Etiquette requires the presumption of good until the contrary is proved.
Emily PostRead
Any child can be taught to be beautifully behaved with no effort greater than quiet patience and perseverance, whereas to break bad habits once they are acquired is a Herculean task.
Interpretation
Teaching children good behavior requires patience, while unlearning bad habits is very difficult.
Emily Post emphasizes the importance of patience and perseverance in teaching children positive behavior. She contrasts this with the challenge of breaking bad habits that, once formed, are much harder to change, likening it to a Herculean task—a reference to the formidable challenges faced by the mythical hero Hercules.
In practice
A teacher might share this quote in a staff meeting to emphasize the importance of nurturing good behavior in students.
Etiquette requires the presumption of good until the contrary is proved.
If you are hurt, whether in mind or body, don't nurse your bruises. Get up, and light-heartedly, courageously, good-temperedly, get ready for the next encounter.
To make a pleasant and friendly impression is not alone good manners, but equally good business.
An overdose of praise is like 10 lumps of sugar in coffee; only a very few people can swallow it.
Courtesy demands that you, when you are a guest, shall show neither annoyance nor disappointment--no matter what happens.
Manners are a sensitive awareness of the feelings of others. If you have that awareness, you have good manners, no matter what fork you use.
We found that process praise predicted the child's mindset and desire for challenge five years later.
The student who uses home made apparatus, which is always going wrong, often learns more than one who has the use of carefully adjusted instruments, to which he is apt to trust and which he dares not take to pieces.
I'd obviously never heard of the group, but my ignorance in literary matters is to blame for that (every book in the world is out there waiting to be read by me).
There is nothing which can better deserve your patronage, than the promotion of science and literature. Knowledge is in every country the surest basis of public happiness.
I began going to juvenile prisons. And some of these kids face some very, very tough lives. How do they handle these lives? Do they even know that if their life is bad, that they're still OK? Do they know that? Do they know that someone is thinking the same way that they're thinking?
This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties-for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler-men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.
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