Pupil Best Quotes

What I mean is that if you really want to understand something, the best way is to try and explain it to someone else. That forces you to sort it out in your own mind. And the more slow and dim-witted your pupil, the more you have to break things down into more and more simple ideas. And that’s really the essence of programming. By the time you’ve sorted out a complicated idea into little steps that even a stupid machine can deal with, you’ve certainly learned something about it yourself. The teacher usually learns more than the pupil. Isn’t that true?

For doting, not for loving, pupil mine.

Ian cupped her chin and turned her face up to his. Then he did what he’d been practicing since the night on the train – he looked her fully in the eyes. He couldn’t always do it. Sometimes his gaze simply refused to obey, and he’d turn away with a growl. But more and more he’d been able to focus directly on her. Ian’s eyes were beautiful, even more so when his pupils widened with desire. “Have I told you today that I love you?” he asked. “A few dozen times. Not that I mind.” As a young woman who’d been starved for love much of her life, Beth lapped up Ian’s generous outpouring of the words. He’d surprise her with them, catching her as she walked down the hall, pushing her up against a wall, breathing, “I love you.” Or he’d tickle her awake and tell her while she tried to hit him with a pillow. The best was when he lay against her in the dark, fingers tracing her body. She treasured his whispered, “I love you.

I'd rather see a sermon than hear one any day; I'd rather one should walk with me than merely tell the way. The eye's a better pupil and more willing than the ear, Fine counsel is confusing, but example's always clear; And the best of all the preachers are the men who live their creeds, For to see good put in action is what everybody needs.

I was Cery's best pupil, but only in certain subjects. Oral sex and improvised weaponry, for example, though rarely in conjunction.

And indeed this was the best policy—for to submit and oblige was the governess’s part, to consult their own pleasure was that of the pupils.

Kaz snagged her wrist. "Inej." His gloved thumb moved over her pulse, traced the top of the feather tattoo. "If we don't make it out, I want you to know..." She waited. She felt hope rustling its wings inside her, ready to take flight at the right words from Kaz. She willed that hope in to stillness. Those words would never come. The heart is an arrow. She reached up and touched his cheek. She thought he might flinch again, even knock her hand away. In nearly two years of battling side by side with Kaz, of late-night scheming, impossible heists, clandestine errands, and harried meals of fried potatoes and hutspot gobbled down as they rushed from one place to another, this was the first time she had touched him skin to skin, without the barrier of gloves or coat or shirtsleeve. She let her hand cup his cheek. His skin was cool and damp from the rain. He stayed still, but she saw a tremor pass through him, as if he were waging a war with himself. "If we don't die this night, I will die unafraid, Kaz. Can you say the same?" His eyes were nearly black, the pupils dilated. She could see it took every last bit of his terrible will for him to remain still beneath her touch. And yet, he did not pull away. She knew it was the best he could offer. It was not enough. She dropped her hand. He took a deep breath. Kaz had said he didn't want her prayers and she wouldn't speak them, but she wished him safe nonetheless. She had her aim now, her heart had direction, and though it hurt to know that path led away from him, she could endure it.

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.

Richard continued, “What I mean is that if you really want to understand something, the best way is to try and explain it to someone else. That forces you to sort it out in your own mind. And the more slow and dim-witted your pupil, the more you have to break things down into more and more simple ideas. And that’s really the essence of programming. By the time you’ve sorted out a complicated idea into little steps that even a stupid machine can deal with, you’ve certainly learned something about it yourself. The teacher usually learns more than the pupil. Isn’t that true?

The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.

If a man can't be cured of churchgoing, the next best thing [for Satan and his devils to do] is to send him all over the neighbourhood looking for the church that "suits"him until he becomes a taster or connoisseur of churches. The reasons are obvious. In the first place the parochial organization should always be attacked, because, being a unity of place and not of likings, it brings people of different classes and psychology together in the kind of unity the [Lord] desires... In the second place, the search for a "suitable" church makes the man a critic where the [Lord] wants him to be a pupil.

I had a pupil who turned in a couple of well-crafted essays on Descartes, subjecting "cogito ergo sum" to effective and damaging criticism...This was the sort of thing the best students did, and it was thought to be Oxford intellectual training at its most sophistocated. But I said to him, "If all the criticisms you've made of Descartes are valid-- and on the whole I think they are-- why are we spending our time here now discussing him? Why have you just devoted a fortnight of your life to reading his main works and writing two essays about them? ...More to the point: if all these things are wrong with his ideas--and I think they are-- why is his name known to every educated person in the Western world today, three and a half centuries after his death? ...[text].. The pupil saw my point straight away but was at a loss to answer...[text].. Along such lines as these I made it a conscious principle of my teaching, whatever the subject, to get the pupil first of all to do the necessary learning, and the detailed work of analysis and criticism, and then to raise "Yes, but what is the point of all this-- why are we doing it?" questions. And students almost invariably found that it was only when that stage was reached that the really exciting interest and importantance of what it was they were doing opened up before their eyes.

The true function of the teacher is to create the most favorable conditions for self-learning.… True teaching is not that which gives knowledge, but that which stimulates pupils to gain it. One might say that he teaches best who teaches least. JOHN MILTON GREGORY

The modern philosopher claims, like a sort of confident man, that if we will grant him this, the rest will be easy; he will straighten out the world, if he is allowed to give this one twist to the mind... Against all this the philosophy of St. Thomas stands founded on the universal common conviction that eggs are eggs. The Hegelian may say that an egg is really a hen, because it is a part of an endless process of Becoming; the Berkelian may hold that poached eggs only exist as a dream exists, since it is quite as easy to call the dream the cause of the eggs as the eggs the cause of the dream; the Pragmatist may believe that we get the best out of scrambled eggs by forgetting that they ever were eggs, and only remembering the scramble. But no pupil of St. Thomas needs to addle his brains in order adequately to addle his eggs; to put his head at any peculiar angle in looking at eggs, or squinting at eggs, or winking the other eye in order to see a new simplification of eggs. The Thomist stands in the broad daylight of the brotherhood of men, in their common consciousness that eggs are not hens or dreams or mere practical assumptions; but things attested by the Authority of the Senses, which is from God.

He did not see a hero of romance, but a plain man who had done his best-- not a leader of chivalry, but the pupil who had tried to be faithful to his curious master, the magician, by thinking all the time-- not Arthur of England, but a lonely old gentleman who had worn his crown for half a lifetime in the teeth of fate.

What I mean is that if you really want to understand something, the best way is to try and explain it to someone else. That forces you to sort it out in your own mind. And the more slow and dim-witted your pupil, the more you have to break things down into more and more simple ideas. And that’s really the essence of programming. By the time you’ve sorted out a complicated idea into little steps that even a stupid machine can deal with, you’ve certainly learned something about it yourself.

That’s what a teacher does when the pupil is ready. Learning itself is a present, you know. The best one anybody can give or get.

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

the best teacher is the one who incites his pupils to penetrate deeper and learn new beauties by themselves. No one could possibly believe more in self-help than I do.

Before I’ll take my clone on as a pupil in the craft of writing, he must prove his worthiness. He must write 100 thoughts down, of which 10 might be interesting. If he’s done that, good, then he must write 1,000 thoughts, of which 200 might be interesting. If he’s done that, good, then he must write 10,000 thoughts down, of which 4,000 might be interesting. If he’s done that, good, then he no longer needs me to teach him, because he has taught himself. And since he would be teaching himself, it would prove that I really am the best teacher.

In the morning this light breasts your windowpane and, having pried your eye open like a shell, runs ahead of you, strumming its lengthy rays - like a hot-footed schoolboy running his stick along the iron grate of the park or garden - along arcades, colonnades, red-brick chimneys, saints and lions. "Depict! Depict!" it cries to you, either mistaking you for some Canaletto or Carpaccio or Guardi, or because it doesn't trust your retina's ability to retain what it makes available, not to mention your brain's capacity to absorb it. Perhaps art is simply an organism's reaction against its retentive limitations. At any rate, you obey the command and grab your camera, supplementing both your brain cells and your pupil. Should this city ever be short of cash, it can go straight to Kodak for assistance - or else tax its products savagely. By the same token, as long as this place exists, as long as winter light shines upon it, Kodak shares are the best investment.

