Bored Teachers Quotes

If you end up with a boring miserable life because you listened to your mom, your dad, your teacher, your priest, or some guy on television telling you how to do your shit, then you deserve it.

I picked up one of the books and flipped through it. Don't get me wrong, I like reading. But some books should come with warning labels: Caution: contains characters and plots guaranteed to induce sleepiness. Do not attempt to operate heavy machinery after ingesting more than one chapter. Has been known to cause blindness, seizures and a terminal loathing of literature. Should only be taken under the supervision of a highly trained English teacher. Preferably one who grades on the curve.

I have noticed that teachers get exciting confused with boring a lot.

You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don’t have someone telling you what to think. You discover it for yourself.

You are the most boring teacher ever." He grinned and gave me a quick kiss on the cheek, just as a knock sounded at the door. "It all depends on what you me to teach you.

Do you know that moment when you paint a landscape as a child and, when you’re maybe under seven or something, the sky is just a blue stripe across the top of the paper? And then there’s that somewhat disappointing moment when the teacher tells you that the sky actually comes down in amongst all the branches. And it’s like life changes at that moment and becomes much more complicated and a little bit more boring, as it’s rather tedious to fill in the branches…

...Generally people don't recomend this type of book at all. It is far too interesting. Perhaps you have had other books recomended to you. Perhaps, even, you have been given books by friends, parents, teachers, then told that these books are the type you have to read. Those books are invariably described as "important"- which in my experience, pretty much means that they're boring. (words like meaningful and thoughtful are other good clues.)

It came to him that he didn't like holidays. . . . They bore down on you. Each one always ended up feeling like an exam . . .

Nawat grinned. “I was helping to steal soldiers who couldn't keep up.” “What do you do with them?” she asked, curious. “I haven't heard of bodies being found.” “Nor will you,” Nawat informed her, sitting on a corner of the worktable. “They were still alive when we gave them to my warriors at the edge of the jungle.” He picked up Aly's hand and laced his fingers with hers. “My warriors will be able to say they last saw the missing soldiers alive, when the troops went on a visit to the jungle.” Aly walked her free fingers over their entwined hands. “But why would Crown soldiers visit the jungle?” “They didn't think they would at first,” Nawat admitted. “So my warriors show them the beauties of the deep jungle. They take away all the things the soldiers have of the civilized world, such as clothes and weapons and armor, so the soldiers will appreciate the jungle with their entire bodies. But my warriors have seen jungle before, so they get bored and leave. The soldiers stay longer.” “Like the tax collectors,” Aly whispered, awed by the beauty of what he described. “Take away all they have and leave them to survive the jungle. If you're questioned under truthspell, you can say they were alive when you left them. And the only way they could survive naked out there . . .” Nawat was shaking his head. Aly nodded. “I take it you don't leave them near any trails.” “They are there to appreciate the jungle that has been untouched by humans,” Nawat told her, a teacher to a student who did not quite understand. Aly sighed. “I am limp with envy,” she told him. “Simply limp.

We're all on our own, aren't we? That's what it boils down to. We come into this world on our own- in Hawaii, as I did, or New York, or China, or Africa or Montana- and we leave it in the same way, on our own, wherever we happen to be at the time- in a plane, in our beds, in a car, in a space shuttle, or in a field of flowers. And between those times, we try to connect along the way with others who are also on their own. If we're lucky, we have a mother who reads to us. We have a teacher or two along the way who make us feel special. We have dogs who do the stupid dog tricks we teach them and who lie on our bed when we're not looking, because it smells like us, and so we pretend not to notice the paw prints on the bedspread. We have friends who lend us their favorite books. Maybe we have children, and grandchildren, and funny mailmen and eccentric great-aunts, and uncles who can pull pennies out of their ears. All of them teach us stuff. They teach us about combustion engines and the major products of Bolivia, and what poems are not boring, and how to be kind to each other, and how to laugh, and when the vigil is in our hands, and when we have to make the best of things even though it's hard sometimes. Looking back together, telling our stories to one another, we learn how to be on our own.

We're freaks, the two of us, Franny and I. I'm a twenty-five-year-old freak and she's a twenty-one-year-old freak, and both those bastards are responsible. I swear to you, I could murder them both without batting an eyelash. The great teachers. The great emancipators. My God. I can't even sit down to lunch with a man any more and hold up my end of a decent conversation. I either get so bored or so goddamn preachy that if the son of a bitch had any sense, he'd break his chair over my head

I think a lot of people quit pursuing creative lives because they’re scared of the word interesting. My favorite meditation teacher, Pema Chödrön, once said that the biggest problem she sees with people’s meditation practice is that they quit just when things are starting to get interesting. Which is to say, they quit as soon as things aren’t easy anymore, as soon as it gets painful, or boring, or agitating. They quit as soon as they see something in their minds that scares them or hurts them. So they miss the good part, the wild part, the transformative part—the part when you push past the difficulty and enter into some raw new unexplored universe within yourself. And maybe it’s like that with every important aspect of your life. Whatever it is you are pursuing, whatever it is you are seeking, whatever it is you are creating, be careful not to quit too soon. As my friend Pastor Rob Bell warns: “Don’t rush through the experiences and circumstances that have the most capacity to transform you.” Don’t let go of your courage the moment things stop being easy or rewarding. Because that moment? That’s the moment when interesting begins.

He only knows great teachers can bore into someone else's mind like this -- only they have this kind of power. Maybe that's why teachers are paid so little: what they earn has more power than money.

I returned from the village. The house seemed unbearably dull. But I bore it. "There is no escape from loneliness and separation...." I told myself often. "Wife, child, brothers, parents, friends.... We come together only to go apart again. It is one continuous movement. They move away from us as we move away from them. The law of life can't be avoided. The law comes into operation the moment we detach ourselves from our mother's womb. All struggle and misery in life is due to our attempt to arrest this law or get away from it or in allowing ourselves to be hurt by it. The fact must be recognized. A profound unmitigated loneliness is the only truth of life. All else is false. My mother got away from her parents, my sisters from our house, I and my brother away from each other, my wife was torn away from me, my daughter is going away with my mother, my father has gone away from his father, my earliest friends - where are they? They scatter apart like the droplets of a waterspray. The law of life. No sense in battling against it...." Thus I reconciled myself to this separation with less struggle than before.

Your perception is riveting, Amal," he says in a bored and sarcastic tone, dropping the note down on my desk. "It's comforting to know that there are people in my class who have the maturity and intelligence to make derogatory comments about other people's external appearances." Now what am I supposed to say to that? "What do you have to say for yourself?" Friggin' mind reader.

Our history teacher had the most boring voice in the world and no teaching skils to speak of. Every single class, he read aloud in a monotonous tone. Yeah, fascinating. Double history on a Monday morning was a punishment from God.

There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

It’s stupid. The teachers don’t really care if you learn anything, just as long as you fill in bubbles on tests. If you get something wrong, they don’t go over it and help you. There might be a lecture, but half of the time we’re reading out of those boring textbooks in class. Half of the stuff doesn’t even matter. Will I ever be held at gunpoint and asked the specific date Eisenhower came into office? Probably not. Better they teach me how to look it up on Google.

You can't learn to write in college. It's a very bad place for writers because the teachers always think they know more than you do—and they don't. They have prejudices. They may like Henry James, but what if you don't want to write like Henry James? They may like John Irving, for instance, who's the bore of all time. A lot of the people whose work they've taught in the schools for the last thirty years, I can't understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don't have someone telling you what to think. You discover it for yourself.

Free human dialogue, wandering wherever the agility of the mind allows, lies at the heart of education. If teachers do not have the time, the incentive, or the wit to produce that; if students are too demoralized, bored, or distracted to muster the attention their teachers need of them, then THAT is the educational problem which has to be solved. . . That problem . . . is metaphysical in nature, not technical

When history textbooks leave out the Arawaks, they offend Native Americans. When they omit the possibility of African and Phoenician precursors to Columbus, they offend African Americans. When they glamorize explorers such as de Soto just because they were white, our histories offend all people of color. When they leave out Las Casas, they omit an interesting idealist with whom we all might identify. When they glorify Columbus, our textbooks prod us toward identifying with the oppressor. When textbook authors omit the causes and process of European world domination, they offer us a history whose purpose must be to keep us unaware of the important questions. Perhaps worst of all, when textbooks paint simplistic portraits of a pious, heroic Columbus, they provide feel-good history that bores everyone.

