Pupils Quotes - Page 3

• There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit.

  Ralph Waldo Emerson

  Teaching, Benefits, Principles

  Ralph Waldo Emerson (2013). “Delphi Complete Works of Ralph Waldo Emerson (Illustrated)”, p.1320, Delphi Classics

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• In every man there is something wherein I may learn of him, and in that I am his pupil.

  Ralph Waldo Emerson

  Learning, Character, Men

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• A teacher who establishes rapport with the taught, becomes one with them, learns more from them than he teaches them. He who learns nothing from his disciples is, in my opinion, worthless. Whenever I talk with someone I learn from him. I take from him more than I give him.

  Mahatma Gandhi

  Education, Teacher, Attitude

  "Collected Works".

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• He meant that when people laugh together, they cease to be young and old, master and pupils, jailer and prisoners. They become a single group of human beings enjoying its existence.

  Gilbert Highet

  Learning, Laughing, People

  GILBERT HIGHET (1950). “THE ART OF TEACHING”

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• The pupil is ... 'schooled' to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

  Ivan Illich

  Teaching, Learning, Advancement

  Ivan Illich (1970). “The Dawn of Epimethean Man, and Other Essays”

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• Most teachers waste their time by asking question which are intended to discover what a pupil does not know whereas the true art of questioning has for its purpose to discover what pupils knows or is capable of knowing.

  Albert Einstein

  Motivational, Education, Teacher

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• As for our pupils talk, let his virtue and his sense of right and wrong shine through it and have no guide but reason. Make him understand that confessing an error which he discovers in his own argument even when he alone has noticed it is an act of justice and integrity, which are the main qualities he pursues; stubbornness and rancour are vulgar qualities, visible in common souls whereas to think again, to change one's mind and to give up a bad case on the heat of the argument are rare qualities showing strength and wisdom.

  Michel de Montaigne

  Giving Up, Integrity, Educational

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• Socrates and then Archesilaus used to make their pupils speak first; they spoke afterwards. 'Obest plerumque iss discere volunt authoritas eorum qui docent.' [For those who want to learn, the obstacle can often be the authority of those who teach]

  Michel de Montaigne

  Educational, Often Is, Want

  Michel de Montaigne (1991). “The essays of Michel de Montaigne”, Lane, Allen

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• On the terrace of the Pepiniere, the 150 pupils of the Institut Chemique talk chemistry as they leave the auditoria and the laboratory. The echoes of the magnificent public garden of the city of Nancy make the words reverberate; coupling, condensation, grignardization. Moreover, their clothes stay impregnated with strong and characteristic odours; we follow the initiates of Hermes by their scent. In such an environment, how is it possible not to be productive?

  Victor Grignard

  Strong, Science, Garden

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• Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.

  Bertrand Russell

  Leadership, Girl, Teacher

  Bertrand Russell (2009). “Why Men Fight”, p.106, Routledge

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• We should never pretend to know what we don't know, we should not feel ashamed to ask and learn from people below, and we should listen carefully to the views of the cadres at the lowest levels. Be a pupil before you become a teacher; learn from the cadres at the lower levels before you issue orders.

  Mao Zedong

  Teacher, Views, Order

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• But, because my private lectures and domestic pupils are a great hinderance and intteruption of my studies, I wish to live entirely exempt from the former, and in great measure from the latter. ... in short, I should wish to gain my bread from my writings.

  Galileo Galilei

  Writing, Wish, Research

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• In his wretched life of less than twenty-seven years Abel accomplished so much of the highest order that one of the leading mathematicians of the Nineteenth Century could say without exaggeration, "Abel has left mathematicians enough to keep them busy for five hundred years." Asked how he had done all this in the six or seven years of his working life, Abel replied, "By studying the masters, not the pupils."

  Eric Temple Bell

  Seven Years, Order, Abel

  Eric Temple Bell (1938). “The queen of the sciences”

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• Let our pupil be taught that he does not belong to himself, but that he is public property. Let him be taught to love his family, but let him be taught at the same time that he must forsake and even forget them when the welfare of his country requires it.

