Master And Pupil Quotes

He is a poor pupil who does not go beyond his master.

You know, if we understand one question rightly, all questions are answered. But we don't know how to ask the right question. To ask the right question demands a great deal of intelligence and sensitivity. Here is a question, a fundamental question: is life a torture? It is, as it is; and man has lived in this torture centuries upon centuries, from ancient history to the present day, in agony, in despair, in sorrow; and he doesn't find a way out of it. Therefore he invents gods, churches, all the rituals, and all that nonsense, or he escapes in different ways. What we are trying to do, during all these discussions and talks here, is to see if we cannot radically bring about a transformation of the mind, not accept things as they are, nor revolt against them. Revolt doesn't answer a thing. You must understand it, go into it, examine it, give your heart and your mind, with everything that you have, to find out a way of living differently. That depends on you, and not on someone else, because in this there is no teacher, no pupil; there is no leader; there is no guru; there is no Master, no Saviour. You yourself are the teacher and the pupil; you are the Master; you are the guru; you are the leader; you are everything. And to understand is to transform what is. I think that will be enough, won't it?

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

I abhor the supreme folly of those who blame the disciples of nature in defiance of those masters who were themselves her pupils

poor is the pupil who does not surpass his master.

A game master or teacher who was primarily concerned with being close enough to the "innermost meaning" would be a very bad teacher. To be candid, I myself, for example, have never in my life said a word to my pupils about the "meaning" of music; if there is one it does not need my explanations. On the other hand I have always made a great point of having my pupils count their eighths and sixteenths nicely. Whatever you become, teacher, scholar, or musician, have respect for the "meaning" but do not imagine that it can be taught.

I would have things as they were in all the days of my life . . . and in the days of my longfathers before me: to be the Lord of this City in peace, and leave my chair to a son after me, who would be his own master and no wizard’s pupil. But if doom denies this to me, then I will have naught: neither life diminished, nor love halved, nor honour abated.

He was always so zealous and honorable in fulfilling his compact with me, that he made me zealous and honorable in fulfilling mine with him. If he had shown indifference as a master, I have no doubt I should have returned the compliment as a pupil. He gave me no such excuse, and each of us did the other justice.

By studying the masters and not their pupils.

Did I please you?" Silhara raised his head slowly to stare at her. High color flagged his cheekbones. His pupils swallowed the lighter black of his eyes. "Please me? You've vanquished me.

If once he has got the right fingering, plays in good time, with the notes fairly correct, then only pull him up about the rendering; and when he has arrived at that stage, don’t let him stop for the sake of small faults, but point them out to him when he has played the piece through. . . I have always adopted this plan; it soon forms musicians which, after all, is one of the first aims of art and it gives less trouble both to master and pupil.

Art, as far as it is able, follows nature, as a pupil imitates his master; thus your art must be, as it were, God's grandchild.

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.

History is the grand master, and only by studying his game can the pupil learn and improve. [Maria Florkowska]

O jest unseen, inscrutable, invisible, As a nose on a man's face, or a weathercock on a steeple! My master sues to her, and she hath taught her suitor, He being her pupil, to become her tutor. O excellent device! was there ever heard a better, That my master, being scribe, to himself should write the letter? Valentine. How now, sir? what are you reasoning with yourself? Speed. Nay, I was rhyming: 'tis you that have the reason.

I urge pupils when studying a work and in order to master its most important aspic, the rhythmic structure, or the ordering of the time process, to do just what a conductor does with the score: to place music on the desk and to conduct the work from beginning to end as if it were played by someone else, an imaginary pianist with the conductor trying to impress him with his will, his tempo first of all, plus all the details of his performance.

That man, especially when he slept, when his features were motionless, showed me my own face, my mask, the flawlessly pure image of my corpse […] in a state of perfect repose, this resemblance was strikingly evident, and what is death, if not a face at peace – its artistic perfection? Life only marred my double; thus a breeze dims the bliss of Narcissus; thus, in the painter’s absence, there comes his pupil and by the superfluous flush of unbidden tints disfigures the portrait painted by the master.

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.

We remember that we are not masters of the mountains, but caretakers and pupils. And we are reminded that we did not make ourselves.

It galls me, when I catch a stray remark from the master, or between the older English pupils, to the effect that the Indians are uncommonly fortunate to be here.

To write only according to the rules laid down by masterpieces signifies that one is not a master but a pupil.

How far the pupil will go is not the concern of the teacher and Master. Hardly has he shown him the right way when he must let him go on alone.

If the pupil was worthy to be trained, there came a time when the master must allow the pupil to train himself, to use and become all that the master had seen in him, fulfilling his true potential.

You had to suffer shipwreck through your own efforts before you were ready to seize the lifebelt he threw you. Believe me, I know from my own experience that the Master knows you and each of his pupils much better than we know ourselves. He reads in the souls of his pupils more than they care to admit.

We feel, perhaps unconsciously, that learning from Masters and submitting to their authority is somehow an indictment of our own natural ability, Even if we have teachers in our lives, we tend not to pay full attention to their advice, often preferring to do things our own way. In fact, we come to believe that being critical of Masters or teachers is somehow a sign of our intelligence, and that being a submissive pupil is a sign of weakness.

For true art there is no such thing as preparatory schooling, but there are certainly preparations; the best, however, is when the least pupil takes a share in master's work. Colour-grinders have turned into very good artists.

He who deceives another deceives himself much more. Therefore know the Charlatans by their love of rich robes, ceremony, ritual, magical retirements, absurd conditions, and other stupidity, too numerous to relate. Their entire doctrine a boastful display, a cowardice hungering for notoriety; their standard everything unnecessary, their certain failure assured. Hence it is that those with some natural ability quickly lose it by their teaching. They can only dogmatise, implant and multiply that which is entirely superficial. Were I a teacher I should not act as master, as knowing more, the pupil could lay no claim to discipleship. Assimilating slowly, he would not be conscious of his learning, he would not repeat the vital mistake; without fear he would accomplish with ease. The only teaching possible is to show a man how to learn from his own wisdom, and to utilise his ignorance and mistakes. Not by obscuring his vision and intention by righteousness. 

Asked some years later how he (Abel) had managed to forge ahead so rapidly to the front rank he replied, “By studying the masters, not their pupils”- a prescription some popular writers of textbooks might do well to mention in their prefaces as an antidote to the poisonous mediocrity of their uninspired pedagogics.

The Seeking of the Master. Musa Najib was asked why he charged a fee from those who came to his sessions; and why he often did not even address his audience. He said: 'I charge for this object lesson: people believe that knowledge must be given freely, and consequently mistake everything which is free for knowledge. I do not always lecture because, among Sufis, “The Master finds the pupil.” The pupil has to be physically present: but he may be absent in every other sense. When I discern that a pupil is “present” then I “find” him, for then his inner call is audible to me, even if it is silent to him.' 'Seek and you will be found.

The fellow-pupil can help more than the master because he knows less.

Humility is unaware of the division of the superior and the inferior, of the Master and the pupil. As

Our Master’s Way,” explained one of his pupils, “is nothing but this: doing-your-best-for-others (zhong) and consideration (shu).”3

Think of yourself as your own Zen Master. Such masters would beat their pupils and deliberately lead them to points of maximum doubt and inner tension, knowing such moments precede enlightenment.