Around the same time, it was reported from Odessa: “All the schools are full, bottom to top, with Jewish pupils, and to be honest, the Jews are always the best in their class.”20 Thinking back on his

I have something for you,” she said as she pulled his leather gloves from the sleeve of her prison tunic. He stared at them. “How—” “I got them from the discarded clothes. Before I made the climb.” “Six stories in the dark.” She nodded. She wasn’t going to wait for thanks. Not for the climb, or the gloves, or for anything ever again. He pulled the gloves on slowly, and she watched his pale, vulnerable hands disappear beneath the leather. They were trickster hands—long, graceful fingers made for prying open locks, hiding coins, making things vanish. “When we get back to Ketterdam, I’m taking my share, and I’m leaving the Dregs.” He looked away. “You should. You were always too good for the Barrel.” It was time to go. “Saints’ speed, Kaz.” Kaz snagged her wrist. “Inej.” His gloved thumb moved over her pulse, traced the top of the feather tattoo. “If we don’t make it out, I want you to know…” She waited. She felt hope rustling its wings inside her, ready to take flight at the right words from Kaz. She willed that hope into stillness. Those words would never come. The heart is an arrow. She reached up and touched his cheek. She thought he might flinch again, even knock her hand away. In nearly two years of battling side by side with Kaz, of late-night scheming, impossible heists, clandestine errands, and harried meals of fried potatoes and hutspot gobbled down as they rushed from one place to another, this was the first time she had touched him skin to skin, without the barrier of gloves or coat or shirtsleeve. She let her hand cup his cheek. His skin was cool and damp from the rain. He stayed still, but she saw a tremor pass through him, as if he were waging a war with himself. “If we don’t survive this night, I will die unafraid, Kaz. Can you say the same?” His eyes were nearly black, the pupils dilated. She could see it took every last bit of his terrible will for him to remain still beneath her touch. And yet, he did not pull away. She knew it was the best he could offer. It was not enough. She dropped her hand. He took a deep breath. Kaz had said he didn’t want her prayers and she wouldn’t speak them, but she wished him safe nonetheless. She had her aim now, her heart had direction, and though it hurt to know that path led away from him, she could endure it.

Skill teachers are made scarce by the belief in the value of licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind. Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their pupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than most schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions.

A tear can be shed in this place on several occasions. Assuming that beauty is the distribution of light in the fashion most congenial to one's retina, a tear is an acknowledgment of the retina's, as well as the tear's, failure to retain beauty. On the whole, love comes with the speed of light; separation, with that of sound. It is the deterioration of the greater speed to the lesser that moistens one's eye. Because one is finite, a departure from this place always feel final; leaving it behind is leaving it forever. For leaving is banishment of the eye to the provinces of the other senses; at best, to the crevices and crevasses of the brain. For the eye identifies itself not with the body it belongs to but with the object of its attention. And to the eye, for purely optical reasons, departure is not the body leaving the city but the city abandoning the pupil. Likewise, disappearance of the beloved, especially a gradual one, causes grief no matter who, and for what peripatetic reason, is actually in motion. As the world goes, this city is the eye's beloved. After it, everything is a letdown. A tear is the anticipation of the eye's future.

The list of correlations to that night is as long as the Jersey coast. And so is the list of reasons I shouldn't be looking forward to seeing him at school. But I can't help it. He's already texted me three times this morning: Can I pick you up for school? and Do u want 2 have breakfast? and R u getting my texts? My thumbs want to answer "yes" to all of the above, but my dignity demands that I don't answer at all. He called my his student. He stood there alone with me on the beach and told me he thinks of me as a pupil. That our relationship is platonic. And everyone knows what platonic means-rejected. Well, I might be his student, but I'm about to school, him on a few things. The first lesson of the day is Silent Treatment 101. So when I see him in the hall, I give him a polite nod and brush right by him. The zap from the slight contact never quite fades, which mean he's following me. I make it to my locker before his hand is on my arm. "Emma." The way he whispers my name sends goose bumps all the way to my baby toes. But I'm still in control. I nod to him, dial the combination to my locker, then open it in his face. He moves back before contact. Stepping around me, he leans his hand against the locker door and turns me around to face him. "That's not very nice." I raise my best you-started-this brow. He sighs. "I guess that means you didn't miss me." There are so many things I could pop off right now. Things like, "But at least I had Toraf to keep my company" or "You were gone?" Or "Don't feel bad, I didn't miss my calculus teacher either." But the goal is to say nothing. So I turn around. I transfer books and papers between my locker and backpack. As I stab a pencil into my updo, his breath pushes against my earlobe when he chuckles. "So your phone's not broken; you just didn't respond to my texts." Since rolling my eyes doesn't make a sound, it's still within the boundaries of Silent Treatment 101. So I do this while I shut my locker. As I push past him, he grabs my arm. And I figure if stomping on his toe doesn't make a sound... "My grandmother's dying," he blurts. Commence with the catching-Emma-off-guard crap. How can I continue Silent Treatment 101 after that? He never mentioned his grandmother before, but then again, I never mentioned mine either. "I'm sorry, Galen." I put my hand on his, give it a gentle squeeze. He laughs. Complete jackass. "Conveniently, she lives in a condo in Destin and her dying request is to meet you. Rachel called your mom. We're flying out Saturday afternoon, coming back Sunday night. I already called Dr. Milligan." "Un-freaking-believable.

The authors first replicated this effect, showing that watching a short film clip of something physically disgusting made subjects more morally judgmental—unless they had washed their hands after watching the film. Another study suggests that the washing decreases emotional arousal, as it decreased the diameter of subjects’ pupils.

Two years ago, George Bush felt prompted to address this issue. More spending on public education, said the president, isn’t “the best answer.” Mr. Bush went on to caution parents of poor children who see money “as a cure” for education problems. “A society that worships money …,” said the president, “is a society in peril.” The president himself attended Phillips Academy in Andover, Massachusetts—a school that spends $11,000 yearly on each pupil, not including costs of room and board. If money is a wise investment for the education of a future president at Andover, it is no less so for the child of poor people in Detroit. But the climate of the times does not encourage this belief, and the president’s words will surely reinforce that climate.

Tibetans are not famed for their perseverance. Full of enthusiasm at the start, and ready for anything new, their interest flags before long. For this reason I kept losing pupils and replacing them, which was not very satisfactory for me. The children of good families whom I taught were without exception intelligent and wide awake, and were not inferior to our children in comprehension. In the Indian schools the Tibetan pupils are ranked for intelligence with Europeans. One must remember that they have to learn the language of their teachers. In spite of that handicap, they are often at the head of the class. There was a boy from Lhasa at St. Joseph's College, at Darjeeling, who was not only the best scholar in the school, but also champion in all the games and sports.

But other creatures of the desert do seem to apprehend what is happening. Through the crosshairs of its huge pupils, a tarantula watches Angie’s skin drink in the danger: the pollen from the Joshua mixes with the red blood on her finger. On a fuchsia ledge of limestone, a dozen lizards witness the Leap. They shut their gluey eyes as one, sealing their lucent bodies from contagion, inter-kingdom corruption.

It is quite impossible for a man not to have the qualities and predilections of his parents and ancestors in his constitution, whatever appearances may suggest to the contrary. This is the problem of race. Granted that one knows something of the parents, it is admissible to draw a conclusion about the child: any kind of offensive incontinence, any kind of sordid envy, or of clumsy self-vaunting—the three things which together have constituted the genuine plebeian type in all times—such must pass over to the child, as surely as bad blood; and with the help of the best education and culture one will only succeed in deceiving with regard to such heredity.—And what else does education and culture try to do nowadays! In our very democratic, or rather, very plebeian age, “education” and “culture” must be essentially the art of deceiving—deceiving with regard to origin, with regard to the inherited plebeianism in body and soul. An educator who nowadays preached truthfulness above everything else, and called out constantly to his pupils: “Be true! Be natural! Show yourselves as you are!”—even such a virtuous and sincere ass would learn in a short time to have recourse to the furca of Horace, naturam expellere: with what results? “Plebeianism” usque recurret.6

The rapt pupil will be forgive for assuming the Tsar of Death to be wicked and the Tsar of Life to be visrtuous. Let the truth be told: There is no virtue anywhere. Life is sly and unscrupulous, a blackguard, wolfish, severe. In service to itself, it wil commit any offense. So, too, is Death possessed of infinite strategies and a gaunt nature-but also mercy, also grace and tenderness. In his own country, Death can be kind. But of an end to their argument, we shall have none, not ever, until the end of all. So where is the country of the Tsar of Death? Where is the nation of the Tsar of Life? They are not so easy to find, yet each day you step upon both one hundred times or more. Every portion of Eath is infinitely divided between them, to the smallest unit of measure, and smaller yet. Even the specks of soil war with one another. Even the atoms strangle each other in their sleep. To reach the country of the Tsar of Life, which is both impossibly near and hopelessly far, you must not wish to arrive there, but approach is stealthily, sideways. It is best to be ill, in a fever, a delirium. In the riot of sickness, when the threatened flesh rouses itself, all redness and fluid and heat, it is easiest to topple over into the country you seek. Of course, it is just as easy, in this manner to reach the country of the Tsar of Death. Travel is never without risk.

