~Teaching.~--Count it one of the highest virtues upon earth to educate faithfully the children of others, which so few, and scarcely any, do by their own.--_Luther._
So that if society, having, quite gratuitously, done all these things for me, asks me in turn to do something towards its preservation--even if that something is to contribute to the teaching of other men's children--I really, in spite of all my individualist learnings, feel rather ashamed to say no. And, if I were not ashamed, I cannot say that I think that society would be dealing unjustly with me in converting the moral obligation into a legal one. There is a manifest unfairness in letting all the burden be borne by the willing horse.
When one thinks of the real agony one has gone through in consequence of false teaching, it makes human nature angry with the teachers who have added to the bitterness of life.
If people would only learn to see that there is really a religion beyond all religions, that each man must have his own religion which he has conquered for himself, and that we must learn to tolerate religion wherever we find it! Christianity would be a perfect religion, if it did not go beyond the simple words of Christ, and if, even in these words, we made full allowance for the time and place and circumstances in which they were spoken--that is, if we simply followed Christ where He wishes us to follow Him. We have gone far beyond those times and circumstances in many things, but in what is most essential we are still far behind the teaching of Christ. How many call themselves Christians who have no idea how difficult it is to be a Christian, a follower of Christ! It is easy enough to repeat creeds, and to work ourselves into a frame of mind when miracles seem most easy.
Fruit-bearing without Christ is not an improbability, but an impossibility. As well expect the natural fruit to flourish without air and heat, without soil and sunshine. How thoroughly also Paul grasped this truth is apparent from a hundred pregnant passages in which he echoes his Master's teaching. To him life was hid with Christ in God. And that he embraced this, not as a theory but as an experimental truth, we gather from his constant confession, "When I am weak, then am I strong." Natural Law, p. 271.
It's better to teach people than to scare them, Lauren. If you scare them and nothing happens, they lose their fear, and you lose some of your authority with them. It's harder to scare them a second time, harder to teach them, harder to win back their trust. Best to begin by teaching.
Sky is the part of creation in which Nature has done more for the sake of pleasing man, more for the sole and evident purpose of talking to him and teaching him, than in any other of her works, and it is just the part in which we least attend to her.
By Uniformitarianism I mean especially the teaching of Hutton and of Lyell.
Thus the Jews had miracles and prophecies, of which they saw the accomplishment, and the teaching of their law was that they should love and worship God alone; it was also perpetual. Thus it had all the marks of the true religion, as indeed it was, but we must distinguish between the teaching of the Jews, and the teaching of the Jewish law. Now the teaching of the Jews was not true, although it had miracles and prophecy and perpetuity, because it had not this further point, the worship and love of God only.
Instructors can impart only a fraction of the teaching. It is through your own devoted practice that the mysteries of the Art of Peace are brought to life.
The wise man can dispense with the favour of the mighty, but the mighty cannot dispense with the teaching of the wise.
If the mercy of God is so great that his teaching is salutary even when he hides himself, what great light may we not expect when he reveals himself?
There is no side of the human mind which physiological study leaves uncultivated. Connected by innumerable ties with abstract science, Physiology is yet in the most intimate relation with humanity; and by teaching us that law and order, and a definite scheme of development, regulate even the strangest and wildest manifestations of individual life, she prepares the student to look for a coal even amidst the erratic wanderings of mankind, and to believe that history offers something more than an entertaining chaos--a journal of a toilsome, tragi-comic march nowhither.
Education promotes peace by teaching men the realities of life and the obligations which are involved in the very existence of society; it promotes intellectual development, not only by training the individual intellect, but by sifting out from the masses of ordinary or inferior capacities, those who are competent to increase the general welfare by occupying higher positions; and, lastly, it promotes morality and refinement, by teaching men to discipline themselves, and by leading them to see that the highest, as it is the only permanent, content is to be attained, not by grovelling in the rank and steaming valleys of sense, but by continual striving towards those high peaks, where, resting in eternal calm, reason discerns the undefined but bright ideal of the highest Good--"a cloud by day, a pillar of fire by night."
