Strict Teacher Quotes

When Booker first started working for her a few years ago and was living in their home, she saw him cower with apprehension every time she snapped a new order or made him redo tasks more than once, twice, or three times. Now, she knew that he understood her ways better, her need for order, cleanliness, and strict attention to details. She felt he was beginning to realize just what this fifty-seven-year-old Yankee schoolteacher expected of her thirteen-year-old house servant and pupil. He began to appreciate the books from which she taught him after his morning chores were completed. She gave him a few to start his own library and found he stored them in old dry goods boxes in his bedroom.

Strictly speaking, there are no holidays for art; art pursues you everywhere, and that's just fine with the artist.

There is evidence that the honoree [Leonard Cohen] might be privy to the secret of the universe, which, in case you're wondering, is simply this: everything is connected. Everything. Many, if not most, of the links are difficult to determine. The instrument, the apparatus, the focused ray that can uncover and illuminate those connections is language. And just as a sudden infatuation often will light up a person's biochemical atmosphere more pyrotechnically than any deep, abiding attachment, so an unlikely, unexpected burst of linguistic imagination will usually reveal greater truths than the most exacting scholarship. In fact. The poetic image may be the only device remotely capable of dissecting romantic passion, let alone disclosing the inherent mystical qualities of the material world. Cohen is a master of the quasi-surrealistic phrase, of the "illogical" line that speaks so directly to the unconscious that surface ambiguity is transformed into ultimate, if fleeting, comprehension: comprehension of the bewitching nuances of sex and bewildering assaults of culture. Undoubtedly, it is to his lyrical mastery that his prestigious colleagues now pay tribute. Yet, there may be something else. As various, as distinct, as rewarding as each of their expressions are, there can still be heard in their individual interpretations the distant echo of Cohen's own voice, for it is his singing voice as well as his writing pen that has spawned these songs. It is a voice raked by the claws of Cupid, a voice rubbed raw by the philosopher's stone. A voice marinated in kirschwasser, sulfur, deer musk and snow; bandaged with sackcloth from a ruined monastery; warmed by the embers left down near the river after the gypsies have gone. It is a penitent's voice, a rabbinical voice, a crust of unleavened vocal toasts -- spread with smoke and subversive wit. He has a voice like a carpet in an old hotel, like a bad itch on the hunchback of love. It is a voice meant for pronouncing the names of women -- and cataloging their sometimes hazardous charms. Nobody can say the word "naked" as nakedly as Cohen. He makes us see the markings where the pantyhose have been. Finally, the actual persona of their creator may be said to haunt these songs, although details of his private lifestyle can be only surmised. A decade ago, a teacher who called himself Shree Bhagwan Rajneesh came up with the name "Zorba the Buddha" to describe the ideal modern man: A contemplative man who maintains a strict devotional bond with cosmic energies, yet is completely at home in the physical realm. Such a man knows the value of the dharma and the value of the deutschmark, knows how much to tip a waiter in a Paris nightclub and how many times to bow in a Kyoto shrine, a man who can do business when business is necessary, allow his mind to enter a pine cone, or dance in wild abandon if moved by the tune. Refusing to shun beauty, this Zorba the Buddha finds in ripe pleasures not a contradiction but an affirmation of the spiritual self. Doesn't he sound a lot like Leonard Cohen? We have been led to picture Cohen spending his mornings meditating in Armani suits, his afternoons wrestling the muse, his evenings sitting in cafes were he eats, drinks and speaks soulfully but flirtatiously with the pretty larks of the street. Quite possibly this is a distorted portrait. The apocryphal, however, has a special kind of truth. It doesn't really matter. What matters here is that after thirty years, L. Cohen is holding court in the lobby of the whirlwind, and that giants have gathered to pay him homage. To him -- and to us -- they bring the offerings they have hammered from his iron, his lead, his nitrogen, his gold.

When the deaths finally came to light, my elementary school put a strict ban on teachers and staff talking to us about what was then called Everheart's disease, after Micheal Everheart, the first know kid to have died of it. Soon, someone somewhere decided to give it a proper name: Idiopathic Adolescent Acute Neurodegeneration-- IAAN for short. And then it wasn't just Micheal's disease. It was all of ours.

For me, failure has been a strict teacher of God’s mercies, a curriculum I wouldn’t volunteer for, yet a class I can’t afford to miss.

We’re socialized to believe that warmth and strictness are opposites,” Doug Lemov writes in his book Teach Like a Champion. “The fact is, the degree to which you are warm has no bearing on the degree to which you are strict, and vice versa.” Parents and teachers who manage to be both warm and strict seem to strike a resonance with children, gaining their trust along with their respect.

A school superintendent once told me that most educators define "a Christian teacher" as strictly in terms of personal behavior: things like setting a good example and showing concern for the students. Almost none define it in terms of conveying a biblical worldview on the subjects they teach, whether literature, science, social studies, or the arts. In other words, they are concerned about being a Christian *in* their work, but they don't think in terms of having a biblical framework *on* the work itself.

She was probably sixty, a big rawboned woman with a man's face, and her clothes, if not her very pores, seemed always to exude that dry essence of pencil shavings and chalk dust that is the smell of school. She was strict and humorless, preoccupied with rooting out the things she held intolerable: mumbling, slumping, daydreaming, frequent trips to the bathroom, and, the worst of all, "coming to school without proper supplies."  

Children do not develop responsibility when parents and teachers are too strict and controlling, nor do they develop responsibility when parents and teachers are permissive. Children learn responsibility when they have opportunities to learn valuable social and life skills for good character in an atmosphere of kindness, firmness, dignity, and respect.

Schist! How did it get so late?” Jaya laughed. “Schist?” she said. “Is that another of your family expressions?” I nodded. “It was on our science vocabulary list last year. It’s a kind of rock. It’s what happens to hot sandstone when it gets squished really hard for a few million years.” “I know,” said Jaya. “But I’ve never heard anybody use it as a curse before. It sounds really bad—in a good way.” “Yeah, it’s one of my favorites. Even strict teachers can’t object to a word from a vocabulary list, right?

