A Quote by William James
From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.
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It is as his own mind comes into contact with others that truth will begin to acquire value in the child's eyes and will consequently become a moral demand that can be made upon him. As long as the child remains egocentric, truth as such will fail to interest him and he will see no harm in transposing facts in accordance with his desires.
The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth.
The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects; it is the child who is active, and not the teacher.
This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child's special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They can thus carryout an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.
We cannot know the young child's personality by studying his systems of interest, for his attention is as yet too labile, his reactions impulsive, and interests unformed. From adolescence onward, however, the surest clue to personality is the hierarchy of interests, including the loves and loyalties of adult life.
I offer neither pay, nor quarters, nor food; I offer only hunger, thirst, forced marches, battles and death. Let him who loves his country with his heart, and not merely with his lips, follow me.
A man was like a child with his appetites. A woman had to yield him what he wanted, or like a child he would probably turn nasty and flounce away and spoil what was a very pleasant connection.
A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.
Facts are simple and facts are straight. Facts are lazy and facts are late. Facts all come with points of view. Facts don't do what I want them to. Facts just twist the truth around. Facts are living turned inside out.
No sane man objects to palpable lies about him; what he objects to is damaging facts.
I can't actually explain why my lines got shorter, but they did. Just as I can't explain why my early poems were 'all image' and my current ones are relatively abstract. The sense of the line changed with the theme, somehow my ear (or brain or heart/mind) fell in love with a short line and very very simple words.
The finest pieces of software are those where one individual has a complete sense of exactly how the program works. To have that, you have to really love the program and concentrate on keeping it simple, to an incredible degree.
There's no doubt that when it comes to our treatment of Native Americans as well as other persons of color in this country, we've got some very sad and difficult things to account for. I personally would want to see our tragic history, or the tragic elements of our history, acknowledged. I consistently believe that when it comes to whether it's Native Americans or African-American issues or reparations, the most important thing for the U.S. government to do is not just offer words, but offer deeds.
Bryan [Iguchi] had this beautiful philosophy about our connection with these incredible cycles. There's a line from one of his poems that always stays with me about 'This process we follow; this cycle we ride' and it's almost become a strap line for the film.
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."
Nobody really thinks who does not abstract from that which is given, who does not relate the facts to the factors which have made them, who does not - in his mind - undo the facts. Abstractness is the very life of thought, the token of its authenticity.
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