers, teachers and authors bullied and toiled to death in concentration camps; to be forced every hour to conceal the natural workings of the human intellect and the pulsations of the human heart? Why, I say that rather than submit to such oppression, there is no length we would not go to.”

Winston S. Churchill (1874–1965) Prime Minister of the United Kingdom

Speech at Théâtre des Ambassadeurs, Paris (24 September 1936), quoted in Martin Gilbert, Prophet of Truth: Winston S. Churchill, 1922–1939 (London: Minerva, 1990), p. 788
The 1930s

Death, Men, Secret, Law

“.. that distinguished aesthete [ Gustave Moreau, ] famous artist and art teacher in Paris, then] who paints nothing than rubbish, it is because his dreams are suggested not by the inspiration of Nature, but by what he has seen in the museums... I should like to have that good man under my wing, to point out to him the doctrine of a development of art by contact with Nature. It's so sane, so comforting, the only just conception of art.”

Paul Cézanne (1839–1906) French painter

Quote in a conversation with Vollard, in the studio of Cézanne, in Aix, 1896; as quoted in Cezanne, by Ambroise Vollard, Dover publications Inc. New York, 1984, p. 66
Quotes of Paul Cezanne, 1880s - 1890s

Dreams, Art, Nature, Teachers

“I want a poetry that can learn as much from popular culture as from serious culture. A poetry that seeks the pleasure and emotionality of the popular arts without losing the precision, concentration, and depth that characterize high art. I want a literature that addresses a diverse audience distinguished for its intelligence, curiosity, and imagination rather than its professional credentials. I want a poetry that risks speaking to the fullness of our humanity, to our emotions as well as to our intellect, to our senses as well as our imagination and intuition. Finally I hope for a more sensual and physical art — closer to music, film, and painting than to philosophy or literary theory. Contemporary American literary culture has privileged the mind over the body. The soul has become embarrassed by the senses. Responding to poetry has become an exercise mainly in interpretation and analysis. Although poetry contains some of the most complex and sophisticated perceptions ever written down, it remains an essentially physical art tied to our senses of sound and sight. Yet, contemporary literary criticism consistently ignores the sheer sensuality of poetry and devotes its considerable energy to abstracting it into pure intellectualization. Intelligence is an irreplaceable element of poetry, but it needs to be vividly embodied in the physicality of language. We must — as artists, critics, and teachers — reclaim the essential sensuality of poetry. The art does not belong to apes or angels, but to us. We deserve art that speaks to us as complete human beings. Why settle for anything less?”

Dana Gioia (1950) American writer

"Paradigms Lost," interview with Gloria Brame, ELF: Eclectic Literary Forum (Spring 1995)
Interviews

Pleasure, Hope, Art, Music

“Let us suppose there was a teacher of whom an historical record (or, at least, a widespread belief which is not basically disputable) reports that he was the first to expound publicly a pure and searching religion, comprehensible to the whole world. … Suppose that all he did was done even in the face of a dominant ecclesiastical faith which was onerous and not conducive to moral ends (a faith whose perfunctory worship can serve as a type of all the other faiths, at bottom merely statutory, which were current in the world at the time). Suppose, further, we find that he had made this universal religion of reason the highest and indispensable condition of every religious faith whatsoever … and this without further adding to this faith burdensome new ordinances or wishing to transform acts which he had initiated into peculiar holy practices, required in themselves as being constituent elements of religion. After this description one will not fail to recognize the person who can be referenced, not indeed as the founder of the religion which, free from every dogma, is engraved in all men’s hearts (for it does not have its origin in an arbitrary will), but as the founder of the first true church.”

Immanuel Kant (1724–1804) German philosopher

Book IV, Part 1, Section 1, “The Christian religion as a natural religion”
Religion within the Limits of Reason Alone (1793)

Men, World, Faith, Religion

“In the last few years there has been a harvest of books and lectures about the "Mysterious Universe." The inconceivable magnitudes with which astronomy deals produce a sense of awe which lends itself to a poetic and philosophical treatment. "When I consider thy heavens, the work of thy hands, the moon and the starts, whuch thou hast ordained: what is man that thou art mindful of him? The literary skill with which this branch of science has been exploited compels one's admiration, but alos, a little, one's sense of the ridiculous. For other facts than those of astronomy, oother disciplines than of mathematics, can produce the same lively feelings of awe and reverence: the extraordinary finenness of their adjustments to the world outside: the amazing faculties of the human mind, of which we know neither whence it comes not whither it goes. In some fortunate people this reverence is produced by the natural bauty of a landscape, by the majesty of an ancient building, by the heroism of a rescue party, by poetry, or by music. God is doubtless a Mathematician, but he is also a Physiologist, an Engineer, a Mother, an Architect, a Coal Miner, a Poet, and a Gardener. Each of us views things in his own peculiar war, each clothes the Creator in a manner which fits into his own scheme. My God, for instance, among his other professions, is an Inventor: I picture him inventing water, carbon dioxide, and haemoglobin, crabs, frogs, and cuttle fish, whales and filterpassing organisms ( in the ratio of 100,000,000,000,000,000,000,000 to 1 in size), and rejoicing greatly over these weird and ingenious things, just as I rejoice greatly over some simple bit of apparatus. But I would nor urge that God is only an Inventor: for inventors are apt, as those who know them realize, to be very dull dogs. Indeed, I should be inclined rather to imagine God to be like a University, with all its teachers and professors together: not omittin the students, for he obviously possesses, judging from his inventions, that noblest human characteristic, a sense of humour.”

