Admire Teacher Quotes

Republicans approve of the American farmer, but they are willing to help him go broke. They stand four-square for the American home--but not for housing. They are strong for labor--but they are stronger for restricting labor's rights. They favor minimum wage--the smaller the minimum wage the better. They endorse educational opportunity for all--but they won't spend money for teachers or for schools. They think modern medical care and hospitals are fine--for people who can afford them. They consider electrical power a great blessing--but only when the private power companies get their rake-off. They think American standard of living is a fine thing--so long as it doesn't spread to all the people. And they admire of Government of the United States so much that they would like to buy it.

For the first time in his life, a teacher was pointing out things that Ender had not already seen for himself. For the first time, Ender had found a living mind he could admire.

Be not too hasty," said Imlac, "to trust or to admire the teachers of morality: they discourse like angels, but they live like men.

Have you noticed that death alone awakens our feelings? How we love the friends who have just left us? How we admire those of our teachers who have ceased to speak, their mouths filled with earth! Then the expression of admiration springs forth naturally, that admiration they were perhaps expecting from us all their lives. But do you know why we are always more just and more generous toward the dead? The reason is simple. With them there is no obligation. They leave us free and we can take our time, fit the testimonial between a cocktail party and a nice little mistress, in our spare time, in short.

The next thing Jordana says makes me realize that it's too late to save her. "I've noticed that when you light a match, the flame is the same shape as a falling tear." She's been sensitized, turned gooey in the middle. I saw it happening and I didn't do anything to stop it. From now on, she'll be writing diaries and sometimes including little poems and she'll buy gifts for her favourite teachers and she'll admire the scenery and she'll watch the news and she'll buy soup for homeless people and she'll never burn my leg hair again.

Ironically, Adolf Hitler displayed more knowledge of how we treated Native Americans than American high schoolers today who rely on their textbooks. Hitler admired our concentration camps for American Indians in the west and according to John Toland, his biographer, “often praised to his inner circle the efficiency of America’s extermination—by starvation and uneven combat” as the model for his extermination of Jews and Gypsies (Rom people).94

People unable to bear the martyrdom [...] unintelligently jump off the path, and choose instead, conveniently enough, the world’s admiration of their proficiency. The true knight of faith is a witness, never a teacher, and in this lies the deep humanity in him which is more worth than this foolish concern for others’ weal and woe which is honoured under the name of sympathy, but which is really nothing but vanity.

The saxophone is the cocaine of the woodwind family, the sax teacher continues. Saxophonists are admired because they are dangerous, because they have explored a darker, more sinister side of themselves.

He is convinced that the people who might mean something to him will always misjudge him and pass him by. He is not so much afraid of loneliness as he is of accepting cheap substitutes; of making excuses to himself for a teacher who flatters him, of waking up some morning to find himself admiring a girl merely because she is accessible. He has a dread of easy compromises, and he is terribly afraid of being fooled.

Progress in science is governed by the laws of repulsion, every step forward is made by refutation of prevalent errors and false theories. Faust was an artist thanks to the inspiring example of his teachers. Forward steps in art are governed by the law of attraction, are the result of the imitation of and admiration for beloved predecessors.

Don't imagine that the art of poetry is any simpler than the art of music, or that you can please the expert before you have spent at least as much effort on the art of verse as the average piano teacher spends on the art of music. Be influenced by as many great artists as you can, but have the decency either to acknowledge the debt outright, or try to conceal it. Don't allow "influence" to mean merely that you mop up the particular decorative vocabulary of some one or two poets who you happen to admire.

What the critic as a teacher of language tries to teach is not an elegant accomplishment, but the means of conscious life. Literary education should lead not merely to the admiration of great literature, but to some possession of its power of utterance. The ultimate aim is an ethical and participating aim, not an aesthetic or contemplative one, even though the latter may be the means of achieving the former.

Contemplations on the belly When pregnant with our first, Dean and I attended a child birth class. There were about 15 other couples, all 6-8 months pregnant, just like us. As an introduction, the teacher asked us to each share what had been our favorite part of pregnancy and least favorite part. I was surprised by how many of the men and women there couldn't name a favorite part. When it was my turn, I said, "My least favorite has been the nausea, and my favorite is the belly." We were sitting in the back of the room, so it was noticeable when several heads turned to get a look at me. Dean then spoke. "Yeah, my least favorite is that she was sick, and my favorite is the belly too." Now nearly every head turned to gander incredulously at the freaky couple who actually liked the belly. Dean and I laughed about it later, but we were sincere. The belly is cool. It is one of the Seven Natural Wonders of the World, an unmistakable sign of what's going on inside, the wigwam for our little squirmer, the mark of my undeniable superpower of baby-making. I loved the belly and its freaky awesomeness, and especially the flutters, kicks, and bumps from within. Twins belly is a whole new species. I marvel at the amazing uterus within and skin without with their unceasing ability to stretch (Reed Richards would be impressed). I still have great admiration for the belly, but I also fear it. Sometimes I wonder if I should build a shrine to it, light some incense, offer up gifts in an attempt both to honor it and avoid its wrath. It does seem more like a mythic monstrosity you'd be wise not to awaken than a bulbous appendage. It had NEEDS. It has DEMANDS. It will not be taken lightly (believe me, there's nothing light about it). I must give it its own throne, lying sideways atop a cushion, or it will CRUSH MY ORGANS. This belly is its own creature, is subject to different laws of growth and gravity. No, it's not a cute belly, not a benevolent belly. It would have tea with Fin Fang Foom; it would shake hands with Cthulhu. It's no wonder I'm so restless at night, having to sleep with one eye open. Nevertheless, I honor you, belly, and the work you do to protect and grow my two precious daughters inside. Truly, they must be even more powerful than you to keep you enslaved to their needs. It's quite clear that out of all of us, I'm certainly not the one in control. I am here to do your bidding, belly and babies. I am your humble servant.

There are other sorcerer women in history you might admire,” Agrippa said. “Hypatia of Alexandria, the teacher. Much like you.” He smiled. “Hatshepsut, deemed by many as the greatest pharaoh in Egypt’s long history.” It struck me as odd that most sorcerer women belonged solely to antiquity, as if the glory of female magic were some crumbling myth to be debated by scholars.

Maybe, after all, it doesn’t want it enough? Maybe we don’t love life enough? Have you noticed that death alone awakens our feelings? How we love the friends who have just left us? How we admire those of our teachers who have ceased to speak, their mouths filled with earth! Then the expression of admiration springs forth naturally, that admiration they were perhaps expecting from us all their lives.

After the class, I went up to the teacher and said that I admired her pedagogy in advising the students that she was not there to tell them what to think, but to teach them how. On the other hand, I thought that assigning an ideological marxist tome as the course's only text worked at cross-purposes with that goal. At once the smile disappeared from her face. She said: "Well, they get the other side from the newspapers." Education like this costs Bates parents thirty thousand dollars each year in tuition alone.

Western intellectual enthusiasm for Communism tended to peak not in times of ‘goulash Communism’ or ‘Socialism with a human face’, but rather at the moments of the regime’s worst cruelties: 1935–39 and 1944–56. Writers, professors, artists, teachers and journalists frequently admired Stalin not in spite of his faults, but because of them. It was when he was murdering people on an industrial scale, when the show trials were displaying Soviet Communism at its most theatrically macabre, that men and women beyond Stalin’s grasp were most seduced by the man and his cult.

What is love? Is it a lightning bolt that instantaneously unites two souls in utter infatuation and admiration through the meeting of a simple innocent stare? Or is it a lustful seed that is sown in a dark dingy bar one sweaty summer's night only to be nurtured with romantic rendezvous as it matures into a beautiful flower? Is it a river springing forth, creating lifelong bonds through experiences, heartaches, and missed opportunities? Or is it a thunderstorm that slowly rolls in, climaxing with an awesome display of unbridled passion, only to succumb to its inevitable fade into the distance? I define love as education.... It teaches us to learn from our opportunities, and made the stupidest of decisions for the rightest of reasons. It gives us a hint of what "it" should be and feel like, but then encourages us to think outside the box and develop our own understanding of what "it" could be. Those that choose to embrace and learn from love's educational peaks and valleys are the ones that will eventually find true love, that one in a million. Those that don't are destined to be consumed with the inevitable ring around the rosy of fake I love you's and failed relationships. I have been lucky enough to have some of the most amazing teachers throughout my romantic evolution and it is to them that I dedicate this book. The lessons in life, passion and love they taught me have helped shape who I am today and who I will be tomorrow. To the love that stains my heart, but defines my soul....I thank you.....

The next thing Jordana says makes me realize that it's too late to save her. "I've noticed that when you light a match, the flame is the same shape as a falling tear." She's been sensitized, turned gooey in the middle. I saw it happening and I didn't do anything to stop it. From now on, she'll be writing diaries and sometimes including little poems and she'll buy gifts for her favourite teachers and she'll admire the scenery and she'll watch the news and she'll buy soup for homeless people and she'll never burn my leg hair again.

An adventure is nothing but a story. After the adventure ends, it’s nothing but a memory; a shadow of a life you lived. People will envy you for the time it takes you to tell the story. But after that, what then? I think people admire you more for becoming a teacher. I really do.

