Pupils Inspiring Quotes

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.

Perhaps she had not succeeded in 'inspiring' any wonderful ambitions in her pupils, but she had taught them, more by her own sweet personality than by all her careful precepts, that it was good and necessary in the years that were before them to live their lives finely and graciously, holding fast to truth and courtesy and kindness, keeping aloof from all that savoured of falsehood and meanness and vulgarity. They were, perhaps, all unconscious of having learned such lessons; but they would remember and practice them long after they had forgotten the capital of Afghanistan and the dates of the Wars of the Roses.

A few hours spent reading a book is better than a lifetime of ignorance.

Wild eyes were another sign. It is something I have seldom seen — the expression of an ecstatic state — though much is foolishly written of them, as if they grew like Jerusalem artichokes along the road. The eyes are black, right enough, whatever their normal color is; they are black because their perception is condensed to a coal, because the touch and taste and perfume of the lover, the outcry of a dirty word, a welcome river, have been reduced in the heat of passion to a black ash, and this unburnt residue of oxidation, this calyx, replaces the pupil so it no longer receives but sends, and every hair is on end, though perhaps only outspread on a pillow, and the nostrils are flared, mouth agape, cheeks sucked so the whole face seems as squeezed as a juiced fruit; I know, for once Lou went into that wildness while we were absorbing one another, trying to kiss, not merely forcefully, not the skull of our skeleton, but the skull and all the bones on which the essential self is hung, kiss so the shape of the soul is stirred too, that's what is called the ultimate French, the furtherest fuck, when a cock makes a concept cry out and climax; I know, for more than once, though not often, I shuddered into that other region, when a mouth drew me through its generosity into the realm of unravel, and every sensation lay extended as a lake, every tie was loosed, and the glue of things dissolved. I knew I wore the wild look then. The greatest gift you can give another human being is to let them warm you till, in passing beyond pleasure, your defenses fall, your ego surrenders, its structure melts, its towers topple, lies, fancies, vanities, blow away in no wind, and you return, not to the clay you came from — the unfired vessel — but to the original moment of inspiration, when you were the unabbreviated breath of God.

At first you saw only a mass of coarse, matted black hair; presently it was seen that this covered a body of fearful thinness, almost a skeleton, but with the muscles standing out like wires. The hands were of a dusky pallor, covered, like the body, with long, coarse hairs, and hideously taloned. The eyes, touched in with a burning yellow, had intensely black pupils, and were fixed upon the throned King with a look of beast-like hate. Imagine one of the awful bird-catching spiders of South America translated into human form, and endowed with intelligence just less than human, and you will have some faint conception of the terror inspired by the appalling effigy.

I thought if every teacher in every school in America--rural, village, city, township, church, public, or private, could inspire his pupils with all the power he had, if he could teach them as they had never been taught before to live, to work, to play, and to share, if he could put ambition into their brains and hearts, that would be a great way to make a generation of the greatest citizenry America ever had.

psychologist Eckhard Hess described the pupil of the eye as a window to the soul. I reread it recently and again found it inspiring.

Our irises are galaxies; our pupils are black holes if we allow ourselves to bottle up everything inside us instead of allowing ourselves to heal and enjoy life again.

When the teacher shall have touched, in this way, soul for soul, each one of her pupils, awakening and inspiring the life within them as if she were an invisible spirit, she will then possess each soul, and a sign, a single word from her shall suffice; for each one will feel her in a living and vital way, will recognise her and will listen to her. There will come a day when the directress herself shall be filled with wonder to see that all the children obey her with gentleness and affection, not only ready, but intent, at a sign from her. They will look toward her who has made them live, and will hope and desire to receive from her, new life.

Perhaps she had not succeeded in "inspiring" any wonderful ambitions in her pupils, but she had taught them, more by her own sweet personality than by all her careful precepts, that it was good and necessary in the years that were before them to live their lives finely and graciously, holding fast to truth and courtesy and kindness, keeping aloof from all that savored of falsehood and meanness and vulgarity.

M. Josef Emanuel stood by them while they played; but he had not the tact or influence of his kinsman, who, under similar circumstances, would certainly have compelled pupils of his to demean themselves with heroism and self-possession. M. Paul would have placed the hysteric débutantes between two fires—terror of the audience, and terror of himself—and would have inspired them with the courage of desperation, by making the latter terror incomparably the greater: M. Josef could not do this.

We grow up believing that what counts most in our lives is that which will occur in the future. Parents teach children that if they learn good habits now, they will be better off as adults. Teachers assure pupils that the boring classes will benefit them later, when the students are going to be looking for jobs. The company vice president tells junior employees to have patience and work hard, because one of these days they will be promoted to the executive ranks. At the end of the long struggle for advancement, the golden years of retirement beckon.

