Duties Of Teacher Quotes

The educator has the duty of not being neutral.

Last semester was intense,” I said to Dad. “Intense?” he echoed, picking up my file. “Let’s see. On your first day at Hecate, you were attacked by a werewolf. You insulted a teacher, which resulted in semester-long cellar duty with one Archer Cross. According to the notes, the two of you became ‘close.’ Apparently close enough for you to see the mark of L’Occhio di Dio on his chest. I flushed at that, and felt Mom’s arm tighten around me. Over the past six months, I’d filled her in on a lot of the story with Archer, but not all of it. Specifically, the whole me-making-out-in-the-cellar-with-a-murderous-warlock-working-with-the-Eye-part.

Oh. My. God. You're Rose Hathaway aren't you?" "Yeah." I said with surprise. "Do you know me?" "Everyone knows you. I mean, everyone heard about you. You're the one who ran away. And then you came back and killed the Strigoi. That is so cool! Did you get molnija marks?" Her words came out in one long string. She hardly took a breath. "Yeah. I have two." Thinking about the tiny tattoos on the back of my neck made my skin itch. Her pale green eyes—if possible—grew wider. "Oh my God. Wow." I usually grew irate when people made a big deal about molnija marks. After all, the circumstances had not been cool. But this girl was young, and there was something appealing about her. "What's your name?" I asked. "Jillian—Jill. I mean, just Jill. Not both. Jillian's my full name. Jill's what everyone calls me." "Right." I said, hiding a smile. "I figured it out." "I heard Moroi used magic on that trip to fight. Is that true? I would love to do that. I wish someone would teach me. I use air. Do you think i could fight Strigoi with that? Everyone says I'm crazy!" For centuries, Moroi using magic to fight had been viewed as a sin. Everyone believed it should be used peacefully. Recently, some had started to question that, particularly after Christian had proved useful in the Spokane escape. "I don't know." I said. "You should talk to Christian Ozera." She gaped. "Would he talk to me?" "If you bring up fighting the establishment, yeah he'll talk to you." "Okay, cool. Was that Guardian Belikov?" she asked, switching subjects abruptly. "Yeah." I swore I thought she might faint then and there. "Really? He's even cuter then I heard. He's your teacher right? Like, your own personal teacher?" "Yeah." I wondered where he was. Talking to Jill was exhausting. "Wow. You know you guys don't even act like teacher and student. You seem like friends. Do you hang out when you're not training?" "Er, well, kind of. Sometimes." I remembered my earlier thoughts, about how I was one of the few people Dimitri was social with outside of his guardian duties. "I knew it! I can't even imagine that—I'd be freaking out all the time around him. I'd never get anything done, but your so cool about it all, kind of like, 'Yeah. I'm with this totally hot guy, but whatever it doesn't matter!'" I laughed in spite of myself. "I think you're giving me more credit than I deserve." "No way. And I don't believe any of those stories, you know." "Um, stories?" "Yeah about you beating up Christian Ozera." "Thanks." I said.

I believe that love is a better teacher than a sense of duty,” he said, “at least for me.

No doubt there are some who, when confronted with a line of mathematical symbols, however simply presented, can only see the face of a stern parent or teacher who tried to force into them a non-comprehending parrot-like apparent competence--a duty and a duty alone--and no hint of magic or beauty of the subject might be allowed to come through.

A true leader is still a leader even when he takes up servants' duty, provided he maintains a human face and added integrity to his self-retained qualities.

The duty of the historian,” Gordon Craig has reminded us, “is to restore to the past the options it once had.” Craig also pointed out that this is an appropriate way to teach history and to make it memorable.

I cannot, however, but think that the world would be better and brighter if our teachers would dwell on the Duty of Happiness as well as the Happiness of Duty; for we ought to be as cheerful as we can, if only because to be happy ourselves is a most effectual contribution to the happiness of others.

There is some good in every person if you can find it. It is a teacher's duty to find and develop it.

I believe that love is a better teacher than a sense of duty, at least for me.

We all have a role in life. Maybe we’re someone’s sibling or spouse, a teacher or a parent, a ruler or a warrior. And with that comes a duty to show up for the situations life throws at you! After that, you do your best and let everything else go. The outcome? Pfft. Not your problem. People’s opinions? Not the point! When you go home and look in the mirror, it’s your face you’ve got to look at. No one else’s.

Duty is the best and wisest of all teachers.

Never before had I felt trapped, so seduced and caught up in a story,' Clara explained, 'the way I did with that book. Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel. This is a world of shadows, Daniel, and magic is a rare asset. That book taught me that by reading, I could live more intensely. It could give me back the sight I had lost. For that reason alone, a book that didn't matter to anyone, changed my life.

Like every serious student, follow the most important law for all students: repay your teacher by making it your duty to surpass him!

what’s the hardest part of being a teacher?” “Well, they basically have no filter. Whatever pops into their head comes right out of their mouths.” “Sounds like Brent,” he commented drily.

Never before had I felt trapped, so seduced and caught up in a story,' Clara explained, 'the way I did with that book. Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel.

In the years of its rise the movement little by little brought the community's attitude toward the teacher around from respect and envy to resentment, from trust and fear to suspicion. The development seems to have been inherent; it needed no planning and had none. As the Nazi emphasis on nonintellectual virtues (patriotism, loyalty, duty, purity, labor, simplicity, "blood," "folkishness") seeped through Germany, elevating the self-esteem of the "little man," the academic profession was pushed from the very center to the very periphery of society. Germany was preparing to cut its own head off. By 1933 at least five of my ten friends (and I think six or seven) looked upon "intellectuals" as unreliable and, among those unreliables, upon the academics as the most insidiously situated.

One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution.

...there are older people, teachers for example, of whom it is insufficient merely to say that they are unforgettable. People who have helped you in some significant way, I mean. You have to admit that these people are worthy to be remembered. Since they have sworn no oath of duty or affection for you, they have no obligation to you. You are just a stranger to them, and even when, by the very nature of things, you have forgotten them, it does not mean that you are lacking in affection or sense of obligation. However, there are some people in this world that you can just never forget.

Alas!' replied Maître Mouche, 'she must be trained to take her part in the struggle of life. One does not come into this world simply to amuse oneself, and to do just what one pleases.' 'One comes into this world,' I responded, rather warmly, 'to enjoy what is beautiful and what is good, and to do as one pleases, when the things one wants to do are noble, intelligent, and generous. An education which does not cultivate the will, is an education that depraves the mind. It is a teacher's duty to teach the pupil how to will.

Humanity is an organism, inherently rejecting all that is deleterious, that is, wrong, and absorbing after trial what is beneficial, that is, right. If so disposed, the Architect of the Universe, we must assume, might have made the world and man perfect, free from evil and from pain, as angels in heaven are thought to be; but although this was not done, man has been given the power of advancement rather than of retrogression. The Old and New Testaments remain, like other sacred writings of other lands, of value as records of the past and for such good lessons as they inculcate. Like the ancient writers of the Bible our thoughts should rest upon this life and our duties here. "To perform the duties of this world well, troubling not about another, is the prime wisdom," says Confucius, great sage and teacher. The next world and its duties we shall consider when we are placed in it.

To teachers, education is just a duty, but to students, it's their right.

My teacher taught me that the way for me to help others was not to tell them their duty, but myself to learn of Him who bore our griefs and carried our sorrows. As

One of a teacher’s important duties is to get children to be genuinely impressed.

Judge Knight: Here's a word of advice. Our Sun Knight has the nerve to PLOT THE DOWNFALL OF A KING. DO NOT get on his bad side if you don't have a status higher than that. Storm Knight: In addition he has mastered the Resurrection Spell, which even the Pope has a hard time with. And he's an expert of divine magic, sorcery, and necromancy. Then he's got a teacher who's known as 'the strongest Sun Knight in history' as his supporter, not to mention his other teacher who's no doubt a necromancer... Oh, and while we're at it he's probably also buddies with a Death Lord. Everyone's Thoughts: His extraordinarily bad swordsmanship really is a stroke of good fortune. Earth Knight: Dammit! Is he the Sun Knight or the devil himself?! Leaf Knight: Have you forgotten what our teachers taught us all throughout our childhood, Earth? Teacher: 'Child, when you accidentlly discover the imperfections of the Sun Knight, unless you want to have a first hand experience of his imperfections, you'd better dutifully admit he is perfect. Remember, no matter what the Sun Knight is always perfect!

Never before had I felt trapped, seduced, and caught up in a story,' Clara explained, 'the way I did with that book. Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel. Have you ever kissed a girl, Daniel?' My brain seized up; my saliva turned to sawdust. 'Well, you're still very young. But it's that same feeling, that first-time spark that you never forget. This is the world of shadows, Daniel, and magic is a rare asset. That book taught me that by reading, I could live more intensely. It could give me back the sight I had lost. For that reason alone, a book that didn't matter to anyone changed my life.

