Beware the student of one teacher. A good idea spirals into dogma when it gets applied to everything and stretched beyond the areas where it is useful. Remain open and embrace a lot of teachers.
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student
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I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanized or de-humanized.
Haim Ginott (1922-1973) Israeli-American school teacher, child psychologist, psychotherapist [b. Haim Ginzburg]
Teacher and Child, Preface (1972)
(Source)
Quoting his writing as a young teacher.
Just as eating contrary to the inclination is injurious to the health, study without desire spoils the memory, and it retains nothing that it takes in.
Leonardo da Vinci (1452-1519) Italian artist, engineer, scientist, polymath
MS. 2038, Bib. Nat. 34 r. [tr. McCurdy (1908)]
(Source)
Why is it that we remember with effort but forget without effort? That we learn with effort but stay ignorant without effort? That we are active with effort, and lazy without effort?
[Quid est enim, quod cum labore meminimus, sine labore obliuiscimur; cum labore discimus, sine labore nescimus; cum labore strenui, sine labore inertes sumus?]Augustine of Hippo (354-430) Christian church father, philosopher, saint [b. Aurelius Augustinus]
City of God [De Civitate Dei], Book 22, ch. 22 (22.22) (AD 412-416) [tr. Green (Loeb) (1972)]
(Source)
(Source (Latin)). Alternate translations:What is our labour to remember things, our labour to learn, and our ignorance without this labour? our agility got by toil, and our dullness if we neglect it?
[tr. Healey (1610)]For why is it that we remember with difficulty, and without difficulty forget? learn with difficulty, and without difficulty remain ignorant? are diligent with difficulty, and without difficulty are indolent?
[tr. Dods (1871)]How difficult it is to remember, how easy to forget; how hard to learn and how easy to be ignorant; how difficult to make an effort and how easy to be lazy.
[tr. Walsh/Honan (1954)]How is it that what we learn with toil we forget with ease? that it is hard to learn, but easy to be in ignorance? That activity goes against the grain, while indolence is second nature?
[tr. Bettenson (1972)]Why is it that we remember with such difficulty, but forget so easily? Why is it that we learn with such difficulty, yet so easily remain ignorant? Why is it that we are vigorous with such difficulty, yet so easily inert?
[tr. Dyson (1998)]
A professor can never better distinguish himself in his work than by encouraging a clever pupil, for the true discoverers are among them, as comets amongst the stars.
Carl Linnaeus (1707-1778) Swedish botanist, zoologist, taxonomist, physician [Carl von Linné, Carolus Linnæus]
Quoted in Theodor Magnus Fries, Linnaeus, ch. 10 “Pupils” (1903) [ed./tr. B. J. Jackson (1923)]
(Source)
You are the sun who heals all clouded sight.
Solving my doubts, you bring me such content
That doubt, no less than knowing, is delight.[O sol che sani ogne vista turbata,
tu mi contenti sì quando tu solvi,
che, non men che saver, dubbiar m’aggrata.]Dante Alighieri (1265-1321) Italian poet
The Divine Comedy [Divina Commedia], Book 1 “Inferno,” Canto 11, l. 91ff (11.91-93) [Dante] (1309) [tr. Kirkpatrick (2006)]
(Source)
Flattering Virgil before he asks another question. (Source (Italian)). Alternate translations:O you, who like the Sun each weaken'd sight
Relieve, and give such pleasure when you clear
My doubts, that I to raise them oft desire.
[tr. Rogers (1782), l. 89ff]Can I repent my doubts! illumin'd Bard,
When thus thy heav'nly words my doubts reward?
[tr. Boyd (1802), st. 14]O Sun! who healest all imperfect sight,
Thou so content’st me, when thou solv’st my doubt,
That ignorance not less than knowledge charms.
[tr. Cary (1814)]O Sun, that healest every troubled sight!
So full content, thou solving, doth ensue,
Glads me no less to doubt, than judge aright.
[tr. Dayman (1843)]O Sun! who healest all troubled vision, thou makest so glad when thou resolvest me, that to doubt is not less grateful than to know.
[tr. Carlyle (1849)]Thou sun, that clearest every clouded sight,
You so content me to dissolve the knot,
To know is scarce so pleasing as to doubt.
[tr. Bannerman (1850)]Oh, sun! thou healer of the troubled sight,
What thou declarest makes me so content,
That as in knowledge I rejoice in doubt.
[tr. Johnston (1867)]O Sun, that healest all distempered vision,
Thou dost content me so, when thou resolvest,
That doubting pleases me no less than knowing!