My teacher taught me that the way for me to help others was not to tell them their duty, but myself to learn of Him who bore our griefs and carried our sorrows. As

Your Writing Teacher ‏@WritingChief If u don't get ur protagonist dirty, ur readers will get bored. Readers are wild, cliff-jumping, mud-wrestling savages. Become their leader. (anonymous on Twitter)

Great teachers are wonderful. They change lives. We need them. The problem is that most schools don’t like great teachers. They’re organized to stamp them out, bore them, bureaucratize them, and make them average. Why

10 ways to raise a wild child. Not everyone wants to raise wild, free thinking children. But for those of you who do, here's my tips: 1. Create safe space for them to be outside for a least an hour a day. Preferable barefoot & muddy. 2. Provide them with toys made of natural materials. Silks, wood, wool, etc...Toys that encourage them to use their imagination. If you're looking for ideas, Google: 'Waldorf Toys'. Avoid noisy plastic toys. Yea, maybe they'll learn their alphabet from the talking toys, but at the expense of their own unique thoughts. Plastic toys that talk and iPads in cribs should be illegal. Seriously! 3. Limit screen time. If you think you can manage video game time and your kids will be the rare ones that don't get addicted, then go for it. I'm not that good so we just avoid them completely. There's no cable in our house and no video games. The result is that my kids like being outside cause it's boring inside...hah! Best plan ever! No kid is going to remember that great day of video games or TV. Send them outside! 4. Feed them foods that support life. Fluoride free water, GMO free organic foods, snacks free of harsh preservatives and refined sugars. Good oils that support healthy brain development. Eat to live! 5. Don't helicopter parent. Stay connected and tuned into their needs and safety, but don't hover. Kids like adults need space to roam and explore without the constant voice of an adult telling them what to do. Give them freedom! 6. Read to them. Kids don't do what they are told, they do what they see. If you're on your phone all the time, they will likely be doing the same thing some day. If you're reading, writing and creating your art (painting, cooking...whatever your art is) they will likely want to join you. It's like Emilie Buchwald said, "Children become readers in the laps of their parents (or guardians)." - it's so true! 7. Let them speak their truth. Don't assume that because they are young that you know more than them. They were born into a different time than you. Give them room to respectfully speak their mind and not feel like you're going to attack them. You'll be surprised what you might learn. 8. Freedom to learn. I realize that not everyone can homeschool, but damn, if you can, do it! Our current schools system is far from the best ever. Our kids deserve better. We simply can't expect our children to all learn the same things in the same way. Not every kid is the same. The current system does not support the unique gifts of our children. How can they with so many kids in one classroom. It's no fault of the teachers, they are doing the best they can. Too many kids and not enough parent involvement. If you send your kids to school and expect they are getting all they need, you are sadly mistaken. Don't let the public school system raise your kids, it's not their job, it's yours! 9. Skip the fear based parenting tactics. It may work short term. But the long term results will be devastating to the child's ability to be open and truthful with you. Children need guidance, but scaring them into listening is just lazy. Find new ways to get through to your kids. Be creative! 10. There's no perfect way to be a parent, but there's a million ways to be a good one. Just because every other parent is doing it, doesn't mean it's right for you and your child. Don't let other people's opinions and judgments influence how you're going to treat your kid. Be brave enough to question everything until you find what works for you. Don't be lazy! Fight your urge to be passive about the things that matter. Don't give up on your kid. This is the most important work you'll ever do. Give it everything you have.

If she believes that tigers live, then does she believe that Indians are hunted and dying? If she believes in fish the size of men, does she believe in men who string up others like linefuls of catch? Easier to avoid that history, unwritten as it is except in the soughing of dry grass, in the marks of lost trails, in the rumors from the mouths of bored men and mean girls, in the cracked patterns of buffalo bone. Easier by far to read the history that Teacher Leigh teaches, those names and dates orderly as bricks, stacked to build a civilization

Forget I said that.” Alexandra would try, but she doubted she would succeed. “Tell me about your schooling,” he said. “My schooling?” “Boring lessons, grim schoolrooms. If by chance you had any dour, dried-up, snaggletoothed headmistresses, I’d love to hear about them right now. In detail.” “My least favorite teacher wasn’t dried up or ugly at all. She was quite pretty, as a matter of fact, but she would spank us for misbehaving.” “Really,” he said, groaning weakly. “A smart thwack of the ruler, straight on the backside.” “On second thought, let’s not talk.

Hushlanders, I’d like to take this opportunity to commend you for reading this book. I realize the difficulty you must have gone through to obtain it – after all, no Librarian is likely to recommend it, considering the secrets it exposes about their kind. Actually, my experience has been that people generally don’t recommend this kind of book at all. It is far too interesting. Perhaps you have had other kinds of books recommended to you. Perhaps, even, you have been given books by friends, parents, or teachers, then told that these books are the type you “have to read.” Those books are invariably described as “important” – which, in my experience, pretty much means that they’re boring. (Words like meaningful and thoughtful are other good clues.) If there is a boy in these kinds of books, he will not go on an adventure to fight against Librarians, paper monsters, and one-eyed Dark Oculators. In fact, the lad will not go on an adventure or fight against anything at all. Instead, his dog will die. Or, in some cases, his mother will die. If it’s a really meaningful book, both his dog and his mother will die. (Apparently, most writers have something against dogs and mothers.)

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school? "If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

Disasterology The Badger is the thirteenth astrological sign. My sign. The one the other signs evicted: unanimously. So what? ! Think I want to read about my future in the newspaper next to the comics? My third grade teacher told me I had no future. I run through snow and turn around just to make sure I’ve got a past. My life’s a chandelier dropped from an airplane. I graduated first in my class from alibi school. There ought to be a healthy family cage at the zoo, or an open field, where I can lose my mother as many times as I need. When I get bored, I call the cops, tell them there’s a pervert peeking in my window! then I slip on a flimsy nightgown, go outside, press my face against the glass and wait… This makes me proud to be an American where drunk drivers ought to wear necklaces made from the spines of children they’ve run over. I remember my face being invented through a windshield. All the wounds stitched with horsehair So the scars galloped across my forehead. I remember the hymns cherubs sang in my bloodstream. The way even my shadow ached when the chubby infants stopped. I remember wishing I could be boiled like water and made pure again. Desire so real it could be outlined in chalk. My eyes were the color of palm trees in a hurricane. I’d wake up and my id would start the day without me. Somewhere a junkie fixes the hole in his arm and a racing car zips around my halo. A good God is hard to find. Each morning I look in the mirror and say promise me something don’t do the things I’ve done.

The only acceptable hobby, throughout all stages of life, is cookery. As a child: adorable baked items. Twenties: much appreciated spag bol and fry-ups. Thirties and forties: lovely stuff with butternut squash and chorizo from the Guardian food section. Fifties and sixties: beef wellington from the Sunday Telegraph magazine. Seventies and eighties: back to the adorable baked items. Perfect. The only teeny tiny downside of this hobby is that I HATE COOKING. Don't get me wrong; I absolutely adore the eating of the food. It's just the awful boring, frightening putting together of it that makes me want to shove my own fists in my mouth. It's a lovely idea: follow the recipe and you'll end up with something exactly like the pretty picture in the book, only even more delicious. But the reality's rather different. Within fifteen minutes of embarking on a dish I generally find myself in tears in the middle of what appears to be a bombsite, looking like a mentally unstable art teacher in a butter-splattered apron, wondering a) just how I am supposed to get hold of a thimble and a half of FairTrade hazelnut oil (why is there always the one impossible-to-find recipe ingredient? Sesame paste, anyone?) and b) just how I managed to get flour through two closed doors onto the living-room curtains, when I don't recall having used any flour and oh-this-is-terrible-let's-just-go-out-and-get-a-Wagamama's-and-to-hell-with-the-cost, dammit.

The problem is that most schools don’t like great teachers. They’re organized to stamp them out, bore them, bureaucratize them, and make them average.

You are your best teacher

Our English teacher, Dr. Boring (I’m not kidding; that’s his real name),

Most of my teachers let me do independent studies, because they know I get bored in class and, frankly, I think they’re a little scared that I know more than they do and they don’t want to have to admit it.