Piper had trouble falling asleep. Coach Hedge spent the first hour after curfew doing his nightly duty, walking up and down the passageway yelling, “Lights out! Settle down! Try to sneak out, and I’ll smack you back to Long Island!” He banged his baseball bat against a cabin door whenever he heard a noise, shouting at everyone to go to sleep, which made it impossible for anyone to go to sleep. Piper figured this was the most fun the satyr had had since he’d pretended to be a gym teacher at the Wilderness School.

A good cook was like a good educator; his duty was solely to bring out the talent of the chicken and show it to best advantage, as a good teacher brings out the talent inherent in a young man. Granted that the original talent was there in the chicken, too much coaxing, stuffing, imposing, and spicing would merely distract from its simple beauty and virtue.

The third duty of a teacher is that he should not withhold from his students any advice. After he finishes the outward sciences, he should teach them the inward sciences. He should tell them that the object of education is to gain nearness of God, not power or richness and that God created ambition as a means of perpetuating knowledge which is essential for these sciences.

It is wrong to say that schoolmasters lack heart and are dried-up, soulless pedants! No, by no means. When a child's talent which he has sought to kindle suddenly bursts forth, when the boy puts aside his wooden sword, slingshot, bow-and-arrow and other childish games, when he begins to forge ahead, when the seriousness of the work begins to transform the rough-neck into a delicate, serious and an almost ascetic creature, when his face takes on an intelligent, deeper and more purposeful expression - then a teacher's heart laughs with happiness and pride. It is his duty and responsibility to control the raw energies and desires of his charges and replace them with calmer, more moderate ideals. What would many happy citizens and trustworthy officials have become but unruly, stormy innovators and dreamers of useless dreams, if not for the effort of their schools? In young beings there is something wild, ungovernable, uncultured which first has to be tamed. It is like a dangerous flame that has to be controlled or it will destroy. Natural man is unpredictable, opaque, dangerous, like a torrent cascading out of uncharted mountains. At the start, his soul is a jungle without paths or order. And, like a jungle, it must first be cleared and its growth thwarted. Thus it is the school's task to subdue and control man with force and make him a useful member of society, to kindle those qualities in him whose development will bring him to triumphant completion.

Exams make the students tired and exam-duties make the teachers exhausted. So, there should be an official vacation for at least 15 days after the end of mid-term & final exams in private universities so that the students and teachers can relax and freshen themselves up!

I returned, however, with unabated vigour to my work—a more arduous task than anyone can imagine, who has not felt something like the misery of being charged with the care and direction of a set of mischievous, turbulent rebels, whom his utmost exertions cannot bind to their duty; while, at the same time, he is responsible for their conduct to a higher power, who exacts from him what cannot be achieved without the aid of the superior’s more potent authority; which, either from indolence, or the fear of becoming unpopular with the said rebellious gang, the latter refuses to give. I can conceive few situations more harassing than that wherein, however you may long for success, however you may labour to fulfil your duty, your efforts are baffled and set at nought by those beneath you, and unjustly censured and misjudged by those above.

The effectiveness of an inspired bishop, adviser, or teacher has very little to do with the outward trappings of power or an abundance of this world’s goods. The leaders who have the most influence are usually those who set hearts afire with devotion to the truth, who make obedience to duty seem the essence of manhood, who transform some ordinary routine occurrence so that it becomes a vista where we see the person we aspire to be.

A high school teacher for many years, Carme thought education was as important as bread, and that everyone who could read and write had a duty to teach those abilities to others.

The selection and following of a spiritual guide is the most important duty of a Sufi.

Teachers deserve a well-defined, realistic job description and enough protected school day planning time to fulfill that job within their paid contracted hours.

If you ask God for wisdom, He will give you a problem. If you ask God for success, He will give you a duty. If you ask God for riches, He will give you a dream. If you ask God for power, He will give you a task. If you ask God for patience, He will give you a burden. If you ask God for strength, He will give you a load. If you ask God for love, He will give you an enemy. If you ask God for virtue, He will give you a temptation. If you ask God for faith, He will give you a prophecy. If you ask God to be a leader, He will make you a servant. If you ask God to be a general, He will make you a soldier. If you ask God to be a teacher, He will make you a student. If you ask God to be a scholar, He will make you a thinker. If you ask God to be a writer, He will make you a reader. If you ask God to be an artist, He will make you a daydreamer. If you ask God to be a pope, He will make you a priest. If you ask God to be an architect, He will make you a builder. If you ask God to be a sage, He will make you a learner.

History is, by and large, a record of what people did, not of what they failed to do. On the other hand, making the present seem inevitable robs history of all its life and much of its meaning. History is contingent upon the actions of people. "The duty of the historian," Gordan Craig has reminded us, "is to restore to the past the options it once had." Craig also pointed out that is an appropriate way to teach history and make it memorable. White Americans chose among real alternatives and were often divided among themselves. At various points in our history, our anti-Indian policies might have gone another way.

Sorry for swearing. Kindergarten teachers shouldn’t swear. I never swear in front of the children. Just in case you’re thinking of making an official complaint.” “You’re off duty,” said Jane. “You can say what you want.

Their greatest danger was in the disbelief of their teachers. Though every one had a copy of the law, few read it; all were ready, by some excuse, to avoid this duty. Some asserted they knew it, yet never thought on it: some called these the laws of past times; not of the present. Other said the Great King did not regard the actions of his subjects, that he had neither mines nor dungeons, and that all would certainly be taken to the Heavenly City.

Most of all, teachers shouldn't only be speakers of helpful words, but their actions should be consistent with them. The pupil's duty is to attend pro-actively to what is said, and to be on guard in case they accept something false without thinking.

Normally Felicity liked to spend her recess holding the duty teacher's hand and tattling on kids who were breaking nitpicky safety rules like no climbing fences, no running up the slide, and no using the teeter-totter as a human catapult. - Zombiekins

The uncompromising example of Jesus Christ places upon every Christian minister the responsibility to withstand the temptation to align oneself with the secular ruling powers. It is true that it is part of every minister’s calling to be a pastor to his or her parishioners, to be a spiritual leader and teacher and a comforter of the sick at heart and those afflicted in mind, soul, spirit, or body. Ministers of the Gospel must comfort the afflicted, but they also have the prophet’s duty to afflict the comfortable.

We shall need all the anti-slavery feeling in the country, and more; you can go home and try to bring the people to your views, and you may say anything you like about me, if that will help. . . . When the hour comes for dealing with slavery, I trust I will be willing to do my duty though it cost my life. —ABRAHAM LINCOLN TO ABOLITIONIST UNITARIAN MINISTERS, 18624 PERHAPS THE MOST telling criticism Frances FitzGerald made in her 1979 survey of American history textbooks, America Revised, was that they leave out ideas.

Abstain from all thinking about other people’s faults, unless your duties as a teacher or parent make it necessary to think about them. Whenever the thoughts come unnecessarily into one’s mind, why not simply shove them away? And think of one’s own faults instead? For

Say you've just read Faulkner's 'Barn Burning'. Like the son in the story, you've sensed the faults in your father's character. Thinking about them makes you uncomfortable, left alone you'd probably close the book and move on to other thoughts. But instead you are taken in hand by a tall, brooding man with a distinguished limp who involves you and a roomful of other boys in the consideration of what it means to be a son. The loyalty that is your duty and your worth and your problem. The goodness of loyalty and its difficulties and snares, how loyalty might also become betrayal - of the self and the world outside the circle of blood. You've never had this conversation before, not with anyone. And even as its happening you understand that just as your father's troubles with the world - emotional frailty, self-doubt, incomplete honesty - will not lead him to set it on fire, your own loyalty will never be the stuff of tragedy. You will not turn bravely and painfully from your father, as the boy in the story does, but foresake him, without regret. And as you accept that separation, it seems to happen; your father's sad, fleshy face grows vague, and you blink it away and look up to where your teachers leans against his desk, one hand in a coat pocket, the other rubbing his bum knee as he listens desolately to the clever bore behind you saying something about bird imagery.

