A Quote by Alma Gluck
Acquiring a repertoire in these days, when the vocal literature is so immense, so overwhelming, that the student with sense will devote all his energies to work and not imagine himself a martyr to art.
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Denied the outlet, through play, of his energies, he recoiled upon himself and developed his mental processes. He became cunning; he had idle time in which to devote himself to thoughts of trickery.
A man of talent is not born to be left to himself, but to devote himself to art and good masters who will make something of him.
The primary object of a student of literature is to be delighted. His duty is to enjoy himself, his efforts should be directed to developing his faculty of appreciation.
It is good for a student to be poor. Getting and spending, the typical American college student lays waste his powers. Work and contemplation don't mix, and university days ought to be days of contemplation.
Every work of art reaches man in his inner powers. It reaches him more profoundly and insidiously than any rational proposition, either cogent demonstration or sophistry. For it strikes him with two terrible weapons, Intuition and Beauty, and at the single root in him of all his energies... Art and Poetry awaken the dreams of man, and his longings, and reveal to him some of the abysses he has in himself.
Aeronautics confers beauty and grandeur, combining art and science for those who devote themselves to it. . . . The aeronaut, free in space, sailing in the infinite, loses himself in the immense undulations of nature. He climbs, he rises, he soars, he reigns, he hurtles the proud vault of the azure sky . . .
Kafka often describes himself as a bloodless figure: a human being who doesn't really participate in the life of his fellow human beings, someone who doesn't actually live in the true sense of the word, but who consists rather of words and literature. In my view, that is, however, only half true. In a roundabout way through literature, which presupposes empathy and exact observation, he immerses himself again in the life of society; in a certain sense he comes back to it.
By leaving a student to himself he may... be led to undertake matters above his strength, but the trial will at least have this advantage: it will discover to himself his own deficiencies and this discovery alone is a very considerable acquisition.
Instead of encouraging the student to devote himself to his studies for the sake of studying, instead of encouraging in him a real love for his subject and for inquiry, he is encouraged to study for the sake of his personal career; he is led to acquire only such knowledge as is serviceable in getting him over the hurdles which he must clear for the sake of his advancement.
The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.
A very young painter is seldom alone. If he is an art student, he is in an art school with other students. He does not yet know that one day he will have to face himself as a solitary creature enclosed in a space of four walls... and that he will have to be a self-propelled being, with no one at is side.
Blessed is the man who gets the opportunity to devote his life to something bigger than himself and who finds himself surrounded by friends who share his passion.
Focusing-Oriented Art Therapy is a major contribution to art therapy literature and practice. Laury Rappaport introduces a contemplative method and philosophy grounded in the body's felt-sense of experience and its innate and largely unrecognized wisdom. This intellectually provocative, yet thoroughly practical text, establishes Rappaport as an emergent leader in the art therapy world and author of a book that every student and art therapist must read in order to appreciate the depth and breadth of our discipline.
The writer asks himself, 'Can I think of a plot that will parallel this? Can I take this work of literature as an example of something I might produce?' Let us, then, consider literature as a productive science.
The autonomous individual, striving to realize himself and prove his worth, has created all that is great in literature, art, music, science and technology. The autonomous individual, also, when he can neither realize himself nor justify his existence by his own efforts, is a breeding call of frustration, and the seed of the convulsions which shake our world to its foundations.
A good teacher can never be fixed in a routine... each moment requires a sensitive mind that is constantly changing and constantly adapting. A teacher must never impose this student to fit his favourite pattern; a good teacher functions as a pointer, exposing his student's vulnerability and causing him to explore both internally and finally integrating himself with his being. Martial art should not be passed out indiscriminately.
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