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.

We try to improve the conditions of the race by means of good air, free sunlight, wholesome water, and hideous bare buildings for the better housing of the lower orders. But these things merely produce health, they do not produce beauty. For this Art is required, and the true disciples of the great artist are not his studio-imitators, but those who become like his works of art, be they plastic as in Greek days, or pictorial as in modern times; in a word, Life is Art's best, Art's only pupil.

There really wasn’t a lot this machine could do that you couldn’t do yourself in half the time with a lot less trouble,” said Richard, “but it was, on the other hand, very good at being a slow and dim-witted pupil.” Reg looked at him quizzically. “I had no idea they were supposed to be in short supply,” he said. “I could hit a dozen with a bread roll from where I’m sitting.” “I’m sure. But look at it this way. What really is the point of trying to teach anything to anybody?” This question seemed to provoke a murmur of sympathetic approval from up and down the table. Richard continued, “What I mean is that if you really want to understand something, the best way is to try and explain it to someone else. That forces you to sort it out in your own mind. And the more slow and dim-witted your pupil, the more you have to break things down into more and more simple ideas. And that’s really the essence of programming. By the time you’ve sorted out a complicated idea into little steps that even a stupid machine can deal with, you’ve certainly learned something about it yourself. The teacher usually learns more than the pupil. Isn’t that true?

I often dreamed of watching without being seen. Of spying. Of being the perfect observer. Like that camera obscura I once made out of a shoebox. It photographed for me a part of the world through a black closed space with a microscopic pupil through which light sneaks inside. I was training. The best place for this kind of training is Holland, where people, convinced of their utter innocence, do not use curtains. After dusk the windows turn into little stages on which actors act out their evenings. Sequences of images bathed in yellow, warm light are the individual acts of the same production titled Life.

CAN YOU PLAY A MAN'S PART? 'If you are walking with your mother, sister or best girl and some one passes a slighting remark or uses improper language, won't you be ashamed if you can't take her part? Well, can you? 'We teach boxing and self-defense by mail. Many pupils have written saying that after a few lessons they've outboxed bigger and heavier opponents. The lessons start with simple movements practised before your mirror—holding out your hand for a coin, the breast-stroke in swimming, etc. Before you realize it you are striking scientifically, ducking, guarding and feinting, just as if you had a real opponent before you.

I’m sure. But look at it this way. What really is the point of trying to teach anything to anybody?” This question seemed to provoke a murmur of sympathetic approval from up and down the table. Richard continued, “What I mean is that if you really want to understand something, the best way is to try and explain it to someone else. That forces you to sort it out in your own mind. And the more slow and dim-witted your pupil, the more you have to break things down into more and more simple ideas. And that’s really the essence of programming. By the time you’ve sorted out a complicated idea into little steps that even a stupid machine can deal with, you’ve certainly learned something about it yourself. The teacher usually learns more than the pupil. Isn’t that true?

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

After placing everything in the backseat, Nadia buckled her seat belt and turned to him. “Corvon,” she addressed him by his in-game persona. “If I were to tell you that you get a prize for besting me, what would you want?” He slid closer, dragging his gaze over her without hiding it. Caleb could see her nipples peaking under her bra. She was as turned on as he was. “Anything I want?” “Perhaps. What would it be?” She wouldn’t commit, which meant she didn’t trust him. It was time to drop the asshole persona. He couldn’t help but let her in. She was his One. “I would want …” He reached for her chin. “...a kiss.” Caleb leaned in so far he could feel her breath on his face. Her pupils were dilated wide, and he ran his thumb over her plush bottom lip. “Would you award me such a prize, Asteria?” She nodded. Closing the distance between them, he claimed her lips. This kiss was even hotter than the one at laser tag, slow and languid, like they had all the time in the world. He wrapped his hand around the base of her head and leaned her body back as her arms wrapped around his waist. Her tongue slid along his in a tantalizing dance that stoked the fire within. She sighed softly into his mouth as he felt the walls between them melt away from the heat. One kiss, that’s all he’d asked for. But he never wanted it to end. This felt dangerous. But so right. Finally, he forced himself to break the kiss, moaning Nadia’s name. She looked dazed, like she was just waking up — or just had the most incredible orgasm. What he wouldn’t give to see Nadia’s afterglow. “Can you drive?” His mouth was bone dry but he managed to get the words out eventually. She nodded and started the motor. He buckled himself in but didn’t stop looking at her. That had been no ordinary kiss. He needed another. As she backed out to turn the truck around, Nadia looked over at him shyly. “I wanna do that again.” “Me, too.” Licking his lips at the idea of tasting her again, he broke the first of his rules. “Come upstairs when we get to my place and we can.

Mir Dimad (d. 1631) and his pupil Mulla Sadra (d. 1640) founded a school of mystical philosophy at Isfahan, which Majlisi did his best to suppress. They continued the tradition of Suhrawardi, linking philosophy and spirituality, and training their disciples in mystical disciplines which enabled them to acquire a sense of the alam al-mithal and the spiritual world. Both insisted that a philosopher must be as rational and scientific as Aristotle, but that he must also cultivate the imaginative, intuitive approach to truth. Both were utterly opposed to the new intolerance of some of the ulama, which they regarded as a perversion of religion. Truth could not be imposed by force and intellectual conformism was incompatible with true faith. Mulla Sadra also saw political reform as inseparable from spirituality. In his masterpiece Al-Afsan al-Arbaah (The Fourfold Journey), he described the mystical training that a leader must undergo before he could start to transform the mundane world. He must first divest himself of ego, and receive divine illumination and mystical apprehension of God. It was a path that could bring him to the same kind of spiritual insight as the Shii imams, though not, of course, on the same level as they.

Tresses of lustrous, snow-white hair tumbled from their cloth-bound imprisonment, streaming like a waterfall down the young woman’s back. In an effort to make his student more at ease, Alexi did his best to appear wholly disinterested as she carefully removed her protections with delicate, private ceremony. But then she turned to face him, clutching those items that had held her unusual features in mystery : glasses, gloves, long scarf. "As you would have it so, Professor, here is your pupil in all her ghastliness." Though Miss Parker's hands clearly trembled, her voice did not. Luminous crystal eyes held streaks of pale blue shooting from tiny black pupils. A face youthful but devoid of color, smooth and unblemished like porcelain, had graceful lines as well-defined and proportioned as a marble statue. Her long, blanched locks shimmered in the candlelight like spider silk. Upon high cheekbones lay hints of rouge : any more would have appeared garish against her blindingly white skin, but she had been artful in her application. Her rosebud lips were tinted in the same manner. "You see, Professor, even you, so stern and stoic, cannot hide your shock, surprise, distaste-" "Distaste ?" he interrupted quietly. "Is that what you see ?