They have a secret instinct prompting them to look for diversion and occupation from without, which arises from the sense of their continual pain. They have another secret instinct, a relic of the greatness of our primitive nature, teaching them that happiness indeed consists in rest, and not in turmoil. And of these two contrary instincts a confused project is formed within them, concealing itself from their sight in the depths of their soul, leading them to aim at rest through agitation, and always to imagine that they will gain the satisfaction which as yet they have not, if by surmounting certain difficulties which now confront them, they may thereby open the door to rest.
The virtue of sex is the occasion of mutual teaching; the woman preaching love in the ears of justice, and the man justice in the ears of love.
To know how to suggest is the great art of teaching.
The life of the Divine Man stands in no connection with the general history of the world in his time. It was a private life; his teaching was a teaching for individuals.
The whole of modern thought is steeped in science; it has made its way into the works of our best poets, and even the mere man of letters, who affects to ignore and despise science, is unconsciously impregnated with her spirit, and indebted for his best products to her methods. I believe that the greatest intellectual revolution mankind has yet seen is now slowly taking place by her agency. She is teaching the world that the ultimate court of appeal is observation and experiment, and not authority; she is teaching it to estimate the value of evidence; she is creating a firm and living faith in the existence of immutable moral and physical laws, perfect obedience to which is the highest possible aim of an intelligent being.
Lastly, the eighth, and the most meritorious of all, is to anticipate charity by preventing poverty; namely, to assist the reduced fellowman, either by a considerable gift, or a loan of money, or by teaching him a trade or by putting him in the way of business, so that he may earn an honest livelihood and not be forced to the dreadful alternative of holding out his hand for charity. To this Scripture alludes when it says: “And if thy brother be waxen poor and fallen in decay with thee, then thou shalt relieve him; yea, though he be a stranger or a sojourner; that he may live with thee… ” [ Matnot Aniyim , 10, 7 (the eight levels of charity).]
Biographies of great, but especially of good men, are most instructive and useful as helps, guides, and incentives to others. Some of the best are almost equivalent to gospels--teaching high living, high thinking, and energetic action for their own and the world's good.--_Samuel Smiles._
Spiritual Life is not something outside ourselves. The idea is not that Christ is in heaven and that we can stretch out some mysterious faculty and deal with Him there. This is the vague form in which many conceive the truth, but it is contrary to Christ's teaching and to the analogy of nature. Life is definite and resident; and Spiritual Life is not a visit from a force, but a resident tenant in the soul. Natural Law, Bio-genesis, p. 87.
Though Christianity has given us a purer and truer idea of the Godhead, of the majesty of His power and the holiness of His will, there remains with many of us the conception of a merely objective Deity. God is still with many of us in the clouds, so far removed from the earth and so high above anything human, that in trying to realise fully the meaning of Christ's teaching we often shrink from approaching too near to the blinding effulgence of Jehovah. The idea that we should stand to Him in the relation of children to their father seems to some people almost irreverent, and the thought that God is near us everywhere, the belief that we are also His offspring, nay, that there has never been an absolute barrier between divinity and humanity, has often been branded as Pantheism. Yet Christianity would not be Christianity without this so-called Pantheism, and it is only some lingering belief in something like a Jove-like Deus Optimus Maximus that keeps the eyes of our mind fixed with awe on the God of Nature without, rather than on the much more awful God of the soul within.
The use of COBOL cripples the mind; its teaching should, therefore, be regarded as a criminal offense.
Sus Minervam=--A pig teaching Minerva.
The proper method for hastening the decay of error, is not, by brute force, or by regulation which is one of the classes of force, to endeavour to reduce men to intellectual uniformity; but on the contrary by teaching every man to think for himself.