Archibald Hill (1886–1977) English physiologist and biophysicist

The Ethical Dilemma of Science and Other Writings https://books.google.com.mx/books?id=zaE1AAAAIAAJ&printsec=frontcover#v=onepage&q&f=false (1960, Cap 1. Scepticism and Faith, p. 41)

God, War, People, Books

“In one Eastern Shore town, a teacher reported to work one morning to find that someone had smashed the windows of her schoolhouse. Other black schools across Maryland were burned to the ground. Teachers received death threats. One was even beaten by an angry mob. But despite the risks, understand, students flocked to these schools in droves, often walking as many as eight to ten miles a day to get their education. In fact, the educational association that founded Bowie State wrote in their 1864 report that — and this is a quote — “These people are coming in beyond our ability to receive them.” Desperately poor communities held fundraisers for these schools, schools which they often built with their own hands. And folks who were barely scraping by dug deep into their own pockets to donate money.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

Remarks at Bowie State University ceremony (17 May 2013) http://www.whitehouse.gov/the-press-office/2013/05/17/remarks-first-lady-bowie-state-university-commencement-ceremony <br class="br">2010s

Death, Money, People, Education

“The great moral teachers of humanity were, in a way, artistic geniuses in the art of living.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

1940s, Religion and Science: Irreconcilable? (1948)

Art, Way, Teachers

“I don't know why I'm here. Everything before our eyes is ridiculous. The light is wrong, the shadows are wrong. When I enter in the studio I feel like I am entering a tomb [in the studio of their common art-teacher Thoman Couture ]. I know we can't make a model undress in the street. But there are fields, and at least in the summer we could do studies of the nude in the country, since the nude appears to be the first and the last word in art.”

Edouard Manet (1832–1883) French painter

Manet's early quote in 1850, spoken to his friend Antonin Proust; as quoted in Manet, Nathalia Brodskaya, Parkstone International, 2011, ISBN 978-1-78042-029-5, p. 12
1850 - 1875

Art, Feeling, Study, Light

“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

“It's a shame that pantyless party girls get more attention than the real heroes, the nurses and teachers and moms.”

Laura Penny (1975) Canadian journalist

Source: More Money than Brains (2010), Chapter six, More is Less, p. 183

Girl, Moms, Teachers

“It is not within the power of a Buddha to wash away the impurities of others. One could neither purify nor defile another.The Buddha, as Teacher, instructs us, but we ourselves are directly responsible for our purification.”

Narada Maha Thera (1898–1983) Sri Lankan monk and missionary

Buddhism in a Nutshell

Teachers

“Josef Albers's [a former art teacher of Rauschenberg, on Black Mountain College ] rule is to make order. As for me, I consider myself successful when I do something that resembles the lack of order I sense. (around 1949 during Black Mountain College, fh).”

Robert Rauschenberg (1925–2008) American artist

In Robert Rauschenberg, Works, Writings and Interviews, Sam Hunter; as quoted in Ediciones Poligrafa, Barcelona, Spain, 2006, p. 37
1950's

Art, Mountain, Sense, Teachers

“Back in Moscow in 1925 - teacher at 'Vchutemas' of interior design and furniture at the faculty of wood and metalwork. In 1926 my most important artistic work began: designing exhibitions. In that year I was invited by the committee of the International Exhibition of Art in Dresden to design the space for contemporary art. Was sent abroad for by 'VOKS.”