It's rich. And smooth. And thick. And fatty, but in a good way. Like butter, but with a deeper, fuller, nuttier flavor." Max's inky black pupils start to dilate as he gazes down at me, his mouth cracked open, like he's hypnotized and intrigued at once. I cease breathing. He clears his throat. "Damn..." I nod quickly. "On hot, crusty bread, it is divine. You need to try it." He nods right back, like he's in a trance. I'm in a trance too. I can't seem to stop looking at him as I wax poetic about one of my favorite food combinations. "How is it served?" he asks, his voice between a groan and a growl. "The marrow, I mean." I watch, mesmerized at the slow movement along his stubbled throat. I swear I can feel my skin tingling as my internal temperature rises. Who knew talking about bone marrow could get me this worked up? "Sometimes they cut the bone lengthwise and you can just scrape your knife along the hollow part of the bone and out comes the marrow," I say. "And sometimes they cut it into chunks and the marrow's in the middle, so you scrape out as much as you can, but there's almost always some left, so the best way to get it out is to just put the bone in your mouth and suck it out, really get your tongue in the hole and lick and...

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.

She is putting on airs already," said Laurie, who regarded the idea in the light of a capital joke. "But may I inquire how you intend to support the establishment? If all the pupils are little ragamuffins, I'm afraid your crop won't be profitable in a worldly sense, Mrs. Bhaer." "Now don't be a wet-blanket, Teddy. Of course I shall have rich pupils, also—perhaps begin with such altogether. Then, when I've got a start, I can take in a ragamuffin or two, just for a relish. Rich people's children often need care and comfort, as well as poor. I've seen unfortunate little creatures left to servants, or backward ones pushed forward, when it's real cruelty. Some are naughty through mismanagment or neglect, and some lose their mothers. Besides, the best have to get through the hobbledehoy age, and that's the very time they need most patience and kindness. People laugh at them, and hustle them about, try to keep them out of sight, and expect them to turn all at once from pretty children into fine young men. They don't complain much—plucky little souls—but they feel it. I've been through something of it, and I know all about it. I've a special interest in such young bears, and like to show them that I see the warm, honest, well-meaning boys' hearts, in spite of the clumsy arms and legs and the topsy-turvy heads. I've had experience, too, for haven't I brought up one boy to be a pride and honor to his family?" "I'll testify that you tried to do it," said Laurie with a grateful look. "And

The intellectual life may be kept clean and healthful if man will live the life of nature and not import into his mind difficulties which are none of his. No man need be perplexed in his speculations. Not less conspicuous is the preponderance of nature over will in all practical life. There is less intention in history than we ascribe to it. We impute deep-laid far-sighted plans to Cæsar and Napoleon; but the best of their power was in nature, not in them. Our life might be much easier and simpler than we make it; that the world might be a happier place than it is; that there is no need of struggle, convulsions, and despairs, of the wringing of the hands and the gnashing of the teeth; that we miscreate our own evil. A little consideration of what takes place around us every day would show us that a higher law than that of our will regulates events; that our painful labors are unnecessary and fruitless; that only in our easy, simple, spontaneous action are we strong, and by contenting ourselves with obedience we become divine. No man can learn what he has not preparation for learning, however near to his eyes is the object. Not in nature but in man is all the beauty and worth he sees. The world is very empty, and is indebted to this gilding, exalting soul for all its pride. He may see what he maketh. Our dreams are the sequel of our waking knowledge. The visions of the night bear some proportion to the visions of the day. Hideous dreams are exaggerations of the sins of the day. We see our evil affections embodied in bad physiognomies. The same reality pervades all teaching. The man may teach by doing, and not otherwise. If he can communicate himself he can teach, but not you words. He teaches who gives, and he learns who receives. There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you and you are he; then is a teaching, and by no unfriendly chance or bad company can he never quite lose the benefit. The effect of every action is measured by the depth of the sentiment from which it proceeds. The great man knew not that he was great. It look a century or two for that fact to appear. What he did, he did because he must; it was the most natural thing in the world, and grew out of the circumstances of the moment. But now, every thing he did, even to the lifting of his finger or the eating of bread, looks large, all-related, and is called an institution. We are full of these superstitions of sense, the worship of magnitude. We call the poet inactive, because he is not a president, a merchant, or a porter. We adore an institution, and do not see that it is founded on a thought which we have. But real action is in silent moments. The epochs of our life are not in the visible facts of our choice of a calling, our marriage, our acquisition of an office, and the like, but in a silent thought by the wayside as we walk; in a thought which revises our entire manner of life and says,—‘Thus hast thou done, but it were better thus.

Mindy runs to the DVD player and delicately places the disk in the holder and presses play. “Will you sit in this chair, please, Princess Mindy?” I ask, bowing deeply at the waist. Mindy giggles as she replies, ”I guess so.” After Mindy sits down, I take a wide-tooth comb and start gently combing out her tangles. Mindy starts vibrating with excitement as she blurts, “Mr. Jeff, you’re gonna fix my hair fancy, ain’t you?” “We’ll see if a certain Princess can hold still long enough for me to finish,” I tease. Immediately, Mindy becomes as still as a stone statue. After a couple of minutes, I have to say, “Mindy, sweetheart, it’s okay to breathe. I just can’t have you bouncing, because I’m afraid it will cause me to pull your hair.” Mindy slumps down in her chair just slightly. “Okay Mr. Jeff, I was ascared you was gonna stop,” she whispers, her chin quivering. I adopt a very fake, very over-the-top French accent and say, “Oh no, Monsieur Jeff must complete Princess Mindy’s look to make the Kingdom happy. Mindy erupts with the first belly laugh I’ve heard all day as she responds, “Okay, I’ll try to be still, but it’s hard ‘cause I have the wiggles real bad.” I pat her on the shoulder and chuckle as I say, “Just try your best, sweetheart. That’s all anyone can ask.” Kiera comes screeching around the corner in a blur, plunks her purse on the table, and says breathlessly, “Geez-O-Pete, I can’t believe I’m late for the makeover. I love makeovers.” Kiera digs through her purse and produces two bottles of nail polish and nail kit. “It’s time for your mani/pedi ma’am. Would you prefer Pink Pearl or Frosted Creamsicle? Mindy raises her hand like a schoolchild and Kiera calls on her like a pupil, “I want Frosted Cream toes please,” Mindy answers. “Your wish is my command, my dear,” Kiera responds with a grin. For the next few minutes, Mindy gets the spa treatment of her life as I carefully French braid her hair into pigtails. As a special treat, I purchased some ribbons from the gift shop and I’m weaving them into her hair. I tuck a yellow rose behind her ear. I don my French accent as I declare, “Monsieur Jeffery pronounces Princess Mindy finished and fit to rule the kingdom.” Kiera hands Mindy a new tube of grape ChapStick from her purse, “Hold on, a true princess never reigns with chapped lips,” she says. Mindy giggles as she responds, “You’re silly, Miss Kiera. Nobody in my kingdom is going to care if my lips are shiny.” Kiera’s laugh sounds like wind chimes as she covers her face with her hands as she confesses, “Okay, you busted me. I just like to use it because it tastes yummy.” “Okay, I want some, please,” Mindy decides. Kiera is putting the last minute touches on her as Mindy is scrambling to stand on Kiera’s thighs so she can get a better look in the mirror. When I reach out to steady her, she grabs my hand in a death grip. I glance down at her. Her eyes are wide and her mouth is opening and closing like a fish. I shoot Kiera a worried glance, but she merely shrugs. “Holy Sh — !” Mindy stops short when she sees Kiera’s expression. “Mr. Jeff is an angel for reals because he turned me into one. Look at my hair Miss Kiera, there are magic ribbons in it! I’m perfect. I can be anything I want to be.” Spontaneously, we all join together in a group hug. I kiss the top of her head as I agree, “Yes, Mindy, you are amazing and the sky is the limit for you.

It cannot be effaced from a man's soul what his ancestors have preferably and most constantly done: whether they were perhaps diligent economizers attached to a desk and a cash-box, modest and citizen-like in their desires, modest also in their virtues; or whether they were accustomed to commanding from morning till night, fond of rude pleasures and probably of still ruder duties and responsibilities; or whether, finally, at one time or another, they have sacrificed old privileges of birth and possession, in order to live wholly for their faith—for their "God,"—as men of an inexorable and sensitive conscience, which blushes at every compromise. It is quite impossible for a man NOT to have the qualities and predilections of his parents and ancestors in his constitution, whatever appearances may suggest to the contrary. This is the problem of race. Granted that one knows something of the parents, it is admissible to draw a conclusion about the child: any kind of offensive incontinence, any kind of sordid envy, or of clumsy self-vaunting—the three things which together have constituted the genuine plebeian type in all times—such must pass over to the child, as surely as bad blood; and with the help of the best education and culture one will only succeed in DECEIVING with regard to such heredity.—And what else does education and culture try to do nowadays! In our very democratic, or rather, very plebeian age, "education" and "culture" MUST be essentially the art of deceiving—deceiving with regard to origin, with regard to the inherited plebeianism in body and soul. An educator who nowadays preached truthfulness above everything else, and called out constantly to his pupils: "Be true! Be natural! Show yourselves as you are!"—even such a virtuous and sincere ass would learn in a short time to have recourse to the FURCA of Horace, NATURAM EXPELLERE: with what results? "Plebeianism" USQUE RECURRET.

