Brilliant Student Quotes

I tell my students, 'When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else. This is not just a grab-bag candy game.

In my opinion it is unwise to judge a young man by his school record. We have too many examples of bad students becoming distinguished men, and, on the other hand, of brilliant students not being at all remarkable in life.

There is a brilliant child locked inside every student.

You should want to have gifted students who may excel in both courses, and you should be encouraging students when they show interest in their studies. Do you not want warriors who are brilliant, and diplomats who are brave?

I think I’m able to explain things because understanding wasn't entirely easy for me. Some things that the most brilliant students were able to see instantly I had to work to understand. I can remember what I had to do to figure it out. The very brilliant ones figure it out so fast they never see the mechanics of understanding.

And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher --- a situation in which the student discusses the ideas, thinks about the things, and talks about the things.

Computer mistake in grade-giving resulted in academic failure of several brilliant students. After some years the mistake was discovered. Letter was sent to each student inviting him to resume his studies. Each replied he was getting along very well without education.

A winter ago I had an after-school seminar for high-school students and in one of the early sessions Una, a brilliant fifteen-year-old, a born writer who came to Harlem from Panama five years ago, and only then discovered the conflict between races, asked me, "Mrs. Franklin, do you really and truly believe in God with no doubts at all?" "Oh, Una, I really and truly believe in God with all kinds of doubts." But I base my life on this belief.

My story—the story of the son of Jainulabdeen, who lived for over a hundred years on Mosque Street in Rameswaram island and died there; the story of a lad who sold newspapers to help his brother; the story of a pupil reared by Sivasubramania Iyer and Iyadurai Solomon; the story of a student taught by teachers like Pandalai; the story of an engineer spotted by MGK Menon and groomed by the legendary Prof. Sarabhai; the story of a scientist tested by failures and setbacks; the story of a leader supported by a large team of brilliant and dedicated professionals. This story will end with me, for I have no belongings in the worldly sense. I have acquired nothing, built nothing, possess nothing—no family, sons, daughters.

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

And it occurred to me that what we professors think of as a 'brilliant student' is nothing but a student who is enthusiastically converted to whatever idiotic ideas we've been teaching them.

First figure out why you want the students to learn the subject and what you want them to know, and the method will result more or less by common sense.

those at the very top of the class—are going to face a burden that they would not face in a less competitive atmosphere. Citizens of happy countries have higher suicide rates than citizens of unhappy countries, because they look at the smiling faces around them and the contrast is too great. Students at “great” schools look at the brilliant students around them, and how do you think they feel? The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling—as subjective and ridiculous and irrational

Dylan Bennet Klebold was born brilliant. He started school a year early, and by third grade was enrolled in the CHIPS program: Challenging High Intellectual Potential Students. Even among the brains, Dylan stood out as a math prodigy. The early start didn’t impede him intellectually, but strained his shyness further.

But the problem was, Sacks wasn’t comparing herself to all the students in the world taking Organic Chemistry. She was comparing herself to her fellow students at Brown. She was a Little Fish in one of the deepest and most competitive ponds in the country—and the experience of comparing herself to all the other brilliant fish shattered her confidence. It made her feel stupid, even

I tell my students, ‘When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free somebody else. If you have some power, then your job is to empower somebody else. This is not just a grab-bag candy game.

Professor Moody!" said a shocked voice. Professor McGonagall was coming down the marble staircase with her arms full of books. "Hello, Professor McGonagall," said Moody calmly, bouncing the ferret still higher. "What - what are you doing?" said Professor McGonagall, her eyes following the bouncing ferret's progress through the air. "Teaching," said Moody. "Teach - Moody, is that a student?" shrieked Professor McGonagall, the books spilling out of her arms. "Yep," said Moody. "No!" cried Professor McGonagall, running down the stairs and pulling out her wand; a moment later, with a loud snapping noise, Draco Malfoy had reappeared, lying in a heap on the floor with his sleek blond hair all over his now brilliantly pink face. He got to his feet, wincing. "Moody, we never use transfiguration as a punishment!" said Professor McGonagall weakly. "Surely Professor Dumbledore told you that?" "He might have mentioned it, yeah," said Moody, scratching his chin unconcernedly.