El Lissitsky (1890–1941) Soviet artist, designer, photographer, teacher, typographer and architect

[In] 1927 Exhibition of Typography in Moscow.
1926 - 1941, Autobiography of the artist' (1941)

Art, Teachers

“Mayor Macbeth, of Charleston, told General Howard that he did not believe that a bureau at Washington could manage the social relations of the people from the Potomac to the Rio Grande. But the answer to Mayor Macbeth is that he and his companions have managed those relations at a cost to the country of four years of civil war, three thousand millions of dollars, and hundreds of thousands of lives. The Freedmen's Bureau will hardly be as expensive as that. And while such a bureau merely defends the rights of a certain class under the laws, the aid societies give them that education which in the present state of local feeling would be inevitably withheld. The mighty arch of Sherman, wasting and taming the land, is followed by the noiseless steps of the band of unnamed heroes and heroines who are teaching the people. The soldier drew the furrow, the teacher drops the seed. There is many and many a devoted woman, hidden at this moment in the lowliest cabins of the South, whose name poets will not sing nor historians record, but whose patient toil the eye that marks the sparrow's fall beholds and approves. Not more noble, not more essential, was the work of the bravest and most famous of the heroes who fell in the wild storm of battle, than that of many a woman to us unknown, faithful through privation and exposure and disease, and perishing at the lonely outpost of duty in the act of helping the nation keep its word.”

George William Curtis (1824–1892) American writer

1860s, The Good Fight (1865)

War, People, Education, Disease

“I believe nothing. I have shut myself away from the rocks and wisdoms of ages, and from the so-called great teachers of all time, and perhaps because of that isolation I am given to bizarre hospitalities. I shut the front door upon Christ and Einstein, and at the back door hold out a welcoming hand to little frogs and periwinkles. I believe nothing of my own that I have ever written. I cannot accept that the products of minds are subject-matter for beliefs. But I accept, with reservations that give me freedom to ridicule the statement at any other time, that showers of an edible substance that has not been traced to an origin upon this earth, have fallen from the sky, in Asia Minor.”

Charles Fort book Lo!

Pt 1, Ch. 3 http://www.resologist.net/lo103.htm; part of this has sometimes been misquoted as: "I cannot accept that the products of the mind are subject-matter for belief." <br class="br">Lo! (1931)

Wisdom, Age, Freedom, Teachers

“…that the Jew, thanks to Ezekiel, is the teacher of all intolerance, of all fanaticism in faith, and of all murder for the sake of religion; that he only appealed to toleration where he felt himself oppressed, that he himself, on the other hand, never practised it nor dared to practise it, for his law forbade it as it forbids it today and will forbid it tomorrow.”

Houston Stewart Chamberlain book The Foundations of the Nineteenth Century

The Foundations of the Nineteenth Century (Die Grundlagen des neunzehnten Jahrhunderts) (1899)

Faith, Religion, Law, Teachers

“[About Jews] By nature we are like all other human beings, yet our people is unlike others, because our life is different, our history is different, our teacher is the Exile.”

Isaac Leib Peretz (1852–1915) Yiddish language author and playwright

Idishe Bibliotek, i. Pref., 1890. Alle Verk, xii. 7.

Life, People, History, Nature

“If I would be a young man again and had to decide how to make my living, I would not try to become a scientist or scholar or teacher. I would rather choose to be a plumber or a peddler in the hope to find that modest degree of independence still available under present circumstances.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Letter to the editor of The Reporter about the situation of scientists in America (13 October 1954)
1950s

Hope, Teachers

“My teacher, Ales Adamovich, whose name I mention today with gratitude, felt that writing prose about the nightmares of the 20th century was sacrilege. Nothing may be invented. You must give the truth as it is. A "super-literature" is required. The witness must speak. Nietzsche's words come to mind – no artist can live up to reality. He can't lift it. It always troubled me that the truth doesn't fit into one heart, into one mind, that truth is somehow splintered. There's a lot of it, it is varied, and it is strewn about the world.”

Svetlana Alexievich (1948) Belarusian investigative journalist and non-fiction prose writer

Quotes from Nobel Lecture

Truth, World, Literature, Reality

“The work and the teaching of the Christ will be hard for the Christian world to accept, though easier of assimilation in the East. Nevertheless, some hard blow or some difficult presentation of the truth is badly needed if the Christian world is to be awakened, and if Christian people are to recognise their place within a worldwide divine revelation and see Christ as representing all the faiths and taking His rightful place as World Teacher.”

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

Source: The Reappearance of the Christ (1948), Chapter IV: The Work of the Christ Today and in the Future, p. 63

People, Truth, World, Faith

“I came to Paris with all my ideas of art fixed, and I have never found it necessary to change them. I have been more or less in love with this master, or that method in art, but I have not modified any fundamental opinions. You have seen my first drawing, made at home without a master, without a model, without a guide. I have never done anything different since. You have never seen me paint except in a low tone; demi-teinte [half-tone] is necessary to me in order to sharpen my eyes and clear my thoughts, - it has been my best teacher.”

Jean-François Millet (1814–1875) French painter

Millet is describing his development as artist to his friend and later biographer fr:Alfred_Sensier
Source: Jean-Francois Millet – Peasant and Painter, 1881, p. 44

Love, Art, Home, Idea

“School teachers, taking them by and large, are probably the most ignorant and stupid class of men in the whole group of mental workers.”

