Animation Student Quotes

In order to be a teacher you've got to be a student first

I'd always thought I would feel like an animal released from its cage when my student days were finished, I felt more like a bird that had been pushed from its nest and told it must fly.

people who succeed tend to find one goal in the distant future and then chase it through thick and thin. People who flit from one interest to another are much, much less likely to excel at any of them. School asks students to be good at a range of subjects, but life asks people to find one passion that they will follow forever.

The point of being a teacher is to do more than impart facts, it's to shape the way students perceive the world, to help a student absorb the rules of a discipline. The teachers who do that get remembered.

It was spring break, so the theater was always packed with high schools students. It was an animal house. I wanted to burn the place down.

This was a factory, a sorting house. We were no different from dogs and pigs and cows: all of us were allowed to play when we were small, but then, just before reaching maturity, we were sorted and classified. Being a high school student was the first step toward becoming a domestic animal.

It is harrowing for me to try to teach 20-year-old students, who earnestly want to improve their writing. The best I can think to tell them is: Quit smoking, and observe posted speed limits. This will improve your odds of getting old enough to be wise

I've created a monster, haven't I?" said Merlin, staring at the animated figure incredulously. "I think that, technically, I was already a monster," the dragon replied. "Now I am a monster with social networking skills. Or I would be, if I had a Twitter account. And possibly a Facebook. Do I want a Facebook? Is it a book of faces? Is it the same as MySpace? Which of course begs the question: what is MySpace?

Somewhere between poetry and science, somewhere between heaven and earth, clairaudience is born. Clairaudience is the sweetest mystery any human being could ever experience. Fortunately, it is the most contagious, too. Most, if not all, of my students walk away with some level of clairaudience after spending three hours in one of my workshops.

When students write from experience, they can breathe those specifics into their writing- dialect, odd smells, precise names of plants- that can animate even the most tired and tedious text.

And although I’d always thought I would feel like an animal released from its cage when my student days were finished, I felt more like a bird that had been pushed from its nest and told it must fly.

Fairy tale ‘adaptations’ are usually stripped of every moral and lesson the stories were originally intended to teach, and replaced with singing and dancing forest animals. I recently read that films are being created depicting Cinderella as a struggling hip-hop singer and Sleeping Beauty as a warrior princess battling zombies!” “Awesome,” a student behind Alex whispered to himself. Alex

Anaximander, a friend and possibly a student of Thales, argued that since human infants are helpless at birth, if the first human had somehow appeared on earth as an infant, it would not have survived. In what may have been humanity's first inkling of evolution, people, Anaximander reasoned, must therefore have evolved from other animals whose young are hardier.

When you feel good you want to go out into the big wide world and make a positive difference. You feel love when you feel good and you want to give that love to everyone you meet. As you go along, you find that most others want what you have and they are usually very willing students, wanting to learn what you already learned so long ago.

Funny thing about lessons: the idiot student thinks when he is given a little fact that he owns it—that two and two is always four no matter the circumstance. Just as it was not true for Orwell, it is not true for anyone. True lessons require not only knowing, but that the student practices his knowledge again and again. Thus knowledge becomes us, and we become more than the animal and the machine. That is why the best teachers are students always, and the best students are never fully educated. I had forgotten Gibson’s lesson for a moment, but stood a little straighter, shouldering as a pack my grief, my regret and self-loathing.

When the student is ready, the teacher will appear.

True lessons require not only knowing, but that the student practices his knowledge again and again. Thus knowledge becomes us, and we become more than the animal and the machine. That is why the best teachers are students always, and the best students are never fully educated.

Somewhere among the commotion I grew rather depressed. The depression stayed with me for over a year; it was like an animal, a well-defined, spatially localizable thing. I would wake up, open my eyes, listen-is it here or isn’t it? No sign of it. Perhaps it’s asleep. Perhaps it will leave me alone today. Carefully, very carefully, I get out of bed. All is quiet. I go to the kitchen, start breakfast. Not a sound. TV-Good Morning America, David what’s-his-name, a guy I can’t stand. I eat and watch the guests. Slowly the food fills my stomach and gives me strength. Now a quick excursion to the bathroom, and out for my morning walk-and here she is, my faithful depression: “Did you think you could leave without me?" I had often warned my students not to identify with their work. I told them, “if you want to achieve something, if you want to write a book, paint a picture, be sure that the center of your existence if somewhere else and that it’s solidly grounded; only then will you be able to keep your cool and laugh at the attacks that are bound to come." I myself had followed this advice in the past, but now I was alone, sick with some unknown affliction; my private life was in a mess, and I was without a defense. I often wished I had never written that fucking book.

...never [enter] into dispute or argument with another. I never saw an instance of one of two disputants convincing the other by argument. I have seen many, on their getting warm, becoming rude, & shooting one another. ... When I hear another express an opinion which is not mine, I say to myself, he has a right to his opinion, as I to mine; why should I question it? His error does me no injury, and shall I become a Don Quixote, to bring all men by force of argument to one opinion? ... There are two classes of disputants most frequently to be met with among us. The first is of young students, just entered the threshold of science, with a first view of its outlines, not yet filled up with the details & modifications which a further progress would bring to their knoledge. The other consists of the ill-tempered & rude men in society, who have taken up a passion for politics. ... Consider yourself, when with them, as among the patients of Bedlam, needing medical more than moral counsel. Be a listener only, keep within yourself, and endeavor to establish with yourself the habit of silence, especially on politics. In the fevered state of our country, no good can ever result from any attempt to set one of these fiery zealots to rights, either in fact or principle. They are determined as to the facts they will believe, and the opinions on which they will act. Get by them, therefore, as you would by an angry bull; it is not for a man of sense to dispute the road with such an animal.

The establishment’s reply is that dissenting students are bent, not on positive innovation, but on negative disruption. Against this, however, it can be argued that these two processes are very closely related and that the former only degenerates into the latter when it finds itself blocked.

I met him in the language lab. In a lull between lab sections, I was editing tapes for freshman German when this shuffling man of hair came in. Possibly twenty, or forty; possibly student, or faculty, Trotskyite or Amish farmer, human or animal; a theif lumbering out of a camera shop, laden with lenses and light meters; a bear who after a terrible and violent struggle ate a photographer. This beast approached me.

Confronted with the problems that characterize our herding culture, we are perhaps like the metaphorical man wounded by an arrow that the Buddha discussed with his students. He said that the man would be foolish if he tried to discover who shot the arrow, why he shot it, where he was when he shot it, and so forth, before having the arrow removed and the wound treated, lest he bleed to death attempting to get his questions answered. We, likewise, can all remove the arrow and treat the wound of eating animal foods right now. We don't need to know the whole history. We can easily see it is cruel and that it is unnecessary; whatever people have done in the past, we are not obligated to imitate them if it is based on delusion. Perhaps in the past people thought they needed to enslave animals and people to survive, and that the cruelty involved in it was somehow allowed them. It's obviously not necessary for us today, as we can plainly see by walking into any grocery store, and the sooner we can awaken from the thrall of the obsolete mythos that we are predatory by nature, the sooner we'll be able to evolve spiritually and discover and fulfill our purpose on this earth.

It’s one thing when black people aren’t discussed in world history. Fortunately, teams of dedicated historians and culture advocates have chipped away at the propaganda often functioning as history for the world’s students to eradicate that glaring error. But when, even in the imaginary future—a space where the mind can stretch beyond the Milky Way to envision routine space travel, cuddly space animals, talking apes, and time machines—people can’t fathom a person of non-Euro descent a hundred years into the future, a cosmic foot has to be put down.

The quality of authors determines the quality of books. The quality of musicians determines the quality of songs. The quality of artists determines the quality of paintings. The quality of architects determines the quality of buildings. The quality of generals determines the quality of warriors. The quality of preachers determines the quality of sermons. The quality of scientists determines the quality of inventions. The quality of leaders determines the quality of followers. The quality of scholars determines the quality of lectures. The quality of teachers determines the quality of students. The quality of schools determines the quality of graduates. The quality of graduates determines the quality of nations. The quality of plants determines the quality of air. The quality of air determies the quality of animals. The quality of animals determines the quality of food. The quality of food determines the quality of the planet.

It is a melancholy illusion of those who write books and articles that the printed word survives. Alas, it rarely does. The vast majority of printed works enter a state of suspended animation within a few weeks or years of publication, from which they are occasionally awakened, for equally short periods, by research students.

I remember an hypothesis argued upon by the young students, when I was at St. Omer's, and maintained with much learning and pleasantry on both sides, 'Whether supposing that the flavour of a big who obtained his death by whipping (per flagellationem extremem) superadded a pleasure upon the palate of a man more intense than any possible suffering we can conceive in the animal, is man justified in using that method of putting an animal to death?' I forget the decision.

The system that aims at educating our boys and girls in the same manner as in the circus where the trainer teaches the lion to sit on a stool, has not understood the true meaning of education itself. Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.