Knowledge is a brilliant scholar, understanding is a resilient student, and wisdom is an accomplished sage.

I'm an above average student, but I'm not brilliant at anything.  Partly because I'd rather read than study.

The most brilliant student in class is a god and the rest are morons.

Brilliant students make good aides.

Making money in the markets is tough. The brilliant trader and investor Bernard Baruch put it well when he said, “If you are ready to give up everything else and study the whole history and background of the market and all principal companies whose stocks are on the board as carefully as a medical student studies anatomy—if you can do all that and in addition you have the cool nerves of a gambler, the sixth sense of a clairvoyant and the courage of a lion, you have a ghost of a chance.

The purpose of education is to learn to die satiated with life.” That, I believe, is what we need to bring to our schools: experiences that are so full of the wonder of life, so full of connectedness, so embedded in the context of our communities, so brilliant in the insights that we develop and the analyses that we devise, that all of us, teachers and students alike, can learn to live lives that leave us truly satisfied.

The School Now we come to the school. The responsibility of the school is to educate a child and at the same time, not to vanquish all the virtues that a child is born with. A child is born with virtues and a school should see that it protects their virtues, that innocence, the sense of belongingness, love, and trust which every child is born with. Often in the educational system, the school only caters as an information bureau, but not as a personality-building center. Most schools can produce great computers but only a few good human beings. We have brilliant students. They have information about the world. Just by one question they can answer all the information that is needed. But are they good human beings? Do they know how to behave well? Are they cultured, civilized, compassionate human beings? This is a question that every school and every teacher should ask.

Dr. Doris Parker: I have your ten week report. You know what it says "F, F, F… ". Do you know what that means? It means you don't care. Student: You're brilliant. (Pause) Can I go now? Dr. Doris Parker: (Sarcastic laugh) God! you're shallow, disgusting creature. You wanna know the truth? Dr. Doris Parker: One, you're not gonna be in a band or a model missy because you have no ambition. With no skills you'd be competing with 80 percent of US work force for minimum wage job which you will work at for the rest of your life, till you're replaced by a computer. Student: I don't care! Dr. Doris Parker: The only talent you ever have is *insult*. Your life will basically become a carnival of pain and when you can't stand not one more day, not one more hour, it will get worse, much worse. Every day I come to this office and I listen to you kids *insult* all over your selves. It is so easy to be careless, it takes courage and character to care. Not that you have any of those qualities.

You were supposed to be brilliant without effort, or to accept your limitations and get a fourth-class degree. I took this as an invitation to very little. I'm not proud of this, I'm just describing my attitude at that time, shared by most of my fellow students.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

You know what I was thinking? [Ruthie] got so excited when she was spouting this ahistorical countertextual nonsense, and I caught myself thinking, 'What an idiot her teacher must be,' and thinking about her teacher made me realize - the kind of excitement she was showing as she mindlessly spouted back the nonsense she learned in college, that's just like the excitement some of my own students show. And it occurred to me that what we professors think of as a 'brilliant student' is nothing but a student who is enthusiastically converted to whatever idiotic ideas we've been teaching them." "Self-knowledge is a painful thing," said Esther. "To learn that your best students are parrots after all.

I asked Hillary why she had chosen Yale Law School over Harvard. She laughed and said, "Harvard didn't want me." I said I was sorry that Harvard turned her down. She replied, "No, I received letters of acceptance from both schools." She explained that a boyfriend had then invited her to the Harvard Law School Christmas Dance, at which several Harvard Law School professors were in attendance. She asked one for advice about which law school to attend. The professor looked at her and said, "We have about as many woen as we need here. You should go to Yale. The teaching there is more suited to women." I asked who the professor was, and she told me she couldn't remember his name but that she thought it started with a B. A few days later, we met the Clintons at a party. I came prepared with yearbook photos of all the professors from that year whose name began with B. She immediately identified the culprit. He was the same professor who had given my A student a D, because she didn't "think like a lawyer." It turned out, of course, that it was this professor -- and not the two (and no doubt more) brilliant women he was prejudiced against - who didn't think like a lawyer. Lawyers are supposed to act on the evidence, rather than on their prejudgments. The sexist professor ultimately became a judge on the International Court of Justice. I told Hillary that it was too bad I wasn't at that Christmas dance, because I would have urged her to come to Harvard. She laughed, turned to her husband, and said, "But then I wouldn't have met him... and he wouldn't have become President.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Knowledge is a beautiful thing that can fill us with happiness. Let’s just think about our students who answered brilliantly to questions on various exams.

