Former Pupils Quotes

I circled the site before I came in. If there's anyone within five kilometers, I'll eat my quiver." Halt regarded him, eyebrow arched once more. "Anyone?" "Anyone other than Crowley," Will amended, making a dismissive gesture. "I saw him watching me from that hide he always uses about two kilometers out. I assumed he'd be back in here by now." Halt cleared his throat loudly. "Oh, you saw him, did you?" he said. "I imagine he'll be overjoyed to hear that." Secretly, he was pleased with his former pupil. In spite of his curiosity and obvious excitement, he hadn't forgotten to take the precautions that had been drilled into him. THat augured well for what lay ahead, Halt thought, a sudden grimness settling onto his manner. Will didn't notice the momentary change of mood. He was loosening Tug saddle girth. As he spoke, his voice was muffled against the horses's flank. "he's becoming too much a creature of habit," he said. "he's used that hide for the last three Gatherings. It's time he tried something new. Everyone must be onto it by now." Rangers constantly competed with each other to see before being seen and each year's Gathering was a time of heightened competition. Halt nodded thoughtfully. Crowley had constructed teh virtually invisible observation post some four years previously. Alone among the younger Rangers, Will had tumbled to it after one year. Halt had never mentioned to him that he was the only one who knew of Crowley's hide. The concealed post was the Ranger Commandant's pride and joy. "Well, perhaps not everyone," he said. Will emerged from behind his horse, grinning at the thought of the head of the Ranger Corps thinking he had remained hidden from sight as he watched Will's approach. "All the same, perhaps he's getting a bit long in the tooth to be skulking around hiding in the bushes, don't you think?" he said cheerfully. Halt considered the question for a moment. "Long in the tooth? Well, that's one opinion. Mind you, his silent movement skills are still as good as ever," he said meaningfully. The grin on Will's face slowly faded. He resisted the temptation to look over his shoulder. "He's standing behind me, isn't he?" he asked Halt. THe older Ranger nodded. "He's standing behind me, isn't he?" Will continued and Halt nodded once more. "Is he...close enough to have heard what I said?" Will finally managed to ask, fearin teh worst. This time, Halt didn't have to answer. "Oh, good grief no," came a familiar voice from behind him. "he's so old and decrepit these days he's as deaf as a post." Will's shoulders sagged and he turned to see the sandy-haired Commandant standing a few meters away. The younger man's eyes dropped. "Hullo, Crowley," he said, then mumbled, "Ahhh...I'm sorry about that." Crowley glared at teh young Ranger for a few more seconds, then he couldn't help teh grin breaking out on his face. "No harm done," he said, adding with a small note of triumph, "It's not often these days I amange to get the better of one of you young ones." Secretly, he was impressed at teh news that Will had spotted his hiding place. Only the sarpest eyes could have picked it. Crowley had been in the business of seeing without being seen for thirty years or more, and despite what Will believed, he was still an absolute master of camouflage and unseen movement.

So, as she walked down the stairs into the club, she was looking forward to a seething, teeming, wriggling, wiggling throng of dancers, many of whom she'd recognize: she wanted to see former pupils, local shopkeepers, museum regulars, all of whom would look at her as if to say, "Here we are! What kept you?

As long as a man knows very well the strength and weaknesses of his teaching, his art, his religion, its power is still slight. The pupil and apostle who, blinded by the authority of the master and by the piety he feels toward him, pays no attention to the weaknesses of a teaching, a religion, and soon usually has for that reason more power than the master. The influence of a man has never yet grown great without his blind pupils. To help a perception to achieve victory often means merely to unite it with stupidity so intimately that the weight of the latter also enforces the victory of the former.

The Major wished young men wouldn’t think so much. It always seemed to result in absurd revolutionary movements or, as in the case of several of his former pupils, the production of very bad poetry.

