The sounding jargon of the schools.

The sounding jargon of the schools.

The twig is so easily bended
I have banished the rule and the rod:
I have taught read more

The twig is so easily bended
I have banished the rule and the rod:
I have taught them the goodness of knowledge,
They have taught me the goodness of God;
My heart is the dungeon of darkness,
When I shut them for breaking a rule;
My frown is sufficient correction;
My love is the law of the school.

To teach is to learn twice.

To teach is to learn twice.

We must not contradict, but instruct him that contradicts us; for
a madman is not cured by another running read more

We must not contradict, but instruct him that contradicts us; for
a madman is not cured by another running mad also.

Grave is the Master's look; his forehead wears
Thick rows of wrinkles, prints of worrying cares:
Uneasy read more

Grave is the Master's look; his forehead wears
Thick rows of wrinkles, prints of worrying cares:
Uneasy lies the heads of all that rule,
His worst of all whose kingdom is a school.
Supreme he sits; before the awful frown
That binds his brows the boldest eye goes down;
Not more submissive Israel heard and saw
At Sinai's foot the Giver of the Law.

To be good is noble, but to teach others how to be good is nobler--and less trouble.

To be good is noble, but to teach others how to be good is nobler--and less trouble.

It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing read more

It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing that we look, by writing that we think, by pumping that we draw water into the well.

Instruction does not prevent waste of time or mistakes; and
mistakes themselves are often the best teachers of all.

Instruction does not prevent waste of time or mistakes; and
mistakes themselves are often the best teachers of all.

What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.

What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.