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

Secondly, it is the very nature of spiritual life to grow. Wherever they principle of this life is to be found, it can be no different for it must grow. "But the path of the just is as the shining light, that shineth more and more unto the perfect day" (Prov. 4:18); "The righteous also shall hold on his way, and he that hath clean hands shall be stronger and stronger" (Job 17:9). This refers to the children of GOd, who are compared to palm and cedar trees (Psa. 92:12). As natural as it is for children and trees to grow, so natural is growth for the regenerated children of God. Thirdly, the growth of His children is the goal and objective God has in view by administering the means of grace to them. "And He gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; for the perfecting of the saints...that we henceforth be no more children...but speaking the truth in love, may grow up into Him in all things, which is the Head" (Eph. 4:11-15). This is also to be observed in 1 Peter 2:2: "as newborn babes, desire the sincere milk of the word, that ye may grow thereby, " God will reach His goal and His word will not return to Him void; thus God's children will grow in grace. Fourthly, is is the duty to which God's children are continually exhorted, and their activity is to consist in a striving for growth. That it is their duty is to be observed in the following passages: "But grow in grace, and in the knowledge of our Lord and Saviour Jesus Christ" (2 Peter 3:18); "He that is righteous, let him be righteous still: and he that is holy, let him be holy still" (Rev. 22:11). The nature of this activity is expressed as follows: "Not as though I had already attained, either were already perfect: but I follow after" (Phil. 3:12). If it were not necessary for believers to grow the exhortations to that end would be in vain. Some remain feeble, having but little life and strength. this can be due to a lack of nourishment, living under a barren ministry, or being without guidance. It can also be that they naturally have a slow mind and a lazy disposition; that they have strong corruptions which draw them away; that they are without much are without much strife; that they are too busy from early morning till late evening, due to heavy labor, or to having a family with many children, and thus must struggle or are poverty-stricken. Furthermore, it can be that they either do not have the opportunity to converse with the godly; that they do not avail themselves of such opportunities; or that they are lazy as far as reading in God's Word and prayer are concerned. Such persons are generally subject to many ups and downs. At one time they lift up their heads out of all their troubles, by renewal becoming serious, and they seek God with their whole heart. It does not take long, however , and they are quickly cast down in despondency - or their lusts gain the upper hand. Thus they remain feeble and are, so to speak, continually on the verge of death. Some of them occasionally make good progress, but then grieve the Spirit of God and backslide rapidly. For some this lasts for a season, after which they are restored, but others are as those who suffer from consumption - they languish until they die. Oh what a sad condition this is! (Chapter 89. Spiritual Growth, pg. 140, 142-143)

What did we talk about? I don't remember. We talked so hard and sat so still that I got cramps in my knee. We had too many cups of tea and then didn't want to leave the table to go to the bathroom because we didn't want to stop talking. You will think we talked of revolution but we didn't. Nor did we talk of our own souls. Nor of sewing. Nor of babies. Nor of departmental intrigue. It was political if by politics you mean the laboratory talk that characters in bad movies are perpetually trying to convey (unsuccessfully) when they Wrinkle Their Wee Brows and say (valiantly--dutifully--after all, they didn't write it) "But, Doctor, doesn't that violate Finagle's Constant?" I staggered to the bathroom, released floods of tea, and returned to the kitchen to talk. It was professional talk. It left my grey-faced and with such concentration that I began to develop a headache. We talked about Mary Ann Evans' loss of faith, about Emily Brontë's isolation, about Charlotte Brontë's blinding cloud, about the split in Virginia Woolf's head and the split in her economic condition. We talked about Lady Murasaki, who wrote in a form that no respectable man would touch, Hroswit, a little name whose plays "may perhaps amuse myself," Miss Austen, who had no more expression in society than a firescreen or a poker. They did not all write letters, write memoirs, or go on the stage. Sappho--only an ambiguous, somewhat disagreeable name. Corinna? The teacher of Pindar. Olive Schriener, growing up on the veldt, wrote on book, married happily, and ever wrote another. Kate Chopin wrote a scandalous book and never wrote another. (Jean has written nothing.). There was M-ry Sh-ll-y who wrote you know what and Ch-rl-tt- P-rk-ns G-lm-an, who wrote one superb horror study and lots of sludge (was it sludge?) and Ph-ll-s Wh--tl-y who was black and wrote eighteenth century odes (but it was the eighteenth century) and Mrs. -nn R-dcl-ff- S-thw-rth and Mrs. G--rg- Sh-ld-n and (Miss?) G--rg-tt- H-y-r and B-rb-r- C-rtl-nd and the legion of those, who writing, write not, like the dead Miss B--l-y of the poem who was seduced into bad practices (fudging her endings) and hanged herself in her garter. The sun was going down. I was blind and stiff. It's at this point that the computer (which has run amok and eaten Los Angeles) is defeated by some scientifically transcendent version of pulling the plug; the furniture stood around unknowing (though we had just pulled out the plug) and Lady, who got restless when people talked at suck length because she couldn't understand it, stuck her head out from under the couch, looking for things to herd. We had talked for six hours, from one in the afternoon until seven; I had at that moment an impression of our act of creation so strong, so sharp, so extraordinarily vivid, that I could not believe all our talking hadn't led to something more tangible--mightn't you expect at least a little blue pyramid sitting in the middle of the floor?

Thanks to everybody who does his work and job well. Doctors, Teachers, builders, chefs, parents, students, and anyone who does his best in his duties faithfully and sincerely deserve to be thanked and acknowledged. Working hard to achieve the best isn't like running away from responsibilities, so thanks to all the hard workers around the world for your patience, efforts, achievements.

Now she watched Nat as a small child watches a teacher from whom it must at all costs learn. He took to himself each day as it came with childlike trustfulness, and so did she. He never complained, and neither did she. He took every misfortune with a grin, and so did she. He took upon himself all the hardest and most unpleasant duties as a matter of mere routine, and she tried to do the same,

However, let us give ourselves to the study of the word, and to prayer; and may the great Teacher make every scriptural truth food to our souls. I desire to grow in knowledge, but I want nothing which bears that name that has not a direct tendency to make sin more hateful, Jesus more precious to my soul; and at the same time to animate me to a diligent use of every appointed means, and an unreserved regard to every branch of duty.

is his letter of August 22, 1862, to Horace Greeley’s New York Tribune: My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could save it by freeing some and leaving others alone, I would also do that. What I do about slavery and the colored race I do because I believe it helps to save this Union; and what I forbear, I forbear because I do not believe it would help to save the Union. . . . By emphasizing this quote, most textbooks present a Lincoln who was morally indifferent to slavery and certainly did not care about black people. As Pathways to the Present puts it, “Lincoln came to regard ending slavery as one more strategy for ending the war.” Ironically, this is also the Lincoln whom black nationalists present to African Americans to persuade them to stop thinking well of him.31 To present such a Lincoln, the textbooks have to remove all context. The very first thing they omit is the next point Lincoln made: “. . . I have here stated my purpose according to my view of official duty, and I intend no modification of my oft-expressed personal wish that all men, everywhere could be free.

You have given me a teacher in Thoreau, who furnished me through his essay on the ‘Duty of Civil Disobedience’ scientific confirmation of what I was doing in South Africa. Great Britain gave me Ruskin, whose Unto This Last transformed me overnight from a lawyer and city dweller into a rustic living away from Durban on a farm, three miles from the nearest railway station; and Russia gave me in Tolstoy a teacher who furnished a reasoned basis for my non-violence.

Coach Hedge spent the first hour after curfew doing his nightly duty, walking up and down the passageway yelling, “Lights out! Settle down! Try to sneak out, and I’ll smack you back to Long Island!” He banged his baseball bat against a cabin door whenever he heard a noise, shouting at everyone to go to sleep, which made it impossible for anyone to go to sleep. Piper figured this was the most fun the satyr had had since he’d pretended to be a gym teacher at the Wilderness School.

Do not be for ever uncertain whether thou art doing thy duty, for God probes the innermost feelings of man; He desires thy good intent; and if thy intent is pure, all is pure; for God desires the goodness of the heart of man. And if thou knowest that there is one who sees thy thoughts, and before whom thou must make an accounting for all thy deeds, thou wilt never doubt. The fear of God will keep thee on the right path. Find thyself a Rabbi and teacher and place thyself under his authority.” Saul

