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What has passed with him since then he does not disclose to us. He tells us that we ourselves, led on by him and our own desire, will discover what has passed with him. Many of us have withdrawn from him. They returned to their parents, and learned trades. Some have been sent out by him, we know not whither; he selected them. Of these, some have been but a short time there, others longer. One was still a child; scarcely was he come, when our Teacher was for passing him any more instruction. This child had large dark eyes with azure ground, his skin shone like lilies, and his locks like light little clouds when it is growing evening. His voice pierced through all our hearts; willingly would we have given him our flowers, stones, pens, all we had. He smiled with an infinite earnestness; and we had a strange delight beside him. One day he will come again, said our Teacher, and then our lessons end. — Along with him he sent one, for whom we had often been sorry. Always sad he looked; he had been long years here; nothing would succeed with him; when we sought crystals or flowers, he seldom found. He saw dimly at a distance; to lay down variegated rows skilfully he had no power. He was so apt to break everything. Yet none had such eagerness, such pleasure in hearing and listening. At last, — it was before that Child came into our circle, — he all at once grew cheerful and expert. One day he had gone out sad; he did not return, and the night came on. We were very anxious for him; suddenly, as the morning dawned, we heard his voice in a neighbouring grove. He was singing a high, joyful song; we were all surprised; the Teacher looked to the East, such a look as I shall never see in him again. The singer soon came forth to us, and brought, with unspeakable blessedness on his face, a simple-looking little stone, of singular shape. The Teacher took it in his hand, and kissed him long; then looked at us with wet eyes, and laid this little stone on an empty space, which lay in the midst of other stones, just where, like radii, many rows of them met together.

 

Novalis

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If a teacher can discern what a child is trying to do in his informational interaction with the environment, and if that teacher can have on hand materials relevant to that intention, if he can impose a relevant challenge with which the child can cope, supply a relevant model for imitation, or pose a relevant question the child can answer, that teacher can call forth the kind of accommodative change that constitutes psychological development or growth.

 

Maria Montessori

 

I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."

 

Betty Edwards

 

A bell was rung. All the passengers came on deck. Never shall I forget the scene we then witnessed. It was ten o'clock in the morning. The sky was overspread with thick dark clouds. It looked like a vast temple at night, as the fitful, lurid sun cast a yellowish tinge resembling the pale light of the tapers near a catafalque. The foaming waves opened like immense tombs that seemed avid to swallow their first victim. When all was ready a porthole was opened, and a plank painted black, six feet long and three broad, was suspended over the deep. The body of a child, wrapped in a winding sheet, was placed upon it, with a large stone attached to the feet. For a minute or two the captain read -- I do not know what prayer. Profound silence reigned. The father scarcely shed a tear. The mother seemed quite unmoved. At a word spoken by the captain, the plank was raised in the air, and the next instant the light corpse glided into the waters. I made the Sign of the Cross over it, but alas, I do not know whether the child was even baptized. The passengers withdrew, apparently untouched by the scene, and some even smiled. How impiety deadens the heart!

 

Theodore Guerin

 

There is no human reason why a child should not admire and emulate his teacher's ability to do sums, rather than the village bum's ability to whittle sticks and smoke cigarettes. The reason why the child does not is plain enough - the bum has put himself on an equality with him and the teacher has not. (see: Education)

 

Floyd Dell

 

Surely this voice meant our Teacher; for it is he that can collect the indications which lie scattered on all sides. A singular light kindles in his looks, when at length the high Rune lies before us, and he watches in our eyes whether the star has yet risen upon us, which is to make the Figure visible and intelligible.

 

Novalis