A Quote by Paul Cezanne

I am a pupil of Pissarro. — © Paul Cezanne
I am a pupil of Pissarro.

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One is born to be a dancer. No teacher can work miracles, nor will years of training make a good dancer of an untalented pupil. One may be able to acquire a certain technical facility, but no one can ever 'acquire an exceptional talent.' I have never prided myself on having an unusually gifted pupil. A Pavlova is no one's pupil but God's.
Originally a pupil of Liebig, I became a pupil of Dumas, Gerhardt and Williamson: I no longer belonged to any school.
Good teachers make the best of a pupil's means; great teachers foresee a pupil's ends.
In every man there is something wherein I may learn of him, and in that I am his pupil.
The educator must believe in the potential power of his pupil, and he must employ all his art in seeking to bring his pupil to experience this power.
I must remain a child and pupil of the Catechism, and am glad so to remain.
I am too old to fawn upon a nurse, Too far in years to be a pupil now.
That is the difference between good teachers and great teachers: good teachers make the best of a pupil's means; great teachers foresee a pupil's ends.
The most authentic Russian Impressionism leaves one perplexed if one compares it with Monet and Pissarro. Here, in the Louvre, before the canvases of Manet, Millet and others, I understood why my alliance with Russia and Russian art did not take root.
I am now of all humors that have showed themselves humors since the old days of goodman Adam to the pupil age of this present twelve o'clock at midnight.
If you ask me what the world looks like to me, it looks like a painting by Pissarro.
I am sure that one secret of a successful teacher is that he has formulated quite clearly in his mind what the pupil has got to know in precise fashion. He will then cease from half-hearted attempts to worry his pupils with memorizing a lot of irrelevant stuff of inferior importance.
The most valuable thing a teacher can impart to children is not knowledge and understanding per se but a longing for knowledge and understanding, and an appreciation for intellectual values, whether they be artistic, scientific, or moral. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Most teachers waste their time by asking questions that are intended to discover what a pupil does not know, whereas the true art of questioning is to discover what the pupil does know or is capable of knowing.
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."
Today is yesterday's pupil.
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