More often than not, these attempts at sociability ended in painful silence. His old friends, who remembered him as a brilliant student and wickedly funny conversationalist, were appalled by what had happened to him. Tom had slipped from the ranks of the anointed, and his downfall seemed to shake their confidence in themselves, to open the door onto a new pessimism about their own prospects in life. It didn't help matters that Tom had gained weight, that his former plumpness now verged on an embarrassing rotundity, but even more disturbing was the fact that he didn't seem to have any plans, that he never spoke about how he was going to undo the damage he'd done to himself and get back on his feet. Whenever he mentioned his new job, he described it in odd, almost religious terms, speculating on such questions as spiritual strength and the importance of finding one's path through patience and humility, and this confused them and made them fidget in their chairs. Tom's intelligence had not been dulled by the job, but no one wanted to hear what he had to say anymore, least of all the women he talked to, who expected young men to be full of brave ideas and clever schemes about how they were going to conquer the world. Tom put them off with his doubts and soul-searchings, his obscure disquisitions on the nature of reality, his hesitant manner. It was bad enough that he drove a taxi for a living, but a philosophical taxi driver who dressed in army-navy clothes and carried a paunch around his middle was a bit too much to ask. He was a pleasant guy, of course, and no one actively disliked him, but he wasn't a legitimate candidate?not for marriage, not even for a crazy fling.

Monsieur Girard grinned at the effect his story had had, and moved on, grunting disparagingly at another student’s efforts. As he approached her, Caitlyn went back to work, afraid to be caught slacking. He came to stand behind her, watching her attempts, and despite her best efforts her arm slowed and then dropped as she was overcome with self-consciousness. “Do you, too, have a brilliant artist locked in your head?” he asked. “No. I’m beginning to think I don’t know a thing about art.” “Class! Do you hear? She knows nothing about art! And she proves it in her drawing.” Caitlyn cringed. “This,” he went on, laying his hand upon her head, “is the proper state of mind for learning to draw. Your mind must be blank of your old ideas and old ways of seeing. You must start fresh, like a baby who has never seen the world.” He dropped his hand from her head and pointed to the area she’d shaded with parallel lines. “This is nice.” “Thank you,” Caitlyn said in soft surprise. He nodded in acknowledgment. “Keep listening. With open ears, you will be one of the few who learn.

Reuven, I did not want my Daniel to become like my brother, may he rest in peace. Better I should have had no son at all than to have a brilliant son who had no soul. I looked at my Daniel when he was four years old, and I said to myself, How will I teach this mind what it is to have a soul? How will I teach this mind to understand pain? How will I teach it to want to take on another person's suffering? How will I do this and not lose my son, my precious son whom I love as I love the Master of the Universe Himself? How will I do this and not cause my son, God forbid, to abandon the Master of the Universe and His Commandments? How could I teach my son the way I was taught by my father and not drive him away from Torah? Because this is America, Reuven. This is not Europe. It is an open world here. Here there are libraries and books and schools. Here there are great universities that do not concern themselves with how many Jewish students they have. I did not want to drive my son away from God, but I did not want him to grow up a mind without a soul. I knew already when he was a boy that I could not prevent his mind from going to the world for knowledge. I knew in my heart that it might prevent him from taking my place. But I had to prevent it from driving him away completely from the Master of the Universe. And I had to make certain his soul would the soul of a tzaddik no matter what he did with his life.

