What i think it really means is: i'm a teacher. I am a teacher. I teach all the time, as you do and as all of you do-whether we know it or not, whether we take responsibility for it or not. I hold nothing back because i want to see that light go off. I like to see the children say, 'i never thought of that before.' and i think, 'i've got them!'
It is very important that children learn from their fathers and mothers how to love one another- not in the school, not from the teacher, but from you. It is very important that you share with your children the joy of that smile. There will be misunderstandings; every family has its cross, its suffering. Always be the first to forgive with a smile. Be cheerful, be happy.
If you ask a living teacher a question, he will probably answer you. If you are puzzled by what he says, you can save yourself the trouble of thinking by asking him what he means. If, however, you ask a book a question, you must answer it yourself. In this respect a book is like nature or the world. When you question it, it answers you only to the extent that you do the work of thinking an analysis yourself.
When it was first proposed to establish laboratories at cambridge, todhunter, the mathematician, objected that it was unnecessary for students to see experiments performed, since the results could be vouched for by their teachers, all of them of the highest character, and many of them clergymen of the church of england.
In their struggle for the ethical good, teachers of religion must have the stature to give up the doctrine of a personal god, that is, give up that source of fear and hope which in the past placed such vast power in the hands of priests. In their labors they will have to avail themselves of those forces which are capable of cultivating the good, the true, and the beautiful in humanity itself. This is, to be sure, a more difficult but an incomparably more worthy task.
The idea that you have to drop any thing that you might be interested in doing because you have to pass that test tomorrow and it's something that you're not interested in, that's just the opposite of education. It's also harming teaching, because the teachers are evaluated by the results of the test.
To a student: dear miss - i have read about sixteen pages of your manuscript . . . I suffered exactly the same treatment at the hands of my teachers who disliked me for my independence and passed over me when they wanted assistants. . . . Keep your manuscript for your sons and daughters, in order that they may derive consolation from it and not give a damn for what their teachers tell them or think of them. . . . There is too much education altogether.
Why are we never quite at ease in the presence of a schoolmaster? Because we are conscious that he is not quite at his ease in ours. He is awkward, and out of place in the society of his equals. He comes like gulliver from among his little people, and he cannot fit the stature of his understanding to yours.