A word of command has made these silent figures our enemies; a word of command might transform them into our friends. At some table a document is signed by some persons whom none of us knows, and then for years together that very crime on which formerly the world’s condemnation and severest penalty fall, becomes our highest aim. But who can draw such a distinction when he looks at these quiet men with their childlike faces and apostles’ beards. Any noncommissioned officer is more of an enemy to a recruit, any schoolmaster to a pupil, than they are to us. And yet we would shoot at them again and they at us if they were free.

Trurl and Klapaucius were former pupils of the great Cerebron of Umptor, who for forty-seven years in the School of Higher Neantical Nillity expounded the General Theory of Dragons. Everyone knows that dragons don’t exist. But while this simplistic formulation may satisfy the layman, it does not suffice for the scientific mind. The School of Higher Neantical Nillity is in fact wholly unconcerned with what does exist. Indeed, the banality of existence has been so amply demonstrated, there is no need for us to discuss it any further here.

Helga’s gray pupils glued to the ground, unable to look at her student for a long time. Slowly, her long white hair retracted into her skull, growing scratchy and short. The grooves of her face magically deepened and the skin hardened to a leathery tan beneath a growing white beard. Her cheeks hollowed, her nose fattened, her eyebrows bushied, her body burlying to a barrel shape . . . until at last Yuba the Gnome gazed up at his former students, in the same lavender dress and wobbly heels. “Do you mind if I change?” he asked quietly. Sophie gawped at her old Forest Group teacher, morphed from a girl into a boy. She twirled to Agatha, appalled. “That’s how you want us to get in the boys’ school? By turning us into . . . gnomes?” Agatha banged her head against the wall.

Kasan, a Zen teacher and monk, was to officiate at a funeral of a famous nobleman. As he stood there waiting for the governor of the province and other lords and ladies to arrive, he noticed that the palms of his hands were sweaty. The next day he called his disciples together and confessed he was not yet ready to be a true teacher. He explained to them that he still lacked the sameness of bearing before all human beings, whether beggar or king. He was still unable to look through social roles and conceptual identities and see the sameness of being in every human. He then left and became the pupil of another master. He returned to his former disciples eight years later, enlightened.

Simultaneously with his doing so, his old schoolmaster lost (through stupidity or otherwise) the establishment over which he had hitherto presided, and in which he had set so much store by silence and good behaviour. Grief drove him to drink, and when nothing was left, even for that purpose, he retired — ill, helpless, and starving — into a broken-down, cheerless hovel. But certain of his former pupils — the same clever, witty lads whom he had once been wont to accuse of impertinence and evil conduct generally — heard of his pitiable plight, and collected for him what money they could, even to the point of selling their own necessaries. Only Chichikov, when appealed to, pleaded inability, and compromised with a contribution of a single piatak [*silver five kopeck piece]: which his old schoolfellows straightway returned him — full in the face, and accompanied with a shout of “Oh, you skinflint!

Languages were his principal study; and he sought, but acquiring their elements, to open a field for self-instruction on his return to Geneva. Persian, Arabic, and Hebrew, gained his attention, after he had made himself perfectly master of Greek and Latin. For my own part, idleness had ever been irksome to me, and now that I wished to fly from reflection, and hated my former studies, I felt great relief in being the fellow-pupil with my friend, and found not only instruction but consolation in the works of the orientalists. Their melancholy is soothing, and their joy elevating to a degree I

A word of command has made these silent figures our enemies; a word of command might transform them into our friends. At some table a document is signed by some persons whom none of us knows, and then for years together that very crime on which formerly the world's condemnation and severest penalty fell, becomes our highest aim. But who can draw such a distinction when he looks at these quiet men with their childlike faces and apostles' beards. Any noncommissioned officer is more of an enemy to a recruit, any schoolmaster to a pupil than they are to us. And yet we would shoot at them again and they at us if they were free.