The scribe was a strict teacher and he did not accept anything less than perfect... Like a mother sensing the baby quickening within her, suddenly, to me, the letters were no longer hostile and unwieldly. I had command of them, with my head and with my hand... The words struck, as clear and as pure as a bell peal on a winter morning.

They are not raising children so much as living résumés, and by the time high school arrives, the kids have learned to sign up for activities strictly to impress college admissions committees, ignoring (or, eventually, losing sight of) what they personally find interesting in the here-and-now. They have acquired the habit of asking teachers, “Do we need to know this?”—rather than, say, “What does this mean?”—as they grimly set about the business of trying to ratchet up their GPA or squeeze out another few points on the SAT.

Education delivered by a strict councellor, and recieved with great pains would never brighten the future of any student.

Finally I had made that necessary imaginative leap - which is a real necessity, since most of us writers can't be out there living like crazy all the time. These days, very few are the writers whose book jackets list things like bush pilot, big game hunter, or exotic dancer. No, more often we are English teachers. We have children, we have mortgages, we have bills to pay. So we have to stop writing strictly about what we know, which is what they always told us to do in creative writing classes. Instead, we have to write about what we can learn, and what we can imagine, and thus we come to experience that great pleasure Anne Tyler noted when somebody asked her why she writes, and she answered, "I write because I want more than one life.

o step into the pulpit is to enter onto holy ground. To stand behind an open Bible demands no trifling with sacred things. To be a spokesman for God requires utmost concern and care in handling and proclaiming the Word. Rightly does Scripture warn, "Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness" (James 3:1).

Culturally, though not theologically, I’m a Christian. I was born a Protestant of the white Anglo-Saxon persuasion. And while I do love that great teacher of peace who was called Jesus, and while I do reserve the right to ask myself in certain trying situations what indeed He would do, I can’t swallow that one fixed rule of Christianity insisting that Christ is the only path to God. Strictly speaking, then, I cannot call myself a Christian. Most of the Christians I know accept my feelings on this with grace and open-mindedness. Then again, most of the Christians I know don’t speak very strictly. To those who do speak (and think) strictly, all I can do here is offer my regrets for any hurt feelings and now excuse myself from their business. “Traditionally, I have responded to the transcendent mystics of all religions. I have always responded with breathless excitement to anyone who has ever said that God does not live in a dogmatic scripture or in a distant throne in the sky, but instead abides very close to us indeed—much closer than we can imagine, breathing right through our own hearts. I respond with gratitude to anyone who has ever voyaged to the center of that heart, and who has then returned to the world with a report for the rest of us that God is an experience of supreme love. In every religious tradition on earth, there have always been mystical saints and transcendents who report exactly this experience. Unfortunately many of them have ended up arrested and killed. Still, I think very highly of them. “In the end, what I have come to believe about God is simple. It’s like this—I used to have this really great dog. She came from the pound. She was a mixture of about ten different breeds, but seemed to have inherited the finest features of them all. She was brown. When people asked me, “What kind of dog is that?” I would always give the same answer: “She’s a brown dog.” Similarly, when the question is raised, “What kind of God do you believe in?” my answer is easy: “I believe in a magnificent God

Disillusioned words like bullets bark As human gods aim for their marks Made everything from toy guns that sparks To flesh-colored Christs that glow in the dark It's easy to see without looking too far That not much Is really sacred. While preachers preach of evil fates Teachers teach that knowledge waits Can lead to hundred-dollar plates Goodness hides behind its gates But even the President of the United States Sometimes must have To stand naked. An' though the rules of the road have been lodged It's only people's games that you got to dodge And it's alright, Ma, I can make it. Advertising signs that con you Into thinking you're the one That can do what's never been done That can win what's never been won Meantime life outside goes on All around you. Although the masters make the rules For the wise men and the fools I got nothing, Ma, to live up to. For them that must obey authority That they do not respect in any degree Who despite their jobs, their destinies Speak jealously of them that are free Cultivate their flowers to be Nothing more than something They invest in. While some on principles baptized To strict party platforms ties Social clubs in drag disguise Outsiders they can freely criticize Tell nothing except who to idolize And then say God Bless him. While one who sings with his tongue on fire Gargles in the rat race choir Bent out of shape from society's pliers Cares not to come up any higher But rather get you down in the hole That he's in. Old lady judges, watch people in pairs Limited in sex, they dare To push fake morals, insult and stare While money doesn't talk, it swears Obscenity, who really cares Propaganda, all is phony. While them that defend what they cannot see With a killer's pride, security It blows the minds most bitterly For them that think death's honesty Won't fall upon them naturally Life sometimes Must get lonely. And if my thought-dreams could been seen They'd probably put my head in a guillotine But it's alright, Ma, it's life, and life only.

Mr. Brocklehurst, I believe I intimated in the letter which I wrote to you three weeks ago, that this little girl has not quite the character and disposition I could wish: should you admit her into Lowood school, I should be glad if the superintendent and teachers were requested to keep a strict eye on her, and, above all, to guard against her worst fault, a tendency to deceit.  I mention this in your hearing, Jane, that you may not attempt to impose on Mr. Brocklehurst.

His education was conducted with all care. The ablest teachers were engaged for him, and he was trained in the strict doctrine of the Stoic philosophy, which was his great delight. He was taught to dress plainly and to live simply, to avoid all softness and luxury. His body was trained to hardihood by wrestling, hunting, and outdoor games; and though his constitution was weak, he showed great personal courage to encounter the fiercest boars. At the same time he was kept from the extravagancies of his day.

Julia specialized in answers. From the time she was old enough to speak, she'd bossed her sisters around, pointing out their problems and providing solutions. Sometimes her sisters found this irritating, but they would also admit that having a "master troubleshooter" in their own home was an asset. One by one, they would seek her out and say sheepishly, Julia, I have a problem. It would be about a mean boy, or a strict teacher, or a lost borrowed necklace. And Julia would thrill at their request, rub her hands together, and figure out what to do.