(The Bible) contains plain teaching for men of every rank of soul and state of life, which so far as they honestly and implicitly obey, they will be happy and innocent to the utmost powers of their nature, and capable of victory over all adversities, whether of temptation or pain.
The Spirit of Justice is the single most important seed Piers planted; if you don’t live by its teaching, your chance of salvation is nil. Unless Conscience and the Cardinal Virtues form the food that people live on, just take my word for it, they’re utterly lost — every single living soul among them! [ Piers Plowman, A new translation by A.V.C. Schmidt . Oxford, U.K.: Oxford University Press, 1992, page 239.]
The teaching of art is the teaching of all things.
We make the fullest allowance for those who, from reverence for God and for Christ, and from the purest motives, protest against claiming for man the full brotherhood of Christ. But when they say that the difference between Christ and mankind is one of kind, and not of degree, they know not what they do, they nullify the whole of Christ's teaching, and they deny the Incarnation which they pretend to teach.
The figures of men have gestures which correspond to what they are doing, so that in seeing them you understand what they are thinking of and saying; and these will be learned well by him who will copy the gestures of the dumb, for they speak by the gestures of their hands, their eyes, their brows and their whole person, when they wish to express the purpose of their mind. And do not mock me because I suggest a dumb teacher for the teaching of an art of which he is himself ignorant, because he will teach you better by his gestures than all the others with their words. And despise not such advice because they are the masters of gesture, and understand at a {118} distance what a man is talking of if he suits the actions of the hands to the words.
Managing relationships (with start ups) is more like teaching.
Nature is beyond all teaching.
The gratitude of place-expectants is a lively sense of future favours. I have read somewhere or other,--in Dionysius of Halicarnassus, I think,--that history is philosophy teaching by examples.[304-3]
We should by our distinct separation from the world divide the light from the darkness. In judgment, in action, in hearing, in teaching, in association, we must discern between the precious and the vile, and maintain the great distinction which the Lord made upon the world's first day.
Pour bien instruire, il ne faut pas dire tout ce qu'on sait, mais seulement ce qui convient a ceux qu'on instruit=--To teach successfully we must not tell all we know, but only what is adapted to the pupil we are teaching.
The way to get rid of wretchedness is to despise it; to conquer the devil is to defy him; to gain heaven is to turn your back upon it, and be as unflinching as the gods themselves. Satan may be roasted in his own flames; Tophet may be exploded with its own sulphur.
That State action always has been more or less misdirected, and always will be so, is, I believe, perfectly true. But I am not aware that it is more true of the action of men in their corporate capacity than it is of the doings of individuals. The wisest and most dispassionate man in existence, merely wishing to go from one stile in a field to the opposite, will not walk quite straight--he is always going a little wrong, and always correcting himself; and I can only congratulate the individualist who is able to say that his general course of life has been of a less undulatory character. To abolish State action, because its direction is never more than approximately correct, appears to me to be much the same thing as abolishing the man at the wheel altogether, because, do what he will, the ship yaws more or less. "Why should I be robbed of my property to pay for teaching another man's children?" is an individualist question, which is not unfrequently put as if it settles the whole business. Perhaps it does, but I find difficulties in seeing why it should. The parish in which I live makes me pay my share for the paving and lighting of a great many streets that I never pass through; and I might plead that I am robbed to smooth the way and lighten the darkness of other people. But I am afraid the parochial authorities would not let me off on this plea; and I must confess I do not see why they should.
Much that was called religion has carried an unconscious attitude of hostility toward life. True religion must teach that life is filled with joys pleasing to the eye of God, that knowledge without action is empty. All men must see that the teaching of religion by rules and rote is largely a hoax. The proper teaching is recognized with ease. You can know it without fail because it awakens within you that sensation which tells you this is something you've always known.
I thank thee, Jew, for teaching me that word.
A writer out of loneliness is trying to communicate like a distant star sending signals. He isn't telling or teaching or ordering. Rather he seeks to establish a relationship of meaning, of feeling, of observing. We are lonesome animals. We spend all life trying to be less lonesome.