Once in the taxi he recalled how Herbert had introduced him to a group of strangers. ‘I want you to shake the hand of the most brilliant student of our class at McGill. He could have been a success at anything he wanted. Instead he’s devoted his life to teaching.’ It was clear that they still took him for the freshly scrubbed idealist who had left McGill twenty years ago. They had no idea that he was exhausted, bitter, and drained, and that given the chance he would never become a teacher.

I wasn’t sure whether he was a grad student, poet, actor, stripper, or brilliant combination of all those things. But the man knew Lord Byron, and he knew words. He knew the rise and fall of sentences, the way to pause, the moment to look up, catch our gazes, smile. He knew emphasis and speed, pacing and clarity. He was a prince of poetry, and he had us mesmerized. Champagne was uncorked and dunked into gleaming silver chalices of ice, then poured into tall, thin glasses while we listened, legs crossed and perched forward in our chairs. “Is it better if we’re objectifying his body and his brain?” Margot asked, lifting the thin straw in her gin and tonic for a sip. “I don’t much care,” Mallory said. “He gives good word.” I couldn’t have put it better myself.

But the problem was, Sacks wasn’t comparing herself to all the students in the world taking Organic Chemistry. She was comparing herself to her fellow students at Brown. She was a Little Fish in one of the deepest and most competitive ponds in the country—and the experience of comparing herself to all the other brilliant fish shattered her confidence. It made her feel stupid, even though she isn’t stupid at all. “Wow, other people are mastering this, even people who were as clueless as I was in the beginning, and I just can’t seem to learn to think in this manner.

Almost every time I speak to teenagers, particularly young female students who want to talk to me about feminism, I find myself staggered by how much they have read, how creatively they think and how curiously bullshit-resistant they are. Because of the subjects I write about, I am often contacted by young people and I see it as a part of my job to reply to all of them - and doing so has confirmed a suspicions I’ve had for some time. I think that the generation about to hit adulthood is going to be rather brilliant. Young people getting older is not, in itself, a fascinating new cultural trend. Nonetheless the encroaching adulthood and the people who grew up in a world where expanding technological access collided with the collapse of the neoliberal economic consensus is worth paying attention to. Because these kids are smart, cynical and resilient, and I don’t mind saying that they scare me a little.

I’ve had so many influences and sources of inspiration as an illustrator that it is impossible to name just one. I loved Aubrey Beardsley when I was a student, and then Edmund Dulac and other Golden Age illustrators made a big impact, as well as Victorian painters like Richard Dadd and Edward Burne-Jones. My long-term heroes though are Albretch Durer, Brueghel, Hieronymous Bosch, Jan Van Eyck, Leonardo, Botticelli, Rembrandt, Turner and Degas. What most of them have in common is brilliant draughtsmanship and a strong linear or graphic quality. Most are also printmakers. The one I keep going back to and who fascinates me the most is JMW Turner, the greatest watercolourist.

{Recalling Professor Ira Remsen's remarks (1895) to a group of his graduate students about to go out with their degrees into the world beyond the university:} He talked to us for an hour on what was ahead of us; cautioned us against giving up the desire to push ahead by continued study and work. He warned us against allowing our present accomplishments to be the high spot in our lives. He urged us not to wait for a brilliant idea before beginning independent research, and emphasized the fact the Lavoisier's first contribution to chemistry was the analysis of a sample of gypsum. He told us that the fields in which the great masters had worked were still fruitful; the ground had only been scratched and the gleaner could be sure of ample reward.