Snobs by Julian Fellowes The Piano Teacher by Janice Y. K. Lee People Like Us by Dominick Dunne The Power of Style by Annette Tapert and Diana Edkins (this is out of print; I will lend you my copy) Pride and Avarice by Nicholas Coleridge The Soong Dynasty by Sterling Seagrave Freedom by Jonathan Franzen D. V. by Diana Vreeland A Princess Remembers: The Memoirs of the Maharani of Jaipur by Gayatri Devi Jane Austen—complete works beginning with Pride and Prejudice Edith Wharton—The Custom of the Country, The Age of Innocence, The Buccaneers, The House of Mirth (must be read in strict order—you will understand why when you finish the last one) Vanity Fair by William Makepeace Thackeray Anna Karenina by Leo Tolstoy Brideshead Revisited by Evelyn Waugh Anthony Trollope—all the books in the Palliser series, beginning with Can You Forgive Her?

MY DREAM If I could remove one thing from the world and replace it with something else, I would erase politics and put art in its place. That way, art teachers would rule the world. And since art is the most supreme form of love, beautiful colors and imagery would weave bridges for peace wherever there are walls. Artists, who are naturally heart-driven, would decorate the world with their love, and in that love — poverty, hunger, lines of division, and wars would vanish from the earth forever. Children of the earth would then be free to play, imagine, create, build and grow without bloodshed, terror and fear. Our evolution depends on our memory. If we keep forgetting the mistakes of the past, only to keep repeating them, then we will never change. And if we keep recycling through the exact same kind of leaders— the kind who do not propel us forward, but only hold us back—then perhaps what we really need now is a completely different style of leadership altogether. We need heart-driven leaders, not strictly mind-driven ones. We need compassionate humanitarians, not greedy businessmen. Peacemakers, not war instigators. We need unity, not division. Angels, not devils.

But influential business leaders were eager proponents of numbers-driven merit pay for teachers. Ross Perot, for example, pushed Dallas to implement a plan to use test scores alone to evaluate teachers and distribute pay increases. So it was ironic that private industry had, by the 1980s, mostly turned away from efforts to pay white-collar workers according to strict productivity measures, finding that such formal evaluation programs were too expensive and time-consuming to create and implement. Research showed that companies with merit pay schemes did not perform better financially than did organizations without it, nor were their employees happier. Instead, management gurus recommended that workers be judged primarily by the holistic standards of individual supervisors.

He had been a strict socialist at Oxford. Everything ought to be run by the State; private enterprise and independent professions were for him the great evil. He then went away and became a schoolmaster. After about ten years of that he came to see me. He said his political views had been wholly reversed. You never heard a fuller recantation. He now saw that State interference was fatal. What had converted him was his experience as a schoolmaster of the Ministry of Education—a set of ignorant meddlers armed with insufferable powers to pester, hamper, and interrupt the work of real, practical teachers who knew the subjects they taught, who knew boys, parents, and all the real conditions of their work. It makes no difference to the point of the story whether you agree with his view of the Ministry; the important thing is that he held that view.

At school, my religious-education teacher expressly forbade us to write "Xmas." It was regarded as a foul blasphemy. How would I like it if people used an anonymous X in place of my name? However, it would seem that the word "Xmas" is not blasphemous after all. In the original Greek, "Christ" was written "Xristos," but the X isn't the Roman "ecks"; The Cassell Dictionary of Word Histories explains that it is the Greek letter "chi" (pronounced with a k to rhyme with "eye"--k'eye). The x is simply a stand-in for "the first letter of Greek Khristos--Christ." Indeed, the Chi-Rho (CH-r--the first two syllables of "Christ") illumination can be seen in the ancient Irish manuscript of the Gospels, The Book of Kells, which is housed at Trinity College in Dublin. This work dates back to the ninth century. Of course, strictly speaking, Xmas" should still be pronounced "Christmas" because it's an abbreviation, not an alternative word.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

You might expect that if you spent such an extended period in twelve different households, what you would gather is twelve different ideas about how to raise children: there would be the strict parents and the lax parents and the hyperinvolved parents and the mellow parents and on and on. What Lareau found, however, is something much different. There were only two parenting “philosophies,” and they divided almost perfectly along class lines. The wealthier parents raised their kids one way, and the poorer parents raised their kids another way. The wealthier parents were heavily involved in their children’s free time, shuttling them from one activity to the next, quizzing them about their teachers and coaches and teammates. One of the well-off children Lareau followed played on a baseball team, two soccer teams, a swim team, and a basketball team in the summer, as well as playing in an orchestra and taking piano lessons. That kind of intensive scheduling was almost entirely absent from the lives of the poor children. Play for them wasn’t soccer practice twice a week. It was making up games outside with their siblings and other kids in the neighborhood. What a child did was considered by his or her parents as something separate from the adult world and not particularly consequential. One girl from a working-class family—Katie Brindle—sang in a choir after school. But she signed up for it herself and walked to choir practice on her own. Lareau writes: What Mrs. Brindle doesn’t do that is routine for middle-class mothers is view her daughter’s interest in singing as a signal to look for other ways to help her develop that interest into a formal talent. Similarly Mrs. Brindle does not discuss Katie’s interest in drama or express regret that she cannot afford to cultivate her daughter’s talent. Instead she frames Katie’s skills and interests as character traits—singing and acting are part of what makes Katie “Katie.” She sees the shows her daughter puts on as “cute” and as a way for Katie to “get attention.

There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures. Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not. So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.

It was a contradiction that Bikram negotiated with two twin sayings: "Ninety-nine percent correct, one hundred percent wrong," and its complement, "Try one perfect the right way, get one hundred percent of the benefits." This 99 percent wrong/1 percent right mentality created the classic Bikram dynamic. During class, internally, there is a perfectionism, a demand for almost hostile conformity that works like metallurgy on the human form. Outside the hot room, externally, or from the teacher’s perspective, the yoga is compassionate, open, and tolerant. every improvement is praised because every improvement is hard won. The strict disciplinarian and the loving healer.