H.L. Mencken book The Philosophy of Friedrich Nietzsche

The Philosophy of Friedrich Nietzsche (1908), pg. 217
1900s

Men, Stupidity, School, Teachers

“I was that one who wore black and—really, I’ve heard it from several people—slept with the English teacher.”

Susanna Kaysen book Girl, Interrupted

Girl, Interrupted (1994)

People, Teachers

“I would rather trust my child to a serpent than to a teacher who does not believe in God.”

Karl G. Maeser (1828–1901) prominent Utah educator and a member of The Church of Jesus Christ of Latter-day Saints

Sentence-Sermons from Brigham Young University Quarterly quoted in The Latter-Day Saints' Millenial Star, Vol. 70 https://books.google.com/books?id=eItJAAAAYAAJ&pg=PA452&lpg=PA452&dq=He+that+cheats+another+is+a+knave;+but+he+that+cheats+himself+is+a+fool.&source=bl&ots=WBAQiPjQX6&sig=WLEdKN2_kXPXj8jZALKCp2dguaQ&hl=en&sa=X&ved=0ahUKEwjXmNeF_7HMAhUH42MKHdySDgsQ6AEILzAE#v=onepage&q=fool&f=false

God, Teachers

“A teacher?”
“Yes. He argued that we are the gods, that we create our own destiny. That what we are determines what will become of us. In a peasantlike vernacular, we all paint ourselves into corners from which here is no escape simply by being ourselves and interacting with other selves.”
“Interesting.”
“Well. Yes. There is god of sorts, Croaker. Do you know? Not a mover and shaker, though. Simply a negator. An ender of tales. He has a hunger that cannot be sated. The universe itself will slide down his maw.”
“Death?”
“I do not want to die, Croaker. All that I am shrieks against the unrighteousness of death. All that I am, was, and probably will be, is shaped by my passion to evade the end of me.” She laughed quietly, but there was a thread of hysteria there. She gestured, indicating the shadowed killing ground below. “I would have built a world in which I was safe. And the cornerstone of my citadel would have been death.”
The end of the dream was drawing close. I could not imagine a world without me in it, either. And the inner me was outraged. Is outraged. I have no trouble imagining someone becoming obsessed with escaping death.
“I understand.”

Glen Cook book The White Rose

“Maybe. We’re all equals at the dark gate, no? The sands run for us all. Life is but a flicker shouting into the jaws of eternity. But it seems so damned unfair!”
Source: The White Rose (1985), Chapter 39, “A Guest at Charm” (p. 625)

Life, Death, Hunger, God

“Feynman was not a theorist's theorist, but a physicist's physicist and a teacher's teacher. Feynman's theoretical concepts opened up research opportunities for experimenters, and his approach to physics dignified the role played by their work.”

Valentine Telegdi (1922–2006) American physicist

[Physics Today, A Lowbrow's View of Feynman, 42, 2, 1989, 10.1063/1.881197] (p. 85)

Teachers

“Uasti was a good teacher,” he said. “She made you look a little way into yourself, see what you could become.”

Tanith Lee book The Birthgrave

Book Three, Part III “Inside the Hollow Star”, Chapter 5 (p. 402)
The Birthgrave (1975)

Way, Teachers

“My teacher Stefan Wolpe was a Marxist and he felt my music was too esoteric at the time. And he had his studio on a proletarian street, on Fourteenth Street and Sixth Avenue.... He was on the second floor and we were looking out the window, and he said, "What about the man on the street?"”

Morton Feldman (1926–1987) American avant-garde composer

At that moment . . . Jackson Pollock was crossing the street.
Quoted in in "AMERICAN SUBLIME : Morton Feldman's mysterious musical landscapes", by Alex Ross. in The New Yorker (19 June 2006)

Music, Teachers, Time

“Meat-eating is undesirable if the person is interested in physical and mental well-being, in securing tranquility for the body and mind. … The greatest religious teachers have always recommended a vegetarian diet because it is a diet that stills the mind as well as strengthening the body. They are unanimous in saying that a peaceful mind, a serene mind, is necessary to recognize the God within you. "Blessed are the pure in hearth; they shall see God," the Bible says. And yoga strives to calm and pacify the mind so that the person can recognize the God within.”

Satchidananda Saraswati (1914–2002) Yogiraj

Interview in The Vegetarians by Rynn Berry (Brookline, MA: Autumn Press, 1979), pp. 166-167.

God, Peace, Teachers, Personality

“We had already learned part of the Quran by heart in Mogadishu, although of course we had never understood more than a word or two of it, because it was in Arabic. But the teacher in Mecca said we recited it disrespectfully: we raced it, to show off. So now we had to learn it all by heart again, but this time with reverent pauses. We still didn't understand more than the bare gist of it. Apparently, understanding wasn't the point.”

