Teacher quotes

Thoughts on the Education of Daughters (1787), “MORAL DISCIPLINE,” beginning on printed page 22, Project Gutenberg #67466. “I wish them to be taught to think” follows Wollstonecraft’s recommendation that children compare similar and different ideas; the sentence continues into the next printed page and remains historical educational reform argument.

Nicomachean Ethics, Book VIII, Chapter I, Project Gutenberg #8438. The sentence occurs in Aristotle’s opening inventory of why friendship is necessary across different stages of life.

Essay “Experience,” Essays: Second Series.

The Analects of Confucius, James Legge’s public-domain English translation; Book XV states the principle in a compact sentence about access to teaching.

Self-Help, Chapter XII, “Example—Models,” Project Gutenberg #935. Smiles argues that character education depends heavily on models because people unconsciously mould themselves after the characters, manners, habits and opinions around them.

Poem “The Tables Turned.”

The Education of Henry Adams, chapter on teaching at Harvard, Project Gutenberg #2044. Adams follows the sentence by stressing the moral and philosophical difficulty of teaching history; it is a reflective claim about educational influence, not a measurable promise of permanent impact.

The Republic, Book VII, Jowett translation; Socrates argues that education should draw the mind rather than rely only on compulsion.

Analects 2:15 in James Legge’s translation; the saying balances study with independent reflection.

Proverbs 12:1, King James Version.

Proverbs 19:20, King James Version.

Proverbs 22:6, King James Version.

The Golden Sayings of Epictetus, saying XXVI, Hastings Crossley translation.

Some Thoughts Concerning Education, Part VIII, section 118. Locke calls children's curiosity an appetite after knowledge and gives practical directions for encouraging questions. The passage remains seventeenth-century educational/parenting counsel rather than contemporary developmental-science or guaranteed learning-outcome evidence.

The Montessori Method, section “Discipline,” Anne E. George translation. Project Gutenberg #39863. This is historical Montessori pedagogy and should not be presented as a universal modern experimental finding.

Great Expectations (1861), global Chapter LIX / Volume III Chapter XX in the Chapman & Hall three-volume first book edition. Estella tells Pip that suffering has taught her to understand what his heart used to be and hopes that being “bent and broken” has left her in a better shape. Verified against the scan-backed Wikisource Volume III Chapter XX transcription and cross-checked with Project Gutenberg #1400. This remains a fictional character’s moral self-assessment, not empirical evidence that suffering reliably improves people.

Dhammapada 158, Chapter XII “Self,” Max Müller translation; the sequence emphasizes governing one’s own conduct before attempting to guide others.

What Is Man?, discussion of a timid man learning courage; the sentence belongs to the Old Man’s argument for the formative power of training and influence.

The Century of the Child, Chapter III, “Education,” Francis Maro translation revised by the author, Project Gutenberg #57283, printed page 130. The sentence belongs to Key’s early-twentieth-century reform pedagogy; nearby prescriptions are historically situated and are not imported into this collection as current child-safety or clinical guidance.

The Montessori Elementary Material (1917), Arthur Livingston translation, Part II, Reading, Chapter I, subsection “The Most Popular Books,” printed page 201, Project Gutenberg #42869. Montessori says education should supply essential instruments while preserving the child’s intellectual and emotional springs, then argues that method should assist development without repressing spontaneous activity. This is historical Montessori pedagogy rather than an experimentally established modern educational-outcome rule.

Up from Slavery, Chapter III, “The Struggle For An Education,” Project Gutenberg #2376. Washington describes General Samuel Chapman Armstrong’s influence at Hampton and argues that sustained contact with exemplary people can itself be a powerful form of education.