Hijab and Habit (Sonnet 1185) Hijab and Habit are both symbols of sacred humility, Yet the latter receives respect, while the former faces cruelty. Christ is a revered figure to the muslims, Yet muslims are frowned upon by christians. Most christians are plain unchristian, They are the cause of Christ's crucifixion. In the world of animal holiness, Crucifixion continues in different form. Bigotry once killed a vessel of love, His pupils continue the hate and harm. I have zero tolerance for intolerance, whether from intellectual atheists or mindless fundamentalists. Facts and faith both gotta earn admittance, by causing not crippling humane uplift.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

Chapter III: Transformation of the Hero 1. Primordial hero and the human We have come two stages: 1) from the immediate emanations of the Uncreated Creating to the fluid yet timeless personages of the mythological age; 2) from these Created CReating Ones to the sphere of human history. The emanations have condensed, consciousness is constricted. Where formerly causal bodies were visible, now only their secondary effects come to focus in the little hard-fact pupil of the human eye. The cosmogonic cycle is now to be carried forward, therefore, not by the gods, who became invisible now, but through heros, more or less human in character, through whom the world destiny is realized. This is the line where creation myths begin to give place to legend-as in the book of Genesis, following expulsion from Eden. Metaphysics yields to prehistory, which s dim and vague at first, but becomes precise in detail slowly. The heros become less fabulous, legend opens into the common dayliight of recorded time.

The introduction to the original book as I found it in Greece contains many interesting points, since it shows that educators in foreign countries, notably in Germany, had come to the same conclusion with our best American teachers. The editor of the little Greek reading-book says: "In editing this work we have made use not only of Homer's 'Odyssey,' but also of that excellent reader which is used in the public schools of Germany, Willman's 'Lesebuch aus Homer.' We have divided the little volume into three parts, the first of which gives a short resumé of the war against Troy and the destruction of that city, the second the wanderings of Odysseus till his arrival in Ithaca, the third his arrival and the killing of the wooers. We have no apology to make in presenting this book to the public as a school-book, since many people superior to us have shown the need of such books in school-work. The new public schools, as is well known, have a mission of the highest importance. They do not aim, as formerly, at absolute knowledge pounded into the heads of children in a mechanical way. Their aim is the mental and ethical development of the pupils. Reading and writing lead but half way to this goal. With all nations the readers used in the public schools are a collection of the noblest thoughts of their authors." The Greek editor had never read the inane rat and cat stories of American school "readers" when he wrote that.

[…] Under such auspices, in 1835, he went to Canaan Academy, at Canaan, New Hampshire, Rev. William Scales, principal; he was kindly received into the family of George Kimball, Esq. There he first met Miss Julia Williams, formerly a pupil of Miss Prudence Crandall, Canterbury, Connecticut, who was imprisoned for teaching colored girls; Miss Williams subsequently became his wife. Among the pupils at the Academy were his old schoolmates, Alexander Crummell and Thomas S. Sydney. They joyfully entered upon their studies, penetrated with the hopes of a race to whom the higher branches of human learning had hitherto been a sealed book. But the spirit of caste, which we have already spoken of, as being, in the rural districts, still stronger against the education of colored youth than in the cities, soon concentrated its malign influence upon this Academy. In August of the same year (1835) a mob assembled in Canaan, and with the aid of ninety-five yoke of oxen and two days’ hard labor, finally succeeded in removing the Academy from its site and afterwards they destroyed it by fire. The same mob surrounded the house of Mr Kimball and fired shot into the room occupied by Garnet: to add to the mean atrocity of the act, he was at that time, in consequence of increasing lameness, obliged to use a crutch in walking, and was confined to his room by a fever. But neither sickness, nor infirmity, nor the howling of the mob could subdue his fiery spirit; he spent most of the day in casting bullets in anticipation of the attack, and when the mob finally came he replied to their fire with a double-barrelled shot-gun, blazing from his window, and soon drove the cowards away. Henry Highland Garnet, A memorial discourse; delivered in the hall of the House of Representatives, Washington City, D.C. on Sabbath, February 12, 1865. With an introduction by James McCune Smith, M.D. (Philadelphia: Joseph M. Wilson, 1865), pp 29-30 [The quote is from Smith's biographical sketch of Garnet]