He tells my parents how I took every class he taught. He tells them, “You have a special boy here.” Embarrassed, I look at my feet. Before we leave, I hand my professor a present, a tan briefcase with his initials on the front. I bought this the day before at a shopping mall. I didn’t want to forget him. Maybe I didn’t want him to forget me. “Mitch, you are one of the good ones,” he says, admiring the briefcase. Then he hugs me. I feel his thin arms around my back. I am taller than he is, and when he holds me, I feel awkward, older, as if I were the parent and he were the child. He asks if I will stay in touch, and without hesitation I say, “Of course.” When he steps back, I see that he is crying.

The good must be clearly good but not wholly clear. If it is wholly clear it is too easy to reject. What is wanted is an oversimplification, a reduction of a multitude of possibilities to only two. But if the recommended path were utterly devoid of mystery, it would cease to fascinate men….There would be nothing left to discuss and interpret, to lecture and write about, to admire and merely think about. The world exacts a price for calling teachers wise: it keeps discussing the paths they recommend, but few men follow them. The wise give men endless opportunities to discuss what is good.

He is not so much afraid of loneliness as he is of accepting cheap substitutes; of making excuses to himself for a teacher who flatters him, of waking up some morning to find himself admiring a girl merely because she is accessible. He has a dread of easy compromises, and he is terribly afraid of being fooled.

There are more fake gurus and false teachers in this world than the number of stars in the visible universe. Don’t confuse power-driven, self-centered people with true mentors. A genuine spiritual master will not direct your attention to himself or herself and will not expect absolute obedience or utter admiration from you, but instead will help you to appreciate and admire your inner self. True mentors are as transparent as glass. They let the Light of God pass through them.” - Shams Tabrizi

Having a brain does not make you a thinker. Having a student does not make you a teacher. Having a class does not make you a scholar. Having a degree does not make you a master. Having a sword does not make you a warrior. Having a following does not make you a leader. Having a position does not make you a ruler. Having an army does not make you a conqueror. Having a job does not mean you have a career. Having a servant does not mean you have a helper. Having a mom does not mean you have a nurturer. Having a girlfriend does not mean you have comforter. Having a coach does not mean you have a trainer. Having a class does not mean you have a teacher. Having a son does not mean you have a successor. Having a daughter does not mean you have an inheritor. Having a wife does not mean you have a lover. Having a spouse does not mean you have an admirer. Having a friend does not mean you have a partner. Having a dad does not mean you have a father. Having a professor does not mean you have a teacher. Having a teammate does not mean you have a collaborator. Having an ally does not mean you have a protector. Having a dependent does not mean you have a supporter.

Henry David Thoreau, Susan B. Anthony, W. E. B. DuBois, and Lyndon B. Johnson are just a few of the famous Americans who taught. They resisted the fantasy of educators as saints or saviors, and understood teaching as a job in which the potential for children’s intellectual transcendence and social mobility, though always present, is limited by real-world concerns such as poor training, low pay, inadequate supplies, inept administration, and impoverished students and families. These teachers’ stories, and those of less well-known teachers, propel this history forward and help us understand why American teaching has evolved into such a peculiar profession, one attacked and admired in equal proportion.

The essence of life change when we admire our teachers kindneess.

Admire your offenders for they are never your offenders. They are only teachers in the class of forgiveness, tolerance and patience. How can you learn how to forgive when you have not been offended? How can you learn how to forgive seventy seven times seven when people have not offended you seventy seven times? Smile if you get offended, there is a lessons to learn!

Christ is our Way; we walk in Him. He is our Truth; we embrace Him. He is our Life; we live in Him. He is our Lord; we choose Him to rule over us. He is our Master; we serve Him. He is our Teacher, instructing us in the way of salvation. He is our Prophet, pointing out the future. He is our Priest, having atoned for us. He is our Advocate, ever living to make intercession for us. He is our Saviour, saving to the uttermost. He is our Root; we grow from Him. He is our Bread; we feed upon Him. He is our Shepherd, leading us into green pastures. He is our true Vine; we abide in Him. He is the Water of Life; we slake our thirst from Him. He is the fairest among ten thousand: we admire Him above all others. He is 'the brightness of the Father's glory, and the express image of His person;' we strive to reflect His likeness. He is the upholder of all things; we rest upon Him. He is our wisdom; we are guided by Him. He is our Righteousness; we cast all our imperfections upon Him. He is our Sanctification; we draw all our power for holy life from Him. He is our Redemption, redeeming us from all iniquity. He is our Healer, curing all our diseases. He is our Friend, relieving us in all our necessities. He is our Brother, cheering us in our difficulties.

Observing others go through them, he used to admire midlife crises, the courage and shamelessness and existential daring of them, but after he'd watched his own wife, a respectable nursery school teacher, produce and star in a full-blown one of her own, he found the sufferers of such crises not only self-indulgent but greedy and demented, and he wished them all weird unnatural deaths with various contraptions easily found in garages.

I tried to imagine what it would be like if Constantin were my husband. It would mean getting up at seven and cooking him eggs and bacon and toast and coffee and dawdling about in my nightgown and curlers after he’d left for work to wash up the dirty plates and make the bed, and then when he came home after a lively, fascinating day he’d expect a big dinner, and I’d spend the evening washing up even more dirty plates till I fell into bed, utterly exhausted. This seemed a dreary and wasted life for a girl with fifteen years of straight A’s, but I knew that’s what marriage was like, because cook and clean and wash was just what Buddy Willard’s mother did from morning till night, and she was the wife of a university professor and had been a private school teacher herself. Once when I visited Buddy I found Mrs Willard braiding a rug out of strips of wool from Mr Willard’s old suits. She’d spent weeks on that rug, and I had admired the tweedy browns and greens and blues patterning the braid, but after Mrs Willard was through, instead of hanging the rug on the wall the way I would have done, she put it down in place of her kitchen mat, and in a few days it was soiled and dull and indistinguishable from any mat you could buy for under a dollar in the Five and Ten. And I knew that in spite of all the roses and kisses and restaurant dinners a man showered on a woman before he married her, what he secretly wanted when the wedding service ended was for her to flatten out underneath his feet like Mrs Willard’s kitchen mat.

What if a zombie came in,reeking of death and decay? He'd totally go for te Vicious Redhead Soccer Girl sitting right by the door.I could take a zombie. That ruler on the teacher's desk looked like a sharp edge,and how cool would my classmates think I was? Especially if I had Tasey. I sighed,leaning my head back and staring up at the ceiling.It would never work. No ruler would be sharp enough. Besides which,I never bring Tasey to school.And even if I saved everyone in the class,I'd probably still be expelled due to the school's zero tolerance policy on violence. I'd just have to live without the everlasting appreciation and admiration of my classmates.

Her mother told her often how much Dave admired Jane’s social conscience and work ethic, which was nice even though it struck her as complete bullshit because Dave’s daughter was a teacher at a therapeutic preschool for children with PTSD.

There are more fake gurus and false teachers in this world than the number of stars in the visible universe. Don’t confuse power-driven, self-centered people with true mentors. A genuine spiritual master will not direct your attention to himself or herself and will not expect absolute obedience or utter admiration from you, but instead will help you to appreciate and admire your inner self. True mentors are as transparent as glass. They let the Light of God pass through them.” —Shams Tabrizi

In brief, the teaching process, as commonly observed, has nothing to do with the investigation and establishment of facts, assuming that actual facts may ever be determined. Its sole purpose is to cram the pupils, as rapidly and as painlessly as possible, with the largest conceivable outfit of current axioms, in all departments of human thought—to make the pupil a good citizen, which is to say, a citizen differing as little as possible, in positive knowledge and habits of mind, from all other citizens. In other words, it is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but this is surely no demerit in a man paid to make asses of his customers.

Hitler admired our concentration camps for American Indians in the west and according to John Toland, his biographer, “often praised to his inner circle the efficiency of America’s extermination—by starvation and uneven combat” as the model for his extermination of Jews and Gypsies (Rom people).

One afternoon I opened an email from her that included a passage from the work of Pema Chodron, a Buddhist teacher and writer whom I had long admired. "To be fully alive, fully human, and completely awake is to be continually thrown out of the nest. To live fully is to be always in no-man's-land.

July 7, 1986: Montreux It is only now that I realize the importance of a biography. I mean I always have realized that I enjoy to read (and have learned many things from) the biographies of artists whom I admire. It is probably my main source of education. In the beginning of my “career” (what an awful word) I was misled by a teacher who thought the things I was writing to be pretentious and self important. Years later, when I read those things I wrote in 1978, it didn’t seem so pretentious for almost everything I wrote about “wanting to do,” I actually did in the four or five years that followed.

I was very fond of strange stories when I was a child. In my village-school days, I used to buy stealthily popular novels and historical recitals. Fearing that my father and my teacher might punish me for this and rob me of these treasures, I carefully hid them in secret places where I could enjoy them unmolested. As I grew older, my love for strange stories became even stronger, and I learned of things stranger than what I had read in my childhood. When I was in my thirties, my memory was full of these stories accumulated through years of eager seeking. l have always admired such writers of the T'ang Dynasty as Tuan Ch'eng-shih [author of the Yu-yang tsa-tsu] and Niu Sheng [author of the Hsuan-kuai lu]. Who wrote short stories so excellent in portrayal of men and description of things. I often had the ambition to write a book (of stories) which might be compared with theirs. But I was too lazy to write, and as my laziness persisted, I gradually forgot most of the stories which I had learned. Now only these few stories, less than a score, have survived and have so successfully battled against my laziness that they are at last written down. Hence this Book of Monsters. I have sometimes laughingly said to myself that it is not I who have found these ghosts and monsters, but they, the monstrosities themselves, which have found me! ... Although my book is called a book or monsters, it is not confined to them: it also records the strange things of the human world and sometimes conveys a little bit of moral lesson.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

Boys were stunned by the size and grandeur of the West End after their background in a one-room country school. The opulence of having a teacher for each grade made a deep impression on them. It seemed wasteful. But as is true of all humans, they were stunned for one day, admiring on the second, and on the third day could not remember very clearly ever having gone to any.