Coach Slader caught up followed closely by a trail of curious students all as surprised as I at this turn of events.Coach spoke in a delicate voice, like he didn’t want to spook a dangerous animal. “Jayden, what are you doing?” “She needs medical attention.” The guy didn’t pause stride. “Yes, but—” “I’m taking her to the nurse.” “Okay, but—” “She’s too weak to walk.” I huffed. “I am not. Put me down.” In one swift movement the boy stopped, dumped me on my feet and stepped back. My knees buckled and before you could say “Bob’s your uncle” he scooped me up again and kept walking. A chorus of giggles erupted behind us. “See,” he said.I put my arms around his neck and shut up.

beating the dead animals in the dissecting room with a stick.” “Beating them with a stick!” “Yes, to see whether bruises could be made after death. I saw him at it with my own eyes.” “But he is not a medical student?” “No. I have no idea what he wants to do with his studies. But here

The bottom line is stark. Ninety-nine percent of all the animal species that ever lived—not individuals but species—leave no trace whatever. The biologist Jerry Coyne once observed that paleontology is one of the few fields—theology is another—“ in which the students far outnumber the objects of study.

A first bill for the abolition of compulsory student union fees failed in 2004 but it was back as soon as the government won control of the Senate.

the kids who can’t adapt to school’s tedium are diagnosed with ADHD and are put on powerful psychoactive drugs, which have the immediate effect of reducing their spontaneity so they can attend to the teacher and complete the senseless busywork. Nobody knows the long-term effects of these drugs on the human brain, but research with animals suggests that one effect may be to interfere with the normal development of the brain connections that lead children generally to become more controlled, less impulsive, with age and maturity.13 Perhaps that helps to explain why today we see more and more cases of ADHD extending into adulthood. As with lots of psychoactive drugs, the drugs used to treat ADHD may be creating long-term dependency.

The day of my departure at length arrived. Clerval spent the last evening with us. He had endeavoured to persuade his father to permit him to accompany me and to become my fellow student, but in vain. His father was a narrow-minded trader, and saw idleness and ruin in the aspirations and ambition of his son. Henry deeply felt the misfortune of being debarred from a liberal education. He said little, but when he spoke I read in his kindling eye and in his animated glance a restrained but firm resolve not to be chained to the miserable details of commerce.

It’s become common to mock students demanding safe spaces, but look carefully at the collisions in American politics right now and you find that everyone is demanding safe spaces—the fear is not that the government is regulating speech but that protesters are chilling speech, that Twitter mobs rove the land looking for an errant word or misfired joke. In our eagerness to discount our opponents as easily triggered snowflakes, we’ve lost sight of the animating impulse behind much of politics and, indeed, much of life: the desire to feel safe, to know you can say what you want without fear.

The solvable systems are the ones shown in textbooks. They behave. Confronted with a nonlinear system, scientists would have to substitute linear approximations or find some other uncertain backdoor approach. Textbooks showed students only the rare non-linear systems that would give way to such techniques. They did not display sensitive dependence on initial conditions. Nonlinear systems with real chaos were rarely taught and rarely learned. When people stumbled across such things-and people did-all their training argued for dismissing them as aberrations. Only a few were able to remember that the solvable, orderly, linear systems were the aberrations. Only a few, that is, understood how nonlinear nature is in its soul. Enrico Fermi once exclaimed, "It does not say in the Bible that all laws of nature are expressible linearly!" The mathematicians Stanislaw Ulam remarked that to call the study of chaos "nonlinear science" was like calling zoology "the study of nonelephant animals.

During their lessons, Lorimer often reminded his student that his remarkable talent with the scalpel would amount to nothing if the knife was not held by a loving hand guided by a truth-seeking eye. The study of nature is a barren enterprise if stones, plants, and animals become frozen under the magnifying glass, Lorimer said. A naturalist should look at the world with warm affection, if not ardent love.

If you care about peace, then you should care about justice. If you care about justice, then you should care about truth. If you care about truth, then you should care about integrity. If you care about integrity, then you should care about virtue. If you care about joy, then you should care about happiness. If you care about happiness, then you should care about fufilment. If you care about fufilment,then you should care about needs contentment. If you care about contentment, then you should care about patience. If you care about strength, then you should care about courage. If you care about courage, then you should care about hope. If you care about hope, then you should care about faith. If you care about faith, then you should care about love. If you care about wealth, then you should care about excellence. If you care about excellence, then you should care about hardwork. If you care about hardwork, then you should care about determination. If you care about determination, then you should care about focus. If you care about education, then you should care about schools. If you care about schools, then you should care about students. If you care about students, then you should care about teachers. If you care about teachers, then you should care about salaries. If you care about people, then you should care about communities. If you care about communities, then you should care about cities. If you care about cities, then you should care about provinces. If you care about provinces, then you should care about nations. If you care about yourself, then you should care about life. If you care about life, then you should care about health. If you care about health, then you should care about excersise. If you care about excersise, then you should care about nutrition. If you care about food, then you should care about animals. If you care about animals, then you should care about earth. If you care about earth, then you should care about nature. If you care about nature, then you should care about water. If you care about yesturday, then you should care about today. If you care about today, then you should care about now. If you care about now, then you should care about tomorrow. If you care about tomorrow, then you should care about forever.

In order to penetrate the subject matter there must be, in addition, the love of teaching and the love of learning, the give and take between teacher and student, example and imitation. Beyond the technical problem, there is a personal encounter similar to that of a savage training his sons in the use of bow and arrow, or of an animal guiding its young. I am firmly convinced that one of the high orders of the universe is a pedagogical order.

The student is told to set apart moments in his daily life in which to withdraw into himself, quietly and alone. He is not to occupy himself at such moments with the affairs of his own ego. This would result in the contrary of what is intended. He should rather let his experiences and the messages from the outer world re-echo within his own completely silent self. At such silent moments every flower, every animal, every action will unveil to him secrets undreamt of.

Yes, experimental fictions like Finnegans Wake are still in print, but they are mainly sold either to cultured autodidacts dutifully grinding their way through the literary canon, or to college students who are forced to pretend that they have read them.

When Frey asked students to draw the creation, the other kids drew animals and Adam and Eve. Caroline covered her paper in black crayon, then held it up to reveal she had punched out holes for the stars and the moon. 'And then there was light', she said…

Seems like moose can smell Massachusetts on a man or a woman. Or maybe it’s just all those new clothes from L. L. Bean’s they smell—I dunno. I’d like to see one of those animal husbandry students from the college do a paper on it, but I s’pose none ever will.

And as for those high school students who tell me they would rather be a cat than an MD because they prefer to deal with animals and not to deal with people, I let them know they have it all wrong. Veterinarians get to work with animals. We get to work for people.

[Speaking to a group of female students] Have you any notion how many books are written [by men] about women in the course of one year? (...) Are you aware that you are, perhaps, the most discussed animal in the universe? (...) Professors, schoolmasters, sociologists, clergymen, novelists, essayists, journalists, men who had no qualification save that they were not women (...) were very angry (...) as they wrote (...) about the mental, moral, and physical inferiority of women. (...) Why were they angry? (...) Possibly when the professor [imagined by V. Woolf as a prototype of patriarchal writer] insisted a little too emphatically upon the inferiority of women, he was concerned not with their inferiority, but with his own superiority. (...) Hence the enormous importance to a patriarch (...) of feeling that great number of people, half the human race indeed [=women], are by nature inferior to himself. Women have served all these centuries as looking-glasses possessing the magic and delicious power of reflecting the figure of man at twice its natural size. (…) That serves to explain in part the necessity that women so often are to men. And it serves to explain how restless they are under her criticism. For if she begins to tell the truth, the figure in the looking-glass shrinks; his fitness for life is diminished (…) A Room of One´s Own, chapter 2

Henry yearned to instill in the students a delight in knowledge as much as he wanted to drill them in a particular subject. Vividly he explained one of his favorite themes, the seasons—their source in the tilt and rotation of the Earth and its revolution around the sun, their relationship to the changing lives of animals and people throughout the year, their parade of strikingly different forms of beauty. Such talks made learning seem central to the enjoyment of life rather than some kind of adornment—and, Henry hoped, it set a tone for the school day. Henry

Today, everybody expects to be entertained, and they expect to be entertained all the time. Business meetings must be snappy, with bullet lists and animated graphics, so executives aren’t bored. Malls and stores must be engaging, so they amuse as well as sell us. Politicians must have pleasing video personalities and tell us only what we want to hear. Schools must be careful not to bore young minds that expect the speed and complexity of television. Students must be amused—everyone must be amused, or they will switch: switch brands, switch channels, switch parties, switch loyalties.

Many people labor in life under the impression that they are doing something right, yet they may not show solid results for a long time. They need a capacity for continuously adjourned gratification to survive a steady diet of peer cruelty without becoming demoralized. They look like idiots to their cousins, they look like idiots to their peers, they need courage to continue. No confirmation comes to them, no validation, no fawning students, no Nobel, no Shnobel. “How was your year?” brings them a small but containable spasm of pain deep inside, since almost all of their years will seem wasted to someone looking at their life from the outside. Then bang, the lumpy event comes that brings the grand vindication. Or it may never come. Believe me, it is tough to deal with the social consequences of the appearance of continuous failure. We are social animals; hell is other people.

