Teaching Quotes

Teaching is the quiet art of passing on not just facts but the fire that makes them burn—whether through patience, frustration, or the strange thrill of watching someone grasp something new. These words capture the weight of shaping minds, the messiness of connection, and the stubborn hope that some lessons stick.

2,394 QUOTES — PAGE 96 OF 120

“The weather had freshened almost to coldness, for the wind was coming more easterly, from the chilly currents between Tristan and the Cape; the sloth was amazed by the change; it shunned the deck and spent its time below. Jack was in his cabin, pricking the chart with less satisfaction than he could have wished: progress, slow, serious trouble with the mainmast-- unaccountable headwinds by night-- and sipping a glass of grog; Stephen was in the mizentop, teaching Bonden to write and scanning the sea for his first albatross. The sloth sneezed, and looking up, Jack caught its gaze fixed upon him; its inverted face had an expression of anxiety and concern. 'Try a piece of this, old cock,' he said, dipping his cake in the grog and proffering the sop. 'It might put a little heart into you.' The sloth sighed, closed its eyes, but gently absorbed the piece, and sighed again. Some minutes later he felt a touch upon his knee: the sloth had silently climbed down and it was standing there, its beady eyes looking up into his face, bright with expectation. More cake, more grog: growing confidence and esteem. After this, as soon as the drum had beat the retreat, the sloth would meet him, hurrying toward the door on its uneven legs: it was given its own bowl, and it would grip it with its claws, lowering its round face into it and pursing its lips to drink (its tongue was too short to lap). Sometimes it went to sleep in this position, bowed over the emptiness. 'In this bucket,' said Stephen, walking into the cabin, 'in this small half-bucket, now, I have the population of Dublin, London, and Paris combined: these animalculae-- what is the matter with the sloth?' It was curled on Jack's knee, breathing heavily: its bowl and Jack's glass stood empty on the table. Stephen picked it up, peered into its affable bleary face, shook it, and hung it upon its rope. It seized hold with one fore and one hind foot, letting the others dangle limp, and went to sleep. Stephen looked sharply round, saw the decanter, smelt to the sloth, and cried, 'Jack, you have debauched my sloth.”

Patrick O'Brian

“People, for the most part, live in the objective-immediate mode (discussed earlier). This means that they are totally absorbed in and identified with positive worldly interests and projects, of which there is an unending variety. That is to say, although they differ from one another in their individual natures, the contents of their respective positivities, they are all alike in being positive. Thus, although the fundamental relation between positives is conflict (on account of their individual differences), they apprehend one another as all being in the same boat of positivity, and they think of men generally in terms of human solidarity, and say 'we'.But the person who lives in the subjective-reflexive mode is absorbed in and identified with, not the positive world, but himself. The world, of course, remains 'there' but he regards it as accidental (Husserl says that he 'puts it in parentheses, between brackets'), and this means that he dismisses whatever positive identification he may have as irrelevant. He is no longer 'a politician' or 'a fisherman', but 'a self'. But what we call a 'self', unless it receives positive identification from outside, remains a void, in other words a negative. A 'self', however, is positive in this respect—it seeks identification. So a person who identifies himself with himself finds that his positivity consists in negativity—not the confident 'I am this' or 'I am that' of the positive, but a puzzled, perplexed, or even anguished, 'What am I?'. (This is where we meet the full force of Kierkegaard's 'concern and unrest'.) Eternal repetition of this eternally unanswerable question is the beginning of wisdom (it is the beginning of philosophy); but the temptation to provide oneself with a definite answer is usually too strong, and one falls into a wrong view of one kind or another. (It takes a Buddha to show the way out of this impossible situation. For the sotāpanna, who has understood the Buddha's essential Teaching, the question still arises, but he sees that it is unanswerable and is not worried; for the arahat the question no longer arises at all, and this is final peace.)This person, then, who has his centre of gravity in himself instead of in the world (a situation that, though usually found as a congenital feature, can be acquired by practice), far from seeing himself with the clear solid objective definition with which other people can be seen, hardly sees himself as anything definite at all: for himself he is, at best, a 'What, if anything?'. It is precisely this lack of assured self-identity that is the secret strength of his position—for him the question-mark is the essential and his positive identity in the world is accidental, and whatever happens to him in a positive sense the question-mark still remains, which is all he really cares about. He is distressed, certainly, when his familiar world begins to break up, as it inevitably does, but unlike the positive he is able to fall back on himself and avoid total despair. It is also this feature that worries the positives; for they naturally assume that everybody else is a positive and they are accustomed to grasp others by their positive content, and when they happen to meet a negative they find nothing to take hold of.”

Nanavira Thera