Being a woman in India is an altogether different experience. You can’t always see the power women hold, but it is there, in the firm grasp of the matriarchs who still rule most families. It has not been easy for Sarla to navigate the female path: she has become a master traveler, but one with no pupil. She thought she might develop this relationship with one of her daughters-in-law, but the others, like Somer, didn’t quite fill the role. And when they had babies, they relied on their own mothers, leaving her once again in the company of men. But now, Sarla muses as she glances at the clock, anticipating Krishnan’s arrival, she will finally get her granddaughter.

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.

...the Master and the boy followed each other as if drawn along the wires of some mechanism, until soon it could no longer be discerned which was coming and which going, which following and which leading, the old or the young man. Now it seemed to be the young man who showed honour and obedience to the old man, to authority and dignity; now again it was apparently the old man who was required to follow, serve, worship the figure of youth, of beginning, of mirth. And as he watched this at once senseless and significant dream circle, the dreamer felt alternately identical with the old man and the boy, now revering and now revered, now leading, now obeying; and in the course of these pendulum shifts there came a moment in which he was both, was simultaneously Master and small pupil; or rather he stood above both, was the instigator, conceiver, operator, and onlooker of the cycle, this futile spinning race between age and youth.

If we are any good we must always be working towards the moment at which our pupils are fit to become our critics and rivals. We should be delighted when it arrives, as the fencing master is delighted when his pupil can pink and disarm him. And many are.

One of the first things that greet your eye in Rouen is the beautiful monument erected to Flaubert in the very wall of the Museum, which is Rouen's holy of holies. Just across from him, in front of a dense cluster of sycamores, is his friend and pupil Guy de Maupassant. The Maupassant statue at rouen is, I think, quite as impressive as that in Paris—perhaps more so—and it is even more happily placed. Besides there is something very fitting in the idea of commemorating together the master and the pupil who surpassed him.

It often happens that two schoolboys can solve difficulties in their work for one another better than the master can. When you took the problem to a master, as we all remember, he was very likely to explain what you understood already, to add a great deal of information which you didn’t want, and say nothing at all about the thing that was puzzling you. I have watched this from both sides of the net; for when, as a teacher myself, I have tried to answer questions brought me by pupils, I have sometimes, after a minute, seen that expression settle down on their faces that assured me that they were suffering exactly the same frustration which I had suffered from my teachers. The fellow-pupil can help more than the master because he knows less. The difficulty we want him to explain is one he has recently met. The expert met it so long ago he has forgotten. He sees the whole subject, by now, in a different light that he cannot conceive what is really troubling the pupil; he sees a dozen other difficulties which ought to be troubling him but aren’t.

Writers have come to master nearly every trade. They are inventors and entrepreneurs of character, plot, and dialogue. They are the eager scientists that can’t wait to try out their new experiment. They are the maestros of the symphony that plays in their head, conducting what happens, where, and at what precise moment. They are engineers and architects that design the structure of their piece so it stands the test of time and continues to fire on all cylinders. They play mechanics and doctors in their revisions, hoping they prescribe the correct diagnosis to fix the piece’s 'boo boos'. They are salesmen who pitch not an idea or a product, but themselves, to editors, publishers, and more importantly, their readers. They are teachers who through their craft, preach to pupils about what works and what doesn’t work and why. Writers can make you feel, can make you think, can make you wonder, but they can also grab your hand and guide you through their maze. Similar to what Emerson stated in 'The Poet,' writers possess a unique view on life, and with their revolving eye, they attempt to encompass all. I am a writer.

Avada Kedavra!” “Expelliarmus!” The bang was like a cannon blast, and the golden flames that erupted between them, at the dead center of the circle they had been treading, marked the point where the spells collided. Harry saw Voldemort’s green jet meet his own spell, saw the Elder Wand fly high, dark against the sunrise, spinning across the enchanted ceiling like the head of Nagini, spinning through the air toward the master it would not kill, who had come to take full possession of it at last. And Harry, with the unerring skill of the Seeker, caught the wand in his free hand as Voldemort fell backward, arms splayed, the slit pupils of the scarlet eyes rolling upward. Tom Riddle hit the floor with a mundane finality, his body feeble and shrunken, the white hands empty, the snakelike face vacant and unknowing. Voldemort was dead, killed by his own rebounding curse, and Harry stood with two wands in his hand, staring down at his enemy’s shell.

M-m-master, when I was on the Quasar I had a paracoita, a doll, you see, a genicon, so beautiful with her great pupils as dark as wells, her i-irises purple like asters or pansies blooming in summer, Master, whole beds of them, I thought, had b-been gathered to make those eyes, that flesh that always felt sun-warmed. Wh-wh-where is she now, my own scopolagna, my poppet? Let h-h-hooks be buried in the hands that took her! Crush them, master, beneath stones. Where has she gone from the lemon-wood box I made for her, where she never slept at all, for she lay with me all night, not in the box, the lemon-wood box where she waited all day, watch-and-watch, Master, smiling when I laid her in so she might smile when I drew her out. How soft her hands were, her little hands. Like d-d-doves. She might have flown with them about the cabin had she not chosen instead to lie with me. W-w-wind their guts about your w-windlass, snuff their eyes into their mouths. Unman them, shave them clean below so their doxies may not know them, their lemans may rebuke them, leave them to the brazen laughter of the brazen mouths of st-st-strumpets. Work your will upon those guilty. Where was their mercy on the innocent? When did they tremble, when weep? What kind of men could do as they have done—thieves, false friends, betrayers, bad shipmates, no shipmates, murderers and kidnappers. W-without you, where are their nightmares, where are their restitutions, so long promised? Where are their abacinations, that shall leave them blind? Where are the defenestrations that shall break their bones, where is the estrapade that shall grind their joints? Where is she, the beloved whom I lost?

Stanley Hopkins was speechless with amazement. "I don't know what to say, Mr. Holmes," he blurted out at last, with a very red face. "It seems to me that I have been making a fool of myself from the beginning. I understand now, what I should never have forgotten, that I am the pupil and you are the master. Even now I see what you have done, but I don't know how you did it or what it signifies.

There are three classes of people: those who see. Those who see when they are shown. Those who do not see." Time stays long enough for anyone who will use it. Poor is the pupil who does not surpass his master Simplicity is the ultimate sophistication. Nature is the source of all true knowledge. She has her own logic, her own laws, she has no effect without cause nor invention without necessity

In his wretched life of less than twenty-seven years Abel accomplished so much of the highest order that one of the leading mathematicians of the Nineteenth Century (Hermite, 1822-1901) could say without exaggeration, 'Abel has left mathematicians enough to keep them busy for five hundred years.' Asked how he had done all this in the six or seven years of his working life, Abel replied, 'By studying the masters, not the pupils.

But it is meet I should, in the true spirit of romantic story, give some account of the looks and equipments of my hero and his steed. The animal he bestrode was a broken-down plow-horse, that had outlived almost everything but its viciousness. He was gaunt and shagged, with a ewe neck, and ahead like a hammer; his rusty mane and tail were tangled and knotted with burs; one eye had lost its pupil, and was glaring and spectral, but the other had the gleam of a genuine devil in it. Still he must have had fire and mettle in his day, if we may judge from the name he bore of Gunpowder. He had, in fact, been a favorite steed of his master's, the choleric Van Ripper, who was a furious rider, and had infused, very probably, some of his own spirit into the animal; for, old and broken-down as he looked, there was more of the lurking devil in him than in any young filly in the country.

It galls me, when I catch a stray remark from the master, or between the older English pupils, to the effect that the Indians are uncommonly fortunate to be here. I have come to think it is a fault in us, to credit what we give in such a case, and never to consider what must be given up in order to receive it. And yet, it is not for me to weigh this balance: Christ, and knowledge against a pagan pantheon and an unaccomodated wilderness existence.