He had never got so much back for himself from any pupil as he did from Miss Kronborg. From the first she had stimulated him; something in her personality invariably affected him. Now that he was feeling his way toward her voice, he found her more interesting than ever before. She lifted the tedium of the winter for him, gave him curious fancies and reveries. Musically, she was sympathetic to him. Why this was true, he never asked himself. He had learned that one must take where and when one can the mysterious mental irritant that rouses one's imagination; that it is not to be had by order. She often wearied him, but she never bored him.

When someone recommends a book to you, you know two things; that it is a good book and you have a good friend. If you listen to everybody, you will be nobody. Judge a man by what he tried, not by what he accomplished. People hate what they know but fear what they don't. A curious mind is never bored. Parents, teachers, and politicians should not be judged by their popularity. People believe in everything except the reality.

In graduate school, he'd had a teacher who had told him that the best actors are the most boring people. A string sense of self was detrimental, because an actor had to let the self disappear; he had to let himself be subsumed by a character. "If you want to be a personality, be a pop star," his teacher had said.

Like MacMillan and the clique of teachers and the coaches who all went to the same church and barbecued at one another's houses, much of the country's small-bore civil servants were itching to do some repressing of their own. Millions of Dick Cheney wannabes swelling the ranks, enjoying their little authoritarian fiefdoms.

I returned from the village. The house seemed unbearably dull. But I bore it. "There is no escape from loneliness and separation...." I told myself often. "Wife, child, brothers, parents, friends.... We come together only to go apart again. It is one continuous movement. They move away from us as we move away from them. The law of life can't be avoided. The law comes into operation the moment we detach ourselves from our mother's womb. All struggle and misery in life is due to our attempt to arrest this law or get away from it or in allowing ourselves to be hurt by it. The fact must be recognized. A profound unmitigated loneliness is the only truth of life. All else is false.

As youngest among us, but small no more, Your life can be trying, for we have the chore Of becoming your teachers, a terrible bore. “We’ve got experience! Take it from me!” “We’ve done this all before, you see. We know the ropes, we know the same.” Since time immemorial, always the same. One’s own shortcomings are nothing but fluff, But everyone else’s are heavier stuff:

I can’t read Tess of the d’Urbervilles!” I cried. “It’s too hard!” “YOU MEAN IT’S HARD TO MAKE YOURSELF READ IT, YOU MEAN IT’S HARD TO MAKE YOURSELF PAY ATTENTION,” he said. “BUT IT’S NOT TESS OF THE D’URBERVILLES THAT’S HARD. THOMAS HARDY MAY BORE YOU BUT HE’S VERY EASY TO UNDERSTAND—HE’S OBVIOUS, HE TELLS YOU EVERYTHING YOU HAVE TO KNOW.” “He tells me more than I want to know!” I cried. “YOUR BOREDOM IS YOUR PROBLEM,” said Owen Meany. “IT’S YOUR LACK OF IMAGINATION THAT BORES YOU. HARDY HAS THE WORLD FIGURED OUT. TESS IS DOOMED. FATE HAS IT IN FOR HER. SHE’S A VICTIM; IF YOU’RE A VICTIM, THE WORLD WILL USE YOU. WHY SHOULD SOMEONE WHO’S GOT SUCH A WORKED-OUT WAY OF SEEING THE WORLD BORE YOU? WHY SHOULDN’T YOU BE INTERESTED IN SOMEONE WHO’S WORKED OUT A WAY TO SEE THE WORLD? THAT’S WHAT MAKES WRITERS INTERESTING! MAYBE YOU SHOULD BE AN ENGLISH MAJOR. AT LEAST, YOU GET TO READ STUFF THAT’S WRITTEN BY PEOPLE WHO CAN WRITE! YOU DON’T HAVE TO DO ANYTHING TO BE AN ENGLISH MAJOR, YOU DON’T NEED ANY SPECIAL TALENT, YOU JUST HAVE TO PAY ATTENTION TO WHAT SOMEONE WANTS YOU TO SEE—TO WHAT MAKES SOMEONE ANGRIEST, OR THE MOST EXCITED IN SOME OTHER WAY. IT’S SO EASY; I THINK THAT’S WHY THERE ARE SO MANY ENGLISH MAJORS.” “It’s not easy for me!” I cried. “I hate reading this book!” “DO YOU HATE TO READ MOST BOOKS?” Owen asked me. “Yes!” I said. “DO YOU SEE THAT THE PROBLEM IS NOT TESS?” he asked me. “Yes,” I admitted. “NOW WE’RE GETTING SOMEWHERE,” said Owen Meany—my friend, my teacher. Standing on the sidewalk with Mrs.

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me vecchio―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a rospo―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

Someday, if we won, if humanity survived, we'd be in the history books. Me and Jake and Rachel and Cassie and Tobias and Ax. They'd be household names, like generals from World War II or the Civil War. Patton and Eisenhower, Ulysses Grant and Robert E. Lee. Kids would study us in school. Bored, probably. And then the teacher would tell the story of Marco. I'd be a part of history. What I was about to do. Some kid would laugh. Some kid would say, "Cold, man. That was really cold." I had to do it, kid. It was a war. It's the whole point, you stupid, smug, smirking little jerk! Don't you get it? It was the whole point. We hurt the innocent in order to stop the evil. Innocent Hork-Bajir. Innocent Taxxons. Innocent human-Controllers. How else to stop the Yeerks? How else to win? No choice, you punk. We did what we had to do. "Cold, man. The Marco dude? He was just cold.

Say you've just read Faulkner's 'Barn Burning'. Like the son in the story, you've sensed the faults in your father's character. Thinking about them makes you uncomfortable, left alone you'd probably close the book and move on to other thoughts. But instead you are taken in hand by a tall, brooding man with a distinguished limp who involves you and a roomful of other boys in the consideration of what it means to be a son. The loyalty that is your duty and your worth and your problem. The goodness of loyalty and its difficulties and snares, how loyalty might also become betrayal - of the self and the world outside the circle of blood. You've never had this conversation before, not with anyone. And even as its happening you understand that just as your father's troubles with the world - emotional frailty, self-doubt, incomplete honesty - will not lead him to set it on fire, your own loyalty will never be the stuff of tragedy. You will not turn bravely and painfully from your father, as the boy in the story does, but foresake him, without regret. And as you accept that separation, it seems to happen; your father's sad, fleshy face grows vague, and you blink it away and look up to where your teachers leans against his desk, one hand in a coat pocket, the other rubbing his bum knee as he listens desolately to the clever bore behind you saying something about bird imagery.

In the school, college or university class routine, there should be no classes for the teachers to conduct at a stretch such as 10-11, 11-12, 12-1. There must be a little gap in between the classes such as, 10-11, 11:10-12:10, 12:20-1:20. These gaps are so important because after conducting one class, a teacher needs some moments to reach another class. In addition, the students also need some time to freshen up. In fact, the classes in a row make them feel bored.

We grow up believing that what counts most in our lives is that which will occur in the future. Parents teach children that if they learn good habits now, they will be better off as adults. Teachers assure pupils that the boring classes will benefit them later, when the students are going to be looking for jobs. The company vice president tells junior employees to have patience and work hard, because one of these days they will be promoted to the executive ranks. At the end of the long struggle for advancement, the golden years of retirement beckon.

Fridays always felt different anyway. Friday afternoons especially. Everyone felt it, pupils and teachers alike. You could get away with more on a Friday afternoon because no one was entirely there anyway. Everyone was on a sort of threshold and often did and said anomalous things with the tacit understanding that in the cold light of Monday morning whatever had been said and done last thing on a Friday belonged to a completely different world and ought not to be acknowledged or referred to in any way, now that we were all so firmly installed back in this very familiar and boring one.