Toyota wasn’t really worried that it would give away its “secret sauce.” Toyota’s competitive advantage rested firmly in its proprietary, complex, and often unspoken processes. In hindsight, Ernie Schaefer, a longtime GM manager who toured the Toyota plant, told NPR’s This American Life that he realized that there were no special secrets to see on the manufacturing floors. “You know, they never prohibited us from walking through the plant, understanding, even asking questions of some of their key people,” Schaefer said. “I’ve often puzzled over that, why they did that. And I think they recognized we were asking the wrong questions. We didn’t understand this bigger picture.” It’s no surprise, really. Processes are often hard to see—they’re a combination of both formal, defined, and documented steps and expectations and informal, habitual routines or ways of working that have evolved over time. But they matter profoundly. As MIT’s Edgar Schein has explored and discussed, processes are a critical part of the unspoken culture of an organization. 1 They enforce “this is what matters most to us.” Processes are intangible; they belong to the company. They emerge from hundreds and hundreds of small decisions about how to solve a problem. They’re critical to strategy, but they also can’t easily be copied. Pixar Animation Studios, too, has openly shared its creative process with the world. Pixar’s longtime president Ed Catmull has literally written the book on how the digital film company fosters collective creativity2—there are fixed processes about how a movie idea is generated, critiqued, improved, and perfected. Yet Pixar’s competitors have yet to equal Pixar’s successes. Like Toyota, Southern New Hampshire University has been open with would-be competitors, regularly offering tours and visits to other educational institutions. As President Paul LeBlanc sees it, competition is always possible from well-financed organizations with more powerful brand recognition. But those assets alone aren’t enough to give them a leg up. SNHU has taken years to craft and integrate the right experiences and processes for its students and they would be exceedingly difficult for a would-be competitor to copy. SNHU did not invent all its tactics for recruiting and serving its online students. It borrowed from some of the best practices of the for-profit educational sector. But what it’s done with laser focus is to ensure that all its processes—hundreds and hundreds of individual “this is how we do it” processes—focus specifically on how to best respond to the job students are hiring it for. “We think we have advantages by ‘owning’ these processes internally,” LeBlanc says, “and some of that is tied to our culture and passion for students.

As students in this earth school, some of us may be in the first grade, the sixth grade, or high school, but eventually, with enough education, we will all graduate and leave this school behind. And then there are other schools, higher dimensions or levels where we continue our spiritual progression. But until we all graduate, none of us does, for we are all one. We may come back voluntarily to help other people, or animals, or sentient beings to evolve. Or we may help out from the other side even if we do not incarnate in physical bodies, and there we will continue to work to assist those other souls with whom we have been connected for eons of time. Do not be concerned with how many millennia it takes you to complete your classes. If you are progressing to be a kinder, more loving, less selfish, less violent person, then you are moving in the right direction. The direction is more important than the speed. It makes no difference if this is your first lifetime or your last, or if you have many more to go. Only the end matters. Of

Unlike animals, we are able to produce emotional states through thinking,” she says. “A zebra is only going to be horrendously stressed if a lion is chasing it, but my students can get themselves in the same state by worrying about their midterm.” And, she points out, it’s much easier for us to think ourselves into worry than into happiness. People

Agriculture brought to human beings more than a new way of procuring food. It introduced a new way of thinking about the relationship between humans an nature. Hunter-gatherers considered themselves to be part of the natural world; they lived with nature, not against it. They accepted nature`s twist and turns as inevitable and adapted to them as best they could. Agriculture, on the other hand, is a continuous exercise in controlling nature; it involves the taming and controlling of plants and animals, to make them servants to humans rather than equal partners in the natural world. With agriculture, I suggest, humans began to extend this idea of control over nature to other aspects of the natural world, including children.

Behavioral trainers never talk about vices and depravity. Behaviorists are some of the most "optimistic' teachers and trainers there are, because if a person or an animal isn't learning, a behaviorist is trained to examine what "he" is doing wrong, not what the person or animal is doing wrong. This means that behavioral teachers and trainers don't blame the student.

Mary Hepburn was meanwhile murdering herself up in her room, lying on her bed with the polyethylene sheath of her "Jackie dress" swapped around her head. The sheath was now all steamed up inside, and she hallucinated that she was a great land tortoise lying on its back in the hot and humid hold of a sailing ship of long ago. She pawed the air in perfect futility, just as a land tortoise on its back would have done. As she had often told her students, sailing ships bound out across the Pacific used to stop off in the Galàpagos Islands to capture defenseless tortoises, who could live on their backs without food or water for months. They were so slow and tame and huge and plentiful. The sailors would capsize them without fear of being bitten or clawed. then they would drag them down to waiting longboats on the shore, using the animals' own useless suits of armor for sleds. They would store them on their backs in the dark paying no further attention to them until it was time for them to be eaten. the beauty of the tortoises to the sailors was that they were fresh meat which did not have to be refrigerated or eaten right away.

Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.

I walk out into the open, never dreaming of what I'd see. I sat on a tree and saw Mother Nature crying to me. When I looked around, I knew the pain She felt. All the trees lifeless on the ground. She cries and asks me, 'How?' She continued, 'It's gone. I had to say goodbye to my grass, trees, and little animals, too. This was once beautiful and I was happy, but now I feel like you.' (Larissa Ross, student)

There I was, with a mare I knew I could do anything with—but the owners! Mary Pat had never even seen a jumping saddle. Her father had no conception of what goes into the making of a show jumper. But there is a lot of heart in that family, apparently a hereditary condition, for Mary Pat started surprising me. She was the first student I ever had who actually did what I told her to do. Older trainers had warned me that there would be such students, but I hadn’t believed them until now. Watching Mary Pat and Peggy, alone in the California desert, I thought of the diary of one nineteenth-century traveler who had said of southern California, “The mountains cut the land off from sympathy with the East.” I sometimes felt that God was whispering things into the landscape, in the breathing of that child and that horse.

This education startled even a man who had dabbled in fifty educations all over the world; for, if he were obliged to insist on a Universe, he seemed driven to the Church. Modern science guaranteed no unity. The student seemed to feel himself, like all his predecessors, caught, trapped, meshed in this eternal drag-net of religion. In practice the student escapes this dilemma in two ways: the first is that of ignoring it, as one escapes most dilemmas; the second is that the Church rejects pantheism as worse than atheism, and will have nothing to do with the pantheist at any price. In wandering through the forests of ignorance, one necessarily fell upon the famous old bear that scared children at play; but, even had the animal shown more logic than its victim, one had learned from Socrates to distrust, above all other traps, the trap of logic -- the mirror of the mind. Yet the search for a unit of force led into catacombs of thought where hundreds of thousands of educations had found their end. Generation after generation of painful and honest-minded scholars had been content to stay in these labyrinths forever, pursuing ignorance in silence, in company with the most famous teachers of all time. Not one of them had ever found a logical highroad of escape.

The existential vacuum is a widespread phenomenon of the twentieth century. This is understandable; it may be due to a twofold loss which man has had to undergo since he became a truly human being. At the beginning of human history, man lost some of the basic animal instincts in which an animal's behavior is imbedded and by which it is secured. Such security, like Paradise, is closed to man forever; man has to make choices. In addition to this, however, man has suffered another loss in his more recent development inasmuch as the traditions which buttressed his behavior are now rapidly diminishing. No instinct tells him what he has to do, and no tradition tells him what he ought to do; sometimes he does not even know what he wishes to do. Instead, he either wishes to do what other people do (conformism) or he does what other people wish him to do (totalitarianism). A statistical survey recently revealed that amount my European students, 25 percent showed a more-or-less marked degree of existential vacuum. Among my American students it is not 25 but 60 percent. The existential vacuum manifests itself mainly in a state of boredom. now we can understand Schopenhauer when he said that mankind was apparently doomed to vacillate eternally between the two extremes of distress and boredom. In actual fact, boredom is now causing, and certainly bringing to psychiatrists, more problems to solve than distress. And these problems are growing increasingly crucial, for progressive automation will probably lead to an enormous increase in leisure hours available to the average worker. The pity of it is that many of these will not know what to do with all their newly acquired free time.

An essential mechanism of censorship, in Orwell’s view, is a good education. If you’ve gone to the best schools, you have instilled into you the understanding that there are certain things it wouldn’t do to say, or, we may add, even to think. It all becomes part of your being. And if you’re a good student and have properly absorbed the lessons, you can become a responsible intellectual. That’s the unpublished preface to Animal Farm.

Good introduced human beings to be students of himself and his works, and not merely students but also interpreters of these things. It is wrong, therefore, for us to begin and end where the nonrational animals do. We should rather begin where they do but end where nature has ended in our case. Nature ended at studying and paying attention to things and a way of life in harmony with itself. See to it then, that you do not die without having studied these things.