Let me once more assert that Mr Malison was not a bad man. The misfortune was, that his notion of right fell in with his natural fierceness; and that, in aggravation of the too common feeling with which he had commenced his relations with his pupils, namely, that they were not only the natural enemies of the master, but therefore of all law, theology had come in and taught him that they were in their own nature bad — with a badness for which the only set-off he knew or could introduce was blows. Independently of any remedial quality that might be in them, these blows were an embodiment of justice; for "every sin," as the catechism teaches, "deserveth God's wrath and curse both in this life and that which is to come." The master therefore was only a co-worker with God in every pandy he inflicted on his pupils. I do not mean that he reasoned thus, but that such-like were the principles he had to act upon.

And if I am not mistaken here is the secret of the greatness that was Spain. In Spain it is men that are the poems, the pictures and the buildings. Men are its philosophies. They lived, these Spaniards of the Golden Age; they felt and did; they did not think. Life was what they sought and found, life in its turmoil, its fervour and its variety. Passion was the seed that brought them forth and passion was the flower they bore. But passion alone cannot give rise to a great art. In the arts the Spaniards invented nothing. They did little in any of those they practised, but give a local colour to a virtuosity they borrowed from abroad. Their literature, as I have ventured to remark, was not of the highest rank; they were taught to paint by foreign masters, but, inapt pupils, gave birth to one painter only of the very first class; they owed their architecture to the Moors, the French and the Italians, and the works themselves produced were best when they departed least from their patterns. Their preeminence was great, but it lay in another direction: it was a preeminence of character. In this I think they have been surpassed by none and equalled only by the ancient Romans. It looks as though all the energy, all the originality, of this vigorous race had been disposed to one end and one end only, the creation of man. It is not in art that they excelled, they excelled in what is greater than art--in man. But it is thought that has the last word.

Captain Quinn have the details, as usual?” She cocked a furry eyebrow at him. “Captain Quinn . . . will not be coming on this mission.” He swore her gold eyes widened, the pupils dilating. Her lips drew back baring her fangs further in what took him a terrifying moment to realize was a smile. In a weird way, it reminded him of the grin with which Thorne had greeted that same news. She glanced up; the bay had emptied of other personnel. “Aah?” Her voice rumbled, like a purr. “Well, I’ll be your bodyguard any time, lover. Just give me the sign.” What sign, what the hell— She

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

He hoped that with intelligent assistance I should meet with little to discourage me, and should soon be able to dispense with any aid but his. Through his way of saying this, and much more to similar purpose, he placed himself on confidential terms with me in an admirable manner: and I may state at once that he was always so zealous and honourable in fulfilling his compact with me, that he made me zealous and honourable in fulfilling mine with him. If he had shown indifference as a master, I have no doubt I should have returned the compliment as a pupil; he gave me no such excuse, and each of us did the other justice.

Hegel did not deceive himself about the revolutionary character of his dialectic, and was even afraid that his Philosophy of Right would be banned. Nor was the Prussian state entirely easy in its mind for all its idealization. Proudly leaning on its police truncheon, it did not want to have its reality justified merely by its reason. Even the dull-witted King saw the serpent lurking beneath the rose: when a distant rumor of his state philosopher's teachings reached him he asked suspiciously: but what if I don't dot the I's or cross the T's? The Prussian bureaucracy meanwhile was grateful for the laurel wreath that had been so generously plaited for it, especially since the strict Hegelians clarified their master's obscure words for the understanding of the common subjects, and one of them wrote a history of Prussian law and the Prussian state, where the Prussian state was proved to be a gigantic harp strung in God's garden to lead the universal anthem. Despite its sinister secrets Hegel's philosophy was declared to be the Prussian state philosophy, surely one of the wittiest ironies of world history. Hegel had brought together the rich culture of German Idealism in one mighty system, he had led all the springs and streams of our classical age into one bed, where they now froze in the icy air of reaction. but the rash fools who imagined they were safely hidden behind this mass of ice, who presumptuously rejoiced who bold attackers fell from its steep and slippery slopes, little suspected that with the storms of spring the frozen waters would melt and engulf them. Hegel himself experienced the first breath of these storms. He rejected the July revolution of 1830, he railed at the first draft of the English Reform Bill as a stab in the 'noble vitals' of the British Constitution. Thereupon his audience left him in hordes and turned to his pupil Eduard Gans, who lectured on his master's Philosophy of Right but emphasized its revolutionary side and polemicized sharply against the Historical School of Law. At the time it was said in Berlin that the great thinker died from this painful experience, and not of the cholera.

Being held by him, kissed and mastered, taken under and swept away, enthralled her in a way she—an independent woman if nothing else in this life—could not have understood until forced to understand. From the tips of her toes to the ends of her hair, finally, a man's strength dominated her. Suddenly, she understood why women wanted so deeply. Why they wanted him. If they sensed even one-tenth of his passion, his power, his vitality, they would break his door down to get to him. And this, she learned as quickly as any pupil could, was what had been missing before: Zachariah Garrett's full participation. In all fairness to the dare, she locked her arms around his neck and consented to a draw. He murmured something low and unintelligible, his wine glass dropping to the grass with a soft thump. The arm around her waist tightened, the other climbing, his fingers delving into her loose chignon and tilting her head as he deepened the kiss, drawing down on her bottom lip and sucking. Instinct had her following his lead, shifting to better accommodate, parrying each thrust of his tongue with her own, rising on the tips of her toes to better sink into him, to gorge herself in vast, voracious gulps. The frantic nature of their joining melted her stiff posture and her cocksure bearing, rolling through her in a languid, glorious wave of sensation and recognition. It was a peculiar time to realize she had built her sense of self around an erroneous ideal. She was no different than other women.

Whether they gave the rack half a turn or half a hundred, they were, by hypothesis, dealing with a truth which they knew to be there. Whether they vivisect painfully or painlessly, they are trying to find out whether the truth is there or not. The old Inquisitors tortured to put their own opinions into somebody. But the new Inquisitors torture to get their own opinions out of him. They do not know what their own opinions are, until the victim of vivisection tells them. The division of thought is a complete chasm for anyone who cares about thinking. The old persecutor was trying to teach the citizen, with fire and sword. The new persecutor is trying to learn from the citizen, with scalpel and germ-injector. The master was meeker than the pupil will be.

Depend upon it, before you have been teaching for a term, everyone in the form knows pretty well 'the sort of stuff that goes down with Prickly Pop-eye.' In the crude old days they knew that what 'went down', and the only thing that 'went down', was correct answers to factual questions, and there were only two ways of producing those: working or cheating. The thing would not be so bad if the responses which the pupils had to make were even those of the individual master. But we have already passed that stage. Somewhere (I have not yet tracked it down) there must be a kind of culture-mongers' central bureau which keeps a sharp look-out for deviationists. At least there is certainly someone who sends little leaflets to schoolmasters, printing half a dozen poems on each and telling the master not only which the pupils must be made to prefer, but exactly on what grounds.

For one thing, the pupil is now far more defenceless in the hands of his teachers. He comes increasingly from businessmen's flats or workmen's cottages in which there are few books or none. He has hardly ever been alone. The educational machine seizes him very early and organizes his whole life, to the exclusion of all unsuperintended solitude or leisure. The hours of unsponsored, uninspected, perhaps even forbidden, reading, the ramblings, and the "long, long thoughts" in which those of luckier generations first discovered literature and nature and themselves are a thing of the past. If a Traherne or a Wordsworth were born to-day he would be "cured" before he was twelve. In short, the modern pupil is the ideal patient for those masters who, not content with teaching a subject, would create a character; helpless Plasticine. Or if by chance (for nature will be nature) he should have any powers of resistance, they know how to deal with him. I am coming to that point in a moment.