Dr. Chanter, in his brilliant History of Human Thought in the Twentieth Century, has made the suggestion that only a very small proportion of people are capable of acquiring new ideas of political or social behaviour after they are twenty-five years old. On the other hand, few people become directive in these matters until they are between forty and fifty. Then they prevail for twenty years or more. The conduct of public affairs therefore is necessarily twenty years or more behind the living thought of the times. This is what Dr. Chanter calls the "delayed realisation of ideas". In the less hurried past this had not been of any great importance, but in the violent crises of the Revolutionary Period it became a primary fact. It is evident now that whatever the emergency, however obvious the new problem before our species in the nineteen-twenties, it was necessary for the whole generation that had learned nothing and could learn nothing from the Great War and its sequelae, to die out before any rational handling of world affairs could even begin. The cream of the youth of the war years had been killed; a stratum of men already middle-aged remained in control, whose ideas had already set before the Great War. It was, says Chanter, an inescapable phase. The world of the Frightened Thirties and the Brigand Forties was under the dominion of a generation of unteachable, obstinately obstructive men, blinded men, miseducating, misleading the baffled younger people for completely superseded ends. If they could have had their way, they would have blinded the whole world for ever. But the blinding was inadequate, and by the Fifties all this generation and its teachings and traditions were passing away, like a smoke-screen blown aside. Before a few years had passed it was already incredible that in the twenties and thirties of the twentieth century the whole political life of the world was still running upon the idea of competitive sovereign empires and states. Men of quite outstanding intelligence were still planning and scheming for the "hegemony" of Britain or France or Germany or Japan; they were still moving their armies and navies and air forces and making their combinations and alliances upon the dissolving chess-board of terrestrial reality. Nothing happened as they had planned it; nothing worked out as they desired; but still with a stupefying inertia they persisted. They launched armies, they starved and massacred populations. They were like a veterinary surgeon who suddenly finds he is operating upon a human being, and with a sort of blind helplessness cuts and slashes more and more desperately, according to the best equestrian rules. The history of European diplomacy between 1914 and 1944 seems now so consistent a record of incredible insincerity that it stuns the modern mind. At the time it seemed rational behaviour. It did not seem insincere. The biographical material of the period -- and these governing-class people kept themselves in countenance very largely by writing and reading each other's biographies -- the collected letters, the collected speeches, the sapient observations of the leading figures make tedious reading, but they enable the intelligent student to realise the persistence of small-society values in that swiftly expanding scene. Those values had to die out. There was no other way of escaping from them, and so, slowly and horribly, that phase of the moribund sovereign states concluded.

continued. “The solution to almost every problem imaginable can be found in the outcome of a fairy tale. Fairy tales are life lessons disguised with colorful characters and situations. “‘The Boy Who Cried Wolf ’ teaches us the value of a good reputation and the power of honesty. ‘Cinderella’ shows us the rewards of having a good heart. ‘The Ugly Duckling’ teaches us the meaning of inner beauty.” Alex’s eyes were wide, and she nodded in agreement. She was a pretty girl with bright blue eyes and short strawberry-blonde hair that was always kept neatly out of her face with a headband. The way the other students stared at their teacher, as if the lesson being taught were in another language, was something Mrs. Peters had never grown accustomed to. So, Mrs. Peters would often direct entire lessons to the front row, where Alex sat. Mrs. Peters was a tall, thin woman who always wore dresses that resembled old, patterned sofas. Her hair was dark and curly and sat perfectly on the top of her head like a hat (and her students often thought it was). Through a pair of thick glasses, her eyes were permanently squinted from all the judgmental looks she had given her classes over the years. “Sadly, these timeless tales are no longer relevant in our society,” Mrs. Peters said. “We have traded their brilliant teachings for small-minded entertainment like television and video games. Parents now let obnoxious cartoons and violent movies influence their children. “The only exposure to the tales some children acquire are versions bastardized by film companies. Fairy

Even if he hadn’t spent the past three years in the field and more than a decade before that studying for the priesthood, he would have felt a stranger among these students—the young men in brilliantly colored, intricately pleated coats that broadened shoulders and narrowed hips, the young women wasp-waisted and delicious in pale and shimmering fabrics the colors of peony blossoms and sherbet.

brilliantly posing David in an effeminate contrapposto, his limp wrist casually holding a flaccid slingshot, conveying a feminine vulnerability. And yet David’s eyes radiate a lethal determination, his tendons and veins bulging in anticipation of killing Goliath. The work is simultaneously delicate and deadly.” Langdon was impressed with the description and wished his own students had as clear an understanding of Michelangelo’s masterpiece.

