Quotes on Pupils

I must remain a child and pupil of the Catechism, and am glad so to remain.

Master and Doctor are my titles; for ten years now, without repose, I held my erudite recitals and led my pupils by the nose.

What is a good definition? For the philosopher or the scientist, it is a definition which applies to all the objects to be defined, and applies only to them; it is that which satisfies the rules of logic. But in education it is not that; it is one that can be understood by the pupils.

We feasted on love; every mode of it, solemn and merry, romantic and realistic, sometimes as dramatic as a thunderstorm, sometimes comfortable and unemphatic as putting on your soft slippers. She was my pupil and my teacher, my subject and my sovereign, my trusty comrade, friends, shipmate, fellow-soldier. My mistress, but at the same time all that any man friend has ever been to me.

It appears to me that if one wants to make progress in mathematics, one should study the masters and not the pupils.

Teach music and singing at school in such a way that it is not a torture but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime.

I will gladly give lessons as a favor, particularly when I see that my student has talent, inclination, and anxiety to learn; but to be obliged to go to a house at a certain hour, or to have to wait at home for a pupil, is what I cannot do, no matter how much money it may bring me in. . . I am a composer and was born to be a Kapellmeister. I neither can nor ought to bury the talent for composition with which God in his goodness has so richly endowed me. . .

As the true object of education is not to render the pupil the mere copy of his preceptor, it is rather to be rejoiced in, than lamented, that various reading should lead him into new trains of thinking.

Why not whip the teacher when the pupil misbehaves?

I have always felt that the true text-book for the pupil is his teacher

Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.

Select such subjects that your pupils cannot walk out without seeing them. Train your pupils to be observers, and have them provided with the specimens about which you speak. If you can find nothing better, take a house-fly or a cricket, and let each one hold a specimen and examine it as you talk.

The same is true of Love, and the instinctive desire to please those whom we love. The teacher who succeeds in getting herself loved by the pupils will obtain results which one of a more forbidding temperament finds it impossible to secure.

You perceive now, my friends, what your general or abstract duty is as teachers. Although you have to generate in your pupils a large stock of ideas, any one of which may be inhibitory, yet you must also see to it that no habitual hesitancy or paralysis of the will ensues, and that the pupil still retains his power of vigorous action.

If, then, you wish to insure the interest of your pupils, there is only one way to do it; and that is to make certain that they have something in their minds to attend with, when you begin to talk. That something can consist in nothing but a previous lot of ideas already interesting in themselves, and of such a nature that the incoming novel objects which you present can dovetail into them and form with them some kind of a logically associated or systematic whole.

A teacher who establishes rapport with the taught, becomes one with them, learns more from them than he teaches them. He who learns nothing from his disciples is, in my opinion, worthless. Whenever I talk with someone I learn from him. I take from him more than I give him.

We should seek to be fellow students with the pupil, and should learn of, as well as with him, if we would be most helpful to him.

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

Creativity is a type of learning process where the teacher and pupil are located in the same individual.

There is no teaching until the pupil is brought into the same state or principle in which you are; a transfusion takes place; he is you, and you are he; then is a teaching; and by no unfriendly chance or bad company can he ever lose the benefit.

Poor is the pupil who does not surpass his master.