The boys were stunned by the size and grandeur of the West End after their background in a one-room country school. The opulence of having a teacher for each grade made a deep impression on them. It seemed wasteful. But as is true of all humans, they were stunned for one day, admiring on the second, and on the third day could not remember very clearly ever having gone to any other school.

There is a premium on conformity, and on silence. Enthusiasm is frowned upon, since it is likely to be noisy. The Admiral had caught a few kids who came to school before class, eager to practice on the typewriters. He issued a manifesto forbidding any students in the building before 8:20 or after 3:00—outside of school hours, students are "unauthorized." They are not allowed to remain in a classroom unsupervised by a teacher. They are not allowed to linger in the corridors. They are not allowed to speak without raising a hand. They are not allowed to feel too strongly or to laugh too loudly. Yesterday, for example, we were discussing "The fault, dear Brutus, lies not in our stars/ But in ourselves that we are underlings." I had been trying to relate Julius Caesar to their own experiences. Is this true? I asked. Are we really masters of our fate? Is there such a thing as luck? A small boy in the first row, waving his hand frantically: "Oh, call on me, please, please call on me!" was propelled by the momentum of his exuberant arm smack out of his seat and fell on the floor. Wild laughter. Enter McHabe. That afternoon, in my letter-box, it had come to his attention that my "control of the class lacked control.

My school teacher of language and literature always admired with my writing, treating me as one of his most favorite students. He gave me the different vision of myself. Being the person of unique talents, charisma, great wisdom, and intelligence, the teacher was that “beam of sunshine in the blackness,” so invaluable that it wouldn’t be possible for me to survive without his inspiring, kind, and cheering, caring words.

Shifting the focus from the teacher to the learner will take time and training, but it will also take the willingness to ‘unlearn’ what so many have been taught about student learning and teacher control. We can admire this dilemma for as long as we want, but the truth is, ‘the train has left the station’ and the learners are on it.” —Jackie Johnston, Director of Alternative and Community Education, District 112, Minnesota

She wanted to lunge for him then. In that moment Sheila wanted to charge her whole self into his body, pull out a tibia or a femur and squeeze its proteins to dust. She felt like she had more strength concentrated in every muscle than she'd ever had in her life, and her joints were shifting around inside of her , her cells were multiplying, like the real living organism she supposed she had been all long, but also - and this was the strange thing - she felt helpless, she felt drained of every available energy, like all of this velocity building in her was a product of what he had given her and what she had done with it. She remembered Mr. Zorn, her sophomore-year physics teacher, stepping back from the chalkboard in admiration of an equation he had just written, saying how beautiful it was, how perfectly and essentially balanced, and Sheila had rolled her eyes sitting at her desk at how pathetic this had sounded, how devoid of beauty Mr. Zorn's life must have truly been for him to even think to say something so insane, but now she felt the weight of this truth sting in her somewhere. She and Peter had built this, they had built it together - that's where the velocity came from, that's where the force of the thing came from - and to remove one of the variables from the equation was to leave it unbalanced, and she was not going to let this happen.

Commenting acidly on a writer whom I perhaps too naively admired, my old classics teacher put on his best sneer to ask: 'Wouldn't you say, Hitchens, that his writing was somewhat journalistic?' This lofty schoolmaster employed my name sarcastically, and stressed the last term as if he meant it to sting, and it rankled even more than he had intended. Later on in life, I found that I still used to mutter and improve my long-meditated reply. Émile Zola—a journalist. Charles Dickens—a journalist. Thomas Paine—another journalist. Mark Twain. Rudyard Kipling. George Orwell—a journalist par excellence. Somewhere in my cortex was the idea to which Orwell himself once gave explicit shape: the idea that 'mere' writing of this sort could aspire to become an art, and that the word 'journalist'—like the ironic modern English usage of the word 'hack'—could lose its association with the trivial and the evanescent.

There are more fake gurus and false teachers in this world than the number of stars in the visible universe. Don’t confuse power-driven, self-centered people with true mentors. A genuine spiritual master will not direct your attention to himself or herself and will not expect absolute obedience or utter admiration from you, but instead will help you to appreciate and admire your inner self. True mentors are as transparent as glass. They let the Light of God pass through them.

There are more fake gurus and false teachers in this world than the number of stars in the visible universe. Don’t confuse power-driven, self-centered people with true mentors. A genuine spiritual master will not direct your attention to himself or herself and will not expect absolute obedience or utter admiration from you, but instead will help you to appreciate and admire your inner self. True mentors are as transparent as glass. They let the Light of God pass through them.

I was a watchful boy being raised by a father I didn’t admire. In a desperate way, I needed the guidance of someone who could show me another way of becoming a man. It was sometime during the year when I decided I would become the kind of man that Bill Dufford was born to be. I wanted to be the type of man that a whole town could respect and honor and fall in love with—the way Beaufort did when Bill Dufford came to town to teach and shape and turn its children into the best citizens they could be.

All he had ever wanted was to tell—in the best possible words, arranged in the best possible order—the stories inside him. He had been more than willing to do the apprenticeship and the work. He had been humble with his teachers and respectful of his peers. He had acceded to the editorial notes of his agent (when he’d had one) and bowed to the red pencil of his editor (when he’d had one) without complaint. He had supported the other writers he’d known and admired (even the ones he hadn’t particularly admired) by attending their readings and actually purchasing their books (in hardcover! at independent bookstores!) and he had acquitted himself as the best teacher, mentor, cheerleader, and editor that he’d known how to be, despite the (to be frank) utter hopelessness of most of the writing he was given to work with. And where had he arrived, for all of that? He was a deck attendant on the Titanic, moving the chairs around with fifteen ungifted prose writers while somehow persuading them that additional work would help them improve.

Actually, some of us learn to look for minor errors from an early age. For instance, you might conclude in kindergarten that while having the right answer is good, having it first is even better. And of course, having it first after others are wrong endows you with an even greater glory! Over time you find that finding even the tiniest of errors in others’ facts, thinking, or logic reinforces your supreme place in the spotlight of teacher and peer admiration. So you point out their errors. Being right at the expense of others becomes skillful sport.

A reflection on Robert Lowell Robert Lowell knew I was not one of his devotees. I attended his famous “office hours” salon only a few times. Life Studies was not a book of central importance for me, though I respected it. I admired his writing, but not the way many of my Boston friends did. Among poets in his generation, poems by Elizabeth Bishop, Alan Dugan, and Allen Ginsberg meant more to me than Lowell’s. I think he probably sensed some of that. To his credit, Lowell nevertheless was generous to me (as he was to many other young poets) just the same. In that generosity, and a kind of open, omnivorous curiosity, he was different from my dear teacher at Stanford, Yvor Winters. Like Lowell, Winters attracted followers—but Lowell seemed almost dismayed or a little bewildered by imitators; Winters seemed to want disciples: “Wintersians,” they were called. A few years before I met Lowell, when I was still in California, I read his review of Winters’s Selected Poems. Lowell wrote that, for him, Winters’s poetry passed A. E. Housman’s test: he felt that if he recited it while he was shaving, he would cut himself. One thing Lowell and Winters shared, that I still revere in both of them, was a fiery devotion to the vocal essence of poetry: the work and interplay of sentences and lines, rhythm and pitch. The poetry in the sounds of the poetry, in a reader’s voice: neither page nor stage. Winters criticizing the violence of Lowell’s enjambments, or Lowell admiring a poem in pentameter for its “drill-sergeant quality”: they shared that way of thinking, not matters of opinion but the matter itself, passionately engaged in the art and its vocal—call it “technical”—materials. Lowell loved to talk about poetry and poems. His appetite for that kind of conversation seemed inexhaustible. It tended to be about historical poetry, mixed in with his contemporaries. When he asked you, what was Pope’s best work, it was as though he was talking about a living colleague . . . which in a way he was. He could be amusing about that same sort of thing. He described Julius Caesar’s entourage waiting in the street outside Cicero’s house while Caesar chatted up Cicero about writers. “They talked about poetry,” said Lowell in his peculiar drawl. “Caesar asked Cicero what he thought of Jim Dickey.” His considerable comic gift had to do with a humor of self and incongruity, rather than wit. More surreal than donnish. He had a memorable conversation with my daughter Caroline when she was six years old. A tall, bespectacled man with a fringe of long gray hair came into her living room, with a certain air. “You look like somebody famous,” she said to him, “but I can’t remember who.” “Do I?” “Yes . . . now I remember!— Benjamin Franklin.” “He was a terrible man, just awful.” “Or no, I don’t mean Benjamin Franklin. I mean you look like a Christmas ornament my friend Heather made out of Play-Doh, that looked like Benjamin Franklin.” That left Robert Lowell with nothing to do but repeat himself: “Well, he was a terrible man.” That silly conversation suggests the kind of social static or weirdness the man generated. It also happens to exemplify his peculiar largeness of mind . . . even, in a way, his engagement with the past. When he died, I realized that a large vacuum had appeared at the center of the world I knew.