Why?” “Why? Blimey, Harry, everyone’d be wantin’ magic solutions to their problems. Nah, we’re best left alone.” At this moment the boat bumped gently into the harbor wall. Hagrid folded up his newspaper, and they clambered up the stone steps onto the street. Passersby stared a lot at Hagrid as they walked through the little town to the station. Harry couldn’t blame them. Not only was Hagrid twice as tall as anyone else, he kept pointing at perfectly ordinary things like parking meters and saying loudly, “See that, Harry? Things these Muggles dream up, eh?” “Hagrid,” said Harry, panting a bit as he ran to keep up, “did you say there are dragons at Gringotts?” “Well, so they say,” said Hagrid. “Crikey, I’d like a dragon.” “You’d like one?” “Wanted one ever since I was a kid — here we go.” They had reached the station. There was a train to London in five minutes’ time. Hagrid, who didn’t understand “Muggle money,” as he called it, gave the bills to Harry so he could buy their tickets. People stared more than ever on the train. Hagrid took up two seats and sat knitting what looked like a canary-yellow circus tent. “Still got yer letter, Harry?” he asked as he counted stitches. Harry took the parchment envelope out of his pocket. “Good,” said Hagrid. “There’s a list there of everything yeh need.” Harry unfolded a second piece of paper he hadn’t noticed the night before, and read: HOGWARTS SCHOOL of WITCHCRAFT and WIZARDRY UNIFORM First-year students will require: 1. Three sets of plain work robes (black) 2. One plain pointed hat (black) for day wear 3. One pair of protective gloves (dragon hide or similar) 4. One winter cloak (black, silver fastenings) Please note that all pupils’ clothes should carry name tags COURSE BOOKS All students should have a copy of each of the following: The Standard Book of Spells (Grade 1) by Miranda Goshawk A History of Magic by Bathilda Bagshot Magical Theory by Adalbert Waffling A

Strong underneath, though!’ decided Julian. ‘There’s no softness there, if you ask me. I think Emma’s got authority but it’s the best sort. It’s quiet authority . . .’ ‘Rita wasn’t exactly loud, Martin!’ Elizabeth pointed out, rather impatiently. ‘I bet Rita was very like Emma before she was elected head girl. Was she, Belinda? You must have been at Whyteleafe then.’ Belinda had been at Whyteleafe longer than the others. She had joined in the junior class. She frowned now, deep in thought. ‘Why, Elizabeth, I do believe you’re right! I remember overhearing some of the teachers say that Rita was a bit too young and as quiet as a mouse and might not be able to keep order! But they were proved wrong. Rita was nervous at the first Meeting or two. But after that she was such a success she stayed on as head girl for two years running.’ ‘There, Martin!’ said Elizabeth. ‘Lucky the teachers don’t have any say in it then, isn’t it?’ laughed Julian. ‘I think all schools should be run by the pupils, the way ours is.’ ‘What about Nora?’ asked Jenny, suddenly. ‘She wouldn’t be nervous of going on the platform.’ ‘She’d be good in some ways,’ said Belinda, her mind now made up, ‘but I don’t think she’d be as good as Emma . . .’ They discussed it further. By the end, Elizabeth felt well satisfied. Everyone seemed to agree that Thomas was the right choice for head boy. And apart from Martin, who didn’t know who he wanted, and Jenny, who still favoured Nora, everyone seemed to agree with her about Emma. Because of the way that Whyteleafe School was run, in Elizabeth’s opinion it was extremely important to get the right head boy and head girl. And she’d set her heart on Thomas and Emma. She felt that this discussion was a promising start. Then suddenly, near the end of the train journey, Belinda raised something which made Elizabeth’s scalp prickle with excitement. ‘We haven’t even talked about our own election! For a monitor to replace Susan. Now she’s going up into the third form, we’ll need someone new. We’ve got Joan, of course, but the second form always has two.’ She was looking straight at Elizabeth! ‘We all think you should be the other monitor, Elizabeth,’ explained Jenny. ‘We talked amongst ourselves at the end of last term and everyone agreed. Would you be willing to stand?’ ‘I – I—’ Elizabeth was quite lost for words. Speechless with pleasure! She had already been a monitor once and William and Rita had promised that her chance to be a monitor would surely come again. But she’d never expected it to come so soon! ‘You see, Elizabeth,’ Joan said gently, having been in on the secret, ‘everyone thinks it was very fine the way you stood down in favour of Susan last term. And that it’s only fair you should take her place now she’s going up.’ ‘Not to mention all the things you’ve done for the school. Even if we do always think of you as the Naughtiest Girl!’ laughed Kathleen. ‘We were really proud of you last term, Elizabeth. We were proud that you were in our form!’ ‘So would you be willing to stand?’ repeated Jenny. ‘Oh, yes, please!’ exclaimed Elizabeth, glancing across at Joan in delight. Their classmates wanted her to be a monitor again, with her best friend Joan! The two of them would be second form monitors together. ‘There’s nothing I’d like better!’ she added. What a wonderful surprise. What a marvellous term this was going to be! They all piled off at the station and watched their luggage being loaded on to the school coach. Julian gave Elizabeth’s back a pat. There was an amused gleam in his eyes. ‘Well, well. It looks as though the Naughtiest Girl is going to be made a monitor again. At the first Meeting. When will that be? This Saturday? Can she last that long without misbehaving?’ ‘Of course I can, Julian,’ replied Elizabeth, refusing to be amused. ‘I’m going to jolly well make certain of that!’ That, at least, was her intention.

Develop flourishing schools … The purpose of the education system should be to create capable and emotionally well-rounded young people who are happy and motivated. At its heart, education policy must acknowledge that the best way of enabling people to realize their potential is to value them for who they are rather than their measuring their performance against exams and targets. Children have multiple intelligences and all schools should have a strategy to develop pupils’ overall well-being. The curriculum needs to be broadened to include more opportunities around sports, arts, creativity and other engaging activities. An education system which promotes flourishing would lead to higher productivity, a more entrepreneurial society and greater active citizenship.

There is a powerful difference between picturing an image that does not relate to you, and recalling something specific that you are connected with. When memory experts memorize something that is idle or vain, they’re only attempting to picture an image that does not relate to them. They don’t have to daily apply the digits of mathematical pi to live by them. They don’t have to apply the Declaration of Independence in a practical day to day life. As if Americans say when living life, “As it is written in the Declaration of Independence.” So they teach you how to memorize things idly, where as it is better to make a heartfelt connection with the word of God. Therefore Beloved, read the scriptures first and have a full connection with it before you memorize. As we stated before, it is good to memorize what is speaking out to you in the scriptures. Where God is speaking to you and teaching you in the word is the best place to memorize. It makes an emotional connection with you, and it’s applicable to your life in the here and now. Seeing that it is immediately applicable to your life you’ll be able to make an emotional connection with what you are memorizing. As a result, when you are past these teachings and have full understanding, even years in the future you’ll still remember the scripture because it made an emotional connection with you. Much like reminiscing over the cottage experience, every time the topic is brought up you’ll have waves of scripture rushing to you for practical application. Therefore in this method we are seeking to make memorizing the scriptures an experience and not merely a task or a goal for godliness. When it is relevant to experiences there is more for the mind to grasp onto the memory with thereby giving greater longevity to the memory itself. Similar to the peg method where you create an image for the mind to have more to grasp onto, you are using an already existing “image” so to speak, that the mind will grasp onto harder. But why does it grasp harder? Because it isn’t something silly thought of by oneself but it is an ongoing experience that led to a reminiscent memory. Therefore memorize what God is speaking to you and what has strong meaning to you. Whatever jumps out at you from the pages is what the Lord wants you to be memorizing. Therefore as a good pupil and good student, memorize what the Lord your Teacher is giving you to memorize. In school we do not memorize anything but what the teacher gives us, otherwise it would serve no purpose. Likewise it serves a greater purpose to memorize what God is giving you in the here and now, versus memorizing something that is not applying to you at this moment. Yes, all the word of God applies to your life and it always will. But certain things are speaking true to the immediate lesson in life and thus the scriptures speak out to you, and seem alive. Therefore memorize the words that are alive and you will have a continuous living memory of the word of God.

