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Knowledge exists to be imparted.
Knowledge exists to be imparted.
There is no teaching until the pupil is brought into the same
state or principle in which you are; read more
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; there is a teaching; and by no
unfriendly chance or bad company can he ever quite lose the
benefit.
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.
Whilst that the childe is young, let him be instructed in vertue
and lytterature.
- John read more
Whilst that the childe is young, let him be instructed in vertue
and lytterature.
- John Lyly (Lylie or Lyllie),
Excellence is a better teacher than mediocrity. The lessons of the ordinary are everywhere. Truly profound and original insights are read more
Excellence is a better teacher than mediocrity. The lessons of the ordinary are everywhere. Truly profound and original insights are to be found only in studying the exemplary.
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.
Everybody who is incapable of learning has taken to teaching.
Everybody who is incapable of learning has taken to teaching.
A high-school teacher, afer all, is a person deputized by the rest of us to explain to the young what read more
A high-school teacher, afer all, is a person deputized by the rest of us to explain to the young what sort of world they are living in, and to defend, if possible, the part their elders are playing in it.
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.