Ayaan Hirsi Ali book Infidel

Source: Infidel (2007), Ch. 3

Understanding, Learning, Teachers, Time

“Our sweat is the answer to all our problems, and that the tiller, the artisan and the teacher are the three agents who feed the body, mind and soul.”

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

Source: Uniqueness of Zakir Husain and His Contributions (1997), p. 19.

Soul, Problem, Teachers

“That a woman is presented as a teacher, as a prototype of piety, cannot amaze anyone who knows that piety or godliness is fundamentally womanliness. … from a woman you learn concern for the one thing needful, from Mary, sister of Lazarus, who sat silent at Christ’s feet with her heart’s choice: the one thing needful. P. 149”

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

1850s, An Upbuilding Discourse December 20, 1850

Sister, Learning, Teachers, Heart

“When General Osborne came to see me just after the victory, he asked me what I thought should be done to educate the Germans. I said there is only one thing to be done and that is to teach them disobedience, as long as they are obedient so long sooner or later they will be ordered about by a bad man and there will be trouble. Teach them disobedience, I said, make every German child know that it is its duty at least once a day to do its good deed and not believe something its father or its teacher tells them, confuse their minds, get their minds confused and perhaps then they will be disobedient and the world will be at peace. The obedient peoples go to war, disobedient people like peace, that is the reason that Italy did not really become a good Axis, the people were not obedient enough, the Japs and the Germans are the only really obedient people on earth and see what happens, teach them disobedience, confuse their minds, teach them disobedience, and the world can be peaceful. General Osborne shook his head sadly, you'll never make the heads of an army understand that.”

Gertrude Stein (1874–1946) American art collector and experimental writer of novels, poetry and plays

Off we all went to see Germany. In: LIFE Magazine, Vol. 19, No. 6, August 6, 1945, S.56, ISSN 0024-3019. google books https://books.google.at/books?id=0EkEAAAAMBAJ&pg=PA54&lpg=PA54&dq=%22gertrude+stein%22+%22off+we+all+went%22&source=bl&ots=xOi2_KGtgA&sig=rCjhy5aEb48I1LiWrDQNNVtw37c&hl=de&sa=X&ved=2ahUKEwij1sqZr7_cAhUFdcAKHQQhB_sQ6AEwAHoECAAQAQ#v=onepage&q=%22gertrude%20stein%22%20%22off%20we%20all%20went%22&f=false

War, People, World, Education

“It is so amusing the way that mortals misunderstand the shape, or shapes, of time. … In the realms of the ultimate, each person must figure out things for themselves. … Teachers who offer you the ultimate answers do not possess the ultimate answers, for if they did, they would know that the ultimate answers cannot be given, they can only be received.”

Tom Robbins book Jitterbug Perfume

Jitterbug Perfume (1984)

Way, Teachers, Time, Personality

“"Milton was right," said my Teacher. "The choice of every lost soul can be expressed in the words 'Better to reign in Hell than to serve in Heaven.' There is always something they insist on keeping even at the price of misery."”

Clive Staples Lewis book The Great Divorce

Source: The Great Divorce (1944–1945), Ch. 9

Soul, Hell, Teachers

“Because I love all animals so much, people, I feel like they should realize they don’t have to cut into something to learn about it. … If you feel weird about dissecting something, say “no.” I would totally say, “I'm not cutting into this animal.” I would never do that… You’ll learn so much more off of the computer. If you have the other option, why not take it? You should ask your teacher for other human alternatives.”

Noah Cyrus (2000) American singer and actress

“#DissectionKills, With Noah Cyrus,” video for peta2 (8 April 2015) https://www.youtube.com/watch?v=HVLjUqL2xzw.

Love, People, Feeling, Learning

“I remember being profoundly amazed that anyone would suppose that a little wooden desk would provide a safe haven in the event of an atomic bomb being dropped on Des Moines. But evidently they all took the matter seriously, for even the teacher, Miss Squat Little Fat Thing, was inserted under her desk, too—or at least as much of her as she could get under, which was perhaps 40 percent. Once I realized that no one was watching, I elected not to take part. I already knew how to get under a desk and was confident that this was not a skill that would ever need refreshing.”

Bill Bryson (1951) American author

Source: The Life And Times of the Thunderbolt Kid (2006), p. 117

Confidence, Teachers, Parting

“The zealous care with which J. M. W. Turner endeavoured to do his duty, is proved by a large existing series of drawings, exquisitely tinted, and often completely coloured, all by his own hand, of the most difficult perspective subjects—illustrating not only directions of line, but effects of light - with a care and completion which would put the work of any ordinary teacher to utter shame. In teaching generally — he would neither waste time nor spare it - he would look over a student's drawing at the Academy, point to a defective part, make a scratch on the paper at the side, say nothing. If the student saw what was wanted, and did it, Turner was delighted; but if the student could not follow. Turner left him.”