An OBJECTIVE, I explained, is simply WHAT is to be achieved, no more and no less. By definition, objectives are significant, concrete, action oriented, and (ideally) inspirational. When properly designed and deployed, they’re a vaccine against fuzzy thinking—and fuzzy execution. KEY RESULTS benchmark and monitor HOW we get to the objective. Effective KRs are specific and time-bound, aggressive yet realistic. Most of all, they are measurable and verifiable. (As prize pupil Marissa Mayer would say, “It’s not a key result unless it has a number.”) You either meet a key result’s requirements or you don’t; there is no gray area, no room for doubt.

Dave does extra-mural work for the University, and collects about him many youths who have a part-time interest in truth. Dave’s pupils adore him, but there is a permanent fight on between him and them. They aspire like sunflowers. They are all natural metaphysicians, or so Dave says in a tone of disgust. This seems to me a wonderful thing to be, but it inspires in Dave a passion of opposition. To Dave’s pupils the world is a mystery; a mystery to which it should be reasonably possible to discover a key. The key would be something of the sort that could be contained in a book of some eight hundred pages. To find the key would not necessarily be a simple matter, but Dave’s pupils feel sure that the dedication of between four and ten hours a week, excluding University vacations, should suffice to find it. They do not conceive that the matter should be either more simple or more complex than that. They are prepared within certain limits to alter their views. Many of them arrive as theosophists and depart as Critical Realists or Bradeians. It is remarkable how Dave’s criticism seems os often to be purely catalytic in its action. He blazes upon them with the destructive fury of the sun, but instead of shrivelling up their metaphysical pretensions, achieves merely their metamorphosis from one rich stage into another. This curious fact makes me think that perhaps after all Dave is, in spite of himself, a good teacher. Occasionally he succeeds in converting some peculiarly receptive youth to his own brand of linguistics analysis; after which as often as not the youth loses interest in philosophy altogether. To watch Dave at work on these young men is like watching someone prune a rose bush. It is all the strongest and most luxuriant shoots which have to come off. Then later perhaps there will be blossoms; but not philosophical ones, Dave trusts. His great aim is to dissuade the young from philosophy. He always warns me off it with particular earnestness.

My pupil was a lively child, who had been spoilt and indulged, and therefore was sometimes wayward; but as she was committed entirely to my care, and no injudicious interference from any quarter ever thwarted my plans for her improvement, she soon forgot her little freaks, and became obedient and teachable. She had no great talents, no marked traits of character, no peculiar development of feeling or taste which raised her one inch above the ordinary level of childhood; but neither had she any deficiency or vice which sunk her below it. She made reasonable progress, entertained for me a vivacious, though perhaps not very profound, affection; and by her simplicity, gay prattle, and efforts to please, inspired me, in return, with a degree of attachment sufficient to make us both content in each other’s society. This, par parenthèse, will be thought cool language by persons who entertain solemn doctrines about the angelic nature of children, and the duty of those charged with their education to conceive for them an idolatrous devotion: but I am not writing to flatter parental egotism, to echo cant, or prop up humbug; I am merely telling the truth.

[At the beginning of modern science], a light dawned on all those who study nature. They comprehended that reason has insight only into what it itself produces according to its own design; that it must take the lead with principles for its judgments according to constant laws and compel nature to answer its questions, rather than letting nature guide its movements by keeping reason, as it were, in leading-strings; for otherwise accidental observations, made according to no previously designed plan, can never connect up into a necessary law, which is yet what reason seeks and requires. Reason, in order to be taught by nature, must approach nature with its principles in one hand, according to which alone the agreement among appearances can count as laws, and, in the other hand, the experiments thought in accordance with these principles - yet in order to be instructed by nature not like a pupil, who has recited to him whatever the teacher wants to say, but like an appointed judge who compels witnesses to answer the questions he puts to them. Thus even physics owes the advantageous revolution in its way of thinking to the inspiration that what reason would not be able to know of itself and has to learn from nature, it has to seek in the latter (though not merely ascribe to it) in accordance with what reason itself puts into nature. This is how natural science was first brought to the secure course of a science after groping about for so many centuries.

***What reasons made you to found the Dragon Rouge? When the idea to found it for the first time in your head appeared?*** It was several reasons, and its a long story so I can’t tell the whole story here, but three reasons were most important: 1) it was a need for a new practical oriented order, 2) it was a need for a new order working with the LHP, Draconian Current and Nightside Tradition, 3) I got the impulse from older draconian magicians both in Sweden and Marocco to found a new magical order based upon a practical oriented version of the LHP, Draconian Current and the Nightside Tradition. ***I`m not sure do I remember well, but somone told this was not your idea, but it was the decision of the secret association derived from Yezidian and Tyfonic traditions? Is it true? Can you say something about that association?*** Yes, you are right. As I said above I got the idea from a secret group of Swedish magicians. I got a lot of magical texts from them and their work was partly based upon the typhonian tradition and there interpretation of yezidism. They claimed that their founder was inititated in a yezidi circle in Kurdistan. Much of their concept reminds me of what you find in the writings of Kenneth Grant and I think they were inspired by him, although they made a lot of new interpretations and inventions. I also recieved small but important magical things on a journey to Marocco in the days when Dragon Rouge was about to be founded, and one of our earliest members was a pupil to a american magician who gave us a lot of unique material about LHP Egyptian magic and dark Egyptian deities. interview - Therion.Metal.Pl and for e-zine Rock4eveR both on 16th of September 2003.