Novels begin and end with, consist of, and indeed in one sense are nothing but voices. So reading is learning to listen sensitively, and to tune in accurately, to varying frequencies and a developing programme. From the opening words a narrative voice begins to create its own characteristic personality and sensibility, whether it belongs to an 'author' or a 'character'. At the same time a reader is being created, persuaded to become the particular kind of reader the book requires. A relationship develops, which becomes the essential basis of the experience. In the modulation of the fictive voice, finally, through the creation of 'author' and 'reader* and their relationship, there is a definition of the nature and status of the experience, which will always imply a particular idea of ordering the world. So much is perhaps familiar enough, and a useful rhetoric of Voice' has developed. Yet I notice in my students and myself, when its vocabulary is in play, a tendency to become rather too abstract or technical, and above all too spatial and static. Perhaps we need to remind ourselves what it can be like to listen to close friends, talking animatedly and seriously in everyday experience, in order to make sure that a vocabulary which often points only to broad strategies does not tempt us to underplay the extraordinary resourcefulness, variety and fluctuation of the novelist's voice.

The point is, education in its truest form, is the foundation of all human endeavors. It is the most noble of all the civilized elements of human consciousness. Education enables the humans to achieve their fullest mental and physical potential in both personal and social life. The ability of being educated is what distinguishes humans from animals. You can teach a cockatoo to repeat a bunch of vocabularies, but you cannot teach it to construct a space shuttle and go to the moon.

Until COVID, I thought that free speech was a protected fundamental right guaranteed to all citizens of the United States of America by the Bill of Rights. Having been assigned core texts like 1984, Brave New World, Animal Farm, Lord of the Flies, and The Trial and Death of Socrates in fourth and fifth grade as a “gifted and talented” student in the California school system of the time, I believed there was no way anything like what was written in those books could happen here in the USA during the 21st century.

A shark does not ask for permission to rule the waters. A bear does not ask for permission to rule the woods. A wolf does not ask for permission to rule the forest. A camel does not ask for permission to rule the desert. A lion does not ask for permission to rule the jungle. Trees do not ask for permission to rule woodlands. Gravel does not ask for permission to rule mountains. Light does not ask for permission to rule summer. Wind does not ask for permission to rule autumn. Snow does not ask for permission to rule winter. Water does not ask for permission to rule the sea. Plants do not ask for permission to rule rainforests. Animals do not ask for permission to rule wildernesses. Stars do not ask for permission to rule the sky. Nature does not ask for permission to rule the world. An eagle achieves more than a turkey in a lifetime. A leopard achieves more than a hyena in a lifetime. A fox achieves more than a rabbit in a lifetime. A falcon achieves more than a vulture in a lifetime. A lion achieves more than a sheep in a lifetime. A leader achieves more than a student in a lifetime. A saint achieves more than a sinner in a lifetime. A prophet achieves more than a priest in a lifetime. A master achieves more than a disciple in a lifetime. A conqueror achieves more than a warrior in a lifetime. A hero achieves more than a villain in a lifetime. A maestro achieves more than an apprentice in a lifetime. A genius achieves more than a talent in a lifetime. A star achieves more than a critic in a lifetime. A legend achieves more than a champion in a lifetime.

{On to contributions to evolutionary biology of 18th century French scientist, Georges-Louis Leclerc, Comte de Buffon} He was not an evolutionary biologist, yet he was the father of evolutionism. He was the first person to discuss a large number of evolutionary problems, problems that before Buffon had not been raised by anybody.... he brought them to the attention of the scientific world. Except for Aristotle and Darwin, no other student of organisms [whole animals and plants] has had as far-reaching an influence. He brought the idea of evolution into the realm of science. He developed a concept of the "unity of type", a precursor of comparative anatomy. More than anyone else, he was responsible for the acceptance of a long-time scale for the history of the earth. He was one of the first to imply that you get inheritance from your parents, in a description based on similarities between elephants and mammoths. And yet, he hindered evolution by his frequent endorsement of the immutability of species. He provided a criterion of species, fertility among members of a species, that was thought impregnable.

As long as museums and universities send out expeditions to bring to light new forms of living and extinct animals and new data illustrating the interrelations of organisms and their environments, as long as anatomists desire a broad comparative basis human for anatomy, as long as even a few students feel a strong curiosity to learn about the course of evolution and relationships of animals, the old problems of taxonomy, phylogeny and evolution will gradually reassert themselves even in competition with brilliant and highly fruitful laboratory studies in cytology, genetics and physiological chemistry.

Bearing witness takes the courage to realize the potential of the human spirit. Witnessing requires us to call forth the highest qualities of our species, qualities such as conviction, integrity, empathy, and compassion. It is easier by far to retain the attributes of carnistic culture: apathy, complacency, self-interest, and "blissful" ignorance. I wrote this book––itself an act of witnessing––because I believe that, as humans, we have a fundamental desire to strive to become our best selves. I believe that each and every one of us has the capacity to act as powerful witnesses in a world very much in need. I have had the opportunity to interact with thousands of individuals through my work as a teacher, author, and speaker, and through my personal life. I have witnessed, again and again, the courage and compassion of the so-called average American: previously apathetic students who become impassioned activists; lifelong carnists who weep openly when exposed to images of animal cruelty, never again to eat meat; butchers who suddenly connect meat to its living source and become unable to continue killing animals; and a community of carnists who aid a runaway cow in her flight from slaughter. Ultimately, bearing witness requires the courage to take sides. In the face of mass violence, we will inevitably fall into a role: victim or perpetrator. Judith Herman argues that all bystanders are forced to take a side, by their action or inaction, and that their is no such thing as moral neutrality. Indeed, as Nobel Peace Prize Laureate and Holocaust survivor Elie Wiesel points out, "Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." Witnessing enables us to choose our role rather than having one assigned to us. And although those of us who choose to stand with the victim may suffer, as Herman says, "There can be no greater honor.

The first day we met, she kept on looking at me with her tender and sensitive eyes. And from that day, whenever she and I met, I have felt strange sensations erupt inside my heart. She would come from wherever she would be to welcome me at my apartment. She gets into tumultuous joy when she sees me in the garden area, where I sit in the afternoon to sunbath in the Sun. And in the evenings when I make coffee for myself, she stays nearby to give me company. Leela truly loves me. Sometimes during my evening online classes, she suddenly starts barking loudly. And I tell my students "She is Leela. The doggie who stays near my apartment. Kindly wait for 1 or 2 mins and she will be quite.

Wild animals enjoying one another and taking pleasure in their world is so immediate and so real, yet this reality is utterly absent from textbooks and academic papers about animals and ecology. There is a truth revealed here, absurd in its simplicity. This insight is not that science is wrong or bad. On the contrary: science, done well, deepens our intimacy with the world. But there is a danger in an exclusively scientific way of thinking. The forest is turned into a diagram; animals become mere mechanisms; nature's workings become clever graphs. Today's conviviality of squirrels seems a refutation of such narrowness. Nature is not a machine. These animals feel. They are alive; they are our cousins, with the shared experience kinship implies. And they appear to enjoy the sun, a phenomenon that occurs nowhere in the curriculum of modern biology. Sadly, modern science is too often unable or unwilling to visualize or feel what others experience. Certainly science's "objective" gambit can be helpful in understanding parts of nature and in freeing us from some cultural preconceptions. Our modern scientific taste for dispassion when analyzing animal behaviour formed in reaction to the Victorian naturalists and their predecessors who saw all nature as an allegory confirming their cultural values. But a gambit is just an opening move, not a coherent vision of the whole game. Science's objectivity sheds some assumptions but takes on others that, dressed up in academic rigor, can produce hubris and callousness about the world. The danger comes when we confuse the limited scope of our scientific methods with the true scope of the world. It may be useful or expedient to describe nature as a flow diagram or an animal as a machine, but such utility should not be confused with a confirmation that our limited assumptions reflect the shape of the world. Not coincidentally, the hubris of narrowly applied science serves the needs of the industrial economy. Machines are bought, sold, and discarded; joyful cousins are not. Two days ago, on Christmas Eve, the U.S. Forest Service opened to commercial logging three hundred thousand acres of old growth in the Tongass National Forest, more than a billion square-meter mandalas. Arrows moved on a flowchart, graphs of quantified timber shifted. Modern forest science integrated seamlessly with global commodity markets—language and values needed no translation. Scientific models and metaphors of machines are helpful but limited. They cannot tell us all that we need to know. What lies beyond the theories we impose on nature? This year I have tried to put down scientific tools and to listen: to come to nature without a hypothesis, without a scheme for data extraction, without a lesson plan to convey answers to students, without machines or probes. I have glimpsed how rich science is but simultaneously how limited in scope and in spirit. It is unfortunate that the practice of listening generally has no place in the formal training of scientists. In this absence science needlessly fails. We are poorer for this, and possibly more hurtful. What Christmas Eve gifts might a listening culture give its forests? What was the insight that brushed past me as the squirrels basked? It was not to turn away from science. My experience of animals is richer for knowing their stories, and science is a powerful way to deepen this understanding. Rather, I realized that all stories are partly wrapped in fiction—the fiction of simplifying assumptions, of cultural myopia and of storytellers' pride. I learned to revel in the stories but not to mistake them for the bright, ineffable nature of the world.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

For instance, in the eighteenth century, a brilliant young student from the University of Ingolstadt caught the eye of members of the Broederschap. His work with galvanism and chemistry was deemed to have tremendous potential, and they recruited him. He was given a thorough grounding in the core principles of the brotherhood’s techniques, but he chafed at their restrictions and eventually went rogue, disappearing to pursue his own research. Agents scoured the known world for him, but it was years before five Chimerae were dispatched to the Arctic, where he had constructed and animated a monstrous being using cadavers and lightning. Four of the five troops were killed, but the rogue doctor and his creation also died out there on the ice.