The teacher knows best what these helpful connections are and must help the pupil to make them.

Reggie, sweetheart, I’ll need you to open your eyes. Just for a bit.” “Ugh,” she said and sighed. “All right.” The light still hurt. She was staring into Colin’s eyes now, though. They were the same metallic silver that they’d been in his dragon form, with serpentine vertical pupils. “You . . .” She waved a hand, trying to think of words. “You changed.” “It seemed wise at the moment. And you can shut your eyes again. What’s your name?” “Regina Talbot-Jones. Typical of a man to forget, after,” she said, laughing as the idea struck her. Colin’s hand tightened on hers. “And what year is it?” “Eighteen ninety-five.” He sighed. “All right. I’ll be picking you up now. Put your arms around my neck, aye? And hold tight. This will take a while.” “I guess you can’t fly me,” she said with a sigh of her own, “in the middle of the day.” “For sixpence I would,” he said curtly, “and damn the daylight. But I’d not be able to carry you without hurting you, and you can’t hang on like this. Brace yourself.” Then his arms were around her, beneath her knees and her neck. Colin lifted her and held her, her head against his hard chest. It would have been very pleasant to lie that way if the motion hadn’t set her brain bouncing against the inside of her skull. She bit her lip. She would not cry out, because Colin was doing the best he could, and she would certainly not be sick, because it was disgusting and would just make her head hurt more.

Good heavens, those men really did hit your head hard, didn’t they?” Millie pressed the wet cloth into Reverend Gilmore’s hand before heading Everett’s way. Reaching out, she plucked the meat off his face and peered into his eyes. “Your pupils seem to be working all right, but . . . perhaps we should summon the physician to make certain you haven’t been grievously injured.” “My wits aren’t addled.” “I imagine that’ll change once Caroline hears about your latest foray—which means venture—into brawling.” Everett simply stared at Millie for a long moment before he laughed. “There’s nothing funny about this, Everett. Caroline is determined to pull off the ball of the summer season tonight, and she’ll be hard-pressed to do that if everyone at the ball spends their time discussing your recent activities.” “She probably won’t even notice the new bruises I incurred today.” “Do you think she’s not going to notice that your father is sporting bruises as well, and Reverend Gilmore’s lip is twice its normal size?” “I wasn’t planning on attending the ball, dear,” Reverend Gilmore said. “And I was only punched because one young gentleman got a little too enthusiastic when the mayhem began.” Fletcher smiled but then winced as if smiling caused him pain. “That certainly did put an end to everything rather quickly, once everyone realized an elderly gentleman—and a man of the cloth, at that—had been pulled into the fray.” Reverend Gilmore suddenly looked a little smug. “I’m sure the local churches will see an increase in their attendance, especially since I just couldn’t seem to resist suggesting all those gentlemen repent and make reparations for speaking such vile things about my lovely Lucetta.” Everett grinned. “That was the best part of the whole brawl.” Reverend Gilmore returned the grin. “I do still have my uses, son, but . . .” He rose slowly to his feet and sighed. “I think I’ll go have a nice lie down. As Fletcher so kindly pointed out, I am an elderly gentleman, and brawls can be rather taxing on us, even though, truth be told, I’ve never been in the midst of one before today.” Everyone

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.

After Zeidy’s heavy footfalls fade down the stairs, and I watch from my second-floor bedroom window as my grandparents get into the taxi, I slide the book out from under the mattress and place it reverently on my desk. The pages are made of waxy, translucent paper, and they are each packed with text: the original words of the Talmud as well as the English translation, and the rabbinical discourse that fills up the bottom half of each page. I like the discussions best, records of the conversations the ancient rabbis held about each holy phrase in the Talmud. On the sixty-fifth page the rabbis are arguing about King David and his ill-gotten wife Bathsheba, a mysterious biblical tale about which I’ve always been curious. From the fragments mentioned, it appears that Bathsheba was already married when David laid his eyes upon her, but he was so attracted to her that he deliberately sent her husband, Uriah, to the front lines so that he would be killed in war, leaving Bathsheba free to remarry. Afterward, when David had finally taken poor Bathsheba as his lawful wife, he looked into her eyes and saw in the mirror of her pupils the face of his own sin and was repulsed. After that, David refused to see Bathsheba again, and she lived the rest of her life in the king’s harem, ignored and forgotten. I now see why I’m not allowed to read the Talmud. My teachers have always told me, “David had no sins. David was a saint. It is forbidden to cast aspersions on God’s beloved son and anointed leader.” Is this the same illustrious ancestor the Talmud is referring to? Not only did David cavort with his many wives, but he had unmarried female companions as well, I discover. They are called concubines. I whisper aloud this new word, con-cu-bine, and it doesn’t sound illicit, the way it should, it only makes me think of a tall, stately tree. The concubine tree. I picture beautiful women dangling from its branches. Con-cu-bine. Bathsheba wasn’t a concubine because David honored her by taking her as his wife, but the Talmud says she was the only woman David chose who wasn’t a virgin. I think of the beautiful woman on the olive oil bottle, the extra-virgin. The rabbis say that God only intended virgins for David and that his holiness would have been defiled had he stayed with Bathsheba, who had already been married. King David is the yardstick, they say, against whom we are all measured in heaven. Really, how bad can my small stash of English books be, next to concubines? I am not aware at this moment that I have lost my innocence. I will realize it many years later. One day I will look back and understand that just as there was a moment in my life when I realized where my power lay, there was also a specific moment when I stopped believing in authority just for its own sake and started coming to my own conclusions about the world I lived in.

We also ate well in the kitchen, and I found that I had inherited my father's palate and appreciation of good food. Our cuisine at home always been rather basic, even in the days when we had a cook, and I became fascinated with the process of creating such wonderful flavors. "Show me how you made that parsley sauce, those meringues, that oyster stew," I'd say to Mrs Robbins, the cook. And if she had a minute to spare, she would show me. After a while, seeing my willingness as well as my obvious aptitude for cooking, she suggested to Mrs Tilley that her old legs were not up to standing for hours any more and that she needed an assistant cook. And she requested me. Mrs Tilley agreed, but only if she didn't have to pay me more money and I should still be available to do my party piece whenever she entertained. And so I went to work in the kitchen. Mrs Robbins found me a willing pupil. After lugging coal scuttles up all those stairs, it felt like heaven to be standing at a table preparing food. We had a scullery maid who did all the most menial of jobs, like chopping the onions and peeling the potatoes, but I had to do the most basic of tasks- mashing the potatoes with lots of butter and cream until there wasn't a single lump, basting the roast so that the fat was evenly crisp. I didn't mind. I loved being amongst the rich aromas. I loved the look of a well-baked pie. The satisfaction when Mrs Robbins nodded with approval at something I had prepared. And of course I loved the taste of what I had created. Now when I went home to Daddy and Louisa, I could say, "I roasted that pheasant. I made that apple tart." And it gave me a great rush of satisfaction to say the words. "You've a good feel of it, I'll say that for you," Mrs Robbins told me, and after a while she even sought my opinion. "Does this casserole need a touch more salt, do you think? Or maybe some thyme?" The part I loved the best was the baking. She showed me how to make pastry, meringues that were light as air, all sorts of delicate biscuits and rich cakes.

I caught a glimmer of an abysmal truth. The people here wanted to pass the time as comfortably as possible, without having to deal with questions that couldn't be answered with a simple 'yes', 'no', or 'I don't know'. No one around me was doing anything except the best imitation they could of what they'd seen other people do before. Parents imitated their parents, kindergarten teachers other kindergarten teachers, pupils other pupils, and clergymen and educators each other and their books. The only variation was in what they forgot to imitate.