He strode forward, heedless of the murmuring that began among the women when they saw him. Then Sara turned, and her gaze met his. Instantly a guilty blush spread over her cheeks that told him all he needed to know about her intent. “Good afternoon, ladies,” he said in steely tones. “Class is over for today. Why don’t you all go up on deck and get a little fresh air?” When the women looked at Sara, she folded her hands primly in front of her and stared at him. “You have no right to dismiss my class, Captain Horn. Besides, we aren’t finished yet. I was telling them a story—” “I know. You were recounting Lysistrata.” Surprise flickered briefly in her eyes, but then turned smug and looked down her aristocratic little nose at him. “Yes, Lysistrata,” she said in a sweet voice that didn’t fool him for one minute. “Surely you have no objection to my educating the women on the great works of literature, Captain Horn.” “None at all.” He set his hands on his hips. “But I question your choice of material. Don’t you think Aristophanes is a bit beyond the abilities of your pupils?” He took great pleasure in the shock that passed over Sara’s face before she caught herself. Ignoring the rustle of whispers among the women, she stood a little straighter. “As if you know anything at all about Aristophanes.” “I don’t have to be an English lordling to know literature, Sara. I know all the blasted writers you English make so much of. Any one of them would have been a better choice for your charges than Aristophanes.” As she continued to glower at him unconvinced, he scoured his memory, searching through the hundreds of verse passages his English father had literally pounded into him. “You might have chosen Shakespeare’s The Taming of the Shrew, for example—‘fie, fie! Unknit that threatening unkind brow. / And dart not scornful glances from those eyes / to wound thy lord, thy king, thy governor.’” It had been a long time since he’d recited his father’s favorite passages of Shakespeare, but the words were as fresh as if he’d learned them only yesterday. And if anyone knew how to use literature as a weapon, he did. His father had delighted in tormenting him with quotes about unrepentant children. Sara gaped at him as the other women looked from him to her in confusion. “How . . . I mean . . . when could you possibly—” “Never mind that. The point us, you’re telling them the tale of Lysistrata when what you should be telling them is ‘thy husband is thy lord, thy life, thy keeper. /thy head, thy sovereign; one that cares for thee / and for thy maintenance commits his body / to painful labour by both sea and land.’” Her surprise at this knowledge of Shakespeare seemed to vanish as she recognized the passage he was quoting—the scene where Katherine accepts Petruchio as her lord and master before all her father’s guests. Sara’s eyes glittered as she stepped from among the women and came nearer to him. “We are not your wives yet. And Shakespeare also said ‘sigh no more, ladies, sigh no more / men were deceivers ever / one foot on sea and one on shore / to one thing constant never.’” “Ah, yes. Much Ado About Nothing. But even Beatrice changes her tune in the end, doesn’t she? I believe it’s Beatrice who says, ‘contempt, farewell! And maiden pride, adieu! / no glory lives behind the back of such./ and Benedick, love on, I will requite thee, / taming my wild heart to thy loving hand.’” “She was tricked into saying that! She was forced to acknowledge him as surely as you are forcing us!” “Forcing you?” he shouted. “You don’t know the meaning of force! I swear, if you—” He broke off when he realized that the women were staring at him with eyes round and fearful. Sara was twisting his words to make him sound like a monster. And succeeding, too, confound her.

The modem European is characterized by two apparently opposite traits: individualism and the demand for equal rights; that I have at last come to understand. The individual is an extremely vulnerable piece of vanity: conscious of how easily it suffers. This vanity demands that every other shall count as its equal, that it should be only inter pares. In this way a social race is characterized in which talents and powers do not diverge very much. The pride that desires solitude and few admirers is quite beyond comprehension; a really "great" success is possible ony through the masses, indeed one hardly grasps the fact any more that a success with the masses is always really a petty success: because pulchrum est paucorum hominum (Beauty belongs to the few) All moralities know nothing of an "order of rank" among men; teachers of law nothing of a communal conscience. The principle of the individual rejects very great human beings and demands, among men approximately equal, the subtlest eye and the speediest recognition of a talent. And because everyone has some kind of talent in such late and civilized cultures - and therefore can expect to receive back his share of honor - there is more flattering of modest merits today than ever before: it gives the age a veneer of boundless fairness. Its unfairness consists in a boundless rage, not against tyrants and public flatterers even in the arts, but against noble men, who despise the praise of the many. The demand for equal rights (i.e. to be allowed to sit in judgment on everything and everyone) is anti-aristocratic. Equally strange to the age is the vanished individual, the absorption in a great type, the desire not to be a personality - which constituted the distinction and ambition of many lofty men in earlier days (the greatest poets among them); or "to be a city" as in Greece, Jesuitism, Prussian officer corps and bureaucracy, or to be a pupil and continuator of great masters - for which non-social conditions and a lack of petty vanity are needed.

As it is written, “Be diligent to present yourself approved to God, a worker who does not need to be ashamed, rightly dividing the word of truth.” 2Ti 2:15  But how can we rightly divide the word of truth? Where does the truth come from? The Lord no doubt. But without His wisdom how can we rightly divide it? Where does this wisdom come from and how do we come to the knowledge of the truth which is the word of God? But as it is also written, “However, when He, the Spirit of truth, has come, He will guide you into all truth.” Joh 16:13  Seeing that He guides us into all truth, we can find the power to retain the word of truth through the Holy Spirit. He likewise will bring the scriptures to remembrance when it comes time to apply them. But as we discussed earlier, the scriptures need to be speaking out to us first when we read. This is the Holy Spirit breathing life into the word of God and speaking it to you. This is the scripture He is teaching you and wants you to memorize and meditate on. We as good pupils and students, need to be listening to the voice of our Teacher and Master. We need to pay attention in class, and let Him teach the lesson. He is the one who guides us through the workbook (the Bible) even as the schoolteacher leads a student to the textbook. In school the teachers tell us what we should memorize. Likewise the Holy Spirit will tell you what you should memorize. Whatever speaks out to you, God is speaking to you. Whatever God is speaking to you, you should be memorizing for later practice. If you do this, you will be able to recall the scriptures better at all the appropriate times as we discussed earlier. But you need to lean on the Lord for strength to remember them. The Holy Spirit will speak to you in the time that you need to remember the scriptures. But only if you have sought Him in memorizing it and meditating on it. When we allow the first fruits to be the work of God in us, then all fruit will be the work of God. We are not called to walk about by our strength nor are we called to gain the wisdom of God with our own strength. Rather in ALL our ways we are called to lean on Him. As it is written, “Trust in the LORD with all your heart, And lean not on your own understanding. In all your ways acknowledge Him, And He shall direct your paths.” Pro 3:5-6 And earlier we said in James 1:5 that if we lack wisdom we need to ask God for it. But what does that scripture tell us? It says to ask in faith.