As youngest among us, but small no more, Your life can be trying, for we have the chore Of becoming your teachers, a terrible bore. "We've got experience! Take it from me!" "We've done this all before, you see. We know the ropes, we know the same." Since time immemorial, always the same. One's own shortcomings are nothing but fluff, But everyone else's are heavier stuff: Faultfinding comes easy when this is our plight, But it's hard for your parents, try as they might, To treat you with fairness, and kindness as well; Nitpicking's a habit that's hard to dispel. Men you're living with old folks, all you can do Is put up with their nagging -- it's hard but it's true. The pill may be bitter, but down it must go, For it's meant to keep the peace, you know. The many months here have not been in vain, Since wasting time noes against your Brain. You read and study nearly all the day, Determined to chase the boredom away. The more difficult question, much harder to bear, Is "What on earth do I have to wear? I've got no more panties, my clothes are too tight, My shirt is a loincloth, I'm really a siaht! To put on my shoes I must off my toes, Dh dear, I'm plagued with so many woes!

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

I’ve had stupid teachers, lazy teachers, boring teachers, teachers who were teachers because their parents were and they hadn’t the imagination to think of anything else, teachers who were teachers because of cowardice, because of fear, because of the holidays, because of the pensions, because they were never called to account, never had to actually be any good, ones who could not survive in any other profession, who were not aware they had trod on butterflies. But none of those compared to Mr Maurice Crossan. He was the one who first stamped on my brother’s soul. He was dark, as they say here. For those who want more of him visit the dark character of Orlick Dolge in Great Expectations and cross that with a ginger-headed weasel.

...she knew from school that that sort of literature was boring: Gorky was correct but somehow ponderous; Mayakovsky was very correct but somehow awkward; Saltykov-Shchedrin was progressive, but you could die yawning if you tried to read him through; Turgenev was limited to his nobleman's ideals; Goncharov was associated with the beginnings of Russian capitalism; Lev Tolstoi came to favor patriarchal peasantry—and their teacher did not recommend reading Tolstoi's novels because they were very long and only confused the clear critical essays written about him. And then they reviewed a batch of writers totally unknown to anyone: Dostoyevsky, Stepnyak-Kravchinsky, and Sukhovo-Kobylin. It was true that one did not even have to remember the titles of their works. In all this long procession, only Pushkin shone like a sun.

And what books should we so read? The principle which has never failed to confer superiority on a man's thinking activity is the well-worn precept: DO NOT READ GOOD BOOKS—life is too short for that—ONLY READ THE BEST. This simple recipe is as infallible as good air and good food are in physical hygiene. Yet, it is a fact that nineteen out of twenty modern people quake away from it. "Masterpieces again," they groan, "The Aeneid, the Divina Commedia, Paradise Lost, we have heard that before: much rather be ordinary than bored." The notion that masterpieces are boresome school books interpreted by dull teachers, or examination stuff, is a marvellous product of education. Ignorance is assuredly less deadly, for it can create no such inferiority complex as the schoolboy's notion of his lack of kinship with the best literature. But this phantasm can easily be exorcised if we modify the above principle to: ONLY READ WHAT GIVES YOU THE GREATEST PLEASURE.

The first letter sounded like the kind of letter a teacher would make a kid write to a guest speaker who’d had a breakdown in front of a bunch of seventh-graders. ‘Mr. Meeink, thank you for talking to our class. You were brave to share your story.’ The second letter was about the same: ‘Mr. Meeink, thank you for visiting us and talking about what happened to you.’ A few letters in, a few of the students wrote, ‘I’m going to try to be nicer from now on,’ and ‘I promise I won’t ever hate anybody.’ I remember thinking it was nice of the teacher to have some of the kids pretend they got my point. Then I hit this letter that changed everything: ‘Mr. Meeink, I bet you had a long, boring ride back to Philly.’ That’s all it said. That was exactly the kind of letter I would’ve chicken-scratched in seventh grade. That was the real deal. And if that was real, so were the others. Some of those kids had actually heard me through all the crying. My words had made a difference.

Ti ljupko oblikovani primjerci ljudske vrste u ovom prigradskom kmu rade svoj posao ne pokazujući nikakve znakove boli, čak ni bilo kakve naznake da bi mogli osjetiti bol. Kao da su od gume. Bol je samo posljedica volje za užitkom, za razaranjem, uništavanjem i napokon, u svojem najsavršenijem obliku, neka vrsta užitka. Erika bi rado prekoračila granicu vlastitog uništenja. U nespretnim ševama prigradskih kina ima puno više nade da će glumci osjetiti bol, da će njihova lica ukrasiti izraz boli. Ti jadni, otrcani naturščici s puno se više ljubavi unose u svoj posao jer su puno zahvalniji da mogu nastupiti u pra¬vom filmu. Puni su nedostataka, na koži im se vide mrlje, prištevi, ožiljci, bore, kraste, celulit i naslage sala. Kosa im je loše obojena. Znojni su. Prljavih nogu. U estetski zahtjevnim filmovima u tapeciranim kinima u središtu grada može se vidjeti samo površina muškaraca i žena. I jedni i drugi kao da su presvučeni najlonskom opnom otpornom na prljavštinu.

On the first day of sophomore English, he blew in like a cool breeze, welcomed them, and then printed something on the board that Pete Saubers never forgot: ‘What do you make of this, ladies and gentlemen?’ he asked. ‘What on earth can it mean?’ The class was silent. ‘I’ll tell you, then. It happens to be the most common criticism made by young ladies and gentlemen such as yourselves, doomed to a course where we begin with excerpts from Beowulf and end with Raymond Carver. Among teachers, such survey courses are sometimes called GTTG: Gallop Through the Glories.’ He screeched cheerfully, also waggling his hands at shoulder height in a yowza-yowza gesture. Most of the kids laughed along, Pete among them. ‘Class verdict on Jonathan Swift’s “A Modest Proposal”? This is stupid! “Young Goodman Brown,” by Nathaniel Hawthorne? This is stupid! “Mending Wall,” by Robert Frost? This is moderately stupid! The required excerpt from Moby-Dick? This is extremely stupid!’ More laughter. None of them had read Moby-Dick, but they all knew it was hard and boring. Stupid, in other words.

Neither that I picked my nose compulsively, daydreamed through my boring classes, masturbated, once in a condom I stole from my father’s drawer, enraptured by its half-chemical, half-organic odor; nor my obsessions with smells in general, earth, dead rats, even my baby sister’s diaper shit, which made me pleasantly retch; nor that I filched money from my mother for candy and so knew early on I was a thief, a sneak, a liar: none of that convinced me I was “bad,” subversive and perverse, so much as that purveyor of morality—parent, teacher, maybe even treacherous friend—who inculcated the unannulable conviction in me that the most egregious wrong, of which I was clearly already despicably, irredeemably guilty, was my abiding involvement with myself. Even now, only rarely am I able to convince myself that my reluctance to pass on my most secret reflections, meditations, theorizings, all the modes by which I manage to distract myself, arises from my belief that out of my appalling inner universe nothing anyway could possibly be extracted, departicularized, and offered as an instance of anything at all to anyone else.

Because this land they live in is a land of missing things. A land stripped of its gold, its rivers, its buffalo, its Indians, its tiger, its jackals, its birds and its green and its living. To move through this land and believe Ba's tales is to see each hill as a burial mound with its own crown of bones. Who could believe that and survive? Who could believe that and keep from looking, as Ba and Sam do, always toward the past? Letting it drag behind them. Letting it make them into fools. And so Lucy fears that unwritten history. Easier to dismiss all Ba's tales as tall ones - because believe, and where does it end? If she believes that tigers live, then does she believe that Indians are hunted and dying? If she believes in fish the size of men, does she believe in men who string up others like linefuls of catch? Easier to avoid that history, unwritten as it is except in the soughing of dry grass, in the marks of lost trails, in the rumors from the mouths of bored men and mean girls, in the cracked patterns of buffalo bone. Easier by far to read the history that Teacher Leigh teaches, those names and dates orderly as bricks, stacked to build a civilization.

In graduate school he’d had a teacher who had told him that the best actors are the most boring people. A strong sense of self was detrimental, because an actor had to let the self disappear; he had to let himself be subsumed by a character. “If you want to be a personality, be a pop star,” his teacher had said. He had understood the wisdom of this, and still did, but really, the self was what they all craved, because the more you acted, the further and further you drifted from who you thought you were, and the harder and harder it was to find your way back. Was it any wonder that so many of his peers were such wrecks? They made their money, their lives, their identities by impersonating others—was it a surprise, then, that they needed one set, one stage after the next, to give their lives shape? Without them, what and who were they? And so they took up religions, and girlfriends, and causes to give them something that could be their own: they never slept, they never stopped, they were terrified to be alone, to have to ask themselves who they were. (“When an actor talks and there’s no one to hear him, is he still an actor?” his friend Roman had once asked. He sometimes wondered.)