Evidence from a recent study of teaching by the Bill & Melinda Gates Foundation showed that students know a great teacher when they see one. The foundation’s “Measures of Effective Teaching” (MET) project studied student feedback through surveys on teacher evaluations. The study found that there is a very strong correlation between how students rate their teachers and how well those teachers do at attaining gains in student achievement. Students can tell us with pretty good accuracy whether their teachers are effective. Many who underestimate students would guess that kids would dislike teachers who might be good ones, but were strict or gave a lot of homework. As it turns out, children can effectively synthesize information about their teachers without a lot of bias, and on the whole, they can identify great teachers.

pedagogue n. FORMAL or HUMOROUS a teacher, especially a strict or pedantic one. late Middle English: via Latin from Greek paidagōgos, denoting a slave who accompanied a child to school (from pais, paid- ‘boy’ + agōgos ‘guide’).

Professor Flitwick, the Charms teacher, was a tiny little wizard who had to stand on a pile of books to see over his desk. At the start of their first lesson he took the register, and when he reached Harry’s name he gave an excited squeak and toppled out of sight. Professor McGonagall was again different. Harry had been quite right to think she wasn’t a teacher to cross. Strict and clever, she gave them a talking-to the moment they had sat down in her first class. ‘Transfiguration is some of the most complex and dangerous magic you will learn at Hogwarts,’ she said. ‘Anyone messing around in my class will leave and not come back. You have been warned.’ Then she changed her desk into a pig and back again. They were all very impressed and couldn’t wait to get started, but soon realised they weren’t going to be changing the furniture into animals for a long time. After making a lot of complicated notes, they were each given a match and started trying to turn it into a needle. By the end of the lesson,

At the time Dōgen Zenji was writing the Tenzo Kyōkun, he had already left Kennin-ji in Kyoto, and had set up his own monastery at Kōshō-ji in Fukakusa, just south of the city. At Kōshō-ji, Dōgen gained a reputation for being a strict teacher, and the number of disciples and followers increased rapidly. Hence, it was only natural that some sort of regulations be established to insure that everyone could practice with as few difficulties as possible. These regulations were born out of the situation as it developed.

Standardized tests remove a teacher’s discretion in the curriculum; strict sentencing guidelines prevent a judge from judging. It seems to be our liberal political instincts that push us in this direction of centralizing authority; we distrust authority in the hands of individuals. With its reverence for neutral process, liberalism is, by design, a politics of irresponsibility.

FIDELITY AND BETRAYAL He loved her from the time he was a child until the time he accompanied her to the cemetery; he loved her in his memories as well. That is what made him feel that fidelity deserved pride of place among the virtues: fidelity gave a unity to lives that would otherwise splinter into thousands of split-second impressions. Franz often spoke about his mother to Sabina, perhaps even with a certain unconscious ulterior motive: he assumed that Sabina would be charmed by his ability to be faithful, that it would win her over. What he did not know was that Sabina was charmed more by betrayal than by fidelity. The word fidelity reminded her of her father, a small-town puritan, who spent his Sundays painting away at canvases of woodland sunsets and roses in vases. Thanks to him, she started drawing as a child. When she was fourteen, she fell in love with a boy her age. Her father was so frightened that he would not let her out of the house by herself for a year. One day, he showed her some Picasso reproductions and made fun of them. If she couldn't love her fourteen-year-old schoolboy, she could at least love cubism. After completing school, she went off to Prague with the euphoric feeling that now at last she could betray her home. Betrayal. From tender youth, we are told by father and teacher that betrayal is the most heinous offense imaginable. But what is betrayal? Betrayal means breaking ranks. Betrayal means breaking ranks and going off into the unknown. Sabina knew of nothing more magnificent than going off into the unknown. Though a student at the Academy of Fine Arts, she was not allowed to paint like Picasso. It was the period when so-called socialist realism was prescribed and the school manufactured Portraits of Communist statesmen. Her longing to betray her father remained unsatisfied: Communism was merely another father, a father equally strict and limited, a father who forbade her love (the times were puritanical) and Picasso, too. And if she married a second-rate actor, it was only because he had a reputation for being eccentric and was unacceptable to both fathers. Then her mother died. The day following her return to Prague from the funeral, she received a telegram saying that her father had taken his life out of grief. Suddenly she felt pangs of conscience: Was it really so terrible that her father had painted vases filled with roses and hated Picasso? Was it really so reprehensible that he was afraid of his fourteen-year-old daughter's coming home pregnant? Was it really so laughable that he could not go on living without his wife? And again she felt a longing to betray: betray her own betrayal. She announced to her husband (whom she now considered a difficult drunk rather than an eccentric) that she was leaving him. But if we betray B., for whom we betrayed A., it does not necessarily follow that we have placated A. The life of a divorcee-painter did not in the least resemble the life of the parents she had betrayed. The first betrayal is irreparable. It calls forth a chain reaction of further betrayals, each of which takes us farther and farther away from the point of our original betrayal.

Dear brothers and sisters,[*] not many of you should become teachers in the church, for we who teach will be judged more strictly.

There is no teacher more strict and truthful than time.

joined one institute in Patel Nagar to accomplish this goal; my English Teacher was strict, but she did not have much knowledge.

Bruffee begins with the teacher, whose responsibility is to transfer knowledge into the minds of the students. He does this by creating an authoritative relationship with each student. That is, he calls on individuals and asks each to recite or provide an answer to a directed question. Each student is expected to perform strictly for the teacher, by recitation or by written exam. The relationship is always top-down and one-to-one. Students are discouraged from interacting with each other, whether by posing questions to one another, or assisting each other. Such behavior would breach the authority of the teacher and create an alternative pattern of authority that would be lateral and interactive. Thinking together would be considered cheating. Each student, in turn, is individually evaluated and graded.

Of course I could never solve them. I didn’t know where to begin and she would bellow at me that I was useless, and tell me to sit down. I had to do the walk of shame back to my desk, cheeks burning, avoiding the smirks and sniggers as I slunk back. The bell would go for the end of the lesson, and everyone would file outside. I would try not to look at Miss Cooper’s smirking face as she watched me miserably shuffle out of her lessons. I would try to find a hiding place before I was spat at, or shoved down stairs or called whatever foul names they could dream up that day. I didn’t have any friends at school. I was the original miss no mates. I had turned thirteen in June, and here I was in September, a new term and another day in hell. It was the “copy this down” lessons I dreaded most. It was then that the bullies would torment me and generally make my life a misery. I was scared of Miss Cooper the maths teacher, but she was so strict, no one dared do more than smirk at me during her classes. It hadn’t always been like that. I had started off so full of high expectations on my first day at Star Cross Secondary modern school for girls. It was 1969, I was eleven years old, but looked much younger.

