Full well they laughed, with counterfeited glee,
At all his jokes, for many a joke had he:
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Full well they laughed, with counterfeited glee,
At all his jokes, for many a joke had he:
Full well the busy whisper, circling round,
Convey'd the dismal tidings when he frown'd.

Grave is the Master's look; his forehead wears
Thick rows of wrinkles, prints of worrying cares:
Uneasy read more

Grave is the Master's look; his forehead wears
Thick rows of wrinkles, prints of worrying cares:
Uneasy lies the heads of all that rule,
His worst of all whose kingdom is a school.
Supreme he sits; before the awful frown
That binds his brows the boldest eye goes down;
Not more submissive Israel heard and saw
At Sinai's foot the Giver of the Law.

It is the supreme art of the teacher to awaken joy in creative
expression and knowledge.

It is the supreme art of the teacher to awaken joy in creative
expression and knowledge.

'Tis pleasing to be school'd in a strange tongue
By female lips and eyes--that is, I mean,
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'Tis pleasing to be school'd in a strange tongue
By female lips and eyes--that is, I mean,
When both the teacher and the taught are young,
As was the case, at least, where I have been;
They smile so when one's right; and when one's wrong
They smile still more.

It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing read more

It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing that we look, by writing that we think, by pumping that we draw water into the well.

Nothing that is worth knowing can be taught.

Nothing that is worth knowing can be taught.

The man who can make hard things easy is the educator.

The man who can make hard things easy is the educator.

He is wise who can instruct us and assist us in the business of
virtuous living.

He is wise who can instruct us and assist us in the business of
virtuous living.

What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.

What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.