Giving up, I admire the rose gold chain in my hand, letting it slip through my fingers like running water. It’s not a necklace, but a lanyard for my school ID badge. The delicate chain breaks every few inches with small diamond-encrusted hoops, a matching rose gold whistle hanging off a clip. My thumb rubs methodically over the words etched into the circular pendant connecting the chain to the clip. Miss Parker it says on one side. Turning it over in my palm, I smile through my quickly blurring vision at the words on the back: World’s hottest teacher. But my favorite part? The tiny hockey skate charm that dangles next to the whistle

The classroom is a place of high drama. You'll never know what you've done to, or for, the hundreds coming and going. You see them leaving the classroom: dreamy, flat, sneering, admiring, smiling, puzzled. After a few years you develop antennae. You can tell when you've reached them or alienated them. It's chemistry. It's psychology. It's animal instinct. You are with the kids and, as long as you want to be a teacher, there's no escape. Don't expect help from the people who've escaped the classroom, the higher-ups. They're busy going to lunch and thinking higher thoughts. It's you and the kids. So, there's the bell. See you later. Find what you love and do it.

When Lauren returned from lunch there were two dozen breathtakingly gorgeous red roses in a vase on her desk. She removed the card from its envelope and stared at it in blank amazement. On it was written "Thank you, sweetheart," followed by the initial J. When Lauren looked up,Nick was standing in the doorway,his shoulder casually propped against the frame. But there was nothing casual about the rigid set of his jaw or the freezing look in his gray eyes. "From a secret admirer?" he asked sarcastically. It was the first personal comment he had addressed to her in four days. "Not a secret admirer exactly," she hedged. "Who is he?" Lauren tensed. He seemed so angry she didn't think it would be wise to mention Jim's name. "I'm not absolutely certain." "You aren't absolutely certain?" he bit out. "How many men with the inital J are you seeing? How many of them think you're worth more than a hundred dollars in roses as a way of saying thank you?" "A hundred dollars?" Lauren repeated, so appalled at the expense that she completely overlooked the fact that Nick had obviously opened the envelope and read the card. "You must be getting better at it," he mocked crudely. Inwardly Lauren flinched, but she lifted her chin. "I have much better teachers now!" With an icy glance that raked her from head to toe,Nick turned on his heel and strode back into his office. For the rest of the day he left her completely alone.

Addison writes with the ease of a gentleman. His readers fancy that a wise and accomplished companion is talking to them; so that ... - MORE Addison writes with the ease of a gentleman. His readers fancy that a wise and accomplished companion is talking to them; so that he insinuates his sentiments and taste into their minds by an imperceptible influence. Johnson writes like a teacher. He dictates to his readers as if from an academical chair. They attend with awe and admiration; and his precepts are impressed upon them by his commanding eloquence. Addison's style, like a light wine, pleases everybody from the first. Johnson's, like a liquor of more body, seems too strong at first, but, by degrees, is highly relished.

If Paul brought the first generation of Christians the useful skills of a trained theologian, Origen was the first great philosopher to rethink the new religion from first principles. As his philosophical enemy, the anti-Christian Porphyry, summed it up, he 'introduced Greek ideas to foreign fables' -- that is, gave a barbarous eastern religion the intellectual respectability of a philosophical defense. Origen was also a phenomenon. As Eusebius put it admiringly, 'even the facts from his cradle are worth mentioning'. Origen came from Alexandria, the second city of the empire and then it's intellectual centre; his father's martyrdom left him an orphan at seventeen with six younger brothers. He was a hard working prodigy, at eighteen head of the Catechetical School, and already trained as a literary scholar and teacher. But at this point, probably in 203, he became a religious fanatic and remained one for the next fifty years. He gave up his job and sold his books to concentrate on religion. he slept on the floor, ate no meat, drank no wine, had only one coat and no shoes. He almost certainly castrated himself, in obedience to the notorious text, Matthew 19:12, 'there are some who have made themselves eunuchs for the kingdom of heaven's sake.' Origen's learning was massive and it was of a highly original kind: he always went back to the sources and thought through the whole process himself. This he learned Hebrew and, according to Eusebius, 'got into his possession the original writings extant among the Jews in the actual Hebrew character'. These included the discovery of lost texts; in the case of the psalms, Origen collected not only the four known texts but three others unearthed, including 'one he found at Jericho in a jar'. The result was an enormous tome, the Hexapla, which probably existed in only one manuscript now lost, setting out the seven alternative texts in parallel columns. He applied the same principles of original research to every aspect of Christianity and sacred literature. He seems to have worked all day and though most of the night, and was a compulsive writer. Even the hardy Jerome later complained: 'Has anyone read everything Origen wrote?'

It's only second period, and the whole school knows Emma broke up with him. So far, he's collected eight phone numbers, one kiss on the cheek, and one pinch to the back of his jeans. His attempts to talk to Emma between classes are thwarted by a hurricane of teenage females whose main goal seems to be keeping him and his ex-girlfriend separated. When the third period bell rings, Emma has already chosen a seat where she'll be barricaded from him by other students. Throughout class, she pays attention as if the teacher were giving instructions on how to survive a life-threatening catastrophe in the next twenty-four hours. About midway through class, he receives a text from a number he doesn't recognize. If you let me, I can do things to u to make u forget her. As soon as he clears it, another one pops up from a different number. Hit me back if u want to chat. I'll treat u better than E. How did they get my number? Tucking his phone back into his pocket, he hovers over his notebook protectively, as if it's the only thing left that hasn't been invaded. Then he notices the foreign handwriting scribbled on it by a girl named Shena who encircled her name and phone number with a heart. Not throwing it across the room takes almost as much effort as not kissing Emma. At lunch, Emma once again blocks his access to her by sitting between people at a full picnic table outside. He chooses the table directly across from her, but she seems oblivious, absently soaking up the grease from the pizza on her plate until she's got at least fifteen orange napkins in front of her. She won't acknowledge that he's staring at her, waiting to wave her over as soon as she looks up. Ignoring the text message explosion in his vibrating pocket, he opens the contain of tuna fish Rachel packed for him. Forking it violently, he heaves a mound into his mouth, chewing without savoring it. Mark with the Teeth is telling Emma something she thinks is funny, because she covers her mouth with a napkin and giggles. Galen almost launches from his bench when Mark brushes a strand of hair from her face. Now he knows what Rachel meant when she told him to mark his territory early on. But what can he do if his territory is unmarking herself? News of their breakup has spread like an oil spill, and it seems as though Emma is making a huge effort to help it along. With his thumb and index finger, Galen snaps his plastic fork in half as Emma gently wipes Mark's mouth with her napkin. He rolls his eyes as Mark "accidentally" gets another splotch of JELL-O on the corner of his lips. Emma wipes that clean too, smiling like she's tending to a child. It doesn't help that Galen's table is filling up with more of his admirers-touching him, giggling at him, smiling at him for no reason, and distracting him from his fantasy of breaking Mark's pretty jaw. But that would only give Emma a genuine reason to assist the idiot in managing his JELL-O.

The solution to the problem of poor performance scores had been a new system of grading that would encourage students to stay in school as well as improve their self-esteem. Beyond these important, admirable goals, it also had a more immediate purpose: it would undoubtedly reduce the school’s notoriously high failure rate, which had become an embarrassment to the school and to the school board. Under the plan, equal weight was given to class participation (which to some teachers meant simply showing up, because how on earth were you supposed to quantify participation?), homework, weekly tests, and a final exam at the end of every six-week period. A student could flunk every weekly test as well as the final exam and still pass a course for that period.

Whenever you rebel against causality, your motive is the fraudulent desire, not to escape it, but worse: to reverse it. You want unearned love, as if love, the effect, could give you personal value, the cause—you want unearned admiration, as if admiration, the effect, could give you virtue, the cause—you want unearned wealth, as if wealth, the effect, could give you ability, the cause—you plead for mercy, mercy, not justice, as if an unearned forgiveness could wipe out the cause of your plea. And to indulge your ugly little shams, you support the doctrines of your teachers, while they run hog-wild proclaiming that spending, the effect, creates riches, the cause, that machinery, the effect, creates intelligence, the cause, that your sexual desires, the effect, create your philosophical values, the cause.

It was often like this with her: never stepping out of her quiet comfort zone except for someone else’s perceived need; changing the subject whenever her circle of human friends grew too cruel to one another; thanking a teacher for their lesson if that teacher seemed down; giving up her locker for a more inconvenient location so two best friends could be neighbors; smiling a certain smile that never surfaced for her contented friends, only revealing itself to someone who was hurting. Little things that none of her acquaintances or admirers ever seemed to see. Through all these little things, I was able to add the most important quality to my list, the most revealing of them all, as simple as it was rare. Bella was good. All the other things added up to that whole: Kind and self-effacing and unselfish and brave—she was good through and through.

To this day, I can see the bright, raspberry red glow. The reactor seemed lit up from inside. It was an incredible colour. Not an ordinary fire, but a kind of shining. Very pretty. If you forget all the rest, it was very pretty. I’d never seen anything like it in the movies, there was just nothing comparable. In the evening, everyone came out on to their balconies; if they didn’t have one, they went to their friends and neighbours. We were on the eighth floor and had a great view. About three kilometres as the crow flies. People brought out their children and lifted them up. ‘Look! Don’t forget this!’ And these were people who worked at the reactor: engineers, workmen. There were even physics teachers, standing in that black dust, chatting away. Breathing it in. Admiring the sight. Some people drove dozens of kilometres or cycled to see it. We had no idea death could look so pretty.