Suppose that, through legislation (an artificial means) and through a government-run school voucher program (an artificially created market), public schools are privatized. "Natural evolution" will then take place: Schools will have to compete, only the best competitors will survive, and those schools that cannot compete will cease to exist. The surviving schools, by the Folk Theory of the Best Result, will be the best schools. It is an argument entirely based on two metaphors and a folk theory, all of which derive from Strict Father morality. Many people do not notice that Evolution Is Survival Of The Best Competitor is, indeed, a metaphor, much less a Strict Father metaphor. One way to reveal its metaphorical character is to contrast it with a metaphor for evolution that takes the perspective of Nurturant Parent morality: Evolution Is The Survival Of The Best Nurtured. Here "best nurtured" is taken to include both literal nurturing by parents and others and metaphorical nurturing by nature itself. Where fitting an ecological niche is being metaphorized as winning a competition in one case, it is metaphorized as being cared for by nature in the other. Both are metaphors for evolution, but they have very different entailments, especially when combined with the metaphor Natural Change Is Evolution and the folk theory that evolution yields the best result. Putting these together yields a very different composite metaphor for natural change, namely, Natural Change Is The Survival Of The Best Nurtured, which produces the best result. Applied to the issue of whether public schools should be privatized, this metaphor would entail that they should not be. Rather, public schools need to be "better nurtured," that is, given the resources they need to improve: better-trained and better-paid teachers, smaller classes, better facilities, programs for involving parents, community involvement, and so on.

o step into the pulpit is to enter onto holy ground. To stand behind an open Bible demands no trifling with sacred things. To be a spokesman for God requires utmost concern and care in handling and proclaiming the Word. Rightly does Scripture warn, “Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness” (James 3:1).

November 16: Saint Gertrude   Gertrude was born of a noble family at Eisleben, in Saxony.  At five years of age, she offered her virginity and herself to Jesus Christ, in the Benedictine nunnery at Rodersdorf.  From that time forth she was utterly estranged from earthly things, ever striving for things higher, and began to lead a kind of heavenly life.  To learning in human letters she added knowledge of the things of God.  In the thought thereof she earnestly desired, and soon reached, the perfection of a Christian soul.  Of Christ, and of the things in his life, she spake oftentimes with movings of spirit.  The glory of God was the one end of all her thoughts, and to that her every longing and her every act were given.  Though God had crowned her with so many and so noble gifts both of nature and of grace, her belief regarding herself was so humble that she was used to number as among the greatest of the wonders of his goodness that he had always in his mercy borne with one who was so utterly unworthy. In the thirtieth year of her age she was elected Abbess of Rodersdorf, where she had professed herself in the religious life, and afterwards of Helfta.  This office she bore for forty years in love, wisdom, and zeal for strict observance, so that the house seemed like an ideal ensample of a sisterhood of perfect nuns.  To each one she was a mother and a teacher, and yet would be as the least of all, being in sooth in all lowliness among them as she that served.  That she might be more utterly God's only, she tormented her body with sleeplessness, hunger, and other afflictions, but withal ever true to herself, stood forth a pattern of innocency, gentleness, and long-suffering.  The salvation of her neighbours was her constant earnest endeavour, and her godly toil bore abundant fruit.  The love of God oftentimes threw her into trances, and she was given the grace of the deepest contemplation, even to union of spirit with God. Christ himself, to shew what such a bride was to him, revealed that he had in the heart of Gertrude a pleasant dwelling-place.  The Virgin Mother of God she ever sought with deep reverence as a mother and warden whom she had received from Jesus himself, and from her she had many benefits.  Toward the most Divine Sacrament of the Eucharist, and the sufferings of the Lord, her soul was moved with love and gratitude, so that she sometimes wept abundantly.  She helped with daily gifts and prayers the souls of the just condemned to the purifying fire.  She wrote much for the fostering of godliness.  She was glorified also by revelations from God, and by the gift of prophecy.  Her last illness was rather the wasting of a home-sickness to be with God than a decay of the flesh, and she left this life in the year of our Lord 1292.  God made her bright with miracles both during her life and after her death.

tells us that not many of us should become teachers (James 3:1), because the teachers are to be judged more strictly. For this reason, Christians should strive mightily in prayer for their teachers, that those teachers should teach the unadulterated word of God. Those teachers are in a most awful position—God will judge them on the basis of how well they taught his message. It is our prayers, yours and mine, that will help to keep them on the right path.

In families in which parents are overbearing, rigid, and strict, children grow up with fear and anxiety. The threat of guilt, punishment, the withdrawal of love and approval, and, in some cases, abandonment, force children to suppress their own needs to try things out and to make their own mistakes. Instead, they are left with constant doubts about themselves, insecurities, and unwillingness to trust their own feelings. They feel they have no choice and as we have shown, for many, they incorporate the standards and values of their parents and become little parental copies. They follow the prescribed behavior suppressing their individuality and their own creative potentials. After all, criticism is the enemy of creativity. It is a long, hard road away from such repressive and repetitive behavior. The problem is that many of us obtain more gains out of main- taining the status quo than out of changing. We know, we feel, we want to change. We don’t like the way things are, but the prospect of upsetting the stable and the familiar is too frightening. We ob- tain “secondary gains” to our pain and we cannot risk giving them up. I am reminded of a conference I attended on hypnosis. An el- derly couple was presented. The woman walked with a walker and her husband of many years held her arm as she walked. There was nothing physically wrong with her legs or her body to explain her in- ability to walk. The teacher, an experienced expert in psychiatry and hypnosis, attempted to hypnotize her. She entered a trance state and he offered his suggestions that she would be able to walk. But to no avail. When she emerged from the trance, she still could not, would not, walk. The explanation was that there were too many gains to be had by having her husband cater to her, take care of her, do her bidding. Many people use infirmities to perpetuate relationships even at the expense of freedom and autonomy. Satisfactions are derived by being limited and crippled physically or psychologically. This is often one of the greatest deterrents to progress in psychotherapy. It is unconscious, but more gratification is derived by perpetuating this state of affairs than by giving them up. Beatrice, for all of her unhappiness, was fearful of relinquishing her place in the family. She felt needed, and she felt threatened by the thought of achieving anything 30 The Self-Sabotage Cycle that would have contributed to a greater sense of independence and self. The risks were too great, the loss of the known and familiar was too frightening. Residing in all of us is a child who wants to experiment with the new and the different, a child who has a healthy curiosity about the world around him, who wants to learn and to create. In all of us are needs for security, certainty, and stability. Ideally, there develops a balance between the two types of needs. The base of security is present and serves as a foundation which allows the exploration of new ideas and new learning and experimenting. But all too often, the security and dependency needs outweigh the freedom to explore and we stifle, even snuff out, the creative urges, the fantasy, the child in us. We seek the sources that fill our dependency and security needs at the expense of the curious, imaginative child. There are those who take too many risks, who take too many chances and lose, to the detriment of all concerned. But there are others who are risk-averse and do little with their talents and abilities for fear of having to change their view of themselves as being the child, the dependent one, the protected one. Autonomy, independence, success are scary because they mean we can no longer justify our needs to be protected. Success to these people does not breed success. Suc- cess breeds more work, more dependence, more reason to give up the rationales for moving on, away from, and exploring the new and the different.