In 1933 things were still being taught in the higher educational establishments which had been proven by science to be false as long ago as 1899. The young man who wishes to keep abreast of the times, therefore, had to accept a double load on his unfortunate brain. In a hundred years' time, the number of people wearing spectacles, and the size of the human brain, will both have increased considerably; but the people will be none the more intelligent. What they will look like, with their enormous, bulging heads, it is better not to try to imagine; they will probably be quite content with their own appearance, but if things continue in the manner predicted by the scientists, I think we can count ourselves lucky that we shall not live to see them! When I was a schoolboy, I did all I could to get out into the open air as much as possible—my school reports bear witness to that ! In spite of this, I grew up into a reasonably intelligent young man, I developed along very normal lines, and I learnt a lot of things of which my schoolfellows learnt nothing. In short, our system of education is the exact opposite of that practised in the gymnasia of ancient days. The Greek of the golden age sought a harmonious education; we succeed only in producing intellectual monsters. Without the introduction of conscription, we should have fallen into complete decadence, and it is thanks to this universal military service that the fatal process has been arrested. This I regard as one of the greatest events in history. When I recall my masters at school, I realise that half of them were abnormal; and the greater the distance from which I look back on them, the stronger is my conviction that I am quite right. The primary task of education is to train the brain of the young. It is quite impossible to recognise the potential aspirations of a child of ten. In old days teachers strove always to seek out each pupil's weak point, and by exposing and dwelling on it, they successfully killed the child's self-confidence. Had they, on the contrary, striven to find the direction in which each pupil's talents lay, and then concentrated on the development of those talents, they would have furthered education in its true sense. Instead, they sought mass-production by means of endless generalisations. A child who could not solve a mathematical equation, they said, would do no good in life. It is a wonder that they did not prophesy that he would come to a bad and shameful end! Have things changed much to-day, I wonder? I am not sure, and many of the things I see around me incline me to the opinion that they have not.

Mr. White is a biology professor at a posh suburban girl’s school. One day during class he says, “Miss Smith, would you name the organ in the human body which, under the appropriate conditions, expands to six times its normal size? And please define the conditions.” “Mr. White,” the student gasps, “I don’t think that is a proper question to ask me. I assure you that my parents will hear of this.” With that, she sits down red faced. Unperturbed, Mr. White asks Miss Jones the same question. With complete composure she replies, “Why, of course, it is the pupil of the eye, which expands in dim light.” “Correct,” says the teacher. “Now, Miss Smith, I have three things to say to you: one, you have not studied your lessons. Two, you have a dirty mind. And three, you will someday be faced with a dreadful disappointment.

Matajura wanted to become a great swordsman, but his father said he could never learn, because he wasn’t quick enough. So Matajura went to the famous dueler Banzo and asked to become his pupil. “How long will it take me to become a master?” he asked. “Suppose I become your servant, to be with you every minute, how long?” “Ten years,” said Banzo. “My father is getting old,” pleaded Matajura. “Before ten years have passed I will have to return home to take care of him. Suppose I work twice as hard. How long will it take me?” “Thirty years,” said Banzo. “How is that?” asked Matajura. “When I offer to work twice as hard, you say it will take three times as long. Let me make myself clear. I will work unceasingly. No hardship will be too much. How long will it take?” “Seventy years,” said Banzo. “A pupil in such a hurry learns slowly.” Matajura understood. Without asking for any promises in terms of time, he became Banzo’s servant. Three years passed. Matajura cleaned, cooked, washed, and gardened. He was ordered never to speak of fencing or to touch a sword. He was very sad at this, but he had given his promise to the master and resolved to keep his word. One day while Matajura was gardening, Banzo came up quietly behind him and gave him a terrible whack with a wooden sword. The next day in the kitchen, the same blow fell again. Thereafter, day in and day out, from every corner and at any moment, Matajura was attacked by Banzo’s wooden sword. He learned to live on the balls of his feet, ready to dodge at any moment. He became a body with no desires, no thought, only external readiness and quickness. Banzo smiled and started lessons. Soon, Matajura was the greatest swordsman in Japan. THE

In 1935, three years before his death, Edmund Husserl gave his celebrated lectures in Vienna and Prague on the crisis of European humanity. For Husserl, the adjective "European" meant the spiritual identity that extends beyond geographical Europe (to America, for instance) and that was born with ancient Greek philosophy. In his view, this philosophy, for the first time in History, apprehended the world (the world as a whole) as a question to be answered. It interrogated the world not in order to satisfy this or that practical need but because "the passion to know had seized mankind." The crisis Husserl spoke of seemed to him so profound that he wondered whether Europe was still able to survive it. The roots of the crisis lay for him at the beginning of the Modern Era, in Galileo and Descartes, in the one-sided nature of the European sciences, which reduced the world to a mere object of technical and mathematical investigation and put the concrete world of life, die Lebenswelt as he called it, beyond their horizon. The rise of the sciences propelled man into the tunnels of the specialized disciplines. The more he advanced in knowledge, the less clearly could he see either the world as a whole or his own self, and he plunged further into what Husserl's pupil Heidegger called, in a beautiful and almost magical phrase, "the forgetting of being." Once elevated by Descartes to "master and proprietor of nature," man has now become a mere thing to the forces (of technology, of politics, of history) that bypass him, surpass him, possess him. To those forces, man's concrete being, his "world of life" (die Lebenswelt), has neither value nor interest: it is eclipsed, forgotten from the start.

It appears to me that if one wants to make progress in mathematics one should study the masters and not the pupils.

Have you ever seen the teacher of an art class at work? Frequently he will find in the drawing of one pupil a flaw which is so typical of most students’ work at the same stage that he will call the other pupils of the class around the easel. Using the imperfect canvas as his text, he will branch into criticism, advice, exhortation, and will occasionally go on to rub out the mistake and draw the line or put in the color as it should have been done. If you will observe the group at this moment you will discover that, tragically enough, everyone seems to be benefiting by the lecture except the very pupil to whom it should be most valuable. In almost every case the one whose work is providing the example will be quivering, nervous, sometimes tearful, often angry—in short, giving every sign that he is feeling so personally humiliated and insulted that he is reacting at an infantile level. If you ask for help, or put yourself into the relation of a pupil to a teacher, learn to advance by your mistakes instead of suffering through them. Keep your attitude impersonal while you are being shown the road back to the right procedure. If you are in school, or taking class or private instruction, it is wise to take every opportunity to ask well-considered questions, then to act on the information, and finally—and very important—to report to your instructor as to your success or failure through following his advice. This is of advantage not only to you, but to him and his subsequent pupils, since he cannot know what practices are effective and what are only useful to himself and a few like him unless his pupils report in this fashion. If you must consistently report no progress, then one of two things must be true: that you are not fully understanding him, or that you are not working under the right master. After your period of apprenticeship is over, try not to weaken yourself or bring about self-doubt to such an extent that you must have help on minor points of procedure. Every physician and psychiatrist knows that there is a great class of “sufferers” who return again and again, asking so many and such trivial questions that it seems unlikely they could ever have grown to maturity if they were as helpless in all relations as they show themselves to their physicians. No one except a charlatan truly welcomes the appearance of such patients as these. The person who is looking for an excuse to blame his failure on another or who will not, if he can help it, grow up and settle his own difficulties, will go on asking advice until he draws his last breath, and even the astutest consultant may be forgiven if he sometimes mistakes an infrequent questioner for one of the weaker type. A good touchstone to show whether you may be only following a nervous habit of dependence is to ask yourself in every case: “Would I ask this if I had to pay a specialist’s fee for the answer?