Virtuoso Teachers have one main concern - are we doing the best for our pupils?

If we have a "best" pupil we inevitably will have a "worst" pupil. Let's just have pupils.

233. Standing All Alone Julia began her job in a secondary school as a counselor and she was keen to help the pupils. One day during break-time she noticed a girl standing all by herself on one side of the playing field while the rest of the children were enjoying a game of soccer at the other end of the field. Julia approached and asked if she was all right. The girl said that she was. Sometime later, however, Julia noticed that the girl was in exactly the same spot, still by herself. Going up to her again, she enquired, 'Would you like me to be your friend?' The girl hesitated, then said, 'Alright,' while looking at Julia with some suspicion. Feeling she was making progress, Julia then asked, 'Why are you standing here all alone?' 'Because,' the girl said with a large sigh, ‘I'm the goalie!

Socrates would teach his pupils by asking them intelligent and probing questions. By using their critical thinking skills and problem-solving abilities, they could discover the answers for themselves and retain their lessons longer. By using this same approach for Socratic Selling or Socratic Communication, there is no telling how much you might teach and solve for another person, all the while creating a memorable encounter.

But he listed Wayne’s blinding as unsolved. The snake venom had bleached his pupils white, and the skin around his eye sockets had required grafts. The doctors had had to use skin from his buttocks, and because his buttocks were hairy, the skin around his eyes grew hair, too.

BECOMING AWARE OF THE AURA Tell someone else to stand in front of a plain white or softly colored wall about 30 cm away. Stand at least 2–3 meters (6–10ft) apart, and aim at the wall above your head or shoulders. (Don't look at the person; otherwise, it won't work.) You can see a line about 1–2 cm (½ in) long around the body that looks lighter than the rest. A thin line that looks like it's been traced with a pencil will clearly define it. This is an aura shield, a person's energy field. Try to soften your focus a little if you have trouble detecting the aura. Perhaps a little close your pupils. Or try the room's lighter or darker corner. An alternative method is to stretch and look at the fingertips on a white or softly colored backdrop. A slightly blurred but lighter line can be observed, this time around them about 2–3 mm (a fraction of an inch). Fascinating though it is, it's not necessary to study Reiki to see the aura. When we put our hands in a Reiki treatment around a person, we will still be mindful of the aura. Yet starting it's a fun way. We appear to see the final component of the aura in the test, which is one of seven. The further a substance away from the body is, the waves are stronger and weaker. The outermost layer stretches from the front and back of the body to 1–2 meters (approximately 6ft) and from the edges to about half a meter (1½ft). (Imagine how many people are on a crowded underground train in your aura!) But the atmosphere is also evolving–and increasing with personal development. The rule seems to follow: small ego= large aura. The physical body and the aura The auric particles envelop the physical body in dense rings, but they also interpenetrate one another, with the best being the innermost (hence the simplest to see) and the outermost. This ensures the seventh layer's vibrational frequency covers the whole body–and passes through it completely. And finally, what happens in the aura can manifest in the physical body. To sum up, we definitely have more than what greets us in the mirror. We are a rather large energy ball that vibrates at different levels and holds a lot of information and potential.

Beneath the previously mentioned disappointments on both sides and the disputes I have mentioned there lurked a deep-seated bitterness and disillusionment over the images of one another that we had fashioned for ourselves. Occasionally such feelings were expressed under the veil of an exchange of letters that the infant Stefan and I would leave out for each other. Stefan’s letters were in Dora’s handwriting, but they were written with Walter’s knowledge and possibly even with his participation. On June 20—six weeks after my arrival!—Stefan wrote me with reference to a letter of mine that, as far as I recall, never existed: Dear Uncle Gerhardt [sic]: Herewith I am sending you a better photo of me which has arrived in the meantime. Thank you very much for your letter; various things may be said about it, and that is why I am writing you, for if I visit you, you will again tell me so many things that I won’t be able to get a word in edgeways. Well then, first I must tell you that you ought to know I no longer remember. For if I could remember, I certainly would not be here, where it is so unpleasant and you are creating such a bad atmosphere; no, I long since would have returned where I came from. That’s why I can’t read the end of your letter. My mother read the rest to me. Incidentally, I have very strange parents; but more about that later. When I was in town yesterday, something occurred to me: When I grow up, I’m going to be your pupil. Better start thinking now. Best of all, start keeping a little book in which you note everything down. Now I will tell you something about my parents. I won’t say anything about my mother, because she is, after all, my mother. But I have all sorts of things to tell you about my father. You are wrong in what you write, dear Uncle Gerhardt. I believe you really know very little about my Papa. There are very few people who know anything about him. Once, when I was still in heaven, you wrote him a letter that made all of us think that you did know him. But perhaps you don’t after all. I think a man like that is born only once in a great while, and then you just have to be kind to him and he will do everything else by himself. You, dear Uncle Gerhardt, still think that one has to do a great deal. Perhaps I shall also think that way when I am a grown man, but now I think more like my Mama, that is, not at all or very little; and so all this to-do and the great excitement over everything seems much less important to me than which way the wind is blowing. But I don’t want to be smart-alecky, for you know everything much better. That’s the whole trouble. Many regards from Stefan

You should never be shamed by them. Hold your head high for the woman you are. Innuendo, supposition and accusations of others have no role in your life. Anger, hatred and bitterness are lethal poisons. They cause a slow, painful emotional death that only you suffer. Self-destruction will never defeat an enemy or create justice. Be prepared to live with the consequences of your actions. If you will not be proud of an act, don’t commit it. In times of struggle, always remember that when the pupil is ready, the teacher will appear. You will always have help should you need it. Words can start wars, so be careful what you say and whom you say it to. Again, if you are afraid to own those words in a public forum, they are best never said. Remember these things and you will have a safe, fulfilling and satisfying life. Be true to yourself, my darling Eliza. Let each step bring you closer to your ultimate destination.

We know that, when teaching students, only the utmost care and patience will ever work: we must never raise our voices, we have to use extraordinary tact, we must leave plenty of time for every lesson to sink in, and we need to ensure at least ten compliments for every one delicately inserted negative remark. Above all, we must remain calm. And yet the best guarantee of calm in a teacher is a relative indifference to the success or failure of his or her lesson. The serene teacher naturally wants for things to go well, but if an obdurate pupil flunks, say, trigonometry, it is—at base—the pupil’s problem. Tempers remain in check because individual students do not have very much power over their teachers’ lives; they don’t control their integrity and are not the chief determinants of their sense of contentment. An ability not to care too much is a critical aspect of unruffled and successful pedagogy.

The best known of the Cynics was Diogenes, a pupil of Antisthenes, who reputedly lived in a barrel and owned nothing but a cloak, a stick, and a bread bag. (So it wasn't easy to steal his happiness from him!) One day while he was sitting beside his barrel enjoying the sun, he was visited by Alexander the Great. The emperor stood before him and asked if there was anything he could do for him. Was there anything he desired? ´Yes´ Diogenes replied. ´Stand to one side. You're blocking the sun.´

Is it a reply to these suggestions, to say, society is a Pestalozzian school; all are teachers and pupils in turn. We are equally served by receiving and by imparting. Men who know the same things, are not long the best company for each other.

Thamus, as Socrates told the tale, saw a threat to the very nature of philosophical discourse. Here is what the Egyptian king supposedly told the clever god: Theuth, my paragon of inventors, the discoverer of an art is not the best judge of the good or harm which will accrue to those who practice it. So it is in this; you, who are the father of writing, have out of fondness for your off-spring attributed to it quite the opposite of its real function. Those who acquire it will cease to exercise their memory and become forgetful; they will rely on writing to bring things to their remembrance by external signs instead of by their own internal resources. What you have discovered is a recipe for recollection, not for memory. And as for wisdom, your pupils will have the reputation for it without the reality. They will receive a quantity of information without proper instruction, and in consequence be thought very knowledgeable when they are for the most part quite ignorant. And because they are filled with conceit of wisdom instead of real wisdom they will be a burden to society.

Humans learn best from other (live) humans. Perhaps more surprising, people learn from teaching other people—often more than the pupils themselves absorb. Consider this finding: firstborn children have an IQ that is on average 2.3 points higher than that of their younger brothers and sisters. After disconfirming several potential explanations, such as better nutrition or differential parental treatment, researchers concluded that firstborn children’s higher IQs stem from a simple fact of family life: older siblings engage in teaching younger ones.

