A Quote by Michel de Montaigne
But as Nature is the best guide, teaching must be the development of natural inclinations, for which purpose the teacher must watch his pupil and listen to him, not continually bawl words into his ears as if pouring water into a funnel. Good teaching will come from a mind well made rather than well filled.
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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.
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."
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 Judo pupil, therefore, must cultivate his mind; he must never feel fear, never lose his temper, never be off his guard; but he must be cool and calm, though not absent-minded; he must act as quick as thought, according to circumstances. He must also be dexterous as well as bold both in attack and in defense.
There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.
It is true that water will flow indifferently to east and west, but will it flow equally well up and down? Human nature is disposed toward goodness, just as water tends to flow downwards. There is no water but flows downwards, and no man but shows his tendency to be good. Now, by striking water hard, you may splash it higher than your forehead, and by damming it, you may make it go uphill. But, is that the nature of water? It is external force that causes it to do so. Likewise, if a man is made to do what is not good, his nature is being similarly forced.
Man's mind is his basic tool of survival. Life is given to him, survival is not. His body is given to him, its sustenance is not. His mind is given to him, its content is not. To remain alive, he must act, and before he can act he must know the nature and purpose of his action...To remain alive, he must think.
The natural inclination of man is to rely solely upon himself and to ignore the purpose of his existence as well as his relationship to God who is his spiritual father. If man will recognize his divine origin, he will then realize his Heavenly Father will not leave him alone to grope in darkness of mind and spirit, but will make available a power to influence him in right paths and into standards of good behavior. The Holy Ghost is that power.
A teacher who can show good, or indeed astounding results while he is teaching, is still not on that account a good teacher, for it may be that, while his pupils are under his immediate influence, he raises them to a level which is not natural to them, without developing their own capacities for work at this level, so that they immediately decline again once the teacher leaves the schoolroom.
Since I would rather make of him an able man than a learned man, I would also urge that care be taken to choose a guide with a well-made rather than a well-filled head.
To me the sole hope of human salvation lies in teaching Man to regard himself as an experiment in the realization of God, to regard his hands as God's hand, his brain as God's brain, his purpose as God's purpose. He must regard God as a helpless Longing, which longed him into existence by its desperate need for an executive organ.
We do not wish to abolish teaching and to make every man his own master, but if the curates will not teach the gospel, the layman must have the Scripture, and read it for himself, taking God for his teacher.
Man's mind is his basic tool of survival. Life is given to him, survival is not. His body is given to him, its sustenance is not. His mind is given to him, its content is not. To remain alive, he must act, and before he can act he must know the nature and purpose of his action. He cannot obtain his food without a knowledge of food and of the way to obtain it. He cannot dig a ditch-or build a cyclotron-without a knowledge of his aim and of the means to achieve it. To remain alive, he must think
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.
No matter what spiritual path you've walked or what teachings you've followed, they must lead you back to no path and no teaching. A true teaching is like a blazing fire that consumes itself. The teaching must not only consume you, but consume itself as well. All must be burned to ash, and then the ash must be burned. Then, and only then, is the Ultimate realized.
His manners were less pure, but his character was equally amiable with that of his father. Twenty-two acknowledged concubines, and a library of sixty-two thousand volumes, attested the variety of his inclinations, and from the productions which he left behind him, it appears that the former as well as the latter were designed for use rather than ostentation.
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