WHAT IS REIKI? Reiki is a Japanese technique that also facilitates therapy for stress reduction and relaxation. It is done by "laying on hands" and is based on the idea that an invisible "life force drive" is circulating through us, and that is what keeps us alive. If one's "life force drive" is low, then we are more likely to get sick or experience pain, and if it's high, we can be happier and healthier. The term Reiki consists of two Japanese words : Rei, meaning "God's Intelligence or the Higher Power" and Ki, meaning "life energy." So Reiki is simply "spiritually directed energy of life-force." A treatment looks like a stunning sparkling radiance streaming through and around you. Reiki embraces the whole person, including body, thoughts, mind, and spirit, producing various beneficial effects, including relief and feelings of calm, comfort, and well-being. Miraculous findings have been reported by many. Reiki is a simple, natural, and healthy holistic healing and self-improvement practice that can be used by anyone. It has been effective in helping almost all known diseases and disorders and always has a beneficial effect. It also helps to alleviate side effects and facilitate healing in combination with all other medicinal or rehabilitation strategies. An incredibly simple technique to learn, the learning to use Reiki is not learned in the usual sense, but during a Reiki, the lesson is passed to the pupil. The skill is passed on during a Reiki master's "attunement," which helps the student to tap into an unlimited supply of "life force resources" to improve their health and improve their quality of life. Its use does not depend on one's intellectual ability or spiritual development and is therefore available to all. Thousands of people of all ages and races have been effectively taught it. While in essence, Reiki is sacred; it is not a faith. It has no dogma, and in order to learn and use Reiki, there is nothing you have to believe. In reality, Reiki is not at all based on conviction and will function whether or not you believe in it. Because Reiki comes from God, many people find that using Reiki puts them more in touch with their religion's experience than just having an intellectual concept.

He dropped them with an impressive thump upon one of the little tables and favored both new pupils with a deliberately sinister smile. If this was to be anything like training young soldiers, young horses, or young hawks, the key was to take the initiative from the first moment, and keep it thereafter. He could be as hollow as a drum, so long as he was as loud.

Not all areas of medicine were created equal. In my humble (and extremely biased) opinion, ophthalmology is definitely the coolest. However, it is also (again, in my view) one of the more challenging ones to learn. It is neat to reflect on the variety of skills that we learn during our training, most of which demand exceptional hand-eye coordination. To excel, we require a very delicate and nuanced touch and a sophisticated appreciation of subtle alterations in the anatomy of the most beautiful organ in the body. From the different lasers to the assortment of minor and major procedures, there is definitely a lot to learn and then master. Even in our clinics, we make use of so many instruments that it’s almost like being in surgery but without the incisions!

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

Wisdom is the reasoned synthesis and acute application of knowledge to life’s greater goals and meaning. It’s a gift and collective treasure that requires years if not generations of blood, sweat, and tears, trial and error, heroism and tragedy to be honed, survive judgment, and be passed along to new stewards. Wisdom travels from mother to son, father to daughter, teacher to pupil, from master to fellow to apprentice. It is sweetest when given freely and most bitter when taken for granted. We can’t put a price on this invisible commodity. We can only hope to repay those charitable enough to have shared it with us.

The gleaming orange and silver express slid to a stop beside them. Tiger barged his way on board. Bond waited politely for two or three women to precede him. When he sat down beside Tiger, Tiger hissed angrily, "First lesson, Bondo-san! Do not make way for women. Push them, trample them down. Women have no priority in this country. You may be polite to very old men, but to no one else. Is that understood?" "Yes, master," said Bond sarcastically. "And do not make Western-style jokes while you are my pupil. We are engaged on a serious mission." "Oh, all right, Tiger," said Bond resignedly. "But damn it all..." Tiger held up a hand. "And that is another thing. No swearing, please. There are no swearwords in the Japanese language and the usage of bad language does not exist." "But good heavens, Tiger! No self-respecting man could get through the day without his battery of four-letter words to cope with the roughage of life and let off steam. If you're late for a vital appointment with your superiors, and you find that you've left all your papers at home, surely you say, well, Freddie Uncle Charlie Katie, if I may put it so as not to offend." "No," said Tiger. "I would say 'Shimata', which means 'I have made a mistake.'" "Nothing worse?" "There is nothing worse to say." "Well, supposing it was your driver's fault that the papers had been forgotten. Wouldn't you curse him backwards and sideways?" "If I wanted to get myself a new driver, I might conceivably call him 'bakyaro' which means a 'bloody fool', or even 'konchikisho' which means 'you animal'. But these are deadly insults and he would be within his rights to strike me. He would certainly get out of the car and walk away." "And those are the worst words in the Japanese language! What about your taboos? The Emperor, your ancestors, all these gods? Don't you ever wish them in hell, or worse?" "No. That would have no meaning." "Well then, dirty words. Sex words?" "There are two--'chimbo' which is masculine and 'monko' which is feminine. These are nothing but coarse anatomical descriptions. They have no meaning as swearing words. There are no such things in our language." "Well I'm...I mean, well I'm astonished. A violent people without a violent language! I must write a learned paper on this. No wonder you have nothing left but to commit suicide when you fail an exam, or cut your girlfriend's head off when she annoys you." Tiger laughed. "We generally push them under trams or trains." "Well, for my money, you'd do much better to say 'You-------'," Bond fired off the hackneyed string, "and get it off your chest that way." "That is enough, Bondo-san," said Tiger patiently. "The subject is now closed. But you will kindly refrain both from using these words or looking them. Be calm, stoical, impassive. Do not show anger. Smile at misfortune. If you sprain your ankle, laugh.

It is not enough to begin; continuance is necessary. Mere enrollment will not make one a scholar; the pupil must continue in the school through the long course, until he masters every branch. Success depends upon staying power. The reason for failure in most cases is lack of perseverance.

In Roberto Calasso’s Ardor, which is the retelling of the wisdom of the Vedic age, there is this utterly enlightening conversation between Yajnavalkya—the pupil of Surya (the sun god) and the master of all yajnas or sacrifices—and the sublimely wise King Janak. Janak asks Yajnavalkya, ‘What happens after death?

M-m-master, when I was on the Quasar I had a paracoita, a doll, you see, a genicon, so beautiful with her great pupils as dark as wells, her i-irises purple like asters or pansies blooming in summer, Master, whole beds of them, I thought, had b-been gathered to make those eyes, that flesh that always felt sun-warmed. Wh-wh-where is she now, my own scopolagna, my poppet? Let h-h-hooks be buried in the hands that took her! Crush them, Master, beneath stones. Where has she gone from the lemon-wood box I made for her, where she never slept at all, for she lay with me all night, not in the box, the lemon-wood box where she waited all day, watch-and-watch, Master, smiling when I laid her in so she might smile when I drew her out. How soft her hands were, her little hands. Like d-d-doves. She might have flown with them about the cabin had she not chosen instead to lie with me. W-w-wind their guts about your w-windlass, stuff their eyes into their mouths. Unman them, shave them clean below so their doxies may not know them, their lemans may rebuke them, leave them to the brazen laughter of the brazen mouths of st-st-strumpets. Work your will upon those guilty. Where was their mercy on the innocent? When did they tremble, when weep? What kind of men could do as they have done—thieves, false friends, betrayers, bad shipmates, no shipmates, murderers and kidnappers. W-without you, where are their nightmares, where are their restitutions, so long promised? Where are their chains, fetters, manacles, and cangues? Where are their abacinations, that shall leave them blind? Where are the defenestrations that shall break their bones, where is the estrapade that shall grind their joints? Where is she, the beloved whom I lost?