We maintain therefore that in matters of Religion, no man’s right is abridged by the institution of Civil Society, and that Religion is wholly exempt from its cognizance. True it is, that no other rule exists, by which any question which may divide a Society, can be ultimately determined, but the will of the majority; but it is also true, that the majority may trespass on the rights of the minority. ...Because it is proper to take alarm at the first experiment on our liberties. We hold this prudent jealousy to be the first duty of Citizens, and one of the noblest characteristics of the late Revolution. The free men of America did not wait till usurped power had strengthened itself by exercise, and entangled the question in precedents. They saw all the consequences in the principle, and they avoided the consequences by denying the principle. We revere this lesson too much soon to forget it. Who does not see that the same authority which can establish Christianity, in exclusion of all other Religions, may establish with the same ease any particular sect of Christians, in exclusion of all other Sects? that the same authority which can force a citizen to contribute three pence only of his property for the support of any one establishment, may force him to conform to any other establishment in all cases whatsoever? ...Because experience witnesseth that ecclesiastical establishments, instead of maintaining the purity and efficacy of Religion, have had a contrary operation. During almost fifteen centuries has the legal establishment of Christianity been on trial. What have been its fruits? More or less in all places, pride and indolence in the Clergy, ignorance and servility in the laity, in both, superstition, bigotry and persecution. ...What influence in fact have ecclesiastical establishments had on Civil Society? In some instances they have been seen to erect a spiritual tyranny on the ruins of the Civil authority; in many instances they have been seen upholding the thrones of political tyranny: in no instance have they been seen the guardians of the liberties of the people. Rulers who wished to subvert the public liberty, may have found an established Clergy convenient auxiliaries. A just Government instituted to secure & perpetuate it needs them not. Such a Government will be best supported by protecting every Citizen in the enjoyment of his Religion with the same equal hand which protects his person and his property; by neither invading the equal rights of any Sect, nor suffering any Sect to invade those of another. [Memorial and Remonstrance Against Religious Assessments, 20 June 1785. This was written in response to a proposed bill that would establish 'teachers of the Christian religion', violating the 1st Amendment's establishment clause]

Beware of thinking of our Lord as only a teacher. If Jesus Christ is only a teacher, then all He can do is frustrate me by setting a standard before me I cannot attain. What is the point of presenting me with such a lofty ideal if I cannot possibly come close to reaching it? I would be happier if I never knew it. What good is there in telling me to be what I can never be—to be “pure in heart” (Matthew 5:8), to do more than my duty, or to be completely devoted to God? I must know Jesus Christ as my Savior before His teaching has any meaning for me other than that of a lofty ideal which only leads to despair.

Padma, My darling. I have told you countless times that all these rites and rituals are meaningless. I will show you what God is. Just Look into the eyes of your mother Padma, and what you see is God. Look into the heart of a noble man, and what you see is God. Look at the lotus feet of your teacher, and what you see is God. God, as we know, is just a manifestation of our innate insecurity and fear of mortality. I do bow down dutifully before all Gods, but I really do not expect much from anyone. As far as I am concerned, I am yet to see any God in this big, wide and cruel world, except in the eyes of my mother and in feet of my teachers.

The New Age Manifesto You're always exactly where you need to be, some call it coincidence, others synchronicity. The universe entire, spiritually interconnects Partaking of the same God energy it at once reflects. We are all tones in the cosmos musicality, Each man tunes in and creates his unique reality. Intuition integrates our divine and truest guide, Science and rationalism are too often misapplied. All is framed by the principles, laws and duties of dharma Effecting cause, causing effect, in each incarnation's karma. Everything we confront, everyone we meet Become our teachers in life's balance sheet. The most important lesson to learn is that of love Absence its problem, presence the solution thereof.

[I]t's a con, at children's expense. When self-esteem advocates tell us to flatter the young about their views, in reality they ask adults to abandon the difficult task of disciplining them. Emphasizing that adults must 'express unconditional positive regard and acceptance for children' effectively destroys the inter-generational duty of passing on knowledge, setting boundaries for behavior and the broader task of socialization. It is not good for children and can mean adults indulging even the most destructive aspects of young people's behavior. In 2013, a self-harming pupil at Unsted Park School in Godalming, Surrey was given a disposable safety razor to slash himself with, supervised by a teacher. A spokeswoman from selfharm.co.uk justified this irresponsible collapse of adult judgement using the mantras of pupil voice and self-esteem: 'The best way to help is to listen without judging, accept that the recovery process may take a while and avoid "taking away" the self-harm' because 'self-harm can be about control, so it's important that the young person in the center feels in control of the steps taken to help them'. That's an extreme case but it touches on how focusing on the schoolchild's self-esteem can create the impression that the world should circle around pupils' desires. This in turn puts pressure on adults to tip-toe around young people's sensitivities and to accede to their opinions. Combined with student voice orthodoxies, this can lead to the peculiar diktat that teachers express respect for pupils' views, however childish or even poisonous.

In the years of its rise the movement little by little brought the community’s attitude toward the teacher around from respect and envy to resentment, from trust and fear to suspicion. The development seems to have been inherent; it needed no planning and had none. As the Nazi emphasis on nonintellectual virtues (patriotism, loyalty, duty, purity, labor, simplicity, “blood,” “folk-ishness”) seeped through Germany, elevating the self-esteem of the “little man,” the academic profession was pushed from the very center to the very periphery of society. Germany was preparing to cut its own head off. By 1933 at least five of my ten friends (and I think six or seven) looked upon “intellectuals” as unreliable and, among these unreliables, upon the academics as the most insidiously situated.

But Mary had not come into the world to be sad or to help another to be sad. Sorrowful we may often have to be, but to indulge in sorrow is either not to know or to deny God our Saviour. True, her heart ached for Letty; and the ache immediately laid itself as close to Letty's ache as it could lie; but that was only the advance-guard of her army of salvation, the light cavalry of sympathy: the next division was help; and behind that lay patience, and strength, and hope, and faith,and joy. This last, modern teachers, having failed to regard it as a virtue, may well decline to regard as a duty; but he is a poor Christian indeed in whom joy has not at least a growing share, and Mary was not a poor Christian--at least, for the time she had been learning, and as Christians go in the present aeon of their history.

Cromwell. The door was flung open. In stalked the Protector, disgusted once more with the inability of human weaklings to come to the point, to get action, to see what he wanted and let him have it. Was it not, he berated them, every Christian’s duty to receive the Jews into England, the only nation where religion was taught in its full purity, and “not to exclude them from the light and leave them among false teachers, Papists and idolaters”? This argument silenced objectors among the clergy. Then he poured his contempt upon the City men. “Can ye really be afraid that this mean and despised people should be able to prevail in trade over the merchants of England, the noblest and most esteemed merchants of the whole world?” “Thus he went on,” says an observer, “till he had silenced them too.… I never heard a man speak so well in his life.” But

have you ever felt the love so close, did you sense the cool wind it blows, when the happiness is all around, and the sync of beats of the heart become a beautiful sound, when you don't fear the heights and the depth, and you feel on cloud nine even on your heart's theft, when the mystery and known become one, and the face of him becomes next to the rising sun, when you hold his hands and cross the bridges, the lakes, the plateaus and the ridges, you feel the world and yourself at the same time, when the silence between you becomes a beautiful mime. when you become the wicked child and he the teacher, and then the love flows without any measure, you feel his protection in the freedom, you enjoy being the queen of his kingdom, you fly in the sky, you run up the stairs, you dive into the sea, you head to towns and cities with glee, head on his shoulders and mind in his dreams, oh, the soul becomes the swan of the love sea and swims, what more you can ask from God in this lifetime, when your love is synonymous to god's hymn?! maybe it is more than what i said, because it has all in it that never fades, love truly and feel its beauty, it is not just the pleasure or pain but a lifetime duty.....

Consider also how love affects the family. Children who grow up without feeling loved leave the house and start searching for love in all the wrong places. They go from broken relationship to broken relationship and from foolish thing to foolish thing, breaking their hearts and others’ time and time again. They were never raised to understand true love and thus must learn it through the school of hard knocks. A truly loving parent should not only meet the needs of a child’s physical life but also of their spiritual and emotional life as well. A loving parent should teach their child how to love, how love works, and how to use it to approach God and others. This God-given duty is on the shoulders of the parents and not the Sunday school teacher. A child should learn the true meaning of love and God daily through the ones they’re closest to, not once a week from someone they hardly know. If they don’t learn from their parents, they’ll think their parents don’t agree with what they’re being taught. Why? Because they don’t experience it daily from their parents. They know that if it meant that much to Mom and Dad, they would practice it daily and take the time to teach their children these principles.

Well, let me weave together various sorts of tales, using the Milesian mode as a loom, if you will. Witty and dulcet tones are going to stroke your too-kind ears—as long as you don’t turn a spurning nose up at an Egyptian papyrus scrawled over with a sharp pen from the Nile. I’ll make you wonder at human forms and fortunes transfigured, torn apart but then mended back into their original state. Now to my preface. ‘Who’s writing there?’ you ask. In a few words: my ancient stock is from Attic Hymettus and the Ephyrean Isthmus and Spartan Taenarus. All that fertile sod has been immortalized by books more fertile still. There, as my boyhood began, I served my first tour of literary duty in the Athenian tongue. Then as a foreigner in the Latian city I invaded the speech native to the Quirites’ curriculum, settled on it, and worked it for all it was worth – and it was harrowing, as I had no teacher walking ahead and pointing out what to do. So here I am, pleading in advance to be let off if I commit some offense, as I’m still a greenhorn: to me, the speech of the Roman forum is outlandish. But this very change of language suits the genre-jumping training I have undertaken. The story we are starting has a Greek original, you see. Give heed, reader: there is delight to be had.