You can blame it on circumstances, the environment, but you made the choices you made, no one else. It's a lot to take in all at once, but it's essential that you make an effort to answer that question. Who are human beings? Because who we are determines the type of governing we need. Later on, I hope you can reflect and be honest with yourself about what you learned tonight...And a few stitches in your arm is a cheap price to pay for it...Coriolanus felt nauseous at her words but even more enraged that she had forced him to kill for the sake of her lesson.. Something that significant should have been his decision, not hers. No one's but his. So if I'm a vicious animal, then who are you? You're the teacher who sent her student to beat another boy to death! 243-44

Is, then, the man-made reality outside ourselves not the most significant factor for the development of the very best in us, and must we not expect that, when deprived of contact with the outside world, we regress temporarily to a primitive, animal-like, unreasonable state of mind? Much can be said in favor of such an assumption, and the view that such a regression is the essential feature of the state of sleep, and thus of dream activity, has been held by many students of dreaming from Plato to Freud. From this viewpoint dreams are expected to be expressions of the irrational, primitive strivings in us, and the fact that we forget our dreams so easily is amply explained by our being ashamed of those irrational and criminal impulses which we express when we were not under the control of society.

Religious creeds are a great obstacle to any full sympathy between the outlook of the scientist and the outlook which religion is so often supposed to require ... The spirit of seeking which animates us refuses to regard any kind of creed as its goal. It would be a shock to come across a university where it was the practice of the students to recite adherence to Newton's laws of motion, to Maxwell's equations and to the electromagnetic theory of light. We should not deplore it the less if our own pet theory happened to be included, or if the list were brought up to date every few years. We should say that the students cannot possibly realise the intention of scientific training if they are taught to look on these results as things to be recited and subscribed to. Science may fall short of its ideal, and although the peril scarcely takes this extreme form, it is not always easy, particularly in popular science, to maintain our stand against creed and dogma.

I don’t know that this mode of teaching is applicable everywhere—I don’t know that we can in all subjects be comrades. But I think many of us who are teachers and professors have forgotten that the syllabus serves the student, and all around us are teachers, administrators, and columnists who seem to believe that material should be hard for the sake of it and that education itself is best when rendered not in wonder but in force. I have never formally issued a “trigger warning” or explicitly carved out a “safe space.” But I know that all readers do not come to a text equally. Some come surviving a rape, and some come caged in their assigned bodies, and some come having spent their entire young lives in classrooms with fellow students who made mascots of them. There seems to be an opportunity here, for comradeship, an invitation to allow for a more conversational literature, to revisit accepted ideas of voice and authority, to recognize that students are humans to be challenged, not animals to be broken and tamed.

IN MY SO-CALLED CAREER, I'VE OFTEN WRITTEN THINGS THAT I VAINLY THOUGHT WERE INCREDIBLY GOOD AND THAT I ENJOYED READING SO MUCH I FIGURED EVERYBODY ELSE WOULD ENJOY THEM TOO, AND MORE OFTEN THAN NOT, I HAVE BEEN TOTALLY WRONG … I never stopped being surprised that so many critics were uninterested in them, or dismissive, or even hostile. often they tried to point out the allegorical failures of the pieces, even when they were clearly as non-allegorical as they could get. and more than a couple of times, I received emails from somebody asking me what happened, why didn't I write the stories I used to write, and why did I get into all this 'animal rights' nonsense? I guess they thought I was picketing outside university research facilities. I consider all my stories and novels to be animal stories … I never understood why people took MFA degrees, or creative writing courses, and I avoided taking them myself for many years … honestly, I can't imagine why anybody would want to go through the pain and agony of having his work critiqued in an open forum - I tell my creative writing students this all the time, they are all far braver than I am!

For a long time he frowned at the brick path that lay between himself and the bird, and then he let go of the wall. He took one step and then more, buoyed up by some impossible antigravity. After two steps the hummingbird was gone, but Nicholas still headed for the air it had occupied, his hands grasping at vapour. It was as if an invisible balloon floated above him, tied to his overall strap, dragging him along from above. He swayed and swaggered, stabbing one toe at a time down at the ground, pivoting on the ball of one foot, and then suddenly the string was cut and down he bumped on his well-padded bottom. He looked at me and screamed. ‘You’re walking,’ I told Nicholas. ‘I promise you it gets easier. The rest of life doesn’t, but this really does.’ I stayed out there with my book for the rest of the afternoon, surreptitiously watching as he tried it over and over. He was completely undeterred by failure. The motivation packed in that small body was a miracle to see. I wished I could bottle that passion for accomplishment and squeeze out some of the elixir, one drop at a time, on my high-school students. They would move mountains.

It’ll Get Worse Before It Gets Worse" For Alexander Moysaenko The black heart of the moon’s visible through the trees from here. Where are you? I’m alone on the road with a dead phone. The birds are flapping overhead but there’s not much light to be guided by. If any horizon becomes visible enough to follow. Forget the rain’s smear, the chafe of fabric at the calf. The money ran out. The diners are stuffed and back for more. Each terrible thing I said to the child will get repeated hopefully as a joke. And like language, these gestures, or a certain way of nodding one’s head, it all eases in with less than a breath. Forget the song’s words, the order of the band’s set tonight. The black moon’s heart’s got that sinister bent and I want to get touched at by the snakes. One of the students in my class used to go bear hunting with his two uncles. They played recordings of distressed animals to lure in tentative animals to kill. This practice is illegal in many places. Because it’s so very effective. I split open the apple and hand the good half to a child on the bus nestled in under the arm of her sleeping mother. Love from here is a long way to go. Get on your bike and ride through the lights. Poetry (March 2019)

Perhaps the most amazing practitioner of echolocation among humans is Daniel Kish, blind since he was one year old, who early in life discovered that making clicking noises helped him get around. Much of his brain must be reassigned to sound, because he uses his own clicks to navigate. He can ride a bicycle in traffic (hard to imagine), and he has founded World Access for the Blind to teach other blind people to use their own sonar—to summon, as it were, their inner dolphin. Sounds from his tongue clicks, he explains, “bounce off surfaces all around and return to my ears as faint echoes. My brain processes the echoes into dynamic images.… I construct a three-dimensional image of my surroundings for hundreds of feet in every direction. Up close, I can detect a pole an inch thick. At 15 feet, I recognize cars and bushes. Houses come into focus at 150 feet.” This is all so hard to imagine, people have wondered if he is telling the truth. But he’s not alone, and his claims appear to check out. He says, “Many students are surprised how quickly results come. I believe echolocation capacity is latent within us.… The neural hardware seems to be there; I’ve developed ways to activate it. Vision isn’t in the eyes; it’s in the mind.” So, is it possible that a dolphin such as a killer whale might actually see the echoes?

And there, until 1884, it was possible to gaze on the remains of a generally neglected monument, so-called Dagobert’s Tower, which included a ninth-century staircase set into the masonry, of which the thirty-foot handrail was fashioned out of the trunk of a gigantic oak tree. Here, according to tradition, lived a barber and a pastry-cook, who in the year 1335 plied their trade next door to each other. The reputation of the pastry-cook, whose products were among the most delicious that could be found, grew day by day. Members of the high-ranking clergy in particular were very fond of the extraordinary meat pies that, on the grounds of keeping to himself the secret of how the meats were seasoned, our man made all on his own, with the sole assistance of an apprentice who was responsible for the pastry. His neighbor the barber had won favor with the public through his honesty, his skilled hairdressing and shaving, and the steam baths he offered. Now, thanks to a dog that insistently scratched at the ground in a certain place, the ghastly origins of the meat used by the pastry-cook became known, for the animal unearthed some human bones! It was established that every Saturday before shutting up shop the barber would offer to shave a foreign student for free. He would put the unsuspecting young man in a tip-back seat and then cut his throat. The victim was immediately rushed down to the cellar, where the pastry-cook took delivery of him, cut him up, and added the requisite seasoning. For which the pies were famed, ‘especially as human flesh is more delicate because of the diet,’ old Dubreuil comments facetiously. The two wretched fellows were burned with their pies, the house was ordered to be demolished, and in its place was built a kind of expiatory pyramid, with the figure of the dog on one of its faces. The pyramid was there until 1861. But this is where the story takes another turn and joins the very best of black comedy. For the considerable number of ecclesiastics who had unwittingly consumed human flesh were not only guilty before God of the very venial sin of greed; they were automatically excommunicated! A grand council was held under the aegis of several bishops and it was decided to send to Avignon, where Pope Clement VI resided, a delegation of prelates with a view to securing the rescindment if not of the Christian interdiction against cannibalism then at least of the torments of hell that faced the inadvertent cannibals. The delegation set off, with a tidy sum of money, bare-footed, bearing candles and singing psalms. But the roads of that time were not very safe and doubtless strewn with temptation. Anyway, the fact is that Clement VI never saw any sign of the penitents, and with good reason.

