All of you knowing now, Tthat the Buddhas, the Teachers of the Ages, In accord with what is peculiarly appropriate, have recourse to expedient devices, Need have no more doubts or uncertainties. Your hearts shall give rise to great joy, Since you know that you yourselves Shall become Buddhas.
With even a little intuitive wisdom we will be able to see clearly the ways of the world. We will come to understand that everything in the world is our teacher.
We want our teachers to be trained so they can meet the obligations, their obligations as teachers. We want them to know how to teach the science of reading. In order to make sure there's not this kind of federal-federal cufflink.
School is established, not in order that it should be convenient for the children to study, but that teachers should be able to teach in comfort. The children's conversations, motion, merriment are not convenient for the teacher, and so in the schools, which are built on the plan of prisons, are prohibited.
To be so bent on Marriage - to pursue a man merely for the sake of situation - is a sort of thing that shocks me; I cannot understand it. Poverty is a great Evil, but to a woman of Education and feeling it ought not, it cannot be the greatest. I would rather be a teacher at a school (and I can think of nothing worse) than marry a man I did not like.
A good traveler has no fixed plans and is not intent upon arriving. A good artist lets his intuition lead him wherever it wants. A good scientist has freed himself of concepts and keeps his mind open to what is. Thus the Master is available to all people and doesn't reject anyone. He is ready to use all situations and doesn't waste anything. This is called embodying the light. What is a good man but a bad man's teacher? What is a bad man but a good man's job? If you don't understand this, you will get lost, however intelligent you are. It is the great secret.
The dogma of the mystic offices of Christ being dropped, and he standing on his genius as a moral teacher, 'tis impossible to maintain the old emphasis of his personality; and it recedes, as all persons must, before the sublimity of the moral laws.
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.
If there is inequality in nature, still there must be equal chance for all - or if greater for some and for some less - the weaker should be given more chance than the strong. In other words, a Brahmin is not so much in need of education as a Chandala. If the son of a Brahmin needs one teacher, that of a Chandala needs ten. For greater help must be given to him whom nature has not endowed with an acute intellect from birth. It is a madman who carries coals to Newcastle. The poor, the downtrodden, the ignorant, let these be your God.
It is because of our unassailable enthusiasm, our profound reverence for education, that we habitually demand of it the impossible. The teacher is expected to perform a choice and varied series of miracles.
Do not accept anything simply because it has been said by your teacher, or because it has been written in your sacred books, or because it has been believed by many, or because it has been handed down by your ancestors. Accept and live only according to what will enable you to see truth face to face.
[Not enough is known about solid geometry] and for two reasons: in the first place, no government places value on it; this leads to a lack of energy in the pursuit of it, and it is difficult. In the second place, students cannot learn it unless they have a teacher. But then a teacher can hardly be found.