The other approach, taken by survivors of the old Madrasa i-Rahimiyya, was to reject the West in toto and to attempt to return to what they regarded as pure Islamic roots. For this reason, disillusioned pupils of the school of Shah Waliullah, such as Maulana Muhammad Qasim Nanautawi – who in 1857 had briefly established an independent Islamic state north of Meerut at Shamli in the Doab – founded an influential but depressingly narrow-minded Wahhabi-like madrasa at Deoband, 100 miles north of the former Mughal capital. With their backs to the wall, they reacted against what the founders saw as the degenerate and rotten ways of the old Mughal elite. The Deoband madrasa therefore went back to Koranic basics and rigorously stripped out anything Hindu or European from the curriculum.

Was this move to Cambridge wise? Some certainly doubted it. John Wain, one of Lewis’s former pupils, suggested that it was like “leaving an overblown and neglected rose-garden for a horticultural research station on the plains of Siberia.”[646] Wain’s meaning here was ideological, not meteorological. He was not thinking primarily of the icy east winds from the Urals that can make Cambridge so bitterly cold in winter, but of the clinically cool attitude towards literature that dominated the Cambridge English faculty at this time. Lewis was entering a lion’s den—a faculty which prized “critical theory” and treated texts as “objects” for analytical dissection, rather than for intellectual enjoyment and enlargement.

The prince jumped up from the chair in new fright. When Rogozhin quieted down (and he did suddenly quiet down), the prince quietly bent over him, sat down beside him, and with a pounding heart, breathing heavily, began to examine him. Rogozhin did not turn his head to him and seemed to forget about him. The prince watched and waited; time passed, it began to grow light. Now and then Rogozhin sometimes suddenly began to mutter, loudly, abruptly, and incoherently; began to exclaim and laugh; then the prince would reach out his trembling hand to him and quietly touch his head, his hair, stroke it and stroke his cheeks there was nothing more he could do! He was beginning to tremble again himself, and again he suddenly lost the use of his legs. Some completely new feeling wrung his heart with infinite anguish. Meanwhile it had grown quite light; he finally lay down on the pillows, as if quite strengthless now and in despair, and pressed his face to the pale and motionless face of Rogozhin; tears flowed from his eyes onto Rogozhin's cheeks, but perhaps by then he no longer felt his own tears and knew nothing about them … In any case, when, after many hours, the door opened and people came in, they found the murderer totally unconscious and delirious. The prince was sitting motionless on the bed beside him, and each time the sick man had a burst of shouting or raving, he quietly hastened to pass his trembling hand over his hair and cheeks, as if caressing and soothing him. But he no longer understood anything of what they asked him about, and did not recognise the people who came in and surrounded him. And if Schneider himself had come now from Switzerland to have a look at his former pupil and patient, he, too, recalling the state the prince had sometimes been in during the first year of his treatment in Switzerland, would have waved his hand now and said, as he did then: "An idiot!

everyone at the school was useless. The teachers, the pupils. The former were idiotically old and the latter would become so. A bit of acne, a little sexual intercourse, some further education, kids, work, and presto! They’ll be old and will have served no purpose.

When after many hours the doors were opened and the people came in, they found the murderer completely unconscious and raving. Myshkin was sitting beside him motionless on the floor, and every time the delirious man broke into screaming or babble, he hastened to pass his trembling hand softly over his hair and cheeks, as though, caressing and soothing him. But by now he could understand no questions he was asked and did not recognise the people surrounding him; and if Schneider himself had come from Switzerland to look at his former pupil and patient, remembering the condition in which Myshkin had sometimes been during the first year of his stay in Switzerland, he would have flung up his hands in despair and would have said as he did then, 'An idiot