At the sight of his quizzical, kindly face - so sweet, so agreeable, so glad to see me - something wrenched deep in my chest. 'Richard' he said again, as if there were no one on earth he could possibly be so delighted to see. 'How are you?' 'Fine.' 'I'm just going over to North Hampden. Will you walk with me?' I looked at the innocent, happy face and thought: If only he knew. It would kill him. 'Julian, I'd love to, thanks,' I said. 'But I have to be getting home.' He looked at me closely. The concern in his eyes made me nearly sick with self-loathing. 'I see so little of you these days, Richard,' he said. 'I feel that you're becoming just a shadow in my life.' The benevolence, the spiritual calm, that radiated from him seemed so clear and true that, for a dizzying moment, I felt the darkness lift almost palpably from my heart. The relief was such that I almost broke down sobbing; but then, looking at him again, I felt the whole poisonous weight come crashing back down, full force. 'Are you sure you're all right?' He can never know. We can never tell him. 'Oh. Sure I am,' I said. 'I'm fine.

At the sight of his quizzical, kindly face - so sweet, so agreeable, so glad to see me - something wrenched deep in my chest. 'Richard' he said again, as if there were no one on earth he could possibly be so delighted to see. 'How are you?' 'Fine.' 'I'm just going over to North Hampden. Will you walk with me?' I looked at the innocent, happy face and thought: If only he knew. It would kill him. 'Julian, I'd love to, thanks,' I said. 'But I have to be getting home.' He looked at me closely. The concern in his eyes made me nearly sick with self-loathing. 'I see so little of you these days, Richard,' he said. 'I feel that you're becoming just a shadow in my life.' The benevolence, the spiritual calm, that radiated from him seemed so clear and true that, for a dizzying moment, I felt the darkness lift almost palpably from my heart. The relief was such that I almost broke down sobbing; but then, looking at him again, I felt the whole poisonous weight come crashing back down, full force. 'Are you sure you're all right?' He can never know. We can never tell him. 'Oh. Sure I am,' I said. 'I'm fine.

As she gazed into the ball of confession,she questioned, “Who will I be in this profession?” Years of life have come to show she is the portrait of a woman we have grown to love and know. With her heart on her sleeve and the wit that shows, she has inspired them all with her intensity and glow. Not the ordinary woman who walks without purpose, she lives to share her vigor with the children who walk Earth’s surface. A special woman who has awakened their minds, she has created a class of comfort and pleasure without intensity from father time. For the knowledge and warmth she brings the children follow her with looks of admiration. With her critical thoughts and queries she has opened their minds without invitation. She’s not a preacher of her own thoughts,but rather one who supplies the knowledge, One who allows their visions to flourish without indifference or carnage. So as she gazes into theball of confession, she will no longer question… For she will be a special woman I must say one beyond her own comprehension. A woman full of progression and forever a Teacher that will leave a lasting impression…” ― Diana Lee Santamaria

Fawn Brodie observed that Westerners traditionally “demanded personality rather than diplomas from the men who called them to God.” Metaphysical teachers journeying from the east in the twentieth century found that they faced little scrutiny concerning educational credentials. Science of Mind’s Ernest Holmes was a playground instructor and purchasing agent for Venice, California. The scribe of the Masters of the Far East, Baird T. Spalding, was a gold prospector. William Dudley Pelley, who spent “seven minutes in eternity,” was a screenwriter. Psychiana’s Frank B. Robinson was a druggist. Levi Dowling, author of The Aquarian Gospel of Jesus the Christ, was a homeopathic healer. Spencer Lewis, founder of the Ancient and Mystical Order Rosae Crucis (AMORC), was a commercial illustrator. These were entirely self-made religious leaders. But this is not to say that they were less than able. The occult denizens of the twentieth century, particularly those who found audiences on the West Coast, were extremely capable and often displayed an admirable fluidity to shatter the bonds of social position that might have held back earlier generations. Occultists

It all began in 1919 when ex-Marxist Benito Mussolini wrote the Fascist Party platform, calling for central planning through a “partnership” of government, business, and labor. By 1925 he was in total power. Not all of Mussolini’s admirers were in Italy. The cover story of the New York Times Magazine for October 24, 1926, gushed: The most approachable as well as the most interesting statesman in Europe. He is a voracious learner who never makes the same mistake twice. . . . The whole country is keyed up by his energy. . . . The whole economic structure of the nation has been charted out in a graph that shows it as a huge corporation with the Government as the directorate. He explains it clearly and patiently, reminding you that he started his career as a teacher. An earlier New York Times editorial (October 31, 1922) had explained: In Italy as everywhere the great complaint against democracy today is its inefficiency. . . . Neither the failures nor the successes of (Russia’s) Bolshevist Government offer much of an example to the Western world. Dr. Mussolini’s experiment will perhaps tell us something more about the possibilities of oligarchic administration.

Only art matters, for each work of art is eternal. Those who claim ownership of art are of little importance in the end, since no one can outlive it. Don’t you find that to be a delicious little slice of humility? One of the reasons I love and admire you so deeply is that you have never shown even the smallest amount of pride in having works of art within your possession. Like me, you have nothing but love and respect for art and art alone, so it is high time that you reap the rewards for all you have given. “In no way should you feel indebted to me, Hanna. You have been a source of light and joy in my life, not to mention an ample source of amusement, as I’ve always delighted in your many moods—the good and the bad, your uncontrollable laughter and your fits of rage alike. One could say I’ve led a charmed life. I’ve met scores of art dealers in my time, but none have ever measured up to you, my dear. From this point forward, I wish to have your name and your name only adorning our New York gallery. The pride I have in my pupil far eclipses how proud I am to have once been her teacher. May your life always be full of all the happiness and beauty that you deserve, my dearest Hanna. Yours sincerely, John Glover.

Every church became a theatre, where orators, instead of church teachers, harangued, caring not to instruct the people, but striving to attract admiration, to bring opponents to public scorn, and to preach only novelties and paradoxes, such as would tickle the ears of their congregation. This state of things necessarily stirred up an amount of controversy, envy, and hatred, which no lapse of time could appease; so that we can scarcely wonder that of the old religion nothing survives but its outward forms (even these, in the mouth of the multitude, seem rather adulation than adoration of the Deity), and that faith has become a mere compound of credulity and prejudices—aye, prejudices too, which degrade man from rational being to beast, which completely stifle the power of judgment between true and false, which seem, in fact, carefully fostered for the purpose of extinguishing the last spark of reason! Piety, great God! and religion are become a tissue of ridiculous mysteries; men, who flatly despise reason, who reject and turn away from understanding as naturally corrupt, these, I say, these of all men, are thought, O lie most horrible! to possess light from on High. Verily, if they had but one spark of light from on High, they would not insolently rave, but would learn to worship God more wisely, and would be as marked among their fellows for mercy as they now are for malice; if they were concerned for their opponents’ souls, instead of for their own reputations, they would no longer fiercely persecute, but rather be filled with pity and compassion. Furthermore, if any Divine light were in them, it would appear from their doctrine. I grant that they are never tired of professing their wonder at the profound mysteries of Holy Writ; still I cannot discover that they teach anything but speculations of Platonists and Aristotelians, to which (in order to save their credit for Christianity) they have made Holy Writ conform; not content to rave with the Greeks themselves, they want to make the prophets rave also; showing conclusively, that never even in sleep have they caught a glimpse of Scripture’s Divine nature. The very vehemence of their admiration for the mysteries plainly attests, that their belief in the Bible is a formal assent rather than a living faith: and the fact is made still more apparent by their laying down beforehand, as a foundation for the study and true interpretation of Scripture, the principle that it is in every passage true and divine.

On Becoming a Poet in the 1950s" There was love and there was trees. Either you could stay inside and probe your emotions or you could go outside and keenly observe nature. Describe the sheen on carapaces, the effect of breeze on grass. What's the fag doing now? Dad would say. Picking the nose of his heart? Wanking off on a daffodil? He's not homosexual, Mom would retort, using her apron as a potholder to remove the apple brown betty from the oven. He's sensitive. He cares. He wishes to impart values and standards to an indifferent world. Wow! said Dad, stomping off to the pantry for another scotch. Two poets in the family. Ain't I a lucky duck? As fate would have it, I became one of your tweedy English teachers, what Dad would call a daffodil-wanker, and Mom ended up doing needlepoint, seventy-two kneelers for St. Fred's before she expired of the heart broken on the afternoon that Dad roared off with the Hell's Angels. We heard a little from Big Sur. A beard. Tattoos. A girlfriend named Strawberry. A boyfriend named Thor. Bars and pot and coffeehouses, stuff like that. After years of quotation by younger poets, admiration but no real notice, Dad is making the anthologies now. Critics cite his primal rage, the way he nails Winnetka.

A little murmur of admiration greeted this neat reply and on the crest of it the hostess rose to dismiss the meeting. The ladies rustled forward towards the lecturer but he, deprecating their flattery, came to greet Helena. "I was told your Majesty might do me the honor of coming." "I scarcely hoped you had recognized me. I am afraid the lecture was far above my head. But I am delighted to see you have prospered. Are you . . . are you able to travel as you wish?" "Yes, I was given my freedom many years ago by a kind, foolish old woman who took a fancy for my verses." "Did you get to Alexandria?" "Not yet, but I found what I wanted. Did you reach Troy, Highness?" "No, oh no." "Or Rome?" "Not even there." "But you found what you wanted?" "I have accepted what I found. Is that the same?" "For most people. I think you wanted more." "Once. Now I am past my youth." "But your question just now. 'When? Where? How do you know?'--was a child's question." "That is why your religion would never do for me, Marcias. If I ever found a teacher it would have to be one who called little children to him." "That, alas, is not the spirit of the time. We live in a very old world today. We know too much. We should have to forget everything and be born again to answer your question.

