A Quote by Henry David Thoreau
We should seek to be fellow students with the pupil, and should learn of, as well as with him, if we would be most helpful to him.
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I think my deepest criticism of the educational system . . . is that it's all based upon a distrust of the student. Don't trust him to follow his own leads; guide him; tell him what to do; tell him what he should think; tell him what he should learn. Consequently at the very age when he should be developing adult characteristics of choice and decision making, when he should be trusted on some of those things, trusted to make mistakes and to learn from those mistakes, he is, instead, regimented and shoved into a curriculum, whether it fits him or not.
A tutor should not be continually thundering instruction into the ears of his pupil, as if he were pouring it through a funnel, but, after having put the lad, like a young horse, on a trot, before him, to observe his paces, and see what he is able to perform, should, according to the extent of his capacity, induce him to taste, to distinguish, and to find out things for himself; sometimes opening the way, at other times leaving it for him to open; and by abating or increasing his own pace, accommodate his precepts to the capacity of his pupil.
As when my little son John offendeth: if then I should not whip him, but call him to the table unto me, and give him sugar and plums, thereby, I should make him worse, yea should quite spoil him.
For here we are so blind and foolish that we never seek God until he, of his goodness, shows himself to us. It is when we do see something of him by his grace that we are stirred by that same grace to seek him, and with earnest longing to see still more of his blessedness. So I saw him and sought him; I had him and wanted him. It seems to me that this is and should be an experience common to us all.
Learning should be engaging. Testing should not be the be all and end all. All students should have a broad curriculum that includes the arts and enrichment. Students should have opportunities to work in teams and engage in project-based learning. And student and family well-being should be front and center.
The only thing to seek in contemplative prayer is God; and we seek Him successfully when we realize that we cannot find Him unless He shows Himself to us, and yet at the same time that He would not have inspired us to seek Him unless we had already found Him.
You need not fear me, for I not only should think it wrong to marry a man that was deficient in sense or in principle, but I should never be tempted to do it; for I could not like him, if he were ever so handsome, and ever so charming, in other respects; I should hate him—despise him—pity him—anything but love him. My affections not only ought to be founded on approbation, but they will and must be so: for, without approving, I cannot love. It is needless to say, I ought to be able to respect and honour the man I marry, as well as love him, for I cannot love him without.
Perhaps I fear him because I could love him again, and in loving him, I would come to need him, and in needing him, I would again be his faithful pupil in all things, only to discover that his patience for me is no substitute for the passion which long ago blazed in his eyes.
There should be some other provisions in the Constitution whereby if the Government is not functioning well, it can be dealt with. In a parliamentary democracy, this should be done only by Parliament. The prime minister should be answerable only to Parliament and it should only be Parliament that can install him or remove him.
A commander in chief ought to say to himself several times a day: If the enemy should appear on my front, on my right, on my left, what would I do? And if the question finds him uncertain, he is not well placed, he is not as he should be, and he should remedy it.
The secret of sound education is to get each pupil to learn for himself, instead of instructing him by driving knowledge into him on a stereotyped system.
Die? I should say not, dear fellow. No Barrymore would allow such a conventional thing to happen to him.
[Christianity] endeavors equally to establish these two things: that God has set up in the Church visible signs to make himself known to those who should seek him sincerely, and that he has nevertheless so disguised them that he will only be perceived by those who seek him with all their heart.
The Eastern monarch who proclaimed a reward to him who should discover a new pleasure, would have deserved well of mankind had he stipulated that it should be blameless.
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."
The man who is an initiate of one of the great Mystery Schools never fears to let his pupils outdistance him, because he knows that it stands him in good stead with his superiors if he is constantly sending up to them aspirants who 'make good.' He therefore never tries to hold back a promising pupil, because he has no need to fear that pupil, if allowed to penetrate into the Mysteries, would spy out the nakedness of the land; he will rather bring back a report of its exceeding richness, and thereby confirm the statements of his teacher and spur his fellow pupils to yet greater eagerness.
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