The Master's Eyes Shining with Secrets Those bells ringing on the mist-covered mountain signify that the Master of the Temple is dead. The fact of the matter is that the monks there finally killed him. It seems that a few years ago the Master of the Temple began to exhibit some odd and very unpleasant forms of behavior. He apparently lost all sense of earthly decorum, even losing control over his own body. At one point an extra head sprouted from the side of the Master's neck, and this ugly little thing started to issue all sorts of commands and instructions to the monks which only their lofty sense of decency and order prevented them from carrying out. Eventually the Master of the Temple was confined to a small room in an isolated part of the monastery. There, this once wise and beloved teacher was looked after like an animal. For several years the monks put up with the noises he made, the diverse shapes he took. Finally, they killed him. It is whispered among students of enlightenment that one may achieve a state of being in which enlightenment itself loses all meaning, with the consequence that one thereby becomes subject to all manner of strange destinies. And the monks? After the assassination they scattered in all directions. Some hid out in other monasteries, while others went back to live among the everyday inhabitants of this earth. But it was not as if they could escape their past by fleeing it, no more than they could rid themselves of their old master by killing him. For even after the death of his material self, the Master of the Temple sought out those who were once under his guidance; and upon these unhappy disciples he now bestowed, somewhat insistently, his terrible illumination.

The other evening, in that cafe-cabaret in the Rue de la Fontaine, where I had run aground with Tramsel and Jocard, who had taken me there to see that supposedly-fashionable singer... how could they fail to see that she was nothing but a corpse? Yes, beneath the sumptuous and heavy ballgown, which swaddled her and held her upright like a sentry-box of pink velvet trimmed and embroidered with gold - a coffin befitting the queen of Spain - there was a corpse! But the others, amused by her wan voice and her emaciated frame, found her quaint - more than that, quite 'droll'... Droll! that drab, soft and inconsistent epithet that everyone uses nowadays! The woman had, to be sure, a tiny carven head, and a kind of macabre prettiness within the furry heap of her opera-cloak. They studied her minutely, interested by the romance of her story: a petite bourgeoise thrown into the high life following the fad which had caught her up - and neither of them, nor anyone else besides in the whole of that room, had perceived what was immediately evident to my eyes. Placed flat on the white satin of her dress, the two hands of that singer were the two hands of a skeleton: two sets of knuckle-bones gloved in white suede. They might have been drawn by Albrecht Durer: the ten fingers of an evil dead woman, fitted at the ends of the two overlong and excessively thin arms of a mannequin... And while that room convulsed with laughter and thrilled with pleasure, greeting her buffoonery and her animal cries with a dolorous ovation, I became convinced that her hands no more belonged to her body than her body, with its excessively high shoulders, belonged to her head... The conviction filled me with such fear and sickness that I did not hear the singing of a living woman, but of some automaton pieced together from disparate odds and ends - or perhaps even worse, some dead woman hastily reconstructed from hospital remains: the macabre fantasy of some medical student, dreamed up on the benches of the lecture-hall... and that evening began, like some tale of Hoffmann, to turn into a vision of the lunatic asylum. Oh, how that Olympia of the concert-hall has hastened the progress of my malady!

But as soon as you enter a university, we witness a radical and communal face of Communism. Here, they propagate the weaknesses and evils of Hindu culture. They manipulate and twist ancient books to misrepresent them and provoke students. For example, they use Tulsidas’ chaupai, without mentioning the rest of the Ramcharitmanas, which is the real context. “ढोल गंवार शूद्र पशु नारी, सकल ताडना के अधिकारी.” Dhol ganvar shudra pashu nari, sakal tadana ke adhikari. ‘The above lines are spoken by the Sea Deity Samudra to Ram. When Lord Ram got angry and took out his weapon in order to evaporate the whole sea, the deity appeared and said the above lines in the context of boundaries that are created by God himself in order to hold his creations.  ‘What Leftists do is that they very cleverly translate it literally in Hindi, ignoring the fact that Ramcharitmanas is written in Awadhi and the same word means one thing in Hindi and another in Awadhi. While the literal meaning of the line in Hindi is ‘Drums, the illiterate, lower caste, animals and women deserve a beating to straighten up and get the acts together’, its real meaning in Awadhi is different. In Awadhi, tadna means to take care, to protect. Whereas, in Hindi, the same word means punishment, torture, oppression. Samudra meant that like drums, the illiterate, Shudra, animals and women need special care and need to be protected in the boundary of a social safety net. In the same way, the sea also needs to reside within the boundaries created by God. And hence, Samudra gave the suggestion to create the iconic Ram Setu. ‘Here, Shudra doesn’t mean lower caste or today’s Dalit. It meant people employed in cottage industries.’ I remember there is a book by R.C. Dutta, Economic Interpretation of History, in which he has said that when the Indian economy was based on the principles of Varna, handicrafts accounted for over twenty-five percent of the economy. Artisans and labour who were involved in the handicraft business were called ‘Shudra’. If there was so much caste-based discrimination, why would Brahmins use their produce? Both Dutta and Dadabhai Naoroji have written that the terminology of ‘caste discrimination’ was used by the British to divide Indian society on those lines.

I was a country kid who went to a public school, and she was more of a middle-class girl who attended a private school. I was into hunting and fishing, and she liked drama and singing in the choir at school and church. Our lives up until that point were totally different. But Missy and I had a very deep spiritual connection, and I thought our mutual love for the Lord might be our biggest strength in sustaining our relationship. Even though Missy was so different from me, I found her world to be very interesting. Looking back, perhaps another reason I decided to give our relationship a chance was because of my aunt Jan’s bizarre premonition about Missy years earlier. My dad’s sister Jan had helped bring him to the Lord, and she taught the fourth grade at OCS. One of her students was Missy, and they went to church together at White’s Ferry Road Church. When I was a kid we attended a small church in the country, but occasionally we visited White’s Ferry with my aunt Jan and her husband. One Sunday, Missy walked by us as we were waiting in the pew. “Let me tell you something,” Jan told me as she pointed at me and then Missy. “That’s the girl you’re going to marry.” Missy was nine years old. To say that was one of the dumbest things I’d ever heard would be an understatement. I love my aunt Jan, but she has a lot in common with her brother Si. They talk a lot, are very animated, and even seem crazy at times. However, they love the Lord and have great hearts. I actually never thought about it again until she reminded me of that day once Missy and I started getting serious. Freaky? A bit. Bizarre? Definitely! Was she right? Absolutely, good call! Missy still isn’t sure what my aunt Jan saw in her. Missy: What did Jan see in me at nine years old? Well, you’ll have to ask her about that. She was the only teacher in my academic history from whom I ever received a smack. She announced a rule to the class one day that no one could touch anyone else’s possessions at any time (due to a recent rash of kids messing with other people’s stuff). The next day, I moved some papers around on one of my classmates’ desks before school, and he tattled on me. Because of her newly pronounced rule, she took me to the girls’ bathroom and gave me a whack on the rear. At the time, I certainly would have never thought she had picked me out to marry her nephew!

Though it’s best not to be born a chicken at all, it is especially bad luck to be born a cockerel. From the perspective of the poultry farmer, male chickens are useless. They can’t lay eggs, their meat is stringy, and they’re ornery to the hens that do all the hard work of putting food on our tables. Commercial hatcheries tend to treat male chicks like fabric cutoffs or scrap metal: the wasteful but necessary by-product of an industrial process. The sooner they can be disposed of—often they’re ground into animal feed—the better. But a costly problem has vexed egg farmers for millennia: It’s virtually impossible to tell the difference between male and female chickens until they’re four to six weeks old, when they begin to grow distinctive feathers and secondary sex characteristics like the rooster’s comb. Until then, they’re all just indistinguishable fluff balls that have to be housed and fed—at considerable expense. Somehow it took until the 1920s before anyone figured out a solution to this costly dilemma. The momentous discovery was made by a group of Japanese veterinary scientists, who realized that just inside the chick’s rear end there is a constellation of folds, marks, spots, and bumps that to the untrained eye appear arbitrary, but when properly read, can divulge the sex of a day-old bird. When this discovery was unveiled at the 1927 World Poultry Congress in Ottawa, it revolutionized the global hatchery industry and eventually lowered the price of eggs worldwide. The professional chicken sexer, equipped with a skill that took years to master, became one of the most valuable workers in agriculture. The best of the best were graduates of the two-year Zen-Nippon Chick Sexing School, whose standards were so rigorous that only 5 to 10 percent of students received accreditation. But those who did graduate earned as much as five hundred dollars a day and were shuttled around the world from hatchery to hatchery like top-flight business consultants. A diaspora of Japanese chicken sexers spilled across the globe. Chicken sexing is a delicate art, requiring Zen-like concentration and a brain surgeon’s dexterity. The bird is cradled in the left hand and given a gentle squeeze that causes it to evacuate its intestines (too tight and the intestines will turn inside out, killing the bird and rendering its gender irrelevant). With his thumb and forefinger, the sexer flips the bird over and parts a small flap on its hindquarters to expose the cloaca, a tiny vent where both the genitals and anus are situated, and peers deep inside. To do this properly, his fingernails have to be precisely trimmed. In the simple cases—the ones that the sexer can actually explain—he’s looking for a barely perceptible protuberance called the “bead,” about the size of a pinhead. If the bead is convex, the bird is a boy, and gets thrown to the left; concave or flat and it’s a girl, sent down a chute to the right.