Skating and dancing are the only two forms of recreative exercise within the reach of the gentler sex, the former being infinitely more healthful than the latter, from the fact that the rapid motion through a clear, bracing atmosphere, incident to skating, quickens the circulation and introduces the pure oxygen of nature into the system, instead of the noxious gases of the ballroom, where the atmosphere is redolent of carbonic acid, frivolous tittle tattle, eau de cologne, insipid small talk, cutaneous exhalations, and simpering stupidity. The contrast, too, between the social surroundings of the skating pond and the ballroom is equally in favor of the outdoor recreation. But there is one circumstance which tends to give skating the precedence over any other amusement, and that is the privilege a gentleman enjoys of imparting instruction in the art to his fair companion. To intervene, just in the critical moment, between her departure from the perpendicular and her assumption of the horizontal is to enjoy a combination of duty and pleasure not often within reach, and no relation is more calculated to produce tender attachments than that of pupil and tutor under such circumstances. In fact, the exercise not only brings roses to the cheeks, and imparts buoyancy to the spirits, but weaves nets to catch Cupid, and makes cages to retain him. From The New York Herald, December 24, 1864.

And as his research continued in Syracuse, Archimedes made sure word of what he was doing got back to friends in Alexandria. Among his correspondents was a former Croton pupil named Dositheusa to whom Archimedes would send one major treatise after another that would revolutionize mathematics. There was Quadrature of the Parabola, then two books on Sphere and Cylinder, one on Spiral Lines, and finally a treatise on Conoids and Spheroids.27

The most common way to establish contact with our fellow men is through language. Yet like Strindberg, Bergman distrusts language as a means of communication in any deeper sense. We have already seen how Elisabet in Persona chooses muteness in the conviction that words equal lies. Taking Hummel’s remark in The Ghost Sonata to heart that languages are “codes” invented “to conceal the secrets of one tribe from the others,” Bergman often demonstrates how language rather than serve as a means of communication serves as a conscious or unconscious barrier. This idea is fundamental in The Silence, where the main characters are confronted with a language, construed by Bergman, which is as unintelligible to them as to us. The inability to understand the foreign language is here a metaphor for our inability to understand one another truly. While Anna in The Silence tries to communicate via the senses, her sister Ester, a professional translator, tries to do so via reason. In her attempt to understand the foreign language she is, like the Student in The Ghost Sonata, a seeker who tries to understand life intellectually. In the nightmarish exam scene of Wild Strawberries, professor emeritus Isak Borg, who has been a harsh examiner, finds himself in the position of his former students. It is now his turn to be harshly examined and to fail his exam. His failure is serious since the blackboard text Isak is unable to decipher tells what a doctor’s—read: man’s--primary duty is: to care for your fellow men. The sequence is a contamination of the Asylum scene in To Damascus I and the school scene in A Dream Play. In the former the Stranger is condemned for the wrongs he has done to his fellow men, in the latter the Officer, recently conferred doctor, finds himself returned to primary school. In Wild Strawberries we have a thematic counterpart of the school scene when young Sara tells Isak, as she holds a mirror in front of his face, that although he knows a lot, he knows in fact almost nothing—that is, about the essentials of life. When Tomas, the doubting priest in Winter Light sits down at one of the pupils’ desks in the local school, it is a discreet reminder that he, like Isak Borg and the Officer, needs to “mature” as it says in A Dream Play.

One or two factoids. Plato, né Aristocles, is c. 427–347 BCE; Aristotle is 384–322 BCE (compare Socrates at c. 470–399 and Zeno at c. 490–435). Aristotle was a former star pupil in Plato’s Academy, the motto over the front door of which happened to be LET NO ONE WHO IS IGNORANT OF GEOMETRY ENTER HERE. 18

Alexander the Great, conqueror of the Mediterranean basin and the Middle East through to India, had had the great Aristotle as his tutor and mentor, and throughout his short life he remained devoted to philosophy and his master’s teachings. He once complained to Aristotle that during his long campaigns he had no one with whom he could discuss philosophical matters. Aristotle responded by suggesting that he take Callisthenes, a former pupil of Aristotle’s and a promising philosopher in his own right, along on the next campaign. Aristotle had schooled Callisthenes in the skills of being a courtier, but the young man secretly scoffed at them. He believed in pure philosophy, in unadorned words, in speaking the naked truth. If Alexander loved learning so much, Callisthenes thought, he could not object to one who spoke his mind. During one of Alexander’s major campaigns, Callisthenes spoke his mind one too many times and Alexander had him put to death.