Culturally, though not theologically, I'm a Christian. I was born a Protestant of the white Anglo-Saxon persuasion. And while I do love that great teacher of peace who was called Jesus, and while I do reserve the right to ask myself in certain trying situations what indeed He would do, I can't swallow that one fixed rule of Christianity insisting that Christ is the only path to God. Strictly speaking, then, I cannot call myself a Christian. Most of the Christians I know accept my feelings on this with grace and open-mindedness. Then again, most of the Christians I know don't speak very strictly. To those who do speak (and think) strictly, all I can do here is offer my regrets for any hurt feelings and now excuse myself from their business.

Before that, she was an elementary school teacher, until the state stripped the unions of collective bargaining rights in the Right to Learn Act, subcontracting public school education to for-profit corporations. She still missed teaching, but that was strictly an hourly-wage temp job now, for those lucky enough to get hired.

It’s our common enemy, though it isn’t, really, an enemy. Pain is, at least when our bodies are working properly, a teacher. A really tough, really strict, and perfectly fair teacher.

While Jesus was saying this, some messengers came from Jairus' house and told him, “Your daughter has died. Why bother the Teacher any longer?” 36 Jesus paid no attention to[a] what they said, but told him, “Don't be afraid, only believe.” 37 Then he did not let anyone else go on with him except Peter and James and his brother John. 38 They arrived at Jairus' house, where Jesus saw the confusion and heard all the loud crying and wailing. 39 He went in and said to them, “Why all this confusion? Why are you crying? The child is not dead—she is only sleeping!” 40 They started making fun of him, so he put them all out, took the child's father and mother and his three disciples, and went into the room where the child was lying. 41 He took her by the hand and said to her, “Talitha, koum,” which means, “Little girl, I tell you to get up!” 42 She got up at once and started walking around. (She was twelve years old.) When this happened, they were completely amazed. 43 But Jesus gave them strict orders not to tell anyone, and he said, “Give her something to eat.

She’d be different,” Belinda said. “She’s a little intimidating,” I said. “Like a strict teacher that you learn to adore.” “Exactly,” said Belinda. “Like you,” I said. “Intimidating for years, and then beloved.

There was constant propaganda about how communism was changing the village for the better,” recalls Tamás Sályi, a Budapest teacher of English, of his Hungarian youth. “There were always films of the farmer learning to improve his life with new technology. Those who rejected it were [depicted as] endangering their families. There are so many examples about how everything old and traditional prevented life from being good and happy.” Thus does the Myth of Progress become a justification for exercising dictatorial power to eliminate all opposition. Today, totalitarianism amounts to strict, forced regimentation of the Grand March toward Progress. It is the method by which true believers in Progress aim to keep all of society moving forward toward utopia in lockstep, both in their outward actions and in their innermost thoughts.

What if we listened to Dorothy L. Sayers’s argument that she “can never find any logical or strictly theological reason against [women’s ordination]”?33 What if we realized that God has never stopped calling women to do his work—as preachers, teachers, missionaries, evangelists, and authors? What if we realized that when we look at the whole of the global world, it simply doesn’t make sense to define occupations by gender? What does make sense is Paul’s reminder that all of our work is important and that by doing what we are called to do, we build up the Body of Christ together. What if we finally stood together, united by our belief in Jesus instead of divided by arguments over power and authority? What if we followed the example of Jesus, who let Mary of Bethany sit at his feet like a male disciple and who overruled his disciples to make sure he heard the words of the woman of Canaan? What if we realized that, even when the male disciples pushed women away, Jesus always listened to women speak? Complementarianism is patriarchy, and patriarchy is about power. Neither have ever been about Jesus.

I think any teacher wishing to carry a firearm in school around children should receive rigorous training, a strict mental evaluation, and bi-annual recertification.

Snobs by Julian Fellowes The Piano Teacher by Janice Y. K. Lee People Like Us by Dominick Dunne The Power of Style by Annette Tapert and Diana Edkins (this is out of print; I will lend you my copy) Pride and Avarice by Nicholas Coleridge The Soong Dynasty by Sterling Seagrave Freedom by Jonathan Franzen D. V. by Diana Vreeland A Princess Remembers: The Memoirs of the Maharani of Jaipur by Gayatri Devi Jane Austen—complete works beginning with Pride and Prejudice Edith Wharton—The Custom of the Country, The Age of Innocence, The Buccaneers, The House of Mirth (must be read in strict order—you will understand why when you finish the last one) Vanity Fair by William Makepeace Thackeray Anna Karenina by Leo Tolstoy Brideshead Revisited by Evelyn Waugh