This transmutation of the reproductive energy gives great vitality to those practicing it. They will be filled with great vital force, which will radiate from them and will manifest in what has been called "personal magnetism." The energy thus transmuted may be turned into new channels and used to great advantage. Nature has condensed one of its most powerful manifestations of prana into reproductive energy, as its purpose is to create. The greatest amount of vital force is concentrated in the smallest area. The reproductive organism is the most powerful storage battery in animal life, and its force can be drawn upward and used, as well as expended in the ordinary functions of reproduction, or wasted in riotous lust. The majority of our students know something of the theories of regeneration; and we can do little more than to state the above facts, without attempting to prove them. The Yogi exercise for transmuting reproductive energy is simple. It is coupled with rhythmic breathing, and can be easily performed. It may be practiced at any time, but is specially recommended when one feels the instinct most strongly, at which time the reproductive energy is manifesting and may be most easily transmuted for regenerative purposes. The exercise is as follows: Keep the mind fixed on the idea of Energy, and away from ordinary sexual thoughts or imaginings. If these thoughts come into the mind do not be discouraged, but regard them as manifestations of a force which you intend using for the purposes of strengthening the body and mind. Lie passively or sit erect, and fix your mind on the idea of drawing the reproductive energy upward to the Solar Plexus, where it will be transmuted and stored away as a reserve force of vital energy. Then breathe rhythmically, forming the mental image of drawing up the reproductive energy with each inhalation. With each inhalation make a command of the Will that the energy be drawn upward from the reproductive organization to the Solar Plexus. If the rhythm is fairly established and the mental image is clear, you will be conscious of the upward passage of the energy, and will feel its stimulating effect. If you desire an increase in mental force, you may draw it up to the brain instead of to the Solar Plexus, by giving the mental command and holding the mental image of the transmission to the brain. The man or woman doing metal creative work, or bodily creative work, will be able to use this creative energy in their work by following the above exercise, drawing up the energy with the inhalation and sending it forth with the exhalation. In this last form of exercise, only such portions as are needed in the work will pass into the work being done, the balance remaining stored up in the Solar Plexus. You will understand, of course, that it is not the reproductive fluids which are drawn up and used, but the etheripranic energy which animates the latter, the soul of the reproductive organism, as it were. It is usual to allow the head to bend forward easily and naturally during the transmuting exercise.

Sometimes we think we are not capable of doing certain things. I hear comments from my students such as, “My brain isn’t wired to do math,” or “I am not good at math.” It is true that there are people who are better at math than you, but that does not mean you can’t do it. This just means you need to put in more effort than others do. Focusing on our weaknesses may hinder our progress. We may think that we must be born with certain skills and abilities; they must be in our genes. This is not the case. Do you think Nephi could build a ship? Could the brother of Jared have caused light to come into dark barges? Do you think Noah could have built an ark that would hold two of every animal species on the earth? Do you think Moses had the power to part a sea? Actually, no. None of these men had the power to do any of these things. However, they all had something in common. They all knew how to tap into the power of someone who could—the Savior’s power. It is so important that we learn how to tap into that power. The Atonement literally means “at-one-ment,” or becoming one with God. The Savior gave us the power to become gods. He enabled us so we would be able to perform miracles through Him. But we must understand that this kind of power is not free. There is only one thing that the Savior, through His Atonement, gave us for free and that is the power to overcome death. Everything else that He offers must come “after all we can do.” [2] For example, Jesus Christ promises us eternal life, but only after we have faith in Him, obey His commandments, and endure to the end. Similarly, He gives us power to move mountains, but only after doing all we can and having trust in Him. The power to change our lives, change the world, and perform miracles is within each of us. However, we need to have enough humility to realize that, in the end, we are not the ones performing the miracles—He is. Occasionally, I have a student who does not do their homework, rarely comes to class, and then comes at the end of the semester and asks, “Sister Qumsiyeh, is there anything I can do to pass? Do you offer any extra credit?” I know some of you are smiling right now because you know you have done this to your teachers. This is what I wish I could say to the student who asks that question: “You need to invent a time machine and go back and do what you should have done this semester. You failed because you did not try your best. It is too late.” Do we all really hope to stand before the Savior at the Judgement Day and expect Him to save us without us doing our part? Do we really expect Him to allow us into the celestial kingdom and to just save us? No, that is not how the Atonement works. It does not work without us having tried our best. Of course, our best may not be enough. In fact, it hardly ever is. But if we do our best and have faith in Him, He magnifies our efforts. The brother of Jared could not make the 16 stones shine, but he spent hours preparing them and then humbly took them to the Lord and basically said, “Here is my small effort; magnify it.” This the Lord did. [3] Elder David A. Bednar said, “The power of the Atonement makes repentance possible and quells the despair caused by sin; it also strengthens us to see, do, and become good in ways that we could never recognize or accomplish with our limited mortal capacity.

In short, it was entirely natural that the newts stopped being a sensation, even though there were now as many as a hundred million of them; the public interest they had excited had been the interest of a novelty. They still appeared now and then in films (Sally and Andy, the Two Good Salamanders) and on the cabaret stage where singers endowed with an especially bad voice came on in the role of newts with rasping voices and atrocious grammar, but as soon as the newts had become a familiar and large-scale phenomenon the problems they presented, so to speak, were of a different character. (13) Although the great newt sensation quickly evaporated it was replaced with something that was somewhat more solid - the Newt Question. Not for the first time in the history of mankind, the most vigorous activist in the Newt Question was of course a woman. This was Mme. Louise Zimmermann, the manager of a guest house for girls in Lausanne, who, with exceptional and boundless energy, propagated this noble maxim around the world: Give the newts a proper education! She would tirelessly draw attention both to the newts' natural abilities and to the danger that might arise for human civilisation if the salamanders weren't carefully taught to reason and to understand morals, but it was long before she met with anything but incomprehension from the public. (14) "Just as the Roman culture disappeared under the onslaught of the barbarians our own educated civilisation will disappear if it is allowed to become no more than an island in a sea of beings that are spiritually enslaved, our noble ideals cannot be allowed to become dependent on them," she prophesied at six thousand three hundred and fifty seven lectures that she delivered at women's institutes all over Europe, America, Japan, China, Turkey and elsewhere. "If our culture is to survive there must be education for all. We cannot have any peace to enjoy the gifts of our civilisation nor the fruits of our culture while all around us there are millions and millions of wretched and inferior beings artificially held down in the state of animals. Just as the slogan of the nineteenth century was 'Freedom for Women', so the slogan of our own age must be 'GIVE THE NEWTS A PROPER EDUCATION!'" And on she went. Thanks to her eloquence and her incredible persistence, Mme. Louise Zimmermann mobilised women all round the world and gathered sufficient funds to enable her to found the First Newt Lyceum at Beaulieu (near Nice), where the tadpoles of salamanders working in Marseilles and Toulon were instructed in French language and literature, rhetoric, public behaviour, mathematics and cultural history. (15) The Girls' School for Newts in Menton was slightly less successful, as the staple courses in music, diet and cookery and fine handwork (which Mme. Zimmermann insisted on for primarily pedagogical reasons) met with a remarkable lack of enthusiasm, if not with a stubborn hostility among its young students. In contrast with this, though, the first public examinations for young newts was such an instant and startling success that they were quickly followed by the establishment of the Marine Polytechnic for Newts at Cannes and the Newts' University at Marseilles with the support of the society for the care and protection of animals; it was at this university that the first newt was awarded a doctorate of law.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s. In a world where education is predominantly verbal, highly educated people find it all but impossible to pay serious attention to anything but words and notions. There is always money for, there are always doctrines in, the learned foolery of research into what, for scholars, is the all-important problem: Who influenced whom to say what when? Even in this age of technology the verbal humanities are honoured. The non-verbal humanities, the arts of being directly aware of the given facts of our existence, are almost completely ignored. Every individual is at once the beneficiary and the victim of the linguistic tradition into which he has been born - the beneficiary in as much as language gives access to the accumulated records of other people's experience, the victim in so far as it confirms him in the belief that reduced awareness is the only awareness and as it bedevils his sense of reality, so that he is all too apt to take his concepts for data, his words for actual things. That which, in the language of religion, is called "this world" is the universe of reduced awareness, expressed, and, as it were, petrified by language.