The boy himself was in the grip of his impulse, without knowing what was happening to him. He was not performing a dance he already knew, a dance he had practiced before. This was no familiar rite of celebrating sun and morning that he had long ago invented. Only later would he realize that his dance and his transported state in general were only partly caused by the mountain air, the sun, the dawn, his sense of freedom. They were also a response to the change awaiting him, the new chapter in his young life that had come in the friendly and awe-inspiring form of the Magister. In that morning hour many elements conspired in the soul of young Tito to shape his destiny and distinguish this hour above a thousand others as a high, a festive, a consecrated time. Without knowing what he was doing, asking no questions, he obeyed the command of this ecstatic moment, danced his worship, prayed to the sun, professed with devout movements and gestures his joy, his faith in life, his piety and reverence, both proudly and submissively offered up in the dance his devout soul as a sacrifice to the sun and the gods, and no less to the man he admired and feared, the sage and musician, the Master of the magic Game who had come to him from mysterious realms, his future teacher and friend.

The Times Exclusive Reveal of Windermere Six Thanks to an anonymous source, the Times is pleased to share an exclusive list of the six children who were transported yesterday evening to Hollingsworth Hall, the magnificent and secluded home of Camilla Lenore DeMoss, the Countess of Windermere. They are, in no particular order: Oliver Appleby: Heir to the Appleby Jewelry fortune. This young chap is known to be an excellent student who also excels at rowing and cricket. Viola Dale: The Dales are well known throughout London for their dedication to social reform and relief for those in distress. Young Viola has been a presence on the charitable event circuit since the age of two. Frances Wellington: Miss Wellington's parents are internationally known art collectors who have an impeccable eye for up-and-coming talent in sculpture and painting. They also delve into gems of historical value. Frances is privately tutored, and her deliciously expensive introduction to London society is already being buzzed about. Barnaby Trundle: Young Barnaby attends school in South London. His father works in the textile industry. One of his teachers says Barnaby is "occasionally quick-tempered with other boys in his form." Edward Herringbone: The Herringbones are close acquaintances with the aforementioned Dales, their own admirable interests lying mainly in reducing poverty by increasing educational opportunities. Edward has been called "an indubitable library of a boy" by one of his teaching masters at St. Stephen's. Tabitha Crum: Miss Crum's father is employed by the Wilting Bank of South London. A neighbor of the family says that the lucky child "talks to herself" and calls the Crums "socially famished.

A more complex way to understand this is the method used by Hermann Minkowski, Einstein’s former math teacher at the Zurich Polytechnic. Reflecting on Einstein’s work, Minkowski uttered the expression of amazement that every beleaguered student wants to elicit someday from condescending professors. “It came as a tremendous surprise, for in his student days Einstein had been a lazy dog,” Minkowski told physicist Max Born. “He never bothered about mathematics at all.”63 Minkowski decided to give a formal mathematical structure to the theory. His approach was the same one suggested by the time traveler on the first page of H. G. Wells’s great novel The Time Machine, published in 1895: “There are really four dimensions, three which we call the three planes of Space, and a fourth, Time.” Minkowski turned all events into mathematical coordinates in four dimensions, with time as the fourth dimension. This permitted transformations to occur, but the mathematical relationships between the events remained invariant. Minkowski dramatically announced his new mathematical approach in a lecture in 1908. “The views of space and time which I wish to lay before you have sprung from the soil of experimental physics, and therein lies their strength,” he said. “They are radical. Henceforth space by itself, and time by itself, are doomed to fade away into mere shadows, and only a kind of union of the two will preserve an independent reality.”64 Einstein, who was still not yet enamored of math, at one point described Minkowski’s work as “superfluous learnedness” and joked, “Since the mathematicians have grabbed hold of the theory of relativity, I myself no longer understand it.” But he in fact came to admire Minkowski’s handiwork and wrote a section about it in his popular 1916 book on relativity.

Right! You see me as superhuman! That’s some serious pressure.” Amelia laughs a little. “Sometimes it feels good, yeah, that people like how I look and act. But sometimes it’s just so much. I already have a ton of pressure on me from my parents and from myself, so it’s extra hard coming from you. Because we’re equals, me and you. Imperfect equals. And you’ve seen my struggles and you’ve been there right alongside me for the ride. I mean, I was a hot mess when I was trying to figure out if I wanted to have sex with Sid. I couldn’t face my parents over a dinner with my new girlfriend. I sometimes don't have the courage to stick up to people or for myself.” “But those are just normal human things.” “Yeah, exactly! This is my point! You look at me and you see me struggle through things and you root for me regardless, thinking I’m, like, killing it out there in the world, but when it’s you, you don’t cut yourself any slack and you beat yourself up. But I’m a regular person, and so are you,” she says. “And a pretty badass one, too. You’re so good at everything. You get amazing grades and you’re an incredible writer and you’re so smart-sometimes so smart that teachers assume I am, too, just because I’m around you. When I nearly failed my bio test earlier this semester, Mr. O'Donnell told me I should try to be more like you. And you know what? Maybe that’s a shitty thing to say to a student, but I do find myself wishing I could be more like you all the time. Not because I’m inadequate as a person but because humans yearn! Humans want to be better than they are! Humans feel jealous! And I think it’s okay if sometimes I want to be more like you. Who wouldn’t? You’re smart and hilarious and fashionable and fierce and you would do anything for the ones you love. You put up with a lot of shit and you let it light a fire in you and I admire the hell out of that, babe.

The modem European is characterized by two apparently opposite traits: individualism and the demand for equal rights; that I have at last come to understand. The individual is an extremely vulnerable piece of vanity: conscious of how easily it suffers. This vanity demands that every other shall count as its equal, that it should be only inter pares. In this way a social race is characterized in which talents and powers do not diverge very much. The pride that desires solitude and few admirers is quite beyond comprehension; a really "great" success is possible ony through the masses, indeed one hardly grasps the fact any more that a success with the masses is always really a petty success: because pulchrum est paucorum hominum (Beauty belongs to the few) All moralities know nothing of an "order of rank" among men; teachers of law nothing of a communal conscience. The principle of the individual rejects very great human beings and demands, among men approximately equal, the subtlest eye and the speediest recognition of a talent. And because everyone has some kind of talent in such late and civilized cultures - and therefore can expect to receive back his share of honor - there is more flattering of modest merits today than ever before: it gives the age a veneer of boundless fairness. Its unfairness consists in a boundless rage, not against tyrants and public flatterers even in the arts, but against noble men, who despise the praise of the many. The demand for equal rights (i.e. to be allowed to sit in judgment on everything and everyone) is anti-aristocratic. Equally strange to the age is the vanished individual, the absorption in a great type, the desire not to be a personality - which constituted the distinction and ambition of many lofty men in earlier days (the greatest poets among them); or "to be a city" as in Greece, Jesuitism, Prussian officer corps and bureaucracy, or to be a pupil and continuator of great masters - for which non-social conditions and a lack of petty vanity are needed.

In Mississippi, where I lived from 1967 to 1974, people who challenged the system anticipated menace, battery, even murder, every day. In this context, I sometimes felt ashamed that my contributions at the time were not more radical. I taught in two local black colleges, I wrote about the Movement, and I created tiny history booklets which were used to teach the teachers of children enrolled in Head Start. And, of course, I was interracially married, which was illegal. It was perhaps in Mississippi during those years that I understood how the daily news of disaster can become, for the spirit, a numbing assault, and that one's own activism, however modest, fighting against this tide of death, provides at least the possibility of generating a different kind of "news." A "news" that empowers rather that defeats. There is always a moment in any kind of struggle when one feels in full bloom. Vivid. Alive. One might be blown to bits in such a moment and still be at peace. Martin Luther King, Jr., at the mountaintop. Gandhi dying with the name of God on his lips. Sojourner Truth baring her breasts at a women's rights convention in 1851. Harriet Tubman exposing her revolver to some of the slaves she had freed, who, fearing an unknown freedom, looks longingly backward to their captivity, thereby endangering the freedom of all. To be such a person or to witness anyone at this moment of transcendent presence is to know that what is human is linked, by a daring compassion, to what is divine. During my years of being close to people engaged in changing the world I have seen fear turn into courage. Sorrow into joy. Funerals into celebrations. Because whatever the consequences, people, standing side by side, have expressed who they really are, and that ultimately they believe in the love of the world and each other enough *to be that* - which is the foundation of activism. It has become a common feeling, I believe, as we have watched our heroes falling over the years, that our own small stone of activism, which might not seem to measure up to the rugged boulders of heroism we have so admired, is a paltry offering toward the building of an edifice of hope. Many who believe this choose to withhold their offerings out of shame. This is the tragedy of our world. For we can do nothing substantial toward changing our course on the planet, a destructive one, without rousing ourselves, individual by individual, and bringing our small, imperfect stones to the pile. In this regard, I have a story to tell.