[tr. Longfellow (1867)]O Sun that healest every troubled sight, so dost thou content me when thou solvest, that doubting gives me no less pleasure than knowing.
[tr. Butler (1885)]O Sun, that healest every troubled sight.
Thou so contentest me when thou mak'st clear
Doubts, that no less than knowledge they delight.
[tr. Minchin (1885)]O Sun that healest every troubled vision, thou dost content me so, when thou explainest, that doubt, not less than knowledge, pleaseth me.
[tr. Norton (1892)]O sun, that bringest healing unto all clouded vision, thou grantest unto me such satisfaction in thine unravelling, that doubting doth delight me.
[tr. Sullivan (1893)]Oh! sun, who makest whole all troubled vision.
Thou dost content me so when thou resolvest
That doubt is joy to me, no less than knowledge.
[tr. Griffith (1908)]O Sun that healest all troubled sight, so dost thou satisfy me with the resolving of my doubts that it is no less grateful to me to question than to know.
[tr. Sinclair (1939)]O Sun, who heal'st all troubled vision, and so
Contentest me where thou doest certify,
That to doubt pleaseth not less than to know ....
[tr. Binyon (1943)]O Sun that healest all dim sight, thou so
Doest charm me in resolving of my doubt,
To be perplexed is pleasant as to know.
[tr. Sayers (1949)]O sun which clears all mists from troubled sight,
such joy attends your rising that I feel
as grateful to the dark as to the light.
[tr. Ciardi (1954)]O sun that heal every troubled vision, you do content me so, when you solve, that questioning, no less than knowing, pleases me.
[tr. Singleton (1970)]O sun that shines to clear a misty vision,
such joy is mine when you resolve my doubts
that doubting pleases me no less than knowing!
[tr. Musa (1971)]O sun that heals all sight that is perplexed,
when I ask you, your answer so contents
that doubting pleases me as much as knowing.
[tr. Mandelbaum (1980)]O sun who clears every obscure perception
You give such satisfaction when you enlighten me
That, not less than knowledge, doubt is agreeable.
[tr. Sisson (1981)]O sun, that makes all troubled vision clear,
You give solutions I am so contented with
That asking, no less than knowing, pleases me.
[tr. Pinsky (1994), l. 87ff]O sun that heals every clouded sight, you content me so when you resolve questions, that doubting is no less pleasurable than knowing.
[tr. Durling (1996)]O Sun, that heals all troubled sight, you make me so content when you explain to me, that to question is as delightful as to know.
[tr. Kline (2002)]O sun, you who heal all troubled sight,
you so content me by resolving doubts
it pleases me no less to question than to know.
[tr. Hollander/Hollander (2007)]O shining sun, healer of troubled vision,
I'm satisfied so well, my mind so settled,
That knowledge pleases me no more than asking questions!
[tr. Raffel (2010)]"Bright sun," I said, you calm these doubts of mine
As you heal any troubled sight. Such ease
You bring me that to question pleases me
Like being answered."
[tr. James (2013)]
In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.
Eric Hoffer (1902-1983) American writer, philosopher, longshoreman
Reflections on the Human Condition, ch. 1, § 32 (1973)
(Source)
He [Napoleon III] was what I often think is a dangerous thing for a statesman to be — a student of history, and like most of those who study history, he learned from the mistakes of the past how to make new ones.
A. J. P. Taylor (1906-1990) British historian, journalist, broadcaster [Alan John Percivale Taylor]
“Mistaken Lessons from the Past,” The Listener (6 Jun 1963)
(Source)
A man may hear a thousand lectures, and read a thousand volumes, and be at the end of the process very much where he was, as regards knowledge. Something more than merely admitting it in a negative way into the mind is necessary, if it is to remain there. It must not be passively received, but actually and actively entered into, embraced, mastered. The mind must go half-way to meet what comes to it from without.
John Henry Newman (1801-1890) English prelate, Catholic Cardinal, theologian
The Idea of a University, Lecture 9 “Discipline of Mind,” sec. 4 (1852)
(Source)
One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.
Carl Jung (1875-1961) Swiss psychologist
Lecture (1942-12), “The Gifted Child [Der Begabte],” Basel School Council, Switzerland [tr. Hull (1954)]
(Source)
Reprinted in Schweitzer Erziehungs Rundschau, 16 (1943) and Psychologie und Erziehung (1946), finally collected in The Development of Personality, ch. 5 (1954) [tr. Hull].