On the day of his death, in his eightieth year, Elliott, "the Apostle of the Indians," was found teaching an Indian child at his bed-side. "Why not rest from your labors now?" asked a friend. "Because," replied the venerable man, "I have prayed God to render me useful in my sphere, and He has heard my prayers; for now that I can no longer preach, He leaves me strength enough to teach this poor child the alphabet."--_Rev. J. Chaplin._
Then let us try teaching you a bit of Romanian,” he said. “You have been mispronouncing our name very badly. The emphasis is on the first syllable. Dobrescu,” he enunciated for her. The way he pronounced his name made it sound entirely different. Musical, even.
Laws are not our life, only the house wherein our life is led; nay, they are but the bare walls of the house; all whose essential furniture, the inventions and traditions and daily habits that regulate and support our existence, are the work not of Dracos and Hampdens, but of Ph?nician mariners, of Italian masons, and Saxon metallurgists, of philosophers, alchymists, prophets, and the long-forgotten train of artists and artisans, who from the first have been jointly teaching us how to think and how to act, how to rule over spiritual and physical nature.
Science is teaching man to know and reverence truth, and to believe that only so far as he knows and loves it can he live worthily on earth, and vindicate the dignity of his spirit.
In all my teaching I have watched carefully the influence of the tooth-brush, and I am convinced that there are few single agencies of civilization that are more far-reaching.
"The use of COBOL cripples the mind; its teaching should, therefore, be regarded as a criminal offense."
The Zen disciple sits for long hours silent and motionless, with his eyes closed. Presently he enters a state of impassivity, free from all ideas and all thoughts. He departs from the self and enters the realm of nothingness. This is not the nothingness or the emptiness of the West. It is rather the reverse, a universe of the spirit in which everything communicates freely with everything, transcending bounds, limitless. … The disciple must, however, always be lord of his own thoughts, and must attain enlightenment through his own efforts. And the emphasis is less upon reason and argument than upon intuition, immediate feeling. Enlightenment comes not from teaching but through the eye awakened inwardly. Truth is in "the discarding of words", it lies "outside words".
The pulpit only "teaches" to be honest; the market-place "trains" to over-reaching and fraud; and teaching has not a tithe of the efficiency of training.
Always put the best interpretation on a tenet. Why not on Christianity, wholesome, sweet, and poetic? It is the record of a pure and holy soul, humble, absolutely disinterested, a truth-speaker, and bent on serving, teaching, and uplifting men. Christianity taught the capacity, the element, to love the All-perfect without a stingy bargain for personal happiness. It taught that to love him was happiness,--to love him in others' virtues.--_Emerson._
When we think of the exalted character of Christ's teaching, may we not ask ourselves once more, What would He have said if He had seen the fabulous stories of His birth and childhood, or if He had thought that His Divine character would ever be made to depend on the historical truth of the _Evangelia Infantiae_?
Docendo discimus=--We learn by teaching.
The one exclusive sign of a thorough knowledge is the power of teaching.
The Church is the working recognised union of those who by wise teaching guide the souls of men.
Small as may be the emphasis that we now lay on the _Logos_ doctrine, in that period (_i.e._ of the Fourth Gospel) it was the centre, the vital germ, of the whole Christian teaching. If we read any of the writings of Athanasius, or of any of the older church fathers, we shall be surprised to see how all of them begin with the word (_Logos_) as a fixed point of departure, and then proceed to prove that the Word is the Son of God, and finally that the Son of God is Jesus of Nazareth. Religion and philosophy are here closely related.
It may be quite right to guard against dangers, whether real or imaginary, so long as it is possible. But when it is no longer possible, the right thing is to face an enemy bravely. Very often the enemy will turn out a friend in disguise. We cannot be far wrong, if we are only quite honest, but if we are once not quite honest over a few things, we shall soon become dishonest over many things. In teaching on religion, even on Natural religion, we must look neither right nor left, but look all facts straight in the face, to see whether they are facts or not, and, if they are facts, to find out what they mean.