11 — I have explained where Wagner belongs—not in the history of music. What does he signify nevertheless in that history? The emergence of the actor in music: a capital event that invites thought, perhaps also fear. In a formula: "Wagner and Liszt."— Never yet has the integrity of musicians, their "authenticity," been put to the test so dangerously. One can grasp it with one's very hands: great success, success with the masses no longer sides with those who are authentic,—one has to be an actor to achieve that!— Victor Hugo and Richard Wagner—they both prove one and the same thing: that in declining civilizations, wherever the mob is allowed to decide, genuineness becomes superfluous, prejudicial, unfavorable. The actor, alone, can still kindle great enthusiasm.— And thus it is his golden age which is now dawning—his and that of all those who are in any way related to him. With drums and fifes, Wagner marches at the head of all artists in declamation, in display and virtuosity. He began by convincing the conductors of orchestras, the scene-shifters and stage-singers, not to forget the orchestra:—he "redeemed" them from monotony .... The movement that Wagner created has spread even to the land of knowledge: whole sciences pertaining to music are rising slowly, out of centuries of scholasticism. As an example of what I mean, let me point more particularly to Riemann's [Hugo Riemann (1849-1919): music theoretician] services to rhythmic; he was the first who called attention to the leading idea in punctuation—even for music (unfortunately he did so with a bad word; he called it "phrasing"). All these people, and I say it with gratitude, are the best, the most respectable among Wagner's admirers—they have a perfect right to honor Wagner. The same instinct unites them with one another; in him they recognize their highest type, and since he has inflamed them with his own ardor they feel themselves transformed into power, even into great power. In this quarter, if anywhere, Wagner's influence has really been beneficial. Never before has there been so much thinking, willing, and industry in this sphere. Wagner endowed all these artists with a new conscience: what they now exact and obtain from themselves, they had never extracted before Wagner's time—before then they had been too modest. Another spirit prevails on the stage since Wagner rules there: the most difficult things are expected, blame is severe, praise very scarce—the good and the excellent have become the rule. Taste is no longer necessary, nor even is a good voice. Wagner is sung only with ruined voices: this has a more "dramatic" effect. Even talent is out of the question. Expressiveness at all costs, which is what the Wagnerian ideal—the ideal of décadence—demands, is hardly compatible with talent. All that is required for this is virtue—that is to say, training, automatism, "self-denial." Neither taste, voices, nor gifts: Wagner's stage requires one thing only—Teutons! ... Definition of the Teuton: obedience and long legs ... It is full of profound significance that the arrival of Wagner coincides in time with the arrival of the "Reich": both actualities prove the very same thing: obedience and long legs.— Never has obedience been better, never has commanding. Wagnerian conductors in particular are worthy of an age that posterity will call one day, with awed respect, the classical age of war. Wagner understood how to command; in this, too, he was the great teacher. He commanded as the inexorable will to himself, as lifelong self-discipline: Wagner who furnishes perhaps the greatest example of self-violation in the history of art (—even Alfieri, who in other respects is his next-of-kin, is outdone by him. The note of a Torinese). 12 The insight that our actors are more deserving of admiration than ever does not imply that they are any less dangerous ... But who could still doubt what I want,—what are the three demands for which my my love of art has compelled me?

The very next morning It was Valentine’s Day! They grabbed all their cards and went on their way. The classroom was decked out in red, pink, and white, with balloons and streamers, so festive and bright. Someone dropped by with a giant bouquet addressed to the teacher, who blushed right away. The card was signed “From a secret admirer,” but everyone knew it was Mr. O’Meyer! They played pin the heart and won goofy toys, and girls ran away from kissy-face boys. The art teacher came and painted kids’ faces. She put hearts on cheeks and sillier places! At last it was time to deliver the cards. Look! One for Lisa, Jim, and Bernard. They opened them up, read them and smiled, and laughed at the cards that were totally wild. Then they ate goodies, sweet cherries, and grapes, and drank punch with ice cubes in little heart shapes. And just when they thought the party was done, a knock on the door came at quarter past one. When what to their wondering eyes should appear, but the principal himself dressed in full Cupid gear! His arrows--how golden! His bow--curved and tight! The wig that he wore was a comical sight. He spoke not a word and was gone in a minute, leaving a present behind. Now what could be in it? They read Cupid’s note as he leapt down the hall: “Happy Valentine’s Day-- to one and to all!

You made a good choice for your Naga,” she assured me. “Danica is more graceful on a dais than half the serpents I know.” “Provided she isn’t blushing too brightly to see,” another quipped. “The first time I saw our queen perform, I thought she was a lost cause--far too uptight, like most avians--but I’m glad to be proved wrong.” I knew I was grinning. I had never doubted that Danica could learn the serpent art. Much of her loved my world; a part of her craved dance as surely as anyone else in this nest did. Perhaps that thirst came from her time dancing with the currents of air far above where we earthbound creatures roamed, or perhaps it came from the expressive nature her own world forced her to hide. Similar conversation flowed among us until A’isha’s musical voice commanded me, “Zane, admire your queen.” The words brought our attention to the back of the room, where Danica had emerged, looking so beautiful that she took my breath away. In response to her teacher’s words, Danica smiled and shook her head, causing her golden hair to ripple about her face. It made my heart speed and my breath still, as if I was afraid the next movement would shatter the world. She was a spark of fire in sha’Mehay. The serpiente dress rippled around the hawk’s long legs, the fabric so light it moved with the slightest shift of air. The bodice was burgundy silk; it laced up the front with a black ribbon, and though it was more modest than many dancers’ costumes, it still revealed enough cream-and-roses skin to tantalize the imagination. On Danica’s right temple, A’isha had painted a symbol for courage; beneath her left collarbone lay the symbols for san’Anhamirak, abandon and freedom. “You dance every day with the wind. This is not so different,” A’isha said encouragingly to Danica. “Now, look at the man you love and dance for him.” The nest hushed, faces turning to their Naga. Her cheeks held more color than usual, which A’isha addressed with a common dancers’ proverb. “There is no place for shame, Danica. If Anhamirak had not wanted beauty admired, she would not have made our eyes desire it. You are art.” Danica stepped out of A’isha’s grip. “If my mother could see me now,” she murmured, but she smiled as she said it.

Good tennis players are those who beat other tennis players, and a good shot during play is one the opponent can't return. But that's not a truth about life or excellence -- it's a truth about tennis. We've created an artificial structure in which one person can't succeed without doing so at someone else's expense, and then we accuse anyone who prefers other kinds of activities of being naive because "there can be only one best -- you're it or you're not," as the teacher who delivered that much-admired you're-not-special commencement speech declared. You see the sleight of hand here? The question isn't whether everyone playing a competitive game can win or whether every student can be above average. Of course they can't. The question that we're discouraged from asking is why our games are competitive -- or our students are compulsively ranked against one another -- in the first place.

I encourage you to consider, just for this moment, your teaching as crafting a sand mandala. You go through your year, a year that took many years and months to prepare for. You create something beautiful and intricate and exquisite to admire. Then, you sweep it away. You drop it into the river of teaching time as a blessing for your future teaching self, for other teachers, and more importantly, all the children who have not yet been taught.

Admiral Tait Primary was a school that people from my home neighbourhood could only dream of. The teachers knew what they were doing and the library had the right books for my daughter to read. It was expensive though, and I dreaded what would happen when she finally reached high school. If I didn't get my life sorted soon, she'd be forced into a former Group B school in the high-density areas: a sure way to flunk and get pregnant before she was nineteen. There were nights where I couldn't sleep worrying that my baby would not have the sort of future she deserved. [74]

Bernard was afraid of loud voices. He was afraid of the dark. He was afraid of his brother, Dudley, who tried to make a man of him, and he was afraid of his sister, Joan, who threw him in the lake and held his head under the water to make him swim. When Barnard spoke to the maids, he did it quietly and he said “please” and “thank you”--and sometimes, though he was a boy and a Taverner, he cried. His father, of course, was desperate. A boy like Bernard had never happened in his family before. He sent him away to the toughest school he could find, but though the teachers caned him even more than his father had done, and the boys did interesting things to him like squeezing lemon juice into his eyes and piercing the soles of his feet with compass needles, it seemed to make no difference. Bernard went on being quiet, and he went on being terrified of his family, and he went on saying “please” and “thank you” to the maids. But there were some things Bernard was not afraid of. He was not afraid of spiders--when the servants screamed because there was a large one in the bath, it was to Bernard they went, and he would put a glass over it and let it out in the garden, admiring its furry legs and complicated eyes. He was not afraid of the adders that hissed on the moor. He liked the adders with their zigzag markings and flickering tongues. Bernard did not mind the rats in the cellars and he did not mind the horses. He minded the people on the horses--his sister, Joan, with her braying voice and his brother, Dudley, with his whip--but if he met the horses quietly in a field he got on well enough with them.

I own hundreds of self-help and spiritual books and lately I’m only drawn to a few of them. I am still awakening to what Life is truly all about, but even though there are spiritual authors and teachers like Louise Hay or Wayne Dyer or the Dalai Lama whom I still admire—I believe that all the answers I seek, everything I need to know is right here inside of me. So I meditate—which is about listening—and then I find the answers.

Yes, Saul Alinsky, icon of the political left, whose admirers include Hillary Clinton and Barack Obama, commenced his magnum opus—the one for which he is hailed by progressives, a book not only read by Clinton but used as a text by Obama in Chicago as a teacher of community organizing—with an acknowledgement of the devil.