I remember, for example, the time at prep school when I was chosen for the under nines’ rugby team. Well, to be more accurate, I was chosen to be linesman, as I wasn’t good enough for the actual team. Anyway, it was a cold, miserable winter’s day, and there were no spectators out watching, which was uncommon. (Normally, at least a few boys or teachers would come out to watch the school matches.) But on this cold, blustery day the touchlines were deserted, except for one lone figure. It was my dad, standing in the rain, watching me, his son, perform my linesman duties. I felt so happy to see him, but also felt guilty. I mean, I hadn’t even made the team and here he was to watch me run up and down waving a silly flag. Yet it meant the world to me. When the halftime whistle blew it was my big moment. On I ran to the pitch, the plate of oranges in my hands, with Dad applauding from the touchline. Lives are made in such moments. Likewise, I remember Dad playing in the fathers-and-sons cricket match. All the other fathers were taking it very seriously, and then there was Dad in an old African safari hat, coming in to bat and tripping over his wicked--out for a duck. I loved that fun side of Dad, and everyone else seemed to love him for it as well. To be a part of that always made me smile.

The greatest trust is confidence. The greatest charity is compassion. The greatest courage is action. The greatest patience is composure. The greatest sincerity is impartiality. The greatest kindness is affection. The greatest hope is expectation. The greatest peace is contentment. The greatest happiness is joy. The greatest faith is certainty. The greatest love is adoration. The greatest virtue is integrity. The greatest teacher is reason. The greatest student is intelligence. The greatest philosopher is understanding. The greatest scientist is reason. The greatest historian is yesturday. The greatest prophet is eternity. The greatest preacher is reality. The greatest warrior is duty. The greatest athlete is courage. The greatest wrestler is strategy. The greatest musician is passion. The greatest painter is inspiration. The greatest sculptor is history. The greatest writer is destiny. The greatest light is truth. The greatest knowledge is awareness. The greatest understanding is discernment. The greatest wisdom is caution. The greatest theory is facts. The greatest philosophy is logic. The greatest gospel is conviction. The greatest religion is compassion. The greatest prophecy is revelation. The greatest world is nature. The greatest sky is perception. The greatest galaxy is conscience. The greatest universe is imagination. The greatest God is existence.

When you first became a disciple, your days were days of delight and joy, the words and will of the Master thrilled and comforted you, and you walked in His ways with a joy and gladness that filled the days with song. The people you touched in daily life saw the beauty of Jesus in you. Gentle, long-suffering, strong and pure, you incarnated His lessons, and your heart was glad, and other lives were influenced Godward. All has changed. Prayer is a duty. The scriptures are dull and burdensome. You have no quick sense of the Lord's will. Your Christianity has become a restriction through which you would like to break, an encumbrance of which you would fain be rid. These are confessions you never make, but they tell the true inner story of your life. Now what does this really mean ? Just this. Somewhere back in the past you will find a day when the Teacher gave you some new vision of truth that straightway revealed an opportunity for you to know the glory of that truth in the pathway of obedience. Something to be given up. Something to be done. Some word to be said. You paused, argued, disobeyed. No other lesson has been given, nor can be. Every other depended upon that. That was not final. It was preparatory, and until that is learned by obedience there can be no advancement, and so for weeks, perchance months, aye, even years, you have been a disciple making no progress, and there is no wonder that you are weary of it all.

But won’t creation come to an end if there is no bond of marriage?’ ‘Why would it come to an end, Sita? Many creatures take birth and grow in this forest. They have no marital bonds, do they? There are people of different tribes whose customs are different from yours.’ ‘Does that mean human beings should live like animals, uncivilized?’ ‘Why do you look down upon animals, Sita? We should love animals and nature. We should worship them. We should befriend them. That’s the duty of humans. Ignoring that basic duty, you think what is written in books is civilization. Is that right? You have come to the forest from the city. Why insist so much on the civilization of the cities? Isn’t nature the best teacher?’ ‘I don’t understand your words. I feel they will cause harm to women.’ ‘They certainly won’t. When a child belongs to its mother, there is no harm in that. A situation where children ask their mother who their father is or where a husband asks his wife who fathered her children comes only in the lives of some women, Sita. Think of the predicament of those women, and you’ll understand my words.’ ‘Just because something happened to someone, somewhere, should people remain without marrying and bear children outside wedlock? Does it happen anywhere? Is that good conduct?’ asked Sita resentfully. ‘I don’t know if it is good conduct or not—I speak of what I know. It is only through experience that one understands the truth. And whatever you understand, you tell others.

The Buddha, too, goes into the forest and has conferences there with the leading gurus of his day. Then he goes past them and, after a season of trials and search, comes to the bo tree, the tree of illumination, where he, likewise, undergoes three temptations. The first is of lust, the second of fear, and the third of submission to public opinion, doing as told. In the first temptation, the Lord of Lust displayed his three beautiful daughters before the Buddha. Their names were Desire, Fulfillment, and Regrets - Future, Present, and Past. But the Buddha, who had already disengaged himself from attachment to his sensual character, was not moved. Then the Lord of Lust turned himself into the Lord of Death and flung at the Buddha all the weapons of an army of monsters. But the Buddha had found himself that still point within, which is of eternity, untouched by time. So again, he was not moved, and the weapons flung at him turned into flowers of worship. Finally the Lord of Lust and Death transformed himself into the Lord of Social Duty and argued, "Young man, haven't you read the morning papers? Don't you know what there is to be done today?" The Buddha responded by simply touching the earth with the tips of the fingers of his right hand. Then the voice of the goddess mother of the universe was heard, like thunder rolling on the horizon, saying, "This, my beloved son, has already so given of himself to the world that there is no one here to be ordered about. Give up this nonsense." Whereupon the elephant on which the Lord of Social Duty was riding bowed in worship of the Buddha, and the entire company of the Antagonist dissolved like a dream. That night, the Buddha achieved illumination, and for the next fifty years remained in the world as teacher of the way to the extinction of the bondages of egoism. p171-2

From the first moment of life, men ought to begin learning to deserve to live; and, as at the instant of birth we partake of the rights of citizenship, that instant ought to be the beginning of the exercise of our duty. If there are laws for the age of maturity, there ought to be laws for infancy, teaching obedience to others. [...] Public education, therefore, under regulations prescribed by the government, and under magistrates established by the Sovereign, is one of the fundamental rules of popular or legitimate government. If children are brought up in common in the bosom of equality; if they are imbued with the laws of the State and the precepts of the general will; if they are taught to respect these above all things; if they are surrounded by examples and objects which constantly remind them of the tender mother who nourishes them, of the love she bears them, of the inestimable benefits they receive from her, and of the return they owe her, we cannot doubt that they will learn to cherish one another mutually as brothers, to will nothing contrary to the will of society, to substitute the actions of men and citizens for the futile and vain babbling of sophists, and to become in time defenders and fathers of the country of which they will have been so long the children. I shall say nothing of the Magistrates destined to preside over such an education, which is certainly the most important business of the State. It is easy to see that if such marks of public confidence were conferred on slight grounds, if this sublime function were not, for those who have worthily discharged all other offices, the reward of labour, the pleasant and honourable repose of old age, and the crown of all honours, the whole enterprise would be useless and the education void of success. For wherever the lesson is not supported by authority, and the precept by example, all instruction is fruitless; and virtue itself loses its credit in the mouth of one who does not practise it. But let illustrious warriors, bent under the weight of their laurels, preach courage: let upright Magistrates, grown white in the purple and on the bench teach justice. Such teachers as these would thus get themselves virtuous successors, and transmit from age to age, to generations to come, the experience and talents of rulers, the courage and virtue of citizens, and common emulation in all to live and die for their country.