In general we may say that the deliquescence of instruction in any art proceeds in this manner. A master invents a gadget, or procedure to perform a particular function, or a limited set of functions. Pupils adopt the gadget. Most of them use it less skilfully than the master. The next genius may improve it, or he may cast it aside for something more suited to his own aims. Then comes the paste-headed pedagogue or theorist and proclaims the gadget a law, or rule. Then a bureaucracy is endowed, and the pin-headed secretariat attacks every new genius and every form of inventiveness for not obeying the law, and for perceiving something the secretariat does not. The great savants ignore, quite often, the idiocies of the ruck of the teaching profession. [...] the ignorant of one generation set out to make laws, and gullible children next try to obey them.

A tea master horrified his pupils by planting a hedge in his garden, blocking the view of the Inland Sea for which his school was famous,' I said, half to myself. 'He left only a gap in the hedge and set a basin before it. Anyone drinking from it would have to bend down and look at the sea through the hole.' 'Why do you think he planted the hedge to block out the famous view?' 'Tominaga explained it to me but I've only just really understood it now - the effect of seeing the view is much more powerful than if the sea has not been obstructed.

I quit and joined him and went on strike,” said Hugh Akston, “because I could not share my profession with men who claim that the qualification of an intellectual consists of denying the existence of the intellect. People would not employ a plumber who’d attempt to prove his professional excellence by asserting that there’s no such thing as plumbing—but, apparently, the same standards of caution are not considered necessary in regard to philosophers. I learned from my own pupil, however, that it was I who made this possible. When thinkers accept those who deny the existence of thinking, as fellow thinkers of a different school of thought—it is they who achieve the destruction of the mind. They grant the enemy’s basic premise, thus granting the sanction of reason to formal dementia. A basic premise is an absolute that permits no co-operation with its antithesis and tolerates no tolerance. In the same manner and for the same reason as a banker may not accept and pass counterfeit money, granting it the sanction, honor and prestige of his bank, just as he may not grant the counterfeiter’s demand for tolerance of a mere difference of opinion—so I may not grant the title of philosopher to Dr. Simon Pritchett or compete with him for the minds of men. Dr. Pritchett has nothing to deposit to the account of philosophy, except his declared intention to destroy it. He seeks to cash in—by means of denying it—on the power of reason among men. He seeks to stamp the mint-mark of reason upon the plans of his looting masters. He seeks to use the prestige of philosophy to purchase the enslavement of thought. But that prestige is an account which can exist only so long as I am there to sign the checks. Let him do it without me. Let him—and those who entrust to him their children’s minds—have exactly that which they demand: a world of intellectuals without intellect and of thinkers who proclaim that they cannot think. I am conceding it. I am complying. And when they see the absolute reality of their non-absolute world, I will not be there and it will not be I who will pay the price of their contradictions.

He was blind to the things he was not meant to see – the piece of ham that an officious fo’c’sle cat dragged from behind a bucket, the girls the master’s mates had hidden in the sail-room and who would keep peeping out from behind mounds of canvas. He took no notice of the goat abaft the manger, that fixed him with an insulting devilish split-pupilled eye and defecated with intent; nor of the dubious object, not unlike a pudding, that someone in a last-minute panic had wedged beneath the gammoning of the bow-sprit.

What you want in the end is to internalize the voice of your Master so that you become both teacher and pupil.

Then, at Miletus, at the beginning of the fifth century before our era, Thales, his pupil Anaximander, Hecataeus and their school find a different way of looking for answers. This immense revolution in thought inaugurates a new mode of knowledge and understanding, and signals the first dawn of scientific thought. The Milesians understand that by shrewdly using observation and reason, rather than searching for answers in fantasy, ancient myths or religion – and, above all, by using critical thought in a discriminating way – it is possible to repeatedly correct our world view, and to discover new aspects of reality which are hidden to the common view. It is possible to discover the new. Perhaps the decisive discovery is that of a different style of thinking, where the disciple is no longer obliged to respect and share the ideas of the master but is free to build on those ideas without being afraid to discard or criticize the part that can be improved. This is a novel middle way, placed between full adherence to a school and generic deprecation of ideas. It is the key to the subsequent development of philosophical and scientific thinking: from this moment onwards, knowledge begins to grow at a vertiginous pace, nourished by past knowledge but at the same time by the possibility of criticism, and therefore of improving knowledge and understanding. The dazzling incipit of Hecataeus’s book of history goes to the heart of this critical thinking, including as it does the awareness of our own fallibility: ‘I wrote things which seem true to me, because the accounts of the Greeks seem to be full of contradictory and ridiculous things.’ According to legend, Heracles descended to Hades from Cape Tenaro. Hecataeus visits Cape Tenaro, and determines that there is in fact no subterranean passage or other access to Hades there – and therefore judges the legend to be false. This marks the dawn of a new era. This new approach to knowledge works quickly and impressively. Within a matter of a few years, Anaximander understands that the Earth floats in the sky and the sky continues beneath the Earth; that rainwater comes from the evaporation of water on Earth; that the variety of substances in the world must be susceptible to being understood in terms of a single, unitary and simple constituent, which he calls apeiron, the indistinct; that the animals and plants evolve and adapt to changes in the environment, and that man must have evolved from other animals. Thus, gradually, was founded the basis of a grammar for understanding the world which is substantially still our own today.

We are Masters, every one; We are Spinners just begun; We are Teachers dispelling Night; We are Pupils seeking Light. Every Thread that we guide through The warp is but another day or two; Each Thread is vital to the Whole; A broken Thread but mars the Soul. So let us weave with care—with care, Each single Thread and place it there Remembering we are Spinners all Yet Masters at the Masters’ call.

but it is crucial to bear in mind that it depends on us, his hysterical pupils, how the master’s claim will turn out. The Master is not a genius in himself, he only becomes a genius through our hard work. What this means is that, after he has done his work, the Master should be ruthlessly abandoned, left for what he is: an illusory point of transference whose misery is finally revealed.

As Eisenstein affirmed, the impact of books to alter the master-apprentice traditional relationship was quite clear, as people could “instruct themselves primarily from books with a minimum of outside help” and “cut the bonds of subordination which kept pupils and apprentices under the tutelage of a given master.

Extreme excellence in music is liable to yet stronger objections; to attain it, almost every other accomplishment must be neglected; and, when attained, it leads to an improper degree of intimacy with professional people. Music softens the mind—and if a master and his pupil are continually together, bad consequence may ensure: nevertheless, I would have you know and love music; but I would not have you doat upon it.

Dilated Pupils Are

The higher the capacity of your brain, the more dilated the pupils will become.

You need to know that the pupils of your eyes will change in size once you experience pain. They will dilate more as the pain increases and constrict as the pain reduces which you can see by keen observation. ·

What I had to deal with taught me that it's not the role which makes a person important." "It's not the power!" "The real master is the one who realizes and understands... that he is always a pupil , and always has something new to learn.

The inclusion of the meaning "adherent" at the time of Christ and the early church made mathetes a convenient term to designate the followers of Jesus, because it didn't emphasize learning or being a pupil but adherence to a great master. So a "disciple" of Jesus, designated by the Greek term mathetes, was a person who adhered to his master, and the master himself determined how the disciple followed' Of course, that leads us to Jesus' call to all who were interested: "If anyone would come after me, he must deny himself and take up his cross daily and follow me" (Luke 9:23). Five hundred years before Jesus was born, a disciple was one who committed his all to follow a master teacher. The meaning remained the same until the time of Jesus, providing our first major clue about what Jesus meant when he told his disciples to "make disciples.