You have to leave, " Severus repeats, trying to push the wolf away and only meeting firm shoulder muscles littered with scars. Lupin has lost a cardigan. And a shirt. Severus does not remember removing them but he is currently holding the sleeve of a ripped shirt which he drops, dazedly, lowering his lips to brush against a large, puckered wound across his bicep. Terrible idea. Best fucking idea I have ever had. "Then tell me to," Lupin has a fist full of Severus' hair and yanks his face up. Lupin's pupils are blown wide, dark moons with a ring of amber. There is no regret there. And tomorrow he shall be gone. "I will." Severus pushes the half naked wolf away and brushes past him, grabbing his wrist at the last minute to pull him along to the bedroom. Lupin's thin torso is robed in wounds and marks like an ancient tree with names carved into the bark. Cartography of scars. I shall map every single fucking one. "Later.

You remember how I mentioned the other day… putting a collar on you?” I whispered. Holly nodded. Her eyes were completely dark, her pupils blown wide with desire. “What if I told you that I had a collar for you?” I said. “One that I’d been saving for you, just in case?” Holly bit her lip, looking delighted. “Does that mean you wanted me before I came onto you?” I groaned, realizing what I would have to admit, and pulled her to me again to kiss her. “I’ve wanted you for years,” I confessed, squeezing her ass.

Valerie checked Brandon’s temperature. “You know, I told that girl myself she’s nuts. You know what she said to me?” I arched an eyebrow. “What?” “She said, ‘Just because a man gives you the best sex of your life doesn’t mean you need to date his ass.’ Lawd, I just about died,” she snickered. I snorted. Yup, that sounded like Kristen. Well, at least I’d done something right. Valerie chuckled to herself while she checked Brandon’s pulse. “He’s coming out tomorrow. I bet you’re all getting pretty excited.” I rubbed the back of my neck. “This has been a really tough few weeks.” “He’s gonna do great.” She changed out the bag on his IV drip. Then she pulled out a small light from her breast pocket, clicked it on, and opened his right eye. “You know, a lot of the nurses are gonna miss the steady stream of cute firemen coming through he—” She paused. She opened his other eye and shone the light into his pupil. She cleared her throat as she clicked the light off and slipped it back in her pocket. “We sure are going to miss you guys.” She picked up his chart. She didn’t look at me. Her tone changed. Her body changed. I’d done that change myself on the scene of a call. Something is wrong. “What is it?” She didn’t answer me. I pulled out my cell phone and turned on the flashlight. I leaned over Brandon and opened his eye while Valerie watched me wordlessly. My breath caught in my throat. “No. No!  ” I looked at the other eye, and my hands started to shake. I stumbled back from the bed and knocked into my chair, dropping my cell phone to the floor with a clatter. Valerie looked at me, and we exchanged a moment of understanding. His pupils were blown. They were large black marbles in his eyes.

The best type of instruction is individual instruction. A course where one teacher instructs one pupil is clearly by far the best type of course. It is only under such conditions that human potentialities can develop to their greatest degree. It is clear that the formal school, characterized by classes in which one teacher instructs many children, is an immensely inferior system. Since each child differs from the other in interest and ability, and the teacher can only teach one thing at a time.

But an ordinary life is not a guarantee of happiness. And, of course, this – being a teacher – was just a pretence. Maybe everyone was pretending something. Maybe every teacher and pupil at this school was pretending something. Maybe Shakespeare was right. Maybe all the world was a stage. Maybe without the act everything would fall apart. The key to happiness wasn’t being yourself, because what did that even mean? Everyone had many selves. No. The key to happiness is finding the lie that suits you best.

Q. Teacher: Name two days of the week that start with “t”. A. Pupil: Today and Tomorrow.

Lancelot was a sadist who refrained from hurting people through his sense of honour - his Word. His Word was his promise to be gentle, and it was one of the things that made him the Best Knight in the World. 'All through his life,' [T.H.] White wrote of Lancelot, 'even when he was a great man with the world at his feet - he was to feel this gap: something at the bottom of his heart of which he was aware, and ashamed, but which he did not understand.' White always took great pains to be gentle precisely because he wanted to be cruel. It was why he never beat his pupils at Stowe.

PARADOX Paradoxes: best wakefulness in sleep, wealth in having nothing, a pearl necklace fastened around an iron collar. Fire contained in boiling water. Revenues growing from funds flowing out. Giving is gainful employment. It brings in money. Taking time for ritual prayer and meditation saves time. Sweet fruit hide in leaves. Dung becomes food for the ground and generative power in trees. Nonexistence contains existence. Love encloses beauty. Brown flint and gray steel have orange candlelight in them. Inside fear, safety. In the black pupil of the eye, many brilliancies. Inside the body-cow, a handsome prince.

Our educational system both drives and reflects our obsession with competition. Grades themselves allow precise measurement of each student’s competitiveness; pupils with the highest marks receive status and credentials. We teach every young person the same subjects in mostly the same ways, irrespective of individual talents and preferences. Students who don’t learn best by sitting still at a desk are made to feel somehow inferior, while children who excel on conventional measures like tests and assignments end up defining their identities in terms of this weirdly contrived academic parallel reality.

> Have you heard the one about the cross-eyed teacher who had trouble with her pupils?

Don’t you feel like we’re living in a different world from everyone else at school? All anyone else ever thinks about is getting into the best college they can afford.” I wind my fingers around my cup, seeking out the warmth. “And if I weren’t worried about Ivy, I’d totally be like that—​I mean, I work hard at school. I want to get a huge scholarship and go somewhere amazing just as much as everyone else. But if I only thought about that . . . if I just stopped caring about what’s going to happen to Ivy . . . I’d end up hating myself.” David’s mouth opens like he sort of wants to say something, but then he doesn’t. I glance up, and he’s just sitting there looking at me. His eyes are such a cool color—​a mixture of brown and gray with tiny flecks of yellow ringing the pupils. How could I ever have thought they were colorless and uninteresting? I squirm under his steady gaze. “You’d tell me if I had something on my face, right?” “You have, like, this beautiful face on your face.” I feel my cheeks turn hot. I give a shaky laugh. “Don’t turn into someone who gives compliments. I won’t know you anymore.” “Don’t worry,” he says, flushing. Which is kind of adorable. “That one just slipped out. It won’t happen again.

The critic must therefore work from within. His negative position is based on his positive: his primary work is to supplement his author's partial account of some matter by adding certain aspects which the author has overlooked ; but, since the parts of a philosophical theory never stand to one another in a relation of mere juxtaposition, the omission of one part will upset the balance of the whole and distort the remaining parts; so his additions will entail some correction even of those elements which he accepts as substantially true. 20. Criticism, when these two aspects of it are considered together, may be regarded as a single operation: the bringing to completeness of a theory which its author has left incomplete. So understood, the function of the critic is to develop and continue the thought of the writer criticized. Theoretically, the relation between the philosophy criticized and the philosophy that criticizes it is the relation between two adjacent terms in a scale of forms, the forms of a single philosophy in its historical development; and in practice, it is well known that a man's best critics are his pupils, and his best pupils the most critical.

The ordeal is too trying to be taken with equanimity, and a sensitive writer can be thrown out of his stride deplorably by it, whether or not the criticism is favorable. It is seldom that the criticism is favorable, when a beginner is judged by the jury of his peers. They seem to need to demonstrate that, although they are not yet writing quite perfectly themselves, they are able to see all the flaws in a story which is read to them, and they fall upon it tooth and fang. Until self-confidence arises naturally, and the pupil asks for group criticism, his work should be treated as utterly confidential by the teacher. Each will have his own rate of growth and it can be treated as utterly confidential by the teacher. Each will have his own rate of growth and it can only go on steadily if not endangered by the setbacks that come from embarrassment and self-consciousness. I recommend an almost inhuman taciturnity to my students, at least about work that is being done at the moment. There have been weeks when I have had nothing at all from the best workers in the class, only to have three or four full-length manuscripts from a single pupil at the end of the silent period. Beyond stipulating that each pupil must follow the exercises as they are given out, whether or not I see the material which is written from day to day, I assigned no tasks.