  Benjamin Rush

  Country, School, Doe

  Benjamin Rush (1988). “Essays: Literary, Moral and Philosophical”, Union College

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• Since Pawlow [Pavlov] and his pupils have succeeded in causing the secretion of saliva in the dog by means of optic and acoustic signals, it no longer seems strange to us that what the philosopher terms an 'idea' is a process which can cause chemical changes in the body.

  Jacques Loeb

  Dog, Mean, Ideas

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• Reason must approach nature with the view, indeed, of receiving information from it, not, however, in the character of a pupil, who listens to all that his master chooses to tell him, but in that of a judge, who compels the witnesses to reply to those questions which he himself thinks fit to propose. To this single idea must the revolution be ascribed, by which, after groping in the dark for so many centuries, natural science was at length conducted into the path of certain progress.

  Immanuel Kant

  Nature, Character, Dark

  Immanuel Kant (1855). “Critique of Pure Reason”, p.27

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• In Randori we teach the pupil to act on the fundamental principles of Judo, no matter how physically inferior his opponent may seem to him, and even if by sheer strength he can easily overcome him; because if he acts contrary to principle his opponent will never be convinced of defeat, no matter what brute strength he may have used.

  Kano Jigoro

  Fundamentals, May, Opponents

  "Judo: The Japanese Art of Self Defense". "A Complete Guide to Judo: Its Story and Practice" by Robert W. Smith, judoinfo.com. 1958.

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• I would have the studies elective. Scholarship is to be created not by compulsion, but by awakening a pure interest in knowledge. The wise instructor accomplishes this by opening to his pupils precisely the attractions the study has for himself. The marking is a system for schools, not for the college; for boys, not for men; and it is an ungracious work to put on a professor.

  Ralph Waldo Emerson

  Wise, School, Knowledge

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• You perceive now, my friends, what your general or abstract duty is as teachers. Although you have to generate in your pupils a large stock of ideas, any one of which may be inhibitory, yet you must also see to it that no habitual hesitancy or paralysis of the will ensues, and that the pupil still retains his power of vigorous action.

  William James

  Teacher, Philosophy, Educational

  William James (1983). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.108, Harvard University Press

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• The art of remembering is the art of thinking. When we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and, if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall.

  William James

  Art, Philosophy, Educational

  William James (2008). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.70, Cosimo, Inc.

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• If the topic be highly abstract, show its nature by concrete examples. If it be unfamiliar, trace some point of analogy in it with the known. If it be inhuman, make it figure as part of a story. If it be difficult, couple its acquisition with some prospect of personal gain. Above all things, make sure that it shall run through certain inner changes, since no unvarying object can possibly hold the mental field for long.

  William James

  Running, Couple, Educational

  "Talks to Teachers on Psychology: And to Students on Some of Life's Ideals".

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• If, then, you wish to insure the interest of your pupils, there is only one way to do it; and that is to make certain that they have something in their minds to attend with, when you begin to talk. That something can consist in nothing but a previous lot of ideas already interesting in themselves, and of such a nature that the incoming novel objects which you present can dovetail into them and form with them some kind of a logically associated or systematic whole.

  William James

  Philosophy, Educational, Ideas

  William James (2008). “Talks to Teachers on Psychology: And to Students on Some of Life's Ideals”, p.80, Nuvision Pubns

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• There is no more wild, free, vigorous growth of the forest, but everything is in pots or rows like a rococo garden... The pupil is in the age of spontaneous variation which at no period of life is so great. He does not want a standardized, overpeptonized mental diet. It palls on his appetite.

  G. Stanley Hall

  Education, Children, Science

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• To me the worst thing seems to be a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity and the self-confidence of pupils and produces a subservient subject.

  Albert Einstein

  Education, School, Self Confidence

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• The pupil who is never required to do what he cannot do, never does what he can do.

  John Stuart Mill

  Education, Children, Teaching

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