All the girls, other than me, wanted the same things: to own a pair of stockings so their legs would not look bare and childish in their humiliating ankle socks; to have the best notebooks to record song lyrics, those sickeningly sweet words of dreams and loves and hearts; to be praised by the teachers, but more importantly, to be admired and envied by one another; to catch the attention of the right boys.

Where people were once dazzled to be online, now their expectations had soared, and they did not bother to hide their contempt for those who sought to curtail their freedom on the Web. Nobody was more despised than a computer science professor in his fifties named Fang Binxing. Fang had played a central role in designing the architecture of censorship, and the state media wrote admiringly of him as the “father of the Great Firewall.” But when Fang opened his own social media account, a user exhorted others, “Quick, throw bricks at Fang Binxing!” Another chimed in, “Enemies of the people will eventually face trial.” Censors removed the insults as fast as possible, but they couldn’t keep up, and the lacerating comments poured in. People called Fang a “eunuch” and a “running dog.” Someone Photoshopped his head onto a voodoo doll with a pin in its forehead. In digital terms, Fang had stepped into the hands of a frenzied mob. Less than three hours after Web users spotted him, the Father of the Great Firewall shut down his account and recoiled from the digital world that he had helped create. A few months later, in May 2011, Fang was lecturing at Wuhan University when a student threw an egg at him, followed by a shoe, hitting the professor in the chest. Teachers tried to detain the shoe thrower, a science student from a nearby college, but other students shielded him and led him to safety. He was instantly famous online. People offered him cash and vacations in Hong Kong and Singapore. A female blogger offered to sleep with him.

Addison writes with the ease of a gentleman. His readers fancy that a wise and accomplished companion is talking to them; so that he insinuates his sentiments and taste into their minds by an imperceptible influence. Johnson writes like a teacher. He dictates to his readers as if from an academical chair. They attend with awe and admiration; and his precepts are impressed upon them by his commanding eloquence.

That esteem for educators appears to be even higher among Generation Next, those born from 1981 to 1988, who are twice as likely as older generations to name a teacher or mentor when asked to list people they admire.

My teacher, ushered by Mario, added his spicy version to the Borgia’s scandalous stories, “Candelabras set up on the floor were scattered with chestnuts for the crawling courtesans to pick up before serious sexual intercourse began. Guests ran out to the floor stark naked, either mounting or being mounted by the prostitutes. The Bacchanalian orgy took place in front of everyone present, while servants kept score of each man’s orgasms. “The Pope was said to greatly admire virility and measured a man’s machismo by his ejaculatory capacity. After the guests were exhausted, His Holiness distributed prizes such as cloaks, boots, caps, and fine silken tunics to the winners who made love with the courtesans the greatest number of times.” David exclaimed, “How sacrilegiously scandalous!

I remembered the words of Professor Andrew Henderson, my Bahriji art of seduction and flirtation teacher; his advice, “Tease without over zealousness, seduce without blatancy and keep your devotees desiring more.” Gyrating sensually and seductively, my determination as a provocateur garnered synchronized applauds and incendiary reactions from the maniacal crowd. Oohs and aahs came from bona-fide horny men craving for more; instead I gave my admirers a show without revealing too much. This,

Hands grab me, steady me. I jerk back, but they are surprisingly gentle. He doesn’t smile as I turn to see his face. He just stands there, letting me inspect him. He’s tall with a wide forehead and dark blond hair that’s cut short. His green eyes are deeply set beneath that forehead. His lips are wide and rugged like the rest of him. His hands have huge knuckles like he’s a boxer or arthritic or hits walls. He looks like he did when he pulled me out of the car, but stronger, taller somehow. He must be completely healed. He looks my age and he looks good, like the guy in high school that everyone, even the teachers, fall in love with.

Late 2012 Andy’s Correspondence   Young, India has a way of changing a worldview. It was everything I had expected, still unexpected. Although I had seen poverty, I had not witnessed impoverishment such as I saw in India. Much like you, I found it trying, to keep a jaunty demeanor in the company of our hosts, when the majority of India’s denizens suffer from malnourishment and poverty. It was difficult to refrain from extending a helping hand – but, I knew I could not reach out to one, without becoming vulnerable to all.               I shed many a tear pondering over this universal question, asked by many, “Why is this happening, and how will it end for these destitute souls?” These are unanswerable questions to which only the Creator can reply.               During times of uncertainty, I was grateful to have your teacher, Dubois, to provide me with his admirable insights. His work (on Zentology) had helped many find equilibrium and solace within their inner and outer worlds. After he received his doctorate, I read several of his books, which helped me during my tumultuous years in New Zealand.               What transpired after our separation I have mentioned earlier – Tony, my ex-boyfriend, was not an easy person. His concept of love bordered on maniacal possession, not an easing into life’s rhythmic synergies, nor allowing rather than controlling. Maneuvering within his taxing negativity left me drained. Dubois’ books and meditation techniques helped me distance myself from this challenging situation, and after some time, I was left with little choice but to depart for Canada.

oan Hilliard could feel the smile on her face as she stepped from her car. Not the best wheels, but they were hers, a token of four years spent working in a brokerage firm. Joan had always wanted to be a teacher, but she had finished college at the wrong time. To her great disappointment, she couldn’t land a teaching position. She had still wanted her own classroom but decided that any job was better than nothing. The brokerage firm paid well, and she felt better for the experience. She had learned about herself, how to work with other adults, and what life at work was all about. Above all, she felt more confident. She had learned to cope in a demanding and stressful adult environment. That experience ought to help in a classroom of kids. She was delighted to get a teaching assignment at Pico School. It looked like a friendly place from the outside. The surrounding neighborhood was in decline, but Pico boasted green lawns, welltrimmed shrubbery, and large, lattice-paned windows. Built in the 1950s, it had the architectural charm that Joan remembered from the schools of her childhood. As she walked through the arched entryway, she noticed the vaguely familiar smells of new wax and summer mustiness. As she turned down the corridor leading to the principal’s office, she ran into a tall, broad-shouldered man with hands on hips, scrutinizing the newly polished sheen on the floor. This had to be the custodian, admiring his work before hundreds of students’feet turned it into a mosaic of scuff marks. As she moved closer, he looked up and smiled as if he had

Who better to teach than the most capable among us? And I’m not just talking about seminars or formal settings. Our actions and behaviors, for better or worse, teach those who admire and look up to us how to govern their own lives. Are we thoughtful about how people learn and grow? As leaders, we should think of ourselves as teachers and try to create companies in which teaching is seen as a valued way to contribute to the success of the whole. Do we think of most activities as teaching opportunities and experiences as ways of learning? One of the most crucial responsibilities of leadership is creating a culture that rewards those who lift not just our stock prices but our aspirations as well.

As a writer, I think it is my duty to be as responsible as I can with (my)perspective, insights, experiences, & values. Being raised in a black & white- "good & bad" societal mentality has frustrated me. My common mentors (societal, religious, govt., authoritative', etc.) presented a skewed ‘role-model’ to me; colouring the world/‘s of myself, and other people, with their own personal expectations of how society should be. It’s not really trusting people to grow into who they are as a person. Going back to my original verve for writing has meant working (tirelessly) to (try to) remove habitual things; finite statements, assumptions, misinformation, misunderstanding, as well as cyclical (fear-based) conditioning. I want to be responsible. And this has meant that I had to work hard to shake loose from the past. Sometimes it meant screaming "How dare you teach me fear & ignorance!" into my pillow- as I work at ripping the (imposed) bars away from my craft. I am still working at it, and, as hard as it has been- it’s been worth it. I value the integrity of writing (as a creative craft) so very much. I always admired those writers who stood out from the traditional. The writers who challenged the conventional. Those [writers] who dared to present a balanced perspective- no matter how uncommon... To me, they were the best teachers. They inspired unchained learning, wisdom, and developmental skills... Those things which I see as gifting readers with bountiful landscapes into their [readers] own souls. This is what it means, for me, to be a writer. That does not mean it is what it has to mean for others. Each of us get our own unique voices, styles, expressions, dreams, and creativity. I also want to be understood- clearly, truly, and genuinely- as a human, and as a writer. And I want to foster my imagination, creativity, and passion; building a world that I love- knowing that other people may also enjoy it, and some may not.

Christ is our Way; we walk in Him. He is our Truth; we embrace Him. He is our Life; we live in Him. He is our Lord; we choose Him to rule over us. He is our Master; we serve Him. He is our Teacher, instructing us in the way of salvation. He is our Prophet, pointing out the future. He is our Priest, having atoned for us. He is our Advocate, ever living to make intercession for us. He is our Saviour, saving to the uttermost. He is our Root; we grow from Him. He is our Bread; we feed upon Him. He is our Shepherd, leading us into green pastures. He is our true Vine; we abide in Him. He is the Water of Life; we slake our thirst from Him. He is the fairest among ten thousand: we admire Him above all others. He is ‘the brightness of the Father’s glory, and the express image of His person;’ we strive to reflect His likeness. He is the upholder of all things; we rest upon Him. He is our wisdom; we are guided by Him. He is our Righteousness; we cast all our imperfections upon Him. He is our Sanctification; we draw all our power for holy life from Him. He is our Redemption, redeeming us from all iniquity. He is our Healer, curing all our diseases. He is our Friend, relieving us in all our necessities. He is our Brother, cheering us in our difficulties.

In a rather unflattering portrait of his former teacher, Yi claims that Heo and his closest friends were such admirers of the Chinese epic novexfl of heroic bandits Water Margin (Shuihuzhuan) that he wrote Hong Gildong jeon in imitation.5