The renegade strand of hair nipped her eyes once more. With a swift, steady hand, Oscar pushed it away from her face. His fingertip left a trail of fire along her cheek. Camille reached up to help him tuck the strand back, and their fingers met. She knew for certain the flush had returned to her ears. Oscar dropped his arm and walked to the rail, wrapping his strong hands around the carved wood. “He is used to having things go his way,” Oscar said, his voice low and only for her ears. Camille moved to stand beside hm. “Have you always done everything he’s asked of you?” She was cautious not to come off sounding snide. His knuckles whitened as he gripped the rail tighter, as if to hold something back. Hold something in. “No.” She hadn’t expected him to give her an answer, and certainly not that one. “No? I don’t believe it. What have you done that’s gone against his wishes?” Oscar had been her father’s shadow since day one. He’d watched and obeyed William Rowen with the kind of devotion any eager apprentice would show his teacher. Oscar had been staring at the water, at the mounting churn of the waves. Now he shifted his eyes to her and fixed her with a look so strong and deep, she felt helpless beneath it. “He asked me to stop associating with you,” he answered, still hushed. Camille’s eyes watered with mortification and dread. Her father had spoken to Oscar, too. She wiped her sweaty palms on the hips of her trousers. “But clearly,” Oscar continued, leaning toward her, “I didn’t listen.” His gaze revolved out to the ocean again, releasing Camille. Air flowed back down her windpipe. This was beyond humiliation. Her father couldn’t do this. He couldn’t order people to stop speaking to her. “Why not?” she asked, her breath uneven from a cross of fury and the steadfast way Oscar had looked at her. “He could fire you.” He moved away from the rail. “If he wants to fire me for speaking to you, for looking at you…” He turned back to her on his way to the quarterdeck and held her gaze again. “Then I’ll risk it.” She watched in awe as Oscar took the helm from a sailor and placed himself behind the great spoked wheel. He’d risk everything he had to be able to speak with her, to just look at her. His bravery made her feel no taller than a hermit crab. She’d so quickly, dutifully, accepted her father’s request to set her focus solely on Randall. But she mattered to Oscar. She mattered, and that one truth made her wish she was brave enough to risk everything, too.

As the months rolled on, John and Sarah began to understand themselves less as teachers and more as parents, living into the names Baba and Kama Kiwawa. It was clear the boys needed something Keu couldn’t provide, consistent support and affection. Sarah started giving out hugs and bandages, and John role-modeled manhood by providing food, shelter, and an education. But unlike many parents, John and Sarah didn’t dole out punishments. They left that to the council. On his first visit, Keu had appointed six boys with hair sprouting on their chins as the elders of Kiwawa. He spent a week with them on a hill near Kiwawa where he instructed them in the ways of a traditional elder council, showing them how to resolve problems that might arise according to the Pokot traditions. And each night after the guard heard John’s snores rumbling out of the camper, the council built a fire and legislated the day’s problems according to the nomadic values they had learned, sometimes choosing to defer ruling on more complicated matters until Keu returned. Stolen writing stick? The elders huddled together in the shadow of the illuminated acacia tree. The oldest returned and pointed at the offender: “Water-fetching duty for a week.” “Oee,” the boys would shout, the Pokot version of Amen. “Refusing to share meat?” “Three rope whippings.” “Oee.” “Crying because you miss your mother?” “Spend more time with Kama,” the oldest boy would say with compassion. “Oee.” “We were modeling the Pokot elders by becoming the keepers of justice and fairness. You see, Pokot elders can never settle a matter based on anger or some personal retribution. That is so unacceptable,” Michael explained. “A punishment is meant to reform the person as quickly as possible so the criminal can be brought back into the group. This is because every single person has a job to do, whether it is to fetch water, herd cows, or stand guard against Karamoja. And if you are gone, then someone else has to work harder in your absence. Nomads do not have prisons like the modern world, which changes our whole entire judicial system. In America you can lock somebody up in prison for two years for just a small crime like stealing a cow. And while in prison they are taken out of the community and are expected to think about what they have done. And then after those two years of isolation, a group of psychologists and lawyers and I don’t know who else will examine that person and see if they have changed their stealing ways. If not, then they lock them back up,” he said, turning an invisible key. “In America there is the potential to give up on somebody, to leave them outside of the community. But there are no prisons in the desert, and without prisons the elders are left with two choices: reform you or kill you. And as I said, if they kill you, they are not only losing a good worker, but also a brother and a son. And the desert has already taken so many of our sons.

Americans gear all their living to a constantly challenging world and are prepared to accept the challenge. Japanese reassurances are based rather on a way of life that is planned and charted beforehand and where the greatest threat comes from the unforeseen. The Japanese, more than any other sovereign nation, have been conditioned to a world where the smallest details of conduct are mapped and status is assigned. During two centuries where law and order were maintained in such a world with an iron hand, the Japanese learned to identify this meticulously plotted hierarchy with safety and security. So long as they stayed within known boundaries and so long as they fulfilled known obligations, they could trust their world. The Japanese point of view is that obeying the law is repayment upon their highest indebtedness. In spite of the fact that Japan is one of the great Buddhist nations in the world, her ethics at this point contrast sharply with the teachings of Gautama Buddha and of the holy books of Buddhism. The Japanese do not condemn self-gratification. They are not Puritans. They consider physical pleasures good and worthy of cultivation. Buddhist teachers and modern nationalistic leaders have written and spoken on this theme: human nature in Japan is naturally good and to be trusted. It does not need to flight and evil half of itself. It needs to cleanse the windows of its soul and act with appropriateness on every different occasion. The Japanese define the supreme task of life as fulfilling one's obligations. They fully accept the fact that repaying "on" means sacrificing one's personal desires and pleasures. The idea that the pursuit of happiness is a serious goal of life is to them an amazing and immoral doctrine. Happiness is a relaxation in which one indulges when one can. Zen seeks only the light man can find in himself. if you do this, if you do that, the adults say to the children, the word will laugh at you. The rules are particularistic and situational and a great many of them concern what we should call etiquette. They require subordinating one's own will to the ever-increasing duties to neighbors, to family and country. The child must restrain himself, he must recognize his indebtedness. Training is explicit for every art and skill. It is the habit that is taught, not just the rules. Adults do not consider that children will "pick up" the proper habits when the time to employ them comes around. Great things can only be achieved through self-restraint. Japanese people often keep their thoughts busy with trivial minutiae in order to stave off awareness of their real feelings. They are mechanical in the performance of a disciplined routine which is fundamentally meaningless to them. Japan's real strength which she can use in remaking herself into a peaceful nation lies in her ability to say to a course of action: "that failed" and then to throw her energies into other channels. The Japanese have an ethic of alternatives.

The philosophers who in their treatises of ethics assigned supreme value to justice and applied the yardstick of justice to ali social institutions were not guilty of such deceit. They did not support selfish group concerns by declaring them alone just, fair, and good, and smear ali dissenters by depicting them as the apologists of unfair causes. They were Platonists who believed that a perennial idea of absolute justice exists and that it is the duty of man to organize ali human institutions in conformity with this ideal. Cognition of justice is imparted to man by an inner voice, i.e., by intuition. The champions of this doctrine did not ask what the consequences of realizing the schemes they called just would be. They silently assumed either that these consequences will be beneficiai or that mankind is bound to put up even with very painful consequences of justice. Still less did these teachers of morality pay attention to the fact that people can and really do disagree with regard to the interpretation of the inner voice and that no method of peacefully settling such disagreements can be found. Ali these ethical doctrines have failed to comprehend that there is, outside of social bonds and preceding, temporally or logically, the existence of society, nothing to which the epithet "just" can be given. A hypothetical isolated individual must under the pressure of biological competition look upon ali other people as deadly foes. His only concern is to preserve his own life and health; he does not need to heed the consequences which his own survival has for other men; he has no use for justice. His only solicitudes are hygiene and defense. But in social cooperation with other men the individual is forced to abstain from conduct incompatible with life in society. Only then does the distinction between what is just and what is unjust emerge. It invariably refers to interhuman social relations. What is beneficiai to the individual without affecting his fellows, such as the observance of certain rules in the use of some drugs, remains hygiene. The ultimate yardstick of justice is conduciveness to the preservation of social cooperation. Conduct suited to preserve social cooperation is just, conduct detrimental to the preservation of society is unjust. There cannot be any question of organizing society according to the postulates of an arbitrary preconceived idea of justice. The problem is to organize society for the best possible realization of those ends which men want to attain by social cooperation. Social utility is the only standard of justice. It is the sole guide of legislation. Thus there are no irreconcilable conflicts between selfíshness and altruism, between economics and ethics, between the concerns of the individual and those of society. Utilitarian philosophy and its finest product, economics, reduced these apparent antagonisms to the opposition of shortrun and longrun interests. Society could not have come into existence or been preserved without a harmony of the rightly understood interests of ali its members.