John Ruskin (1819–1900) English writer and art critic

Quote, c. 1850's; describing Turner's perspective lectures; as quoted in The life of J.M.W. Turner, Volume II, George Walter Thornbury; Hurst and Blackett Publishers, London, 1862, p. 108

Light, Teachers, Time, Parting

“Affirmative action, rightly understood, would justify a wide variety of outreach programs for those whose lives have been stultified by poverty, broken families, bad schools, and neighborhoods filled with drugs, crime and gangs. One can heartily commend a program for tutoring young blacks, or young whites, who had never had a genuine teacher in a real classroom. One cannot, however, commend a program of raising the grades of young blacks, but not young whites, without having raised their skills. And what possible justification can there be there for giving scholarship assistance to the child of a black middle-class family, while denying it to a poor white? Can one imagine a more crass disregard for the genuine meaning of the Equal Protection Clause? The priests of this new religion of 'affirmative action' are not without material interests. Hundreds of millions of corporate dollars are spent annually on 'sensitivity training'. Within the universities, centers for black, brown and women's (i. e., feminist) studies are being established, with vast amount of patronage bestowed upon them. Traditional courses in Plato, Aristotle, Thomas Aquinas, Shakespeare and the Bible continue to appear in the catalogs, but they are increasingly taught by 'deconstructionists', who have no interest in the texts, but only in subjective reactions to the texts.”

Harry V. Jaffa (1918–2015) American historian and collegiate professor

1990s, The Party of Lincoln vs. The Party of Bureaucrats (1996)

Women, School, Family, Religion

“Bement [her art teacher] told me things to read. He told me of exhibitions to go and see [c. 1917].... the two books that he told me to get were Jeromy Eddy 'Cubists and Post-impressionism' and Kandinsky 'On the Spiritual of Art'… It was some time before I really begun to use the ideas. I didn't start at until I was down in Carolina — alone — thinking things out for myself.”

Georgia O'Keeffe (1887–1986) American artist

1970 - 1986, Some Memories of Drawings (1976)

Books, Art, Idea, Thinking

“Indeed. there is a whole section in the Old Testament which does not square with its dominant ideas. The Proverbs, to my mind the best part of the Bible, represents a non-Mosaic tradition. In its spirit, it is very different from the Pentateuch and the Prophets; its ethics is high; it represents a very different spiritual tradition, the tradition of Self-knowledge. Its teaching is mostly, anonymous; it has also a woman teacher… rather an exception in the Bible…”

Ram Swarup (1920–1998) Indian historian

Hindu View of Christianity and Islam (1992)

Idea, Knowledge, Teachers, Parting

“I, who believe that every artist should be his own teacher, cannot dream of setting myself up as a professor.”

Gustave Courbet (1819–1877) French painter

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

Dreams, Teachers

“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

“My first singing role was as Susanna in a school production in a shortened form of Mozart’s The Marriage of Figaro. I loved to sing and I was given lots of encouragement by a wonderful music teacher Mrs Ann Hill and by my parents who suggested I go to drama school.”

Elaine Paige (1948) English singer and actress

As quoted in "Angie Davidson Interviews Elaine Paige" by Angie Davidson in lupus.org.uk http://www.lupus.org.uk/article.php?i=159 (2005)

Love, Marriage, School, Music

“During the last hundred years parents and teachers have ceased to take childhood and adolescence for granted. They have attempted to fit education to the needs of the child, rather than to press the child into an inflexible educational mould. To this new task they have been spurred by two forces, the growth of the science of psychology, and the difficulties and maladjustments of youth.”

Margaret Mead (1901–1978) American anthropologist

Source: 1920s, Coming of Age in Samoa (1928), p. 1, Opening of introduction

Youth, Education, Parent, Teachers

“All are before me! I behold
The House, the Brotherhood austere!
— And what am I, that I am here? For rigorous teachers seized my youth,
And purged its faith, and trimm'd its fire,
Show'd me the high, white star of Truth,
There bade me gaze, and there aspire.
Even now their whispers pierce the gloom:
What dost thou in this living tomb?”

Matthew Arnold (1822–1888) English poet and cultural critic who worked as an inspector of schools

Stanzas from the Grande Chartreuse (1855)

Truth, Youth, Faith, Star

“If I would follow your advice and Jesus could perceive it, he, as a Jewish teacher, surely would not approve of such behavior.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Reply to a Roman Catholic student urging him to pray to Jesus Christ, the Virgin Mary, and convert to Christianity.
Source: Attributed in posthumous publications, Einstein's God (1997), p. 88

Behavior, Teachers

“There is more to do. We need to prepare our children to read and succeed in school with improved Head Start and early childhood development programs. We must upgrade our teacher colleges and teacher training and launch a major recruiting drive with a great goal for America: a quality teacher in every classroom.”

