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I have lessons ripped out of magazines over many years. I have limited success, which I think is fine, for me at least. I have tried and continue to try to adhere to your first point. A student that can't motivate themselves should just stop. It's not the teacher's job to motivate the student. My point is only that the drive has to come from the student. (I can see the argument that if you had a teacher in the first place you'd never hit that wall. Teachers are only for when you hit a brick wall. So I find it difficult to understand any beginner who doesn't at least make some kind of effort to teach themselves - and ideally a sustained and committed effort. Doing it wrong just wouldn't have made any sense.) (Admittedly a lot of it was lucky accident, but it's hard to see - given the motivation I had - how I could have done it any differently.
But I learned all the important stuff the right way. I might have learned a few bad habits, I might have taken a little longer to sort things out. Obviously that was naive, immature as well as arrogant, but (looking back) it was absolutely right. How could anyone teach me how I wanted to play? For me, "lessons" were what "school" was all about: that jail you went to where they bamboozled you with all kinds of irrelevant nonsense. When I was a teenage, I taught myself, in a totally arrogant way - if anyone had offered to teach me, I'd have run a mile.
No, the lessons are just the "teaching" what you do between the lessons is "learning".
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As a teacher, it sometimes bemuses me when students come to me expecting me to deliver all the secrets, as if they just need to download all the information from my head as if all the "learning" they do is in the lessons, and between lessons it's just "practice".
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