It was an exhilarating time to be involved in the art world, in any capacity. At last, individualism was encouraged, not condemned. By the 1880s, Impressionism was yesterday’s news. Artists had already gone beyond it, and were experimenting with new forms, content and techniques. Diversity was the modus vivendi. Accordingly, 1880s Paris became the birthplace of some radically different movements, including Divisionism, Symbolism, Synthesism and Nabis. Furthermore, the proliferation of alternative exhibiting bodies offered real grounds for hope for avant-garde painters and those hailing from the fringes of society. The Salon was no longer the sole and hazardous rite of passage lying between a painter and success. There were now other organisations where reputations could be forged, such as the Société des Aquarellistes Français. But by far the most notable and innovative artistic venture in 1884 was the Salon des Artistes Indépendants. When his technically daring composition Bathers at Asnières (1884) was rejected by the jury of the 1884 Salon, former pupil of the prestigious École des Beaux-Arts Georges Seurat was spurred to retaliate. Joining forces with a number of other disgruntled painters, among them Symbolist Odilon Redon and self-taught artist Albert Dubois-Pillet, Seurat helped found the Groupe des Artistes Indépendants. With Redon acting as chairman, the group proposed to do something unprecedented: they would mount a show whose organisers were not answerable to any official institution, and where there would be no prizes and, significantly, no jury. The venture introduced a radically new concept onto the Parisian art scene: freedom. The first exhibition, the Salon des Artistes Indépendants, was held from May to July in a temporary building in the Jardin des Tuileries near the Louvre.

The most common way to establish contact with our fellow men is through language. Yet like Strindberg, Bergman distrusts language as a means of communication in any deeper sense. We have already seen how Elisabet in Persona chooses muteness in the conviction that words equal lies. Taking Hummel’s remark in The Ghost Sonata to heart that languages are “codes” invented “to conceal the secrets of one tribe from the others,” Bergman often demonstrates how language rather than serve as a means of communication serves as a conscious or unconscious barrier. This idea is fundamental in The Silence, where the main characters are confronted with a language, construed by Bergman, which is as unintelligible to them as to us. The inability to understand the foreign language is here a metaphor for our inability to understand one another truly. While Anna in The Silencetries to communicate via the senses, her sister Ester, a professional translator, tries to do so via reason. In her attempt to understand the foreign language she is, like the Student in The Ghost Sonata, a seeker who tries to understand life intellectually. In the nightmarish exam scene of Wild Strawberries, professor emeritus Isak Borg, who has been a harsh examiner, finds himself in the position of his former students. It is now his turn to be harshly examined and to fail his exam. His failure is serious since the blackboard text Isak is unable to decipher tells what a doctor’s—read: man’s--primary duty is: to care for your fellow men. The sequence is a contamination of the Asylum scene in To Damascus I and the school scene in A Dream Play. In the former the Stranger is condemned for the wrongs he has done to his fellow men, in the latter the Officer, recently conferred doctor, finds himself returned to primary school. In Wild Strawberries we have a thematic counterpart of the school scene when young Sara tells Isak, as she holds a mirror in front of his face, that although he knows a lot, he knows in fact almost nothing—that is, about the essentials of life. When Tomas, the doubting priest in Winter Light sits down at one of the pupils’ desks in the local school, it is a discreet reminder that he, like Isak Borg and the Officer, needs to “mature” as it says in A Dream Play.

Having passed this rather negative judgment Professor Huemer, in a more sentimental mood, added: "Yet, as experience shows, what happens at school has not much bearing on life, and while model pupils sink from view without leaving a trace, the difficult boys develop only when they have the elbow room they need. My former pupil Hitler seems to belong to this latter species and I hope from the bottom of my heart that he will recover from his recent hardships and upsets and live to see the fulfillment of those ideals which he harbours in his bosom, which do credit to him, as they do to any German.