I remember when I first became a believer in Jesus. I somehow thought it was my duty to change people for the sake of spreading the gospel. I would rejoice when people would find hope in Christ but would feel like a failure when someone would decline the invitation to know Jesus as Lord and Savior. It was a little discouraging. But that’s because my understanding of how God works in my life was off. I say this because I believe many of today’s Christians put too much pressure on themselves to bring people to Jesus. It’s our job to love people, not change them. Only the Holy Spirit has the power and authority to do such a thing. Our calling is to simply share the gospel in love and truth, showing the character of Jesus through our everyday lives. When you let yourself off the hook for being solely responsible for somebody’s soul, you will find a totally new sense of freedom: the freedom to love. You don’t have to be perfect. You don’t have to know all the right things to say. You don’t have to have all the answers. And if your message is totally rejected . . . it’s not on you. It’s between that individual and God. Maybe you’ll get another opportunity to try, but it’s not your job to change him or her. Our job is to simply be available for those who are looking to know more about God, take opportunities to be vocal about our personal relationships with him, and continue to point people back to God with every question they may have. I didn’t understand this in the early years of my faith, and I put way too much pressure on myself when it came to people being transformed. Why? Because we live in a performance-based culture, and yes, even pastors have a tendency to fall captive to its pull. Like me, you probably feel pressured from multiple angles. We’re told by advertising that we need to be attractive, by parents that we need good jobs, by teachers that we need good grades, by friends that we need to give more time. Jesus isn’t like that. He doesn’t make irrational demands and point a finger at us for not living up to the expectation. The only thing Jesus wants from us is our love. And when we learn to offer him that love, we long to obey him and live in the better way he has for us as well. It’s a beautiful thing. As we learned from Jesus in Matthew 25, we can love God simply by loving others. Whether that love produces a change in their lives is up to God. We don’t have to stress about it. Only the Holy Spirit has the power and authority to change someone’s heart. Our calling is to simply share the gospel in love and truth, showing the character of Jesus through our everyday lives. This alone is the calling of a Christian. This alone is a weighty yet fulfilling purpose for all who choose to pick up their crosses daily. If we were to scour the Bible, we’d see there isn’t a single passage that states we are called to change people ourselves. Why? Because it’s not our job, and it was never intended to be. We must take a step back and realize that God’s job is to be God and our job is to lead people toward the door that is hope. Once we’ve done this, we must let go and allow the one who created the world to take care of the rest. If we had the power to change people, the transformative love of God wouldn’t be needed. Don’t waste your time trying to change people. Instead, focus on loving well.

A woman born to teaching wakes in the morning desperate to be near her pupils. I was that way. I am that way. I have told my own children and my husband to put on my grave marker 'Mother' and 'Teacher.' That before all else, even my own name. And if the chiseler has room, to have him put 'Wife.' 'Wife' below my name. 'Dutiful Wife,' if he can manage it.

Only love can bring full freedom, all else brings half freedom. What is half freedom you ask? When in the name of freedom you imprison yourself to one side or sect, everything outside that sect seems evil. For example, fundamentalists choose the side of blind faith, and every act of reason seems like blasphemy - just like cold, sharp-tongue intellectuals choose the side of rationality even at the expense of humanity, and everything illogical seems outdated - or wait, I got a better one - so-called social activists often get so attached to their self-imposed identity of victimhood, that every person with a political, corporate, legal or bureaucratic background seems to appear as devil incarnate. This, my friend, is what I call "half freedom", which by the way, is far worse than the lack of freedom. And even though it manifests as an act of willful choice, when you get down to it, it's just plain old rigidity. And if we want to build a truly just, inclusive and progressive society, this hypocritical half-freedom won't do - what's needed is whole freedom - a kind of freedom that liberates the mind of all superstition as well as ignorant suspiciousness. It's time we realize, yelling about justice without using common sense is just as useless as keeping quiet. What this means is that, we gotta come together regardless of our background - the teacher, the scientist, the student, the copper, the politician, the civil servant, the entrepreneur, the economist, the janitor, the construction worker - every single person from every single walk of life must come forward surpassing all suspicious conspiracy, and contribute the best of their capacity in the making of a real civilized world.

Or even a solo trip - if the yoga teacher was correct, wasn't it my duty as a human being with eyes and legs and a beat-beat-beating heart to experience things, to explore? All the hand-wringing about women tempting fate by going on adventures, how it was our responsibility to protect ourselves... wasn't it simply a way to keep women's lives small? To keep us cowering at home, controlled, contained?

The third most respected rank of the pack is of teachers. Sigma wolves teach the wolf pups about hunting and other important survival tricks. They are the mind of the pack. You are intelligent and wise. You are certainly brainier than brawny. You always understand and guide your friends in a way best for ◆◆◆ DELTA 451 to 600 Delta wolves, rank at the fourth position in a pack not because they are less capable, but because these are the lone wolves of the pack and value their freedom. They perform their duty to the pack as messengers to the Beta wolves protecting the pack from outer threat. You are a free bird and don’t like to be held responsible. You are fun and relaxed. You can also be careless, but at the end of the day you are always there for people whenever they need you. ◆◆◆ OMEGA 601 to 750 Omega wolves are the lowest ranking wolves. They take care of the wolf pups and nurture them. The male and female omega wolves are the last to eat the prey after the hunt. You have a caring and helpful nature. You are kind to people without asking anything in return. People might not know your value, but you do. So you have found your position

What’s Slipping Under Your Radar? Word Count: 1096 Summary: Ben, a high-level leader in a multi-national firm, recently confessed that he felt like a bad father. That weekend he had messed up his Saturday daddy duties. When he took his son to soccer practice, Ben stayed for a while to support him. In the process, though, he forgot to take his daughter to her piano lesson. By the time they got to the piano teacher’s house, the next student was already playing. This extremely successful businessman felt like a failure. Keywords: Dr. Karen Otazo, Global Executive Coaching, Leadership Article Body: Ben, a high-level leader in a multi-national firm, recently confessed that he felt like a bad father. That weekend he had messed up his Saturday daddy duties. When he took his son to soccer practice, Ben stayed for a while to support him. In the process, though, he forgot to take his daughter to her piano lesson. By the time they got to the piano teacher’s house, the next student was already playing. This extremely successful businessman felt like a failure. At work, one of Ben’s greatest strengths is keeping his focus no matter what. As a strategic visionary, he keeps his eyes on the ongoing strategy, the high-profile projects and the high-level commitments of his group. Even on weekends Ben spends time on email, reading and writing so he can attend the many meetings in his busy work schedule. Since he is so good at multi-processing in his work environment, he assumed he could do that at home too. But when we talked, Ben was surprised to realize that he is missing a crucial skill: keeping people on his radar. Ben is great at holding tasks and strategies in the forefront of his mind, but he has trouble thinking of people and their priorities in the same way. To succeed at home, Ben needs to keep track of his family members’ needs in the same way he tracks key business commitments. He also needs to consider what’s on their radar screens. In my field of executive coaching, I keep every client on my radar screen by holding them in my thinking on a daily and weekly basis. That way, I can ask the right questions and remind them of what matters in their work lives. No matter what your field is, though, keeping people on your radar is essential. Consider Roger, who led a team of gung-ho sales people. His guys and gals loved working with him because his gut instincts were superb. He could look at most situations and immediately know how to make them work. His gut was great, almost a sixth sense. But when Sidney, one of his team of sales managers, wanted to move quickly to hire a new salesperson, Roger was busy. He was managing a new sales campaign and wrangling with marketing and headquarters bigwigs on how to position the company’s consumer products. Those projects were the only things on his radar screen. He didn’t realize that Sidney was counting on hiring someone fast. Roger reviewed the paperwork for the new hire. It was apparent to Roger that the prospective recruit didn’t have the right background for the role. He was too green in his experience with the senior people he’d be exposed to in the job. Roger saw that there would be political hassles down the road which would stymie someone without enough political savvy or experience with other parts of the organization. He wanted an insider or a seasoned outside hire with great political skills. To get the issue off his radar screen quickly, Roger told Human Resources to give the potential recruit a rejection letter. In his haste, he didn’t consult with Sidney first. It seemed obvious from the resume that this was the wrong person. Roger rushed off to deal with the top tasks on his radar screen. In the process, Sidney was hurt and became angry. Roger was taken by surprise since he thought he had done the right thing, but he could have seen this coming.

teachers, journalists and ‘media representatives’ who, having absorbed rumours in the corridors of science, appoint themselves as representatives of modern thought, as persons superior in knowledge and moral virtue to any who retain a high regard for traditional values, as persons whose very duty it is to offer new ideas to the public – and who must, in order to make their wares seem novel, deride whatever is conventional. For such people, due to the positions in which they find themselves, ‘newness’, or ‘news’, and not truth, becomes the main value, although that is hardly their intention – and although what they offer is often no more new than it is true.

I don’t know, {she} reminds me of a biology teacher I had in 8th grade, another dutiful demystifier, inveterate empiricist and wearer of sensible shoes. First class of the year, Mrs. Voight announced in a smug tone of voice, striving for the matter-of-fact, that a human being was nothing more than a collection of chemicals that can be had from a biological supply company for approximately $4. Why so cheap? Because we were 95% water and the rest consisting of relatively common forms of carbon. I knew that day that even if Mrs. Voight was right she was not going to teach me anything I needed to know. Everything that lives is 95% water. Genius is 95% perspiration, 5% inspiration. Success is 95% hard work, OK, I get it, but what about that 5%? Tell me watermelon is 99% water and you still haven’t told me anything interesting. Like, what about the 1%? Because chances are that’s where you’re gonna find the watermelon.