George W. Bush (1946) 43rd President of the United States

2000s, 2002, State of the Union address (January 2002)

Children, School, Teachers, Reading

“I had the company of monsieur Gibert. Such people see clearly, but they have the teacher's eye. As the train was taking us past Alexis' place a staggering subject for a picture came into view towards the east: St-Victoire [later Cezanne made series of paintings of Mont St. Victoire and the crags above Beaurecueil]. I said, 'What a splendid subject'; he replied, 'The lines are too symmetrical'. Referring to 'L'Assommoir' [a novel of Emile Zola ] about which, incidentally, he was the first person to speak to me, he said some very sound things, and praised it, but always from the point of view of technique.”

Paul Cézanne (1839–1906) French painter

Quote in Cézanne's letter to his friend Emile Zola, Aix-en-Provence, 14 April 1878; as quoted in Letters of the great artists – from Blake to Pollock"', Richard Friedenthal, Thames and Hudson, London, 1963, pp. 178-179
Quotes of Paul Cezanne, 1860s - 1870s

People, Teachers, Past, Painting

“Fathers and teachers, I ponder, "What is hell?" I maintain that it is the suffering of being unable to love.”

Fyodor Dostoyevsky (1821–1881) Russian author

The Brothers Karamazov (1879–1880)

Love, Hell, Suffering, Teachers

“No Guru, no method, no teacher
Just you and I and nature
And the Father and the
Son and the Holy Ghost
In the garden wet with rain.”

Van Morrison (1945) Northern Irish singer-songwriter and musician

In the Garden
Song lyrics, No Guru (1986)

Nature, Teachers

“Gautier says, “Baudelaire abhorred philanthropy, progressivists, utilitarians, humanitarians and utopianists.” In other words, Baudelaire condemned Rousseausism in all its forms. Today, Rousseausism has so triumphed that the arts and the avant-garde are synonymous with liberalism, an error enforced by literature teachers, with their humanist bias. I follow the Decadents in trying to drive Rousseauist benevolence out of the discourse in art and literature. The Decadents satirized the liberal faith in progress with sizzling prophecies of catastrophe and cultural collapse.”

Camille Paglia (1947) American writer

Source: Sexual Personae: Art and Decadence from Nefertiti to Emily Dickinson (1990), p. 429

Faith, Art, Error, Literature

“As a teacher I approach my students purely with the human desire to free them from all scholarly inhibitions, and I tell them, 'Painters must speak through paint — not through words.”

Hans Hofmann (1880–1966) American artist

As quoted in It ls., No. 3 (Winter-Spring 1959)
1950s

Teachers, Painting

“Lautrec was still satisfying his rather classical art-teacher Cormon in Paris. The unreal conventions of Cormon imposed and discouraged him, according to Henri Perruchot”

Henri de Toulouse-Lautrec (1864–1901) French painter

1879-1884, T-Lautrec, by Henri Perruchot

Art, Teachers

“[Written on back of photograph of Ruth and Daniel]
"Ruth Levinson
Third grade teacher.
She believes in me and I can be anything I want when I grow up.
I can even change the world."”

Nicholas Sparks (1965) American writer and novelist

Daniel McCallum, Chapter 28 Ira, p. 335
2009, The Longest Ride (2013)

World, Change

“No doubt once it was real progress when developers and teachers offered learners tangible material in order to teach them arithmetic of whole number… The best palpable material you can give the child is its own body.”

Hans Freudenthal (1905–1990) Dutch mathematician

Source: Mathematics as an Educational Task (1973), p. 75-76; As cited in: Anne Birgitte Fyhn (2007, p. 6)

Teachers

“A child has this relationship to a creative force, you know? Yeah, your parents gradually, you know, they gradually shove your face in the concrete, and so do your teachers and school system and…everything’s working against you, but…but…but the force of creativity nature is not working against you - it’s right there for you, at any time! You just…you know, you just have to be ready not to judge yourself and to be open to whatever’s gonna come through you and to-to be ready to not…to not…eeeh to not judge what comes through, but be alright with it, whatever it is, cause it’s just the universe of expressing yourself.”

John Frusciante (1970) American guitarist, singer, songwriter and record producer

On "The Heart is a Drum Machine" Documentary

School, Nature, Parent, Teachers

“Reliable men among the inhabitants of the islands, like the jurist (faqîh) and teacher (mu'allim) 'Alî, the judge 'Abdullãh - and others besides them - told me that the inhabitants of these islands were infidels. Subsequently a westerner named Abul Barakãt the Berbar who knew the great Qur'ãn came to them. He stayed amongst them and God opened the heart of the king to Islãm and he accepted it before the end of the month; and his wives, children and courtiers followed suit. They broke to pieces the idols and razed the idol-house to the ground. On this the islanders embraced Islãm and sent missionaries to the rest of the islands, the inhabitants of which also became Muslims. The westerner stood in high regard with them, and they accepted his cult which was that of Imãm Mãlik. May God be pleased with him! And on account of him they honour the westerners up to this time. He built a mosque which is known after his name.”