Over-indulgence has many faults, punishment has many virtues; therefore, a son and a pupil should be punished and not over-indulged.

The master told his pupils, I will never ask you to bring me precious gifts but I will ask you to become worthy of receiving gifts.

In every man there is something wherein I may learn of him, and in that I am his pupil

Nobody is surprised when the students aren’t interested. The effect of this starting point is remarkably positive. A successful pupil referral unit focuses on hooking children in to learning with teachers who are quietly inspirational every day. Teachers who have to work better because they know they cannot force children to do anything.

and in these respects very ulike the ordinary pedagogues of the sixteenth century, who studied by a stiff demeanor, a severe countenance, and the terrors of discipline to compel the obedience of their pupils, and inspire them with the love of learning.

Following the practice of the times, the grand princes and, later, the kings of Poland acquired the right of patronage; that is, they could appoint Orthodox bishops and even the metropolitan himself. Thus, the crucial issue of the leadership of the Orthodox faithful was left in the hands of secular rulers of another, increasingly antagonistic, church… The results were disastrous. With lay authorities capable of appointing bishops, the metropolitan's authority was undermined. And with every bishop acting as a law unto himself, the organizational discipline of the Orthodox church deteriorated rapidly. Even more deleterious was the corruption that lay patronage engendered… Under the circumstances, Orthodoxy's cultural contributions were limited. Schools, once one of the church's most attractive features, were neglected. Unqualified teachers barely succeeded in familiarizing their pupils with the rudiments of reading, writing, and Holy Scriptures. The curriculum of the schools had changed little since medieval times. The fall of Constantinople to the Ottomans in 1453 added to the intellectual and cultural stagnation by depriving the Orthodox of their most advanced and inspiring model. Lacking both external and internal stimuli, Orthodox culture slipped into ritualism, parochialism, and decay. The Poles, meanwhile, were enjoying a period of cultural growth and vitality. Benefiting from the West's prodigious outbursts of creative energy, they experienced the Renaissance with its stimulating reorientation of thought.

Time is a great teacher, But unfortunately, it kills all its pupils. —Hector Berlioz

No imputation on his purpose but cleared away like the cloud from a breath on spotless steel, leaving the metal bright as before. He was as incorruptible as he honorably said to me was Fessenden, his great rival in the Senate; and when he also one day, speaking of his limited means, remarked: "I have never had the art to get my hands into the Treasury," I was fain to answer, "You the whole man are in the Treasury yourself." He was indeed in our politics a fund and never-broken bank of moral wealth. Justice was his inspiration. He was a prophet by equity. Righteousness was his genius; and humanity, in any lack of imagination, his insight and foresight. He was without spot. He wore ermine though he sat not on the bench. John Jay had not cleaner hands, nor John Marshall a more honest will; Hamilton and Jefferson were no more patriotic in contending than he in every legal or congressional strife; and Story, his favorite teacher, and whose favorite pupil he was, no more opulent in knowledge or innocent in its use.

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

An OBJECTIVE, I explained, is simply WHAT is to be achieved, no more and no less. By definition, objectives are significant, concrete, action oriented, and (ideally) inspirational. When properly designed and deployed, they’re a vaccine against fuzzy thinking—and fuzzy execution. KEY RESULTS benchmark and monitor HOW we get to the objective. Effective KRs are specific and time-bound, aggressive yet realistic. Most of all, they are measurable and verifiable. (As prize pupil Marissa Mayer would say, “It’s not a key result unless it has a number.”)

For two years she had worked earnestly and faithfully making many mistakes and learning from them. She had had her reward. She had taught her scholars something, but she felt that they had taught her much more ... lessons of tenderness, self control, innocent wisdom, lore of childish hearts. Perhaps she had not succeeded in "inspiring" any wonderful ambitions in her pupils, but she had taught them by her own sweet personality than by all her careful precepts, that it was good & necessary in the years that were before them to live their lives finely & graciously, holding fast to truth & courtesy of kindness, keeping them aloof from all that savored of falsehood & meanness & vulgarity. They were, perhaps, all unconscious of having learned such lessons; but they would remember & practice them long after they had forgotten the capital of Afghanistan & the dates of Wars of the Roses.