There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Figure out the secret yet?” he asked, leaning on the nearest cot like he’d made himself dizzy. “Um. Not really,” Sophie admitted. Ro snorted. “Wow. You’re a horrible teacher.” “Psh, I’m the best,” Keefe insisted. “No boring lectures. And Foster’ll get it this time—you’ll see.” He floated the scrap of bandage back toward himself, then set it back down. “You know what? It’ll be easier to notice with something bigger. Hmmmmmm . . . Oh! I know!” He lunged and thrust his arms toward Ro—who yelped as she launched toward the ceiling. “Put. Me. Down!” “Aw, is the big, tough ogre princess scared of a little elf-y mind trick?” Keefe asked. “You realize I can end you with one dagger, right?” Ro asked, drawing one from the sheath around her thigh. “And there’s no way you’d be fast enough to stop it.” “Probably not,” Keefe agreed. “But I could do this.” He let her plummet, then blasted her back up with a big enough jolt to knock her weapon from her grasp. “Uh, I’m pretty sure she’s going to murder you in your sleep tonight,” Sophie warned. “Oh, I’m planning something much more painful than that,” Ro snarled. “See, and I thought you’d be honored to be part of this important moment, when Foster shows us how much she’s learned from my brilliant demonstration. Go ahead,” he told Sophie. “Tell Ro the secret.

Neither that I picked my nose compulsively, daydreamed through my boring classes, masturbated, once in a condom I stole from my father’s drawer, enraptured by its half-chemical, half-organic odor; nor my obsessions with smells in general, earth, dead rats, even my baby sister’s diaper shit, which made me pleasantly retch; nor that I filched money from my mother for candy and so knew early on I was a thief, a sneak, a liar: none of that convinced me I was “bad,” subversive and perverse, so much as that purveyor of morality—parent, teacher, maybe even treacherous friend—who inculcated the unannulable conviction in me that the most egregious wrong, of which I was clearly already despicably, irredeemably guilty, was my abiding involvement with myself. Even now, only rarely am I able to convince myself that my reluctance to pass on my most secret reflections, meditations, theorizings, all the modes by which I manage to distract myself, arises from my belief that out of my appalling inner universe nothing anyway could possibly be extracted, departicularized, and offered as an instance of anything at all to anyone else. An overrefined sense of generosity, I opine; an unwillingness to presume upon others by hauling them into this barn, this sty, where mental vermin gobble, lust, excrete. Not a lack of sensitivity but a specialization of that lobe of it which most appreciates the unspoken wish of others: to stay free of that rank habitation within me I call “me.” Really, though: to consider one’s splendid self-made self as after all benevolent, propelled by secret altruism? Aren’t I, outer mouth and inner masticating self-excusing sublimations, still really back there in my neither-land? Aren’t I still a thief, stealing from some hoard of language trash to justify my inner stink? Maybe let it go, just let it go.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

Men traveling alone develop a romantic vertigo. Bech had already fallen in love with a freckled embassy wife in Russia, a buck-toothed chanteuse in Rumania, a stolid Mongolian sculptress in Kazakhstan. In the Tretyakov Gallery he had fallen in love with a recumbent statue, and at the Moscow Ballet School with an entire roomful of girls. Entering the room, he had been struck by the aroma, tenderly acrid, of young female sweat. Sixteen and seventeen, wearing patchy practice suits, the girls were twirling so strenuously their slippers were unraveling. Demure student faces crowned the unconscious insolence of their bodies. The room was doubled in depth by a floor-to-ceiling mirror. Bech was seated on a bench at its base. Staring above his head, each girl watched herself with frowning eyes frozen, for an instant in the turn, by the imperious delay and snap of her head. Bech tried to remember the lines of Rilke that expressed it, this snap and delay: did not the drawing remain/that the dark stroke of your eyebrow/swiftly wrote on the wall of its own turning? At one point the teacher, a shapeless old Ukrainian lady with gold canines, a prima of the thirties, had arisen and cried something translated to Bech as, “No, no, the arms free, free!” And in demonstration she had executed a rapid series of pirouettes with such proud effortlessness that all the girls, standing this way and that like deer along the wall, had applauded. Bech had loved them for that. In all his loves, there was an urge to rescue—to rescue the girls from the slavery of their exertions, the statue from the cold grip of its own marble, the embassy wife from her boring and unctuous husband, the chanteuse from her nightly humiliation (she could not sing), the Mongolian from her stolid race. But the Bulgarian poetess presented herself to him as needing nothing, as being complete, poised, satisfied, achieved. He was aroused and curious and, the next day, inquired about her of the man with the vaguely contemptuous mouth of a hare—a novelist turned playwright and scenarist, who accompanied him to the Rila Monastery. “She lives to write,” the playwright said. “I do not think it is healthy.

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me [i]vecchio[/i]―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a [i]rospo[/i]―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

Declan had been told a long time ago that he had to know what he wanted, or he'd never get it. Not by his father, because his father would never have delivered such pragmatic advice in such a pragmatic way. No, even if Niall Lynch believed in the sentiment, he would have wrapped it up in a long story filled with metaphor and magic and nonsense riddles. Only years after the storytelling would Declan be sitting somewhere and realize that all along Niall had been trying to teach him to balance his checkbook, or whatever the tale had really been about. Niall could never just say the thing. No, this piece of advice--You have to know what you want, or you'll never get it--was given to Declan by a senator from Nevada he'd met during a DC field trip back in eighth grade. The other children had been bored by the pale stone restraint of the city and the sameness of the law and government offices they toured. Declan, however, had been fascinated. He'd asked the senator what advice he had for those looking to get into politics. "Come from money," the senator had said first, and then when all the eighth graders and their teachers had stared without laughing, he added, "You have to know what you want, or you'll never get it. Make goals." Declan made goals. The goal was DC. The goal was politics. The goal was structure, and more structure, and yet more structure. He took AP classes on political science and policy. When he traveled with his father to black markets, he wrote papers. When he took calls from gangsters and shady antique auction houses, he arranged drop-offs near DC and wrangled meetings with HR people. Aglionby Academy made calls and pulled strings; he got names, numbers, internships. All was going according to plan. His father's will conveniently left him a townhouse adjacent to DC. Declan pressed on. He kept his brothers alive; he graduated; he moved to DC. He made the goal, he went towards the goal. When he took his first lunch meeting with his new boss, he found himself filled with the same anticipation he'd had as an eighth grader. This was the place, he thought, where things happened. Just across the road was the Mexican embassy. Behind him was the IMF. GW Law School was a block away. The White House, the USPS, the Red Cross, all within a stone's throw. This was before he understood there was no making it for him. He came from money, yeah, but the wrong kind of money. Niall Lynch's clout was not relevant in this daylight world; he only had status in the night. And one could not rise above that while remaining invisible to protect one's dangerous brother. On that first day of work, Declan walked into the Renwick Gallery and stood inside an installation that had taken over the second floor around the grand staircase. Tens of thousands of black threads had been installed at points all along the ceiling, tangling around the Villareal LED sculpture that normally lit the room, snarling the railing over the stairs, blocking out the light from the tall arches that bordered the walls, turning the walkways into dark, confusing rabbit tunnels. Museumgoers had to pick their way through with caution lest they be snared and bring the entire world down with them. He had, bizarrely, felt tears burning the corners of his eyes. Before that, he hadn't understood that his goals and what he wanted might not be the same thing. This was where he'd found art.