Compulsory, class-based education of young people by teachers in preparation for exams is one of those universal things nobody ever questions. We just assume that’s the way learning happens. But a quick reflection on our own experience shows that there are all sorts of other ways to learn. We learn by reading, by watching, by emulating, by doing. We learn in groups of friends, we learn alone. Yet almost none of this is called ‘education’ – which is always a top–down activity. Is the classroom really the best way for young people to learn things? Or has the obsession with formal education crowded out all sorts of other, more emergent models of learning? What would education look like if allowed to evolve? When you think about it, it is rather strange that liberated, freethinking people, when their children reach the age of five, send them off to a sort of prison for the next twelve to sixteen years. There they are held, on pain of punishment, in cells called classrooms and made, on pain of further punishment, to sit at desks and follow particular routines. Of course it is not as Dickensian as it used to be, and many people emerge with brilliant minds, but school is still a highly authoritarian and indoctrinating place. In my own case, the prison analogy was all too apt. The boarding school I attended between the ages of eight and twelve had such strict rules and such regular and painful corporal punishment that we readily identified with stories of prisoners of war in Nazi Germany, even down to the point of digging tunnels, saving up food and planning routes across the countryside to railway stations. Escapes were frequent, firmly punished, and generally considered heroic.

[fictional speech] As a woman. And as a woman in psychology, I’m expected to absorb the problems of the world. My super power is taking the world’s negative energy and giving that energy back to the world in a new positive form. With great power comes great responsibility. With great responsibility comes a strict commitment. So I’ve committed every day to keeping the world calm. I wake up and pour into the world. Wake up pour into the world. Wake up again and pour into the world. A process I love, but then I come back with an empty cup. So I have to refill, and repeat again. Super woman! We are super women in psychology. But what happens when the world has drained out all of our power? How do we recharge? We know how to pour into the world, but have we forgotten about ourselves? Are we allowed to put our pitcher down and pull out our glass? Are we allowed to be selfish? I want to challenge what we think about the word selfish. I want to change the way that we think about caring for self. As we know it today, the word selfish means being devoted to or caring only for oneself. In other words committed to self care. So if the definition only means this, where did the word go wrong? Being selfless, self....less, is defined alongside words like noble, charitable, and generous; while self interest is looked down upon. We can be self interested without the expense of hurting others. If indeed we change the world by changing ourselves then it is productive to the world to be selfish. If we are constantly meeting the demands of the world, are we satisfying ourselves? I agree that as a society it is more beneficial for the majority for everyone to work together, but the world also works on balance. I want everyone to go out into the world and uplift it, but I also want everyone to put that same amount of energy into themselves. Our place that we call home should be a place where we can be selfish. A place that we can have full peace and not worry about the politics of the world. A place that we are held to our own standard and not the standard that the world sets for us. [time passes] Ladies, you are beautiful. You are strong. You are intelligent; and you are committed. You are the foundation of the world and everything enters through you. You are the nurturers. You are the healers. You are the teachers. Your job is much more greater than your career in psychology. You are magic. While letting the world borrow some of your magic, don’t forget about healing, nurturing, teaching, and providing for yourselves. Thank you.

Elsie learned of the strict rules for Arizona’s teachers: Teachers are not to keep company with men. Women may not dye their hair. Two petticoats must be worn. Teachers may not loiter downtown in ice cream stores. Dresses must be no more than two inches above the ankle.

Zombie is back at school... as an eighth grader! But with such a strict teacher and tough exams, Zombie is finding it tough at Scare School! Will Zombie make it through the first few weeks of eighth grade?

When the fugitives arrived in Lawrence, most had only the clothes on their backs, and in many cases those were rags. “They were strong and industrious,” Rev. Cordley wrote, “and by a little effort, work was found for them and very few, if any of them, became objects of charity.” But while they were eager to make their new lives in freedom, they needed help translating their industriousness into livelihoods. Nearly all were illiterate because most slaveholding states had strict laws making it illegal to teach slaves to read or write. Fugitives arriving in Lawrence equated learning with liberty, so their thirst for education was overwhelming. But the town’s fine educational system was not able to accommodate the number of eager new students. Mr. S. N. Simpson, one of the town’s 1855 pioneers, had started the first Sunday schools in town when he arrived, and he conceived a system of education for the fugitives based on his Sunday school model. Classes would be taught by volunteers in the evenings, and the curriculum would include basic reading, writing, and arithmetic, along with lectures designed to help them establish themselves in the community. The people of Lawrence were as excited to teach as their students were excited to learn, and enough volunteers were available to split the first class of about one hundred men and women into groups of six or eight.214 Josiah C. Trask, the editor of the Lawrence State Journal, spent an evening in January 1862 visiting the school and devoted an article to his observations. Eighty-three students, taught by twenty-seven teachers, met in the courthouse. “One young man who had been to the school only five nights,” Trask wrote, “began with the alphabet, [and] now spells in words of two syllables.” He observed that there was a class of little girls, “eager and restless,” a class of grown men, “solemn and earnest,” a class of “maidens in their teens,” and “another of elderly women.” Trask observed that the students were “straining forward with all their might, as if they could not learn fast enough.” He concluded, observing that all eighty-three students came to class each evening “after working hard all day to earn their bread,” while the twenty-seven teachers, “some of them our most cultivated and refined ladies and gentlemen,” labored night after night, “voluntarily and without compensation.” It was “a sight not often seen.”215

Professor McGonagall was again different. Harry had been quite right to think she wasn’t a teacher to cross. Strict and clever, she gave them a talking-to the moment they had sat down in her first class. ‘Transfiguration is some of the most complex and dangerous magic you will learn at Hogwarts,’ she said. ‘Anyone messing around in my class will leave and not come back. You have been warned.

She was a ruthless mother, not even worthy to be called a mother, but I never believed this, no matter who said it. In classiness and strictness, she resembled my piano teacher. People also said to me, little boy, don’t even think about her, it’s not worth it. She was living in austere grandeur with someone, somewhere in a distant and alluring strange land. They said this was a moral slough. Which made me think of a puddle with pigs wallowing in it, snorting with pleasure. At other times, I imagined classiness as something like the dignity with which my piano teacher endured her lameness; she never complained. Or as the threatening act of destiny that will reach me too with its fury and one fine day strike me down.

I’m not saying pain is what defines us as human beings. But it is, in many ways, what unites us. We all recognize other people in pain. Damned near all of us are moved to do something about it when we see it. It’s our common enemy, though it isn’t, really, an enemy. Pain is, at least when our bodies are working properly, a teacher. A really tough, really strict, and perfectly fair teacher.