Deprive a cat of sleep and it would die in two weeks. Deprive a human and he would become psychotic. His work was killing people. How was he supposed to frighten these guys? Run up behind them in a halloween mask and shout boo? He never saw the point of views -- what did it matter if it was an ocean or a brick wall you were looking at? People travelled hundreds, sometimes thousands of miles to commit suicide someplace with a beautiful view. Did a view matter when oblivion beckoned? They could put him in a garbage bin after he was gone, for all he cared. That's all the human race was anyway. Garbage with attitude. A cutting word is worse than a bowstring. A cut may heal but a cut of the tongue does not. The Sakawa students were all from poor, underprivileged backgrounds. Sakawa was a mix of religious juju and modern internet technology. They were taught, in structured classes, the art of online fraud as well as arcane African rituals -- which included animal sacrifice -- to have a voodoo effect on their victims, ensuring the success of each fraud. of which there was a wide variety. The British Empire spend five hundred years plundering the world. The word is 'thanks'. 'That's what it is, Roy! He won't come out, he has locked the doors! What if he self-harms, Roy! I mean -- what if he kills himself?' 'I will have to take him off my Christmas list.' "Any chance you can recover any of it?' 'You sitting near a window, Gerry?' 'Near a window? Sure, right by a window?' 'Can you see the sky?' 'Uh-huh. Got a clear view.' 'See any pigs flying past?' To dream of death is good for those in fear, for the death have no more fears. '...Cleo took me to the opera once. I spent the whole time praying for a fat lady to come on stage and start singing. Or a heart attack --whichever come sooner.' '..there is something strongly powerful -- almost magnetic -- about internet romances. A connection that is far stronger than a traditional meeting of two people. Maybe because on the internet you can lie all the time, each person gives the other their good side. It's intoxicating. That's one of the things which makes it so dangerous -- and such easy pickings for fraudsters.' He was more than a little pleased that he was about to ruin his boss's morning -- and, with a bit of luck, his entire day. ..a guy who had been born angry and had just got even angrier with each passing year. '...Then at some point in the future, I'll probably die in an overcrowded hospital corridor with some bloody hung-over medical student jumping up and down on my chest because they couldn't find a defibrillator. 'Give me your hand, bro,' the shorter one said. 'That one, the right one, yeah.' On the screen the MasterChef contestant said, 'Now with a sharp knife...' Jules de Copland drove away from Gatwick Airport in.a new car, a small Kia, hired under a different name and card, from a different rental firm, Avis. 'I was talking about her attitude. But I'll tell you this, Roy. The day I can't say a woman -- or a man -- is plug ugly, that's the day I want to be taken out and shot.' It seems to me the world is in a strange place where everyone chooses to be offended all the time. 'But not too much in the way of brains,' GlennBranson chipped in. 'Would have needed the old Specialist Search Unite to find any trace of them.' 'Ever heard of knocking on a door?' 'Dunno that film -- was it on Netflix?' 'One word, four letters. Begins with an S for Sierra, ends with a T for Tango. Or if you'd like the longest version, we've been one word, six letters, begins with F for Foxtrot, ends with D for Delta.' No Cop liked entering a prison. In general there was a deep cultural dislike of all police officers by the inmates. And every officer entering.a prison, for whatever purposes, was always aware that if a riot kicked off while they were there, they could be both an instant hostage and a prime target for violence.

Q. If you were president what wold you do? A. declare world peace, remove taxation on all people with income under 100K place qa 20% flat tax on all others with zero loopholes, forgive all student loans and make state colleges tuition free, repair the infrastructure and phase out all industries that contribute to pollution or climate change. Care for all animals and their habitats. Abolish money in politics remove gerrymandering and the electoral college. Remove all non-violent offenders from prisons to create an infra-structure job corps release program and things like that....

Just down the road to the east is La Campana, the alleged site of a mass grave where Louis Freeh, then head of the FBI, and various Mexican officials gathered in December 1999 to excavate bodies. That story slowly went away because the source was a local comandante who had fled to the United States, a man known on the streets of Juárez as El Animal. And he could produce very few bodies, basically only a handful, and each and every one of them he had personally murdered. The burying ground itself was owned by Amado Carrillo. One of his killers, who worked there, now teaches English to rich students in a Juárez private high school. Of course, he continues to take murder contracts between classes.

Shamans, as the classicist E.R. Dodds defines them, have "received a call to a religious life. As a result of this call [they undergo] a period of rigorous training, which commonly involves solitude and fasting, and may involve a psychological change of sex." Once the shaman emerges from this religious training, he possesses, according to Dodds, the power, real or assumed, of passing at will into a state of mental dissociation. In that condition he is not thought...to be possessed by an alien spirit; but his own soul is thought to leave the body and travel to distant parts, most often to the spirit world. A shaman...has the power of bilocation. From these experiences, narrated by him in extempore song, he derives skill in divination, religious poetry, and magical medicine which makes him socially important. He becomes the repository of a supernormal wisdom. Thus, shamans seek a balance between the mythical/magical and the real Earth; that is, they are students of the plants, animals, rivers, and the rest of nature. They instinctively feel and see magic in the state of nature and have an intensified intimacy with nature beyond any of their lay counterparts in society-their selves are fractally enmeshed with the patterns of the natural world. Not only do shamans move between the normal and supernormal, between the human and natural worlds, they also develop a heightened state of empathy with their fellow human beings.

When she puts a piece of information in front of a student, that kid’s brain doesn’t just absorb it in some easily understandable fashion. As John Medina writes, the process is more “like a blender left running with the lid off. The information is literally sliced into discrete pieces as it enters the brain and splattered all over the insides of our mind.

Julia dimly suspected, and research by Harris Cooper of Duke University confirms, that there is only a tenuous correlation between how much homework elementary students do and how well they do on tests of the material or with other measures of achievement. She also suspected that this nightly homework ordeal served other purposes—to convince parents that their kids are getting a suitably rigorous education; to introduce the children to their future lives as spiritually crushed drones; or, more positively, to introduce children to the study habits they would need later in life.

Teachers of philosophy tie their dewy-eyed students in knots attempting to answer the elusive riddle, ‘What is the meaning of life?’ It is a classic example of the trick question since there is no pat answer to this timeless paradox that we colloquially refer to as 'life.' No man, woman, or child is identical. Similar to other animals, we each are the product of our entire womb of bodily cravings and comprised of the communal filament of the human mind’s eccentric gyrations. In order to take stock of who we are we must take into account the sensory ingredients of innumerable occurrences that create the tapestry of interwoven sensations making up a rooted way of living. Life is a chummed collection of eclectic personal incidents.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s.

Learn from plants, and you are intelligent. Learn from animals, and you are shrewd. Learn from people, and you are wise. Learn from all, and you are enlightened.

Miss Andrews, you’re late.” “How’d you know it was me?” Her voice was unusually breathless. “Just because I can’t see you doesn’t mean I can’t smell you.” “What!” He could just imagine what she looked like now. He glanced over his shoulder, and indeed, her hands had found her hips. “You smell like horse and whatever salve you use on your animals.” “I can’t believe you just said that loud enough for the students to hear.” He chuckled. “They know what you smell like too, whether or not I say it aloud.” He turned and put a hand on her shoulder and lowered his voice. “Smelling like you do isn’t a bad thing, not if we like you.” “And do you like me?” His cheek twitched. “Of course.” “When did that happen?” He cleared his throat. “I . . . I’ve always liked you.” Her

As we passed through the tiny community of Thargaminda, I took the rare opportunity to indulge in a hot shower at the police station, while Steve checked on road conditions. Some of the local children noticed us in town, and we were invited to make an appearance at their school. We met all fifty-one students. “You are so lucky to have such beautiful snakes out here,” Steve said. He explained how to live safely with the venomous snakes in the region, and even demonstrated first aid for snakebites. The kids were hanging on his every word. Coming back from the school, Steve suddenly slammed on the brakes, skidding over the dirt. He cursed himself. “I was going too fast,” he said. “I think I ran over a bearded dragon.” He got out of the truck, completely crestfallen, until he discovered that the lizard was alive and well, sitting poised in the middle of the road. Steve got the lizard off the road and then lay down on the dirt with it to get it on film. “What a little ripper,” he said. “Look how he pops out his beard as a defense mechanism. He’s got all those spiny scales down his back to keep predators from eating him.” Steve was face-to-face with the lizard, which was all puffed up, trying to look intimidating. He was just inches away as he spoke with passion about the little desert dweller. The lizard, though, had other ideas. He decided he was a little bit tougher than Stevo. In an instant, the lizard had launched himself straight up in the air and latched onto Steve’s face. Steve jumped back, but not before he’d been solidly bitten on the nose. “You bit me on the nose, you little brat!” I burst out laughing. Steve took the opportunity to reiterate an important lesson. Whenever an animal nails you, it’s not the animal’s fault. It’s your fault. “I was sitting nose-to-nose with the little bloke,” he said. “Of course he was going to bite me.” He held no contempt for the lizard. Meanwhile, the crew and I were still recovering. We laughed so hard tears streamed down our faces. The lizard seemed to smile himself as he ran off and skittered up a log.