We must never forget that it was not the principal object of Christ's teaching to make others believe that He only was divine, immortal, or the son of God. He wished them to believe this for _their own_ sake, for _their own_ regeneration. 'As many as received Him to them gave He power to become the sons of God.' It might be thought, at first, that this recognition of a Divine element in man must necessarily lower the conception of the Divine. And so it does in one sense. It brings God nearer to us, it bridges over the abyss by which the Divine and the human were completely separated in the Jewish, and likewise in many of the pagan religions. It rends the veil of the temple. This lowering, therefore, is no real lowering of the Divine. It is an expanding of the concept of the Divine, and at the same time a raising of the concept of humanity, or rather a restoration of what is called human to its true character,--a regeneration, or a second birth, as it is called by Christ Himself. 'Except a man be born again, he cannot see the kingdom of God.'
Then it is said, Is not Christ God? Yes, He is, but in His own sense, not in the Jewish nor in the Greek sense, nor in the sense which so many Christians attach to that article of their faith. Christ's teaching is that we are of God, that there is in us something divine, that we are nothing if we are not that. He also teaches that through our own fault we are now widely separated from God, as a son may be entirely separated and alienated from his father. But God is a perfect and loving Father--He knows that we can be weak, and yet be good, and when His lost sons return to Him He receives them and forgives them as only a father can forgive. Let us bestow all praise and glory on Christ as the best son of God. Let us feel how unworthy we are to be called His brothers, and the children of God, but let us not lose Christ, and lose our Father whom He came to show us, by exalting Jesus beyond the place which He claimed Himself. Christ never calls Himself the Father, He speaks of His Father with love, but always with humility and reverence. All attempts to find in human language a better expression than that of son have failed. Theologians and philosophers have tried in vain to define more accurately the relation of Christ to the Father, of man to God. They have called Christ another person of the Godhead. Is that better than Christ's own simple human language, I go to my Father?
The Church’s teaching on ownership diverges radically from collectivism as proclaimed by Marxism and “rigid” capitalism. The primacy of the person over things [can be restored through] joint ownership of the means of work. [ Laborem Exercens . 1981.]
There is nothing esoteric in Buddhism. Buddhism is the very opposite of esoteric--it is a religion for the people at large, for the poor, the suffering, the ill-treated. Buddha protests against the very idea of keeping anything secret. There was much more of that esoteric teaching in Brâhmanism. There was the system of caste, which deprived the Sûdras, at least, of many religious privileges. But I do say that even in Brâhmanism there is _no such thing as an esoteric interpretation of the Sâstras._ The Sâstras have but one meaning, and all who had been properly prepared by education had access to them. There are some artificial poems, which are so written as to admit of two interpretations. They are very wonderful, but they have nothing to do with philosophical doctrines. Again, there are erotic poems in Sanscrit which are explained as celebrating the love and union between the soul and God. But all this is perfectly well known, there is no mystery in it.
Suffering has been stronger than all other teaching, and has taught me to understand what your heart used to be. I have been bent and broken, but - I hope - into a better shape.
To describe externals, you become a scientist. To describe experience, you become an artist. The old distinction between artists and scientists must vanish. Every time we teach a child correct usage of an external symbol, we must spend as much time teaching him how to fission and reassemble external grammar to communicate the internal.
Education does not mean teaching people to know what they do not know; it means teaching them to behave as they do not behave.
It ought to be placed in the forefront of all Christian teaching that Christ's mission on earth was to give men Life. "I am come," He said, "that ye might have Life, and that ye might have it more abundantly." And that He meant literal Life, literal spiritual and Eternal Life, is clear from the whole course of His teaching and acting. Natural Law, Eternal Life, p. 235.