EXAMPLES OF TOLERANCE 1Long and successful married life means tolerating hell of nuisance of each other 2Listening to boring lectures and appreciating teachers makes successful and tolerant students 3Ignoring all the noises of students makes successful and tolerant teacher 4Swallowing all insults makes successful and tolerant politicians 5Perfect deceiving each other makes successful and tolerant lovers BEST OF TOLERANCE IS LISTEN LESS THINK MORE AND IGNORE THE FOOLISH PEOPLE

School Code of Conduct. Everything you need to know about how to behave at school—and how not to behave—is right here in this book.” A bunch of teachers came around and started handing out a copy to each student in the gym. “When you receive yours, open up to page one and follow along with me,” Stricker said. Then she started reading… really… slowly. “‘Section One: Hills Village Middle School Dress Code…’” When I got my copy, I flipped all the way to the back of the book. There were sixteen sections and twenty-six pages total. In other words, we were going to be lucky to get out of this assembly by Christmas. “‘… All students are expected to dress appropriately for an academic environment. No student shall wear clothing of a size more than two beyond his or her normal size….’” HELP! That’s what I was thinking about then. Middle school had just started, and they were already trying to bore us to death. Please, somebody stop Mrs. Stricker before she kills again! Leo took out a pen and started drawing something on the inside of the back cover. Stricker turned to the next page and kept reading. “‘Section Two: Prohibited Items. No student shall bring to school any electronic equipment not intended for class purposes. This includes cell phones, iPods, cameras, laptop computers….’” The whole thing went on and on. And on. And on. By the time we got to Section 6 (“Grounds for Expulsion”), my brain was turning into guacamole, and I’m pretty sure my ears were bleeding too. People always talk about how great it is to get older. All I saw were more rules and more adults telling me what I could and couldn’t do, in the name of what’s “good for me.” Yeah, well, asparagus is good for me, but it still makes me want to throw up. As far as I could tell, this little green book in my hands was just one long list of all the ways I could—and probably would—get into trouble between now and the end of the school year. Meanwhile, Leo was drawing away like the maniac he is. Every time Stricker mentioned another rule, he scribbled something else on the page in front of him. Finally, he turned it around and showed me what he was working on.

If you recognize the genuineness of the testimony of Mary and Joanna, and realize that they became apostles, bearing witness to the risen Jesus, you have to recognize certain facts about the historical Jesus. He did not just present himself as a great teacher, a wise sage, a miracle worker, an exorcist. This inner circle knew better than that, and they were faithful to say so after the fact. The Jesus about whom the earliest disciples bore witness was and is the real Jesus of history and faith. The impact crater in the lives of these disciples, male and female, matches up with the impression Jesus deliberately left on these persons, as we will see in more detail as we turn now to Peter.

Don’t judge a book by it’s cover, kiddies. That boring lady math teacher might be rocking out and flaunting her killer body, tattoos and piercings when you’re not looking.

Ignoring all the whispering couples around him, Vaughn taught me to bowl while I faked like I cared. We were both on the outs and I suspected he wanted to find a new buddy now that Judd was attached to his angel. Every time Tawny laughed, Vaughn’s frown darkened. “You should be happy for them,” I said as he guided me towards the alley. “I am. Fucking overwhelmed with happiness. Now, pay attention.” When I flinched at his tone, Vaughn sighed. “It gets boring when your best friend is busy mating like a rabbit.” “My best friend ditched me too, so I found new friends. Maybe you should too.” “Crap no. Sounds like too much effort.” I grinned. “You could play with Bailey. Here, she comes.” Vaughn didn’t even glance at the arriving blonde who threw her hands in the air. “I got dumped again! Men suck! I hate them all!” she cried, enjoying a hug from Tawny. “Who wants to set me up now?” “I thought you hated men,” Tucker mumbled with his mouth full of a hot dog. “I do, but one of them has got to work, right? Everyone in the world gets someone good, but I get shit. It’s not fair. I’m nicer than anyone ever.” This comment elicited laughter from the crew including Vaughn who took my bowling ball and rolled it for me. “Look,” he said,” you got a strike. I’m an excellent teacher.” “Best ever.

you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense.

The abundance of the children’s room must be every parent’s or child’s worst nightmare. “I’m bored.” “I’ve got nothing to play with”—even though the shelves are full to the brim. Dust-collectors, a useless mess. Where is the love for the teddy bear, the doll, the car? The present which was given in love and did not drown in abundance is hard to find. The child does not need the toys—the toy factories need the child.15

Imagine what would happen if schools taught with the same approach to curriculum that most churches use. One year, a teacher stumbles onto an engaging curriculum on verbs, with some really cool videos on gerunds. When the kids and teachers get bored with that curriculum, they cut it short, and the teacher runs to the curriculum store, finds a compelling study on algebraic equations (narrated by Rob Bell-Curve), and starts to teach that the next week. When that study is winding down, the teacher decides it’s time to teach on rocks or medieval knights or Christmas around the world.

November 16: Saint Gertrude   Gertrude was born of a noble family at Eisleben, in Saxony.  At five years of age, she offered her virginity and herself to Jesus Christ, in the Benedictine nunnery at Rodersdorf.  From that time forth she was utterly estranged from earthly things, ever striving for things higher, and began to lead a kind of heavenly life.  To learning in human letters she added knowledge of the things of God.  In the thought thereof she earnestly desired, and soon reached, the perfection of a Christian soul.  Of Christ, and of the things in his life, she spake oftentimes with movings of spirit.  The glory of God was the one end of all her thoughts, and to that her every longing and her every act were given.  Though God had crowned her with so many and so noble gifts both of nature and of grace, her belief regarding herself was so humble that she was used to number as among the greatest of the wonders of his goodness that he had always in his mercy borne with one who was so utterly unworthy. In the thirtieth year of her age she was elected Abbess of Rodersdorf, where she had professed herself in the religious life, and afterwards of Helfta.  This office she bore for forty years in love, wisdom, and zeal for strict observance, so that the house seemed like an ideal ensample of a sisterhood of perfect nuns.  To each one she was a mother and a teacher, and yet would be as the least of all, being in sooth in all lowliness among them as she that served.  That she might be more utterly God's only, she tormented her body with sleeplessness, hunger, and other afflictions, but withal ever true to herself, stood forth a pattern of innocency, gentleness, and long-suffering.  The salvation of her neighbours was her constant earnest endeavour, and her godly toil bore abundant fruit.  The love of God oftentimes threw her into trances, and she was given the grace of the deepest contemplation, even to union of spirit with God. Christ himself, to shew what such a bride was to him, revealed that he had in the heart of Gertrude a pleasant dwelling-place.  The Virgin Mother of God she ever sought with deep reverence as a mother and warden whom she had received from Jesus himself, and from her she had many benefits.  Toward the most Divine Sacrament of the Eucharist, and the sufferings of the Lord, her soul was moved with love and gratitude, so that she sometimes wept abundantly.  She helped with daily gifts and prayers the souls of the just condemned to the purifying fire.  She wrote much for the fostering of godliness.  She was glorified also by revelations from God, and by the gift of prophecy.  Her last illness was rather the wasting of a home-sickness to be with God than a decay of the flesh, and she left this life in the year of our Lord 1292.  God made her bright with miracles both during her life and after her death.

Teachers themselves uninterested in art or lacking faith in the ability of students to think for themselves can make art into something baffling or boring for the rest of the student’s life.

They make us sit in orderly rows of desks under harsh fluorescent light. We squirm as frustrated grownups talk AT us for six hours a day. The teachers also make us memorize and REGURGITATE a lot of random information. Of course, they never bother to explain why all this boring stuff is worth our attention. There are a lot of rules we have to follow in school. It’s kind of like being in prison or being grounded. I feel trapped. So I find little ways to rebel. Mostly, that means being AGGRESSIVELY PASSIVE, which means refusing to go along with what grownups want me to do.