Ibn Battuta (1304–1377) Moroccan explorer

About the Maldive Islands , The Rehalã of Ibn Battûta translated into English by Mahdi Hussain, Baroda, 1967.
Travels in Asia and Africa (Rehalã of Ibn Battûta)

Men, God, Children, Teachers

“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

“Teachers and writers share a responsibility to create the next generation of readers. We need to create and cultivate in our classrooms a dialectic of intellect and intuition, of mental attention and sensory engagement. In poetry, intellectual-ity without physicality becomes dull and barren, just as intuition untethered by intellect quickly becomes sloppy and subjective. We need to augment methodology with magic”

Dana Gioia (1950) American writer

36
Essays, Can Poetry Matter? (1991), Poetry as Enchantment (2015)

Teachers

“It’s not about where you were born, or where you come from that makes you a good scientist. What you need are good teachers, co-students, facilities, [he said]. I honestly don’t think my roots have much to do with it. I’m sure this won’t make me popular, but this is what I think.”

Venkatraman Ramakrishnan (1952) Nobel prize winning American and British structural biologist

On his childhood roots in Tamil Nadu.
Appreciate science for what it is: Venkatraman Ramakrishnan

Thinking, Teachers

“Our task is not the training of interpreters, nor the indulgence of exotic tastes, nor the revelation of some arcane Truth which the Orient possesses but we do not, nor the mastery of a sterile Asiatic scholasticism, but literature. If universities are not to teach language by means of literature—by means of books which are intrinsically worth-while reading, I for one do not want to be a university teacher.”

David Hawkes (sinologist) (1923–2009) British sinologist

Source: Inaugural Lecture, Oxford, 1961, p. 27

Truth, Books, Literature, Teachers

“The messages our kids receive from teachers, coaches--and even, with the best intentions, from us — can push them toward pride or despair…toward self-righteousness or self-hatred.”

Phil Vischer (1966) American puppeter

From the postlogue, "Using This Book with Kids", in Sidney & Norman: a tale of two pigs (2006) published by Tommy Nelson in association with Jellyfish Labs. ISBN 1-4003-0834-8

Teachers, Despair

“If the young are watched too closely, if they are kept habitually under surveillance, the spring of action is weakened, the power of initiative is destroyed, and they become mediocre, commonplace, mechanical men and women, from whom nothing excellent or distinguished may be expected. Parents and teachers … must so deal with the young as to bring them little by little under the control of reason and conscience; and in this, nothing thwarts more surely than excessive supervision, for it draws attention from the inner view and voice to the eyes of the watchers. It may cultivate a love of decency and propriety, but not the creative feeling that we live with God and that righteousness is life.”

John Lancaster Spalding (1840–1916) Catholic bishop

Source: Aphorisms and Reflections (1901), p. 257-258

Love, Life, Women, Men

“Just as both female doctors and teachers in time have become a necessity from a psychological standpoint, so has the female rabbi.”

Regina Jonas (1902–1944) rabbi

Can a Woman Be a Rabbi According to Halachic Sources?

Teachers, Time

“I have nothing to teach you that will help you to make a living. [as art teacher, advising his students]”

John Sloan (1871–1951) American painter

Source: Loughery, John. John Sloan: Painter and Rebel. New York: Henry Holt, 1995. , pp. 224-225

Art, Teachers, Help

“Buddhism does not demand blind faith from its adherents. Here mere belief is dethroned and is substituted by confidence based on knowledge, which, in Pali, is known as Saddha. The confidence placed by a follower on the Buddha is like that of a sick person in a noted physician, or a student in his teacher.”

Narada Maha Thera (1898–1983) Sri Lankan monk and missionary

Buddhism in a Nutshell

Faith, Confidence, Knowledge, Teachers

“Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.”

Haim Ginott (1922–1973) psychologist

Ginott, H. G. (1972). Teacher and child. New York: Macmillan.

Teachers, Time

“Science should be distinguished from technique and its scientific instrumentation, technology. Science is practised by scientists, and techniques by ‘engineers’ — a term that in our terminology includes physicians, lawyers, and teachers. If for the scientist knowledge and cognition are primary, it is action and construction that characterises the work of the engineer, though in fact his activity may be based on science. In history, technique often preceded science.”

Hans Freudenthal (1905–1990) Dutch mathematician

Hans Freudenthal (1978). Weeding and Sowing. Preface to a Science of Mathematical Education; As cited in: Ben Wilbrink (2013) " Hans Freudenthal Aantekeningen bij zijn publicaties http://www.benwilbrink.nl/literature/freudenthal.htm".

History, Knowledge, Teachers, Science