I've managed to bring the backlog down to a mere sixty-eight years," she announced with some small sense of achievement. "I hope to be able to start marking the papers of pupils who are still alive by the end of the decade.
When a man you know to be of sound mind tells you his recently deceased mother has just tried to climb in his bedroom window and eat him, you only have two basic options. You can smell his breath, take his pulse and check his pupils to see if he's ingested anything nasty, or you can believe him.
Don't you realize," Merlin said to his pupil, "that the history of the universe has brought us here to this second?
The heavy eyelids snapped open. Jack froze. A huge gold-and-amber eye, as big as a dinner plater, stared at him. The dark pupil shrank, focusing. Jack stood very still. The colossal head turned, the scaled lip only three feet from Jack. The golden eyes gazed at him, wirling with fiery color. Jack breathed in tiny, shallow breaths. Dont blink. Don't blink... Two gusts of wind erutped from the wyvern's nostrils Jack jumped straight up, bounced off the ground into another jump, and scrambled up the nearest tree. In the clearing, Gaston bent over, guffawing like an idiot. 'It's not funny!
But a topee is not a turban, and I had been my teacher's pupil before I became my husband's wife, learning to my bones that half a disguise is none at all...The moment my short-cropped, pomade-sleek, unquestionably masculine hair passed beneath his nose was the closest thing I've ever seen Holmes to fainting dead away.
Often nothing keeps the pupil on the move but his faith in his teacher, whose mastery is now beginning to dawn on him .... How far the pupil will go is not the concern of the teacher and master. Hardly has he shown him the right way when he must let him go on alone. There is only one thing more he can do to help him endure his loneliness: he turns him away from himself, from the Master, by exhorting him to go further than he himself has done, and to "climb on the shoulders of his teacher."
Teaching, I find, is not the most amusing thing on earth; in fact, with a stupid lump for a Pupil, it is about the most irksome.
I urge pupils when studying a work and in order to master its most important aspic, the rhythmic structure, or the ordering of the time process, to do just what a conductor does with the score: to place music on the desk and to conduct the work from beginning to end as if it were played by someone else, an imaginary pianist with the conductor trying to impress him with his will, his tempo first of all, plus all the details of his performance.
What the teachers digest, the pupils eat.
Of course there is matter for remark in poems. Nobody denies that. But it must be solemnly laid on everybody in this world to make his own observations and remarks. That's what we mean by thinking, and that's about all we mean. A teacher says to a pupil "Watch me notice a few things in the next few months: let's see you notice a few things too."
Ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least.
In teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are.
The teacher's prime concern should be to ingrain into the pupil that assortment of habits that shall be most useful to him throughout life. Education is for behavior, and habits are the stuff of which behavior consists.
I have always felt that the true text-book for the pupil is his teacher
The enthusiast always finds the master, the masters, whom he seeks. Always genius seeks genius, desires nothing so much as to be a pupil and to find those who can lend it aid to perfect itself.
I believe that our own experience instructs us that the secret of Education lies in respecting the pupil.
Our task as we grow older in a rapidly advancing science, is to retain the capacity of joy in discoveries which correct older ideas, and to learn from our pupils as we teach them.
Tutors should behave reverently before their pupils.
If a teacher have any opinion which he wishes to conceal, his pupils will become as fully indoctrinated into that as into any which he publishes.
Philosophers have very justly remarked that the only solid instruction is that which the pupil brings from his own depths; that the true instruction is not that which transmits notions wholly formed, but that which renders him capable of forming for himself good opinions. That which they have said in regard to the intellectual faculties applies equally to the moral faculties. There is for the soul a spontaneous culture, on which depends all the real progress in perfection.
The very first step toward success in any occupation is to become interested in it. Locke put this in a very happy way when he said, give a pupil "a relish of knowledge" and you put life into his work.
Scientific societies are as yet in their infancy. It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries. Fitche laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished.
Communists should set an example in study; at all times they should be pupils of the masses as well as their teachers.
A Dominican monk, Father Henri Didon, used it as a watchword for his pupils in sports at Arcueil College in Paris. Baron Pierre De Coubertin, founder of the modern Olympics, made it the Olympic Games ideal adopted at the Antwerp Games in 1920. I never mentioned winning to my players. I mentioned constantly that all I wanted them to do was the best they could. If they're good enough, the score will be to their liking; if they're not, it won't be but that's nothing to hang their head about. Sometimes the other fellow is just better than you are.
There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.
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