No one else can be blamed for the failure of the education system than the education system itself, and in particular the education establishment, the Mandarin Elite. These people have made education painful and monstrous, not joyous and transformative. They have killed joy. They have turned education into the most boring undertaking possible rather than the most exciting. They should be fired en masse. Not a single one of them should be left to go on poisoning minds. There should be a total clearing out of the Mandarin class, and their total replacement by people who actually care about educating the people, rather than spouting tedious nonsense

doubting their faith, and those just hanging on is that church or Christianity has failed them, wounded them, betrayed them, or maybe just bored them—and they do not want to

Me Time Zone It’s okay to be a “me-time mom.” ~Author Unknown The day has ended yet only just begun for I have two lives — one that hides behind the sun You may not see my secret life — the one lurking in the dark, the one that eagerly awaits its time to spark Daytime me puts the other me aside Daytime me doesn’t get to hide Daytime me washes all the clothes Daytime me kisses the injured toes I am a teacher, a maid and a cook I hand out the cuddles and the disconcerting looks I referee the arguments, the teasing and the fights I fasten the helmets to go ride the bikes Nighttime me relaxes in the chair Nighttime me reads books without a care Nighttime me watches comedy shows Nighttime me eats the treats that I chose I sometimes wonder whether I used to be bored when I had just one life and hardly any chores I want to do all the things that I did before but how do I fit them in now there’s so much more? I read books, played piano and swam I cycled and socialised and ran I wrote poetry, played video games and went to bars I knew popular culture and all the famous stars Now my me time has become so small sometimes I feel it’s hardly there at all When the children will not settle but the sun has gone away I throw my arms in the air, for daytime me has to stay. I count to ten and breathe in deep Why oh why won’t they go to sleep? Me time is a ship that has sailed past How could I be so foolish to think that it would last I tuck their hair behind their ears and then I begin to feel the tears Am I crying for my me time? That seems a little mad Surely it’s something else that’s making me sad Crying for my me time does seem a little daft As I leave the children’s room I begin to laugh. I’m trying to put me time into a time slot I precariously balance it on the top. But I realise my me time comes in different forms to be enjoyed even while daytime storms I read a book whilst I make the tea I play ukulele whilst the children dance with me I swim in the sea with the children under my wings I run around the park between pushing them on swings And there are famous stars that I know, even if they come from the children’s favourite show Yes the ultimate me time is when I’m on my own but me time can also be enjoyed when you’re not alone My me time is a state of mind When I’m in the me time zone who knows what I’ll find? — Anneliese Rose Beeson —

Jeong-dae, who nonchalantly slid the blackboard cleaner into his book bag. ‘What’re you taking that for?’ ‘To give to my sister.’ ‘What’s she going to do with it?’ ‘Well, she keeps talking about it. It’s her main memory of middle school.’ ‘A blackboard cleaner? Must have been a pretty boring time.’ ‘No, it’s just there was a story connected with it. It was April Fool’s Day, and the kids in her class covered the entire blackboard with writing, for a prank - you know, because the teacher would have to spend ages getting it all off before he could start the lesson. But when he came in and saw it he just yelled, “Who’s classroom monitor this week?” - and it was my sister. The rest of the class carried on with the lesson while she stood out in the corridor, dangling the cloth out of the window and beating it with a stick to bash the chalk dust out. It is funnv, though, isn’t it? Two years at middle school, and that’s what she remembers most.

Even for those at the academic bottom of the class, the questions are still valid. All of us can do something. a. At what have I done well so far in life? b. In what school subjects have I done well? c. Why did I choose those subjects? d. What do I like to do that has caused others to compliment me? e. What do I do well and think of as fun although my friends see it as work — or as a boring activity? 3. Analyze yourself and your situation. As much as you can, analyze matters for yourself instead of depending upon tests and outside advice. However, I know that some people are not very good at self-reflection and do better by interacting with others. (By the way, part of the talent of people-centered individuals is to interact well with others!) 4. Whether you can figure out the answers to these questions, or you talk them over with someone else, find someone whose judgment is respected. Your parents, perhaps. A teacher. Your pastor. An older family friend. Your closest friend. 5. Write down what is said by those in whom you confide. 6. Compare those ideas to what you have written about yourself. Are the answers the same? What do you now see about yourself that you didn’t think of before? For four or five days, spend some time each day by yourself in thinking about these answers.

Did you ever want to be anything else?" "Well, you always want to be something else, Daniela [...] You're never happy with what you are. It would be strange to be completely happy. When I was little I wanted to be a doctor, like all children so. All children want to be doctors." "I don't. I don't want to be a doctor, none of my friends want to be doctors, it's boring. They make a lot of money, but it's boring." Actually, Julian never wanted to be a doctor. He lied because he was in a hurry, just to avoid the question. [...] He never wanted to be a doctor, much less a gym teacher. He didn't even want to be a literature professor, not ever. He wanted - wants - to be a writer, but being a writer is not exactly being someone.

Whenever books seem so boring, it's a good time to turn to nature as the best teacher. This is the true path of spirituality or the discovery of reality.

As the first week of term sped by, the two new girls settled down in their own ways. Lucy was moderately good at most of her lessons, and well behaved enough not to attract any unwelcome attention from the teachers, most of the time.However, when she became bored she had a habit of day-dreaming about riding off across the fields on Sandy, and this earned her a ticking off from Miss Peters and the stern Mam’zelle Rougier on several occasions. On the whole, though, Lucy was very happy at Malory Towers and enjoyed life there. She and Julie got on very well indeed, and, as Five Oaks was only a few minutes walk from the school, the two of them managed to slip over there every day to check on their beloved horses and enjoy a ride together.

•  Create a base of rigorous learning opportunities. Teachers begin with clear ideas about what learning should occur as the result of a lesson or unit aligned with assessments and standards. Then, teachers connect students with the curriculum by transforming student-boring topics into student-friendly concepts that have enduring value beyond the classroom, lie at the heart of the discipline, require analysis, have the potential to engage students, and span various cultures. Give students a reason for studying the curriculum.

We see meaningful connections between often-archaic texts and our students' very modern lives; our mission is to make these connections clear without boring our students into inattention or complacency. When discussing historical injustice, this personal engagement becomes even more important: As many students as possible must recognize the thread between yesterday's crimes and the world they currently inhabit.

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

There is a tremendous truth contained in the realization that when God became man, he became a workingman. Not a king, not a chieftain, not a warrior or a statesman or a great leader of nations, as some had thought the Messiah would be. The Gospels show us Christ the teacher, the healer, the wonder-worker, but these activities of his public life were the work of three short years. For all the rest of the time of his life on earth, God was a village carpenter and the son of a carpenter. He did not fashion benches or tables or beds or roof beams or plow beams by means of miracles, but by hammer and saw, by ax and adze. He worked long hours to help his father, and then became the support of his widowed mother, by the rough work of a hill country craftsman. Nothing he worked on, as far as we know, ever set any fashions or became a collector’s item. He worked in a shop every day, week in and week out, for some twenty years. He did the work all of us have to do in our lifetimes. There was nothing spectacular about it, there was much of the routine about it, perhaps much that was boring. There is little we can say about the jobs we do or have done that could not be said of the work God himself did when he became a man.

Excuse #6 The Away Day Excuse I’ve been doing some thinking. School kids get to go on all sorts of amazing trips . . . . . . So I’ve set up a company called Teacher Away Days. So far I’ve got planned a trip to the Pencil Factory, the hill where some old bloke in history said ’charge’ and then ate a sandwich, and the centre of an active volcano. The very first trip is on the first day of school. How would you like to go on a two-week expedition to the moon? Excuse# 7 The Supply Teacher Excuse The animals at the zoo always look bored and the Supply Teachers at school always look overworked . . .

For a few days, I was the star of the school. No kid had ever been inside the teachers’ lounge. I was probably the first one in the history of the world. Everybody wanted to know about the incredible things I saw in the teachers’ lounge. Kids were even offering me candy to tell them. I didn’t want to tell them the teachers’ lounge was just a boring old room where the teachers sat around eating lunch. I didn’t want to lie, either. So I just told them that the teachers blindfolded me and said they would torture me if I ever revealed what went on in the teachers’ lounge. It was cool.