He tucked the fiddle under his chin, tightening his mouth and raising his head as he did so: and the tightening of his mouth was enough to release a flood of emotion. His face reddened, his breath heaved deep, his eyes grew larger and, because of the extreme contraction of their pupils, bluer: his mouth tightened still further, and with it his right hand. Pupils contract symmetrically to a diameter of about a tenth part of an inch, noted Stephen on a corner of a page. There was a loud, decided crack, a melancholy confused twanging, and with a ludicrous expression of doubt and wonder and distress, Jack held out his violin, all dislocated and unnatural with its broken neck. ‘It snapped,’ he cried. ‘It snapped.’ He fitted the broken ends together with infinite care and held them in place. ‘I would not have had it happen for the world,’ he said in a low voice. ‘I have known this fiddle, man and boy, since I was breeched.

Math scores on standardized tests are a good predictor of future incomes, and one worrying omen is that the United States ranks below average in the industrialized world in math scores for fifteen-year-olds on the PISA test. Almost one-third of American fifteen-year-olds perform below the baseline that is believed necessary to thrive in the modern world. Indeed, the only area where the American students really excel is overconfidence, PISA found: they are more likely than pupils in other countries to believe that they have mastered topics, even as they do worse.

True leadership is service and sometimes bondage. Thus, Jesus ends up washing the feet of his pupils. The master acting as a slave.

Be humble as you learn, confident as you teach, and modest when you have mastered both.

1. The Method of Instruction Adopted by Zen Masters. Thus far we have described the doctrine of Zen inculcated by both Chinese and Japanese masters, and in this chapter we propose to sketch the practice of mental training and the method of practising Dhyana or Meditation. Zen teachers never instruct their pupils by means of explanation or argument, but urge them to solve by themselves through the practice of Meditation such problems as—'What is Buddha?' What is self?' 'What is the spirit of Bodhidharma?' 'What is life and death?' 'What is the real nature of mind?' and so on. Ten Shwai (To-sotsu), for instance, was wont to put three questions[FN#229] to the following effect: (1) Your study and discipline aim at the understanding of the real nature of mind. Where does the real nature of mind exist? (2) When you understand the real nature of mind, you are free from birth and death. How can you be saved when you are at the verge of death? (3) When you are free from birth and death, you know where you go after death. Where do you go when your body is reduced to elements? The pupils are not requested to express their solution of these problems in the form of a theory or an argument, but to show how they have grasped the profound meaning implied in these problems, how they have established their conviction, and how they can carry out what they grasped in their daily life. [FN#229]

A Chinese Zen master[FN#230] tells us that the method of instruction adopted by Zen may aptly be compared with that of an old burglar who taught his son the art of burglary. The burglar one evening said to his little son, whom he desired to instruct in the secret of his trade: "Would you not, my dear boy, be a great burglar like myself?" "Yes, father," replied the promising young man." "Come with me, then. I will teach you the art." So saying, the man went out, followed by his son. Finding a rich mansion in a certain village, the veteran burglar made a hole in the wall that surrounded it. Through that hole they crept into the yard, and opening a window with complete ease broke into the house, where they found a huge box firmly locked up as if its contents were very valuable articles. The old man clapped his hands at the lock, which, strange to tell, unfastened itself. Then he removed the cover and told his son to get into it and pick up treasures as fast as he could. No sooner had the boy entered the box than the father replaced the cover and locked it up. He then exclaimed at the top of his voice: "Thief! thief! thief! thief!" Thus, having aroused the inmates, he went out without taking anything. All the house was in utter confusion for a while; but finding nothing stolen, they went to bed again. The boy sat holding his breath a short while; but making up his mind to get out of his narrow prison, began to scratch the bottom of the box with his finger-nails. The servant of the house, listening to the noise, supposed it to be a mouse gnawing at the inside of the box; so she came out, lamp in hand, and unlocked it. On removing the cover, she was greatly surprised to find the boy instead of a little mouse, and gave alarm. In the meantime the boy got out of the box and went down into the yard, hotly pursued by the people. He ran as fast as possible toward the well, picked up a large stone, threw it down into it, and hid himself among the bushes. The pursuers, thinking the thief fell into the well, assembled around it, and were looking into it, while the boy crept out unnoticed through the hole and went home in safety. Thus the burglar taught his son how to rid himself of overwhelming difficulties by his own efforts; so also Zen teachers teach their pupils how to overcome difficulties that beset them on all sides and work out salvation by themselves. [FN#230]

Sit in a quiet place and meditate in imagination that body is no more bondage to you, that it is your machine for your work of life, that you are not flesh, that you are the governor of it, that you can use it at pleasure, and that it always obeys your order faithfully. Imagine body as separated from you. When it cries out, stop it instantly, as a mother does her baby. When it disobeys you, correct it by discipline, as a master does his pupil. When it is wanton, tame it down, as a horse-breaker does his wild horse. When it is sick, prescribe to it, as a doctor does to his patient. Imagine that you are not a bit injured, even if it streams blood; that you are entirely safe, even if it is drowned in water or burned by fire. E-Shun,

In Emile the child was to be kept from books-except one, Robinson Crusoe, which Rousseau called "the happiest treatise of natural education." "Children begin by being helped, end by being served," he warned. They become masters, using their tears as prayers. The teacher must guide without seeming to, must never use corporal punishment, but must provide situations in which the child can learn for himself. The teacher, too, must know the stages of a child's development and introduce subjects only when the child is emotionally prepared. At the age of twelve the pupil must learn a useful trade. "Emile must work like a peasant and think like a philosopher in order not to be as lazy as a savage." Not until the age of eighteen should Emile turn to moral science and religion, and then he can choose his religion. For "at an age when all is mystery there can be no mysteries properly speaking." The child must have compassion, "love those who have it, but fly from the pious believers." But also shun the philosophers ("angry wolves"), who are "ardent missionaries of atheism and very imperious dogmatics who will not endure without fury that one might think differently from them.

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.

Will told his rival that "if you ever do that again, I'll hurt you." The next day Will had a third playhouse almost two-thirds constructed when Steve once again pushed it over. The fight that followed found Will once again on his back, pinned down by Steve Gobel. This time he resorted to a small pocket knife he carried and slashed Steve on the thigh. It was not a serious wound by any means, but it did draw blood, as well as Steve's anguished cry that he had been "killed." The other pupils and the teacher came running, and Will decided he'd better make himself scarce. He fled to a wagon train led by John R. Willis, for whom he had herded cattle. When he told Willis what had happened, the wagon master hid the boy in one of his wagons. Soon Steve, his father, an elder brother, and the local constable came to arrest Will Cody. Willis, a Philadelphia lawyer at heart, demanded to see a warrant. When the constable admitted he didn't have one, Willis told him that he thought it was overdoing it to arrest a boy for what was only play. Will was safe-for the moment-but he was afraid to return to school. Willis suggested that young Cody accompany him on the wagon train, which was headed for Fort Kearny, a trip of some forty days, by which time the excitement ought to have cooled down. Will's mother consented to the trip, not without some foreboding; she feared that her son might be attacked by Indians. Cody wrote of this first trip across the plains that "it proved a most enjoyable one for me, although no incidents worthy of note occurred along the way." John Willis disagreed with Cody about the lack of incidents. Forty years later Buffalo Bill's Wild West played Memphis on October 4, 1897, and Willis, now a judge in Harrisburg, Arkansas, wanted to see it. Unfortunately, he missed the show, but he wrote Cody the following letter: "Dear Old Friend it has been a long time since I have herd from you.... I would like very much to shake your hand, Billy, and talk over the old grand hours you rode at my heels on the little gray mule while I was killing Buffalo. oh them were happy days. of course you recollect the time the Buffalo ran through the train and stampeded the teams and you stoped the stampede.