It is a myth that students hate strict teachers. Students possess an innate ability to respect knowledge and recognize effort which ultimately paves the way to cognize good intentions of the teacher.

Upon encountering Islam by whatever means, Drew was soundly impressed with the appeal of the religion, initially. This ancient Middle Eastern religion attracted the North Carolinian with not only its strict moral discipline but also the modest way its worshippers dressed and the proud and sober manner in which they carried themselves. After reportedly coming under the influence of Muslim teachers, Drew came to view Islam as “the only instrument for Negro unity and advancement.” 7 Lacking knowledge of the Arabic language as well as grounding in Muslim orthodoxy, he examined its dogma as best he could by probing the international faith with a keen eye out for remedies that would help Negroes relieve the sociopolitical pain and suffering they endured early in the twentieth century as an oppressed people in the United States. The young black supplicant found no such balm in orthodox Islam. Also, he reasoned that Arabic dogma would be a tough sell to a generation of Negroes just out of slavery and barely literate in English. Most troubling of all, the Arab Muslims in the Middle East had a long and barbaric history of enslaving sub-Saharan Africans—indeed, they dominated this ruthless human trade in Morocco and Egypt. Additionally, the Moors were known to widely practice color-caste discrimination among themselves.

Now if one notices carefully one will see that between these two worlds, despite much physical contact and daily intermingling, there is almost no community of intellectual life or point of transference where the thoughts and feelings of one race can come into direct contact and sympathy with the thoughts and feelings of the other. Before and directly after the war, when all the best of the Negroes were domestic servants in the best of the white families, there were bonds of intimacy, affection, and sometimes blood relationship, between the races. They lived in the same home, shared in the family life, often attended the same church, and talked and conversed with each other. But the increasing civilization of the Negro since then has naturally meant the development of higher classes: there are increasing numbers of ministers, teachers, physicians, merchants, mechanics, and independent farmers, who by nature and training are the aristocracy and leaders of the blacks. Between them, however, and the best element of the whites, there is little or no intellectual commerce. They go to separate churches, they live in separate sections, they are strictly separated in all public gatherings, they travel separately, and they are beginning to read different papers and books. To most libraries, lectures, concerts, and museums, Negroes are either not admitted at all, or on terms peculiarly galling to the pride of the very classes who might otherwise be attracted. The daily paper chronicles the doings of the black world from afar with no great regard for accuracy; and so on, throughout the category of means for intellectual communication,—schools, conferences, efforts for social betterment, and the like,—it is usually true that the very representatives of the two races, who for mutual benefit and the welfare of the land ought to be in complete understanding and sympathy, are so far strangers that one side thinks all whites are narrow and prejudiced, and the other thinks educated Negroes dangerous and insolent. Moreover, in a land where the tyranny of public opinion and the intolerance of criticism is for obvious historical reasons so strong as in the South, such a situation is extremely difficult to correct. The white man, as well as the Negro, is bound and barred by the color-line, and many a scheme of friendliness and philanthropy, of broad-minded sympathy and generous fellowship between the two has dropped still-born because some busybody has forced the color-question to the front and brought the tremendous force of unwritten law against the innovators. It is hardly necessary for me to add very much in regard to the social contact between the races. Nothing has come to replace that finer sympathy and love between some masters and house servants which the radical and more uncompromising drawing of the color-line in recent years has caused almost completely to disappear. In a world where it means so much to take a man by the hand and sit beside him, to look frankly into his eyes and feel his heart beating with red blood; in a world where a social cigar or a cup of tea together means more than legislative halls and magazine articles and speeches,—one can imagine the consequences of the almost utter absence of such social amenities between estranged races, whose separation extends even to parks and streetcars.

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

Around the world, people who studied parenting usually divided the various styles into four basic categories: Authoritarian parents were strict disciplinarians, the “because I said so” parents. Permissive parents tended to be indulgent and averse to conflict. They acted more like friends than parents. In some studies, permissive parents tended to be wealthier and more educated than other parents. Neglectful parents were just how they sounded: emotionally distant and often absent. They were also more likely to live in poverty. Then there was the fourth option: Authoritative. The word was like a mash up of authoritarian and permissive. These parents inhabited the sweet spot between the two: they were warm, responsive, and close to their kids, but, as their children got older, they gave them freedom to explore and to fail and to make their own choices. Throughout their kids’ upbringing, authoritative parents also had clear, bright limits, rules they did not negotiate. “We’re socialized to believe that warmth and strictness are opposites,” Doug Lemov writes in his book Teach Like a Champion. “The fact is, the degree to which you are warm has no bearing on the degree to which you are strict, and vice versa.” Parents and teachers who manage to be both warm and strict seem to strike a resonance with children, gaining their trust along with their respect. When researcher Jelani Mandara at Northwestern University studied 4,754 U.S. teenagers and their parents, he found that kids with authoritative parents had higher academic achievement levels, fewer symptoms of depression, and fewer problems with aggression, disobedience, and other antisocial behaviors. Other studies have found similar benefits. Authoritative parents trained their kids to be resilient, and it seemed to work.

Harsh discipline doesn't benefit a student, but social problem solving does. Are strict rules and harsh discipline the keys to successful education? No, they aren’t. In fact, harsh discipline is counterproductive to learning. Discipline can make a student focus, but it also gives him anxiety and low self-esteem. Rousseah Mieze, a APR graduate who later became a teacher, said the strict environment of APR shaped his negative self-image. When he was in college, he'd still imagine his former teachers saying things like, “You don't work hard enough. You don't belong here.

I would just like to add that it is perfectly okay for students to wear animal costumes in class, but hats are strictly forbidden.

Karanth must have been highly individualistic even as a child as is borne out by the following incident. It seems, as soon as he entered the school he sat in the teacher’s chair, and only the use of force by his teacher could make him sit along with other boys. Social behaviour then was dictated strictly on caste-lines. The ‘upper-caste’ boys like, Karanth could not sit with or touch ‘lower-caste’ boys; and if by chance they did, they had to go through purification rites.