Party time Part 1 After school, we go to Maddie’s. When we were little, like freshman year and even some of the sophomore year, we would sometimes stay in her room and put on x-out and pluck out eyebrows into that fine little line, and color our hair with highlights, and order pizza, cramming down as much as we could eat. Those days are going, we can’t get fat. Now Jenny hardly eats anything, and if she does, she can hardly keep it down. I think maybe that’s what I get so lightheaded, I only eat like once a day now. Jenny back then had a little extra around the middle, and now you can see her ribs, she even has that two-defined line on her tummy that goes into her underwear. I remember sneaking around late at night in her hose stealing a cookie from the jar on the top shelf in the old wood cabinet, that is also where her mom would hide her cigarettes that Jenny loved also, and the condoms were in a trinity box on top of the fridge, I sorry but I find that hilarious. At that time, we would stretch out on one of her, old enormous worn-out couches and watch, TV or movies until we fell asleep in our nightshirts’-the TV in Maddie’s living room is like 80 inches it’s like being in a movie theater our legs tangled together under an enormous fleece blanket. Maddie and liv are always entangled more passionately than Jenny and me on the loveseat! Maddie has an ancient TV in her room from the 1990s. It sucks and is small, it’s one of those with the big back on it, and the color is green, like looking into a fish tank. It’s funny her mom and dad don’t have money blinds on the windows, yet they have a big ass TV. You can sometimes see the people in the next condo overlooking us like we can see them get busy in their room! Yet nothing beats the hot guy taking a leak in room 302, he looks to be in his late twenties. He takes the boxes off at 10 pm and we get a free show. He knows we can see him because he makes it look inflexible and you are no more personable. Jenny and we girls love to press upon the glass, and just have fun and be a little crazy, like lifting our nighties and flashing the goods. Facebook stocking gets boring quickly anymore, so some nights the webcam comes out too. After her mom and dad are asleep… I like it’s more fun to be bad! Like we all have profiles and fake names because none of us are eighteen yet. Any- how’s mine is ‘Angel Pink Wings 01’ Maddie goes by: ‘Mad kitty 69’ Jenny goes by: ‘Ms. Little Lover 14’ Liv goes by: ‘Olivia O 123’ Yet everyone knows her by Liv so that name is okay- I guess. We make good money- ‘Double Clicking the Mouse.’ You would not believe all the pervs on this cam. the site, just wanting to see us doing it. Like old guys like our PE teacher! Man- that I didn’t even think about how to turn on a computer. Just like him, I guess they need too to see more of us close up. We have our checks mailed to Jenny's college boyfriend’s PO Box. Me this is what I do and yes- I come for you all, I just put in fake blue hair dye in, and have fake long lashes, and put in my blue contacts, and you don’t even know me. And then pen in more eyebrows. Fake, fake, fake, fake FAKE! Boys don’t like it when you fake it or do, they look at me, that's why I am Bi.

Party time Part 1 After school, we go to Maddie’s. When we were little, like freshman year and even some of the sophomore year, we would sometimes stay in her room and put on x-out and pluck out eyebrows into that fine little line, and color our hair with highlights, and order pizza, cramming down as much as we could eat. Those days are going, we can’t get fat. Now Jenny hardly eats anything, and if she does, she can hardly keep it down. I think maybe that’s what I get so lightheaded, I only eat like once a day now. Jenny back then had a little extra around the middle, and now you can see her ribs, she even has that two-defined line on her tummy that goes into her underwear. I remember sneaking around late at night in her hose stealing a cookie from the jar on the top shelf in the old wood cabinet, that is also where her mom would hide her cigarettes that Jenny loved also, and the condoms were in a trinity box on top of the fridge, I sorry but I find that hilarious. At that time, we would stretch out on one of her, old enormous worn-out couches and watch, TV or movies until we fell asleep in our nightshirts’-the TV in Maddie’s living room is like 80 inches it’s like being in a movie theater our legs tangled together under an enormous fleece blanket. Maddie and liv are always entangled more passionately than Jenny and me on the loveseat! Maddie has an ancient TV in her room from the 1990s. It sucks and is small, it’s one of those with the big back on it, and the color is green, like looking into a fish tank. It’s funny her mom and dad don’t have money blinds on the windows, yet they have a big ass TV. You can sometimes see the people in the next condo overlooking us like we can see them get busy in their room! Yet nothing beats the hot guy taking a leak in room 302, he looks to be in his late twenties. He takes the boxes off at 10 pm and we get a free show. He knows we can see him because he makes it look inflexible and you are no more personable. Jenny and we girls love to press upon the glass, and just have fun and be a little crazy, like lifting our nighties and flashing the goods. Facebook stocking gets boring quickly anymore, so some nights the webcam comes out too. After her mom and dad are asleep… I like it’s more fun to be bad! Like we all have profiles and fake names because none of us are eighteen yet. Any- how’s mine is ‘Angel Pink Wings 01’ Maddie goes by: ‘Mad kitty 69’ Jenny goes by: ‘Ms. Little Lover 14’ Liv goes by: ‘Olivia O 123’ Yet everyone knows her by Liv so that name is okay- I guess. We make good money- ‘Double Clicking the Mouse.’ You would not believe all the pervs on this cam the site, just wanting to see us doing it. Like old guys like our PE teacher! Man- that I didn’t even think about how to turn on a computer. Just like him, I guess they need too to see more of us close up. We have our checks mailed to Jenny's college boyfriend’s PO Box. Me this is what I do and yes- I come for you all, I just put in fake blue hair dye in, and have fake long lashes, and put in my blue contacts, and you don’t even know me. And then pen in more eyebrows. Fake, fake, fake, fake FAKE! Boys don’t like it when you fake it or do, they look at me, that's why I am Bi.

Chorus wouldn’t be so bad if Ruthy weren’t an alto, because altos always have the suckiest parts. It’s almost like they aren’t even singing but grunting out random low sounds. Like little cavemen. And for this reason, the altos have been beefing with the Chorus teacher, Ms. Marino, since September, because they think she’s making them sing all the most boring parts on purpose.

Part 5: Trust (page 247) I think a lot of people quit pursuing creative lives because they're scared of the word interesting. My favorite meditation teacher, Pema Chödrön, once said that the biggest problem she sees with people's meditation practice is that they quit just when things are starting to get interesting. Which is to say, they quit as soon as things aren't easy anymore, as soon as it gets painful, or boring, or agitating. They quit as soon as they see something in their minds that scares them or hurts them. So they miss the good part, the wild part, the transformative part—the part when you push past the difficulty and enter into some raw new unexplored universe within yourself.

In her mothering years, he lived in undying amazement of Lucy. She looked at every paper, bored in until she’d heard every the teacher asked at school. She knew by heart what was on the lunch menu, the name of every friend and whether she or he was a good influence, even if the kid had never set foot inside their home. She’d memorized every trumpet note or ballet turn. She hit the laundry room at 6 a.m., because she knew what clothes they’d want to wear, right down to the undies. Her children’s lives were so thoroughly understood, digested, imagined, so thoroughly her own, that other women often seemed to freeze over in shame. But all of that allowed Lucy to avoid wondering about herself.

I’m sorry,” I said, bored by this travesty of the truth: “Look here, I am at this school as a teacher, that and nothing more; the Council did not employ me because I am colored, and I have no wish to be used as propaganda for any idea or scheme, especially the one you just mentioned.

now that many schools receive funding based on test results, teachers teach for those outcomes, not for curiosity or critical thinking, nor for learning nonspecific principals or values. Such training to focus on fact memorization lowers the intellectual level of the teachers themselves, not just their bored students. 

Many teachers felt that no matter how creative they were in the classroom, it wouldn’t make a difference anyway. They talked about a devastating erosion in standards, how the students of today bore no resemblance to the students of even ten or fifteen years ago, how their preoccupations were with anything but school. It was hard for teachers not to feel depressed by the lack of rudimentary knowledge, like in the history class in which students were asked to name the president after John F. Kennedy. Several students meekly raised their hands and proffered the name of Harry Truman. None gave the correct answer of Lyndon Johnson, who also happened to have been a native Texan. In 1975, the average SAT score on the combined math and verbal sections at Permian was 963. For the senior class of 1988–89, the average combined SAT score was 85 points lower, 878. During the seventies, it had been normal for Permian to have seven seniors qualify as National Merit semi-finalists. In the 1988–89 school year the number dropped to one, which the superintendent of schools, Hugh Hayes, acknowledged was inexcusable for a school the size of Permian with a student body that was rooted in the middle class. (A year later, with the help of $15,000 in consultant’s fees to identify those who might pass the required test, the number went up to five.)

Post-script: When my tutor got a famous scholarship and went to Oxford, he broke my heart, of course. I sobbed in cafés and hotel bars, bored my friends half to death, and thought myself tragically bereft. I cannot in all honesty claim to have been liberated from anything in particular by my relationship with this man. I hated his subject and was bad at it, failed it twice and did not care. He made me laugh, that's the main thing I remember. I often felt he was privately laughing at me, from the eminence of his twenty-four years. This made me watchful and defensive....it had never occurred to me to call what happened between me and my tutor 'sexual harassment' or 'abuse of power'.