We readily inquire, “Does he know Greek or Latin?” “Can he write poetry and prose?” But what matters most is what we put last: “Has he become better and wiser?” We ought to find out not who understands most but who understands best. We work merely to fill the memory, leaving the understanding and the sense of right and wrong empty.
[Nous enquerons volontiers, Sçait-il du Grec ou du Latin ? escrit-il en vers ou en prose ? mais, s’il est devenu meilleur ou plus advisé, c’estoit le principal, & c’est ce qui demeure derriere. Il falloit s’enquerir qui est mieux sçavant, non qui est plus sçavant. Nous ne travaillons qu’à remplir la memoire, & laissons l’entendement & la conscience vuide.]
Michel de Montaigne (1533-1592) French essayist
Essays, Book 1, ch. 24 (1.24), “Of Pedantry [Du pedantisme]”(1572-1578) [tr. Screech (1987), ch. 25]
(Source)
This chapter was present in the 1580 edition, and was expanded in succeeding ones. In the case of this passage, the words "and the sense of right and wrong" were added in the 1595 ed.
The 1595 ed. and beyond labeled this as ch. 24; the 1588 ed. used ch. 25. Different translators may vary.
(Source (French)). Alternate translations:We are ever ready to aske, Hath he any skill in the Greeke and Latine tongue? can he write well? doth hee write in prose or verse? But whether hee bee growne better or wiser, which should bee the chiefest of his drift, that is never spoken of, we should rather enquire who is better wise, then who is more wise. We labour, and toyle, and plod to fill the memorie, and leave both understanding and conscience emptie.
[tr. Florio (1603), ch. 24]Men are ready to ask, does he understand Greek or Latin? Is he a poet or prose writer? But whether he is the better or more discreet man, though it is the main question, is the last; for the inquiry should be, who has the best learning, not who has the most.
We only take pains to stuff the memory, and leave the understanding and conscience quite unfurnished. [tr. Cotton (1686), ch. 24]Men are apt presently to inquire, does such a one understand Greek or Latin? Is he a poet? or does he write in prose? But whether he be grown better or more discreet, which are qualities of principal concern, these are never thought of. We should rather examine, who is better learned, than who is more learned.
We only labor to stuff the memory, and leave the conscience and the understanding unfurnished and void.
[tr. Cotton/Hazlitt (1877), ch. 24]Men are apt to inquire, "Does such a one undersdtand Greek and Latin? Is he a poet, or does he write prose?" But the main point, whether he be better or more discreet, we inquire into the lastd. The question should be, Who is the better learned? rather than, Who is the more learned?
We labor and plot to stuff the memory8 and in the meantime leave the conscience and the understanding empty.
[tr. Rector (1899)]We readily ask ourselves: "Does he know Greek or Latin? Does he write in verse or in prose?" but whether he has become better or more thoughtful -- that is the principal thing, and that is left in the background. The enquiry should be, who is best learned, not who is most learned. We labour only to fill the memory, and we leave the understanding and the conscience empty.
[tr. Ives (1925), ch. 25]We are eager to inquire: “Does he know Greek or Latin? Does he write in verse or in prose?” But whether he has become better or wiser, which would be the main thing, that is left out. We should have asked who is better learned, not who is more learned.
We labor only to fill our memory, and leave the understanding and the conscience empty.
[tr. Frame (1943), ch. 25]
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, abolitionist, education reformer
(Attributed)
(Source)
Horace Mann died in 1859. Earliest reference found is in Mary Mann, ed., Thoughts Selected from the Writings of Horace Mann (1867); Mary was his second wife. The "writing" referenced is not identified.
Other early references are in Eclectic Magazine, Vol. 7, #6 (1868-06), and in The Myrtle, Vol. 24, #40 (1875-01-30).
As I left the building, classes were changing and the students were milling about in the halls. They seemed inconceivably young to me. Full of pretense, massively other oriented, ill formed, partial, angry, earnest, resentful, excited, frantic, depressed, hopeful, and scared.
Robert B. Parker (1932-2010) American writer
Chance (1996)
I have had playmates, I have had companions;
In my days of childhood, in my joyful school days —
All, all are gone, the old familiar faces.Charles Lamb (1775-1834) Welsh-English essayist
“Old Familiar Faces” (1798)
Practice is the best of all instructors.
Publilius Syrus (d. 42 BC) Assyrian slave, writer, philosopher [less correctly Publius Syrus]
Sententiae [Moral Sayings], # 439