I don’t know, {she} reminds me of a biology teacher I had in 8th grade, another dutiful demystifier, inveterate empiricist and wearer of sensible shoes. First class of the year, Mrs. Voight announced in a smug tone of voice, striving for the matter-of-fact, that a human being was nothing more than a collection of chemicals that can be had from a biological supply company for approximately $4. Why so cheap? Because we were 95% water and the rest consisting of relatively common forms of carbon. I knew that day that even if Mrs. Voight was right she was not going to teach me anything I needed to know. Everything that lives is 95% water. Genius is 95% perspiration, 5% inspiration. Success is 95% hard work, OK, I get it, but what about that 5%? Tell me watermelon is 99% water and you still haven’t told me anything interesting. Like, what about the 1%? Because chances are that’s where you’re gonna find the watermelon.

Imran had joined the army when he was a little over seventeen and had died in operations in Swat within his first three months of active duty. The father’s drooping, sorrowful figure walking back and forth to his son’s grave and sitting by it for long periods is a common sight in the village. The social studies teacher in the government school in Palwal, a young man, reflected on the grief of Imran’s father: “I have noticed him; he has taken it to heart. He has not thought about it from the other angle [of shahadat]. If he thinks from this angle, that shahadat has its own position, reputation, then he might have got some relief. He is not thinking from this angle; he is only thinking from one angle: that his son is no more.” The schoolteacher suggests that Imran’s father finds it difficult to follow the path that will allow him to move on and come to terms with his son’s unexpected and violent death. It is a story of grief that refuses to follow script, despite instruction. This and other similar stories are expressed even as the parallel script of shahadat remains intact, flowing along unhindered and unchecked, like the tears. 195/378

It was constantly impressed upon me in forceful terms that I must obey promptly the wishes and commands of my parents, teachers, and priests, and indeed of all grown-up people, including servants, and that nothing must distract me from this duty. Whatever they said was always right. These basic principles by which I was brought up became second nature to me." -- Rudolf Höss, Commandant at Auschwitz

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

Conscience is a most important part of our inward man and plays a most prominent part in our spiritual history. It cannot save us. It never yet led any one to Christ. It is blind and liable to be misled. It is lame and powerless and cannot guide us to heaven. Yet conscience is not to be despised. It is the minister’s best friend, when he stands up to rebuke sin from the pulpit. It is the mother’s best friend, when she tries to restrain her children from evil and quicken them to good. It is the teacher’s best friend, when he presses home on boys and girls their moral duties. Happy is he who never stifles his conscience but strives to keep it tender! Still happier is he who prays to have it enlightened by the Holy Spirit and sprinkled with Christ’s blood.

Eyes of the Cat I wrote this little story for the schoolgirl who said my stories weren’t scary enough. Her comment was ‘Not bad’, and she gave me seven out of ten. Her eyes seemed flecked with gold when the sun was on them. And as the sun set over the mountains, drawing a deep red wound across the sky, there was more than gold in Kiran’s eyes. There was anger; for she had been cut to the quick by some remarks her teacher had made—the culmination of weeks of insults and taunts. Kiran was poorer than most of the girls in her class and could not afford the tuitions that had become almost obligatory if one was to pass and be promoted. ‘You’ll have to spend another year in the ninth,’ said Madam. ‘And if you don’t like that, you can find another school—a school where it won’t matter if your blouse is torn and your tunic is old and your shoes are falling apart.’ Madam had shown her large teeth in what was supposed to be a good-natured smile, and all the girls had tittered dutifully. Sycophancy had become part of the curriculum in Madam’s private academy for girls. On the way home in the gathering gloom, Kiran’s two companions commiserated with her. ‘She’s a mean old thing,’ said Aarti. ‘She doesn’t care for anyone but herself.’ ‘Her laugh reminds me of a donkey braying,’ said Sunita, who was more forthright. But Kiran wasn’t really listening. Her eyes were fixed on some point in the far distance, where the pines stood in silhouette against a night sky that was growing brighter every moment. The moon was rising, a full moon, a moon that meant something very special to Kiran, that made her blood tingle and her skin prickle and her hair glow and send out sparks. Her steps seemed to grow lighter, her limbs more sinewy as she moved gracefully, softly over the mountain path. Abruptly she left her companions at a fork in the road. ‘I’m taking the short cut through the forest,’ she said. Her friends were used to her sudden whims.

If now -- and this is my idea -- there were, instead of military conscription, a conscription of the whole youthful population to form for a certain number of years a part of the army enlisted against Nature, the injustice would tend to be evened out, and numerous other goods to the commonwealth would remain blind as the luxurious classes now are blind, to man's relations to the globe he lives on, and to the permanently sour and hard foundations of his higher life. To coal and iron mines, to freight trains, to fishing fleets in December, to dishwashing, clotheswashing, and windowwashing, to road-building and tunnel-making, to foundries and stoke-holes, and to the frames of skyscrapers, would our gilded youths be drafted off, according to their choice, to get the childishness knocked out of them, and to come back into society with healthier sympathies and soberer ideas. They would have paid their blood-tax, done their own part in the immemorial human warfare against nature; they would tread the earth more proudly, the women would value them more highly, they would be better fathers and teachers of the following generation. Such a conscription, with the state of public opinion that would have required it, and the many moral fruits it would bear, would preserve in the midst of a pacific civilization the manly virtues which the military party is so afraid of seeing disappear in peace. We should get toughness without callousness, authority with as little criminal cruelty as possible, and painful work done cheerily because the duty is temporary, and threatens not, as now, to degrade the whole remainder of one's life. I spoke of the "moral equivalent" of war. So far, war has been the only force that can discipline a whole community, and until and equivalent discipline is organized, I believe that war must have its way. But I have no serious doubt that the ordinary prides and shames of social man, once developed to a certain intensity, are capable of organizing such a moral equivalent as I have sketched, or some other just as effective for preserving manliness of type. It is but a question of time, of skilful propogandism, and of opinion-making men seizing historic opportunities. The martial type of character can be bred without war. Strenuous honor and disinterestedness abound everywhere. Priests and medical men are in a fashion educated to it, and we should all feel some degree if its imperative if we were conscious of our work as an obligatory service to the state. We should be owned, as soldiers are by the army, and our pride would rise accordingly. We could be poor, then, without humiliation, as army officers now are. The only thing needed henceforward is to inflame the civic temper as part history has inflamed the military temper.

Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel.

It's your duty to teach us. The gods bid you⁠—" "The gods can get fucked," he snarls. "I'm a warrior, not a fucking teacher.

The younger Naren asked the Master: “Sir, have we any free will?” Master: “Just try to find out who this ‘I’ is. While you are searching for ‘I,’ ‘He’ comes out. ‘I am the machine and He is the Operator.’ You have heard of a mechanical toy that goes into a store with a letter in its hand. You are like that toy. God alone is the Doer. Do your duties in the world as if you are the doer, but knowing all the time that God alone is the Doer and you are the instrument. “As long as the upadhi [limitation or attribute] exists there is ignorance. ‘I am a scholar,’ ‘I am a jnani,’ ‘I am wealthy,’ ‘I am honourable,’ ‘I am the master, father, and teacher’—all these ideas are begotten of ignorance. ‘I am the machine and You are the Operator’ — that is Knowledge. In the state of Knowledge all upadhis are destroyed. When the log is burnt up entirely, there is no more sound; no heat either. Everything cools down. Peace! Peace! Peace!

The Bhagavad Gita, written between 1000 and 500 BCE, translates to “Song of God” and is the philosophical part of a greater text called the Mahabharata, written by the sage Vyasa. The story represents the battle within ourselves—between the higher and lower qualities. It’s a conversation between Arjuna, a warrior (the lower qualities), and Krishna, an incarnation of Brahman (the higher qualities; see here). Arjuna, paralyzed on the battlefield, realizes he has to fight his old teacher and his family, who have terrorized the kingdom. His fight is righteous, but his attachments to his past make it hard for him to take action and do his duty. This battle is a parallel to the battle in our own lives. Our daily interactions and challenges are our battlefield, where we are constantly confronted with choosing the higher or lower options. The Bhagavad Gita helps us understand how to reach for the higher option—continually and consciously.

An often-overlooked duty of school administrators is coordinating staff and ensuring effective communication channels, vital for cohesive teamwork and organizational synergy.

In addition to their administrative duties, school administrators serve as liaisons between the school and the broader community, promoting partnerships and fostering a sense of belonging

In addition to their administrative duties, school administrators serve as liaisons between the school and the broader community, promoting partnerships and fostering a sense of belonging.