Reason must approach nature in order to be taught by it. It must not, however, do so in the character of a pupil who listens to everything that the teacher chooses to say, but of an appointed judge who compels the witness to answer questions which he has himself formulated.
The point is to develop the childlike inclination for play and the childlike desire for recognition and to guide the child over to important fields for society. Such a school demands from the teacher that he be a kind of artist in his province.
My entire stay there [high school] might have been time lost if it hadn't been for the unique personality of a brilliant teacher. Miss Kirwin was that rare educator who was in love with information. I will always believe that her love of teaching came not so much from her liking for students but from her desire to make sure that some of the things she knew would find repositories so that they could be shared again.
If we can make sure that that young boys starting at the age of three or four already knows their colors and their letters and are getting good preschool, and by the time they get into school they've got a good teacher and are getting the support that they need and are able to keep up with their classwork, that is going to do more to reduce the incarceration rate at the same time, obviously, as it increases the college enrollment rate.
Of course you will insist on modesty in the children, and respect to their teachers, but if the boy stops you in your speech, cries out that you are wrong and sets you right, hug him!
A courage which looks easy & yet is rare; the courage of a teacher repeating day after day the same lessons - the least rewarded of all forms of courage.
One reason I like to highlight reading is, reading is the beginnings of the ability to be a good student. And if you can't read, it's going to be hard to realize dreams, it's going to be hard to go to college. So when your teachers say, read - you ought to listen to her.
There is needed, no doubt, a body of servants (ministerium) of the invisible church, but not officials (officiales), in other words, teachers but not dignitaries, because in the rational religion of every individual there does not yet exist a church as a universal union (omnitudo collectiva).
The real difficulty, the difficulty which has baffled the sages of all times, is rather this: how can we make our teaching so potent in the motional life of man, that its influence should withstand the pressure of the elemental psychic forces in the individual?
I am sure it is one's duty as a teacher to try to show boys that no opinions, no tastes, no emotions are worth much unless they are one's own. I suffered acutely as a boy from the lack of being shown this.