A Quote by Frances Elliott Clark
Teach the student first, the music second and the piano third.
Related Quotes
It's stimulating to teach a new course. To teach a course three times in a row is, I think, about the maximum for me. On the second year - you know, the saying is that first year you learn how to teach the course, the second year you do it right, and the third year you're coasting and you had better move on to something else.
I was a really good student, first, second grade, third grade, and then fourth grade a little bit. And then I don't know what happened. I became a very terrible student. I wish I took it more serious.
The first word gives origin to the second, the first and second to the third, and the third to the fourth, and so on. You cannot begin with the second word.
I had an affinity for music and could play anything I heard on the piano, but I wasn't scholastically advanced in any way. It was more of a habitual tendency. I would work on weekends at piano bars playing jazz when I was an art student, but the music wasn't mine - it was covers: everything from Radiohead to really old jazz. But other than that, the only training I had was piano lessons from when I was nine until I was eleven.
First rule of Teach Kane a Lesson: you don’t talk about Teach Kane a Lesson. Second rule of Teach Kane a Lesson: you don’t talk about Teach Kane a Lesson. Third rule of Teach Kane a Lesson: if someone taps out, you just keep fighting. Fourth rule of Teach Kane a Lesson: there are no rules. Got it?
My parents loved music, but they weren't musicians. So my musical training as a young kid was limited to piano lessons. I was not the best student; I was awful, never practiced. But I was always interested in just messing around on the piano.
The tripartite structure - so you remember the third brother, second brother, first brother, or the first dervish, second dervish, and third dervish. This is very like embroidering a cloth, as you have to know where you are with the knots.
You must see that if two things are alike, then it is a further question whether the first is copied from the second, or the second from the first, or both from a third.
As I saw my 60th birthday approaching, I thought,What did 60 mean to me? I figured I'd probably live until I'm about 90, which meant that I was at the beginning of what I call my third act. As an actress, I know how important the third act is. It makes sense of the first and second acts. You can have first and second acts that are interesting, but you don't know what they mean. Then a good third act pulls it all together. And so I knew that, because I sat by my father's side over the long months when he was dying.
The first music-learning thing that I took seriously was piano lessons when I was a kid. I guess that was probably the only time that I was forced to perform music, because I had piano recitals, and my school also had mandatory music classes that had some performing required.
What I want to do first with education is my student loan idea. Basically, if you go into teaching and teach for five years, your student loans should be forgiven. It doesn't cost that much.
It is the third edition of 'Housefull,' I was there in the first and second, thank god, I'm in the third part.
We have a sacred responsibility to fulfill the threefold mission of the Church—first, to teach the gospel to the world; second, to strengthen the membership of the Church wherever they may be; third, to move forward the work of salvation for the dead.
There is first the literature of knowledge, and secondly, the literature of power. The function of the first is--to teach; the function of the second is--to move, the first is a rudder, the second an oar or a sail. The first speaks to the mere discursive understanding; the second speaks ultimately, it may happen, to the higher understanding or reason, but always through affections of pleasure and sympathy.
Upon the first goblet he read this inscription, monkey wine; upon the second, lion wine; upon the third, sheep wine; upon the fourth, swine wine. These four inscriptions expressed the four descending degrees of drunkenness: the first, that which enlivens; the second, that which irritates; the third, that which stupefies; finally the last, that which brutalizes.
What are the purposes and priorities of teaching? . . . First, to inspire. Second, to challenge. Third, and only third, to impart information.