school. At first I had great expectations, and even if I didn’t say so clearly to myself I was glad to be there with Gigliola Spagnuolo rather than with Lila. In some very secret part of myself I looked forward to a school where she would never enter, where, in her absence, I would be the best student, and which I would sometimes tell her about, boasting. But immediately I began to falter, many of the others proved to be better than me. I ended up with Gigliola in a kind

I hadn’t gone to Andover, or Horace Mann or Eton. My high school had been the average kind, and I’d been the best student there. Such was not the case at Eli. Here, I was surrounded by geniuses. I’d figured out early in my college career that there were people like Jenny and Brandon and Lydia and Josh—truly brilliant, truly luminous, whose names would appear in history books that my children and grandchildren would read, and there were people like George and Odile—who through beauty and charm and personality would make the cult of celebrity their own. And then there were people like me. People who, through the arbitrary wisdom of the admissions office, might share space with the big shots for four years, might be their friends, their confidantes, their associates, their lovers—but would live a life well below the global radar. I knew it, and over the years, I’d come to accept it. And I understood that it didn’t make them any better than me.

Catarina hooked her hand around Magnus’s elbow and hauled him away, like a schoolteacher with a misbehaving student. They entered a narrow alcove around the corner, where the music and noise of the party was muffled. She rounded on him. “I recently treated Tessa for wounds she said were inflicted on her by members of a demon-worshipping cult,” Catarina said. “She told me you were, and I quote, ‘handling’ the cult. What’s going on? Explain.” Magnus made a face. “I may have had a hand in founding it.” “How much of a hand?” “Well, both.” Catarina bristled. “I specifically told you not to do that!” “You did?” Magnus said. A bubble of hope grew within him. “You remember what happened?” She gave him a look of distress. “You don’t?” “Someone took all my memories around the subject of this cult,” said Magnus. “I don’t know who, or why.” He sounded more desperate than he would’ve liked, more desperate than he wanted to be. His old friend’s face was full of sympathy. “I don’t know anything about it,” she said. “I met up with you and Ragnor for a brief vacation. You seemed troubled, but you were trying to laugh it off, the way you always do. You and Ragnor said you had a brilliant idea to start a joke cult. I told you not to do it. That’s it.” He, Catarina, and Ragnor had taken many trips together, over the centuries. One memorable trip had gotten Magnus banished from Peru. He had always enjoyed those adventures more than any others. Being with his friends almost felt like having a home. He did not know if there would ever be another trip. Ragnor was dead, and Magnus might have done something terrible. “Why didn’t you stop me?” he asked. “You usually stop me!” “I had to take an orphan child across an ocean to save his life.” “Right,” said Magnus. “That’s a good reason.” Catarina shook her head. “I took my eyes off you for one second.” She had worked in mundane hospitals in New York for decades. She saved orphans. She healed the sick. She’d always been the voice of reason in the trio that was Ragnor, Catarina, and Magnus. “So I planned with Ragnor to start a joke cult, and I guess I did it. Now the joke cult is a real cult, and they have a new leader. It sounds like they’re mixed up with a Greater Demon.” Even to Catarina, he wouldn’t say the name of his father. “Sounds like the joke has gotten a little out of hand,” Catarina said dryly. “Sounds like I’m the punch line.

I grimaced. “I’ve never done that before.” He smiled. “They all say that. But if it’s true, we’re even. I’ve never kissed a trick.” I rested my arms on the rickety table between us. He looked pale, and there were dark circles under his eyes. “I want to know why. You’re brilliant, one of the best students I’ve ever had. Why are you…?” “Sucking dick for dollars?” His mouth twisted into a cynical smile. I sat back, aware that I didn’t like the image of his mouth on other men. “Right.

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

they were not even a community, the university faculty, and they shared no general opinion that Owen Meany was brilliant, they expressed no general concern that his individual rights needed protection, and they had no tolerance for eccentricities and peculiarities. The classes they taught were for no student’s special development; their interests were the subject themselves—their passions were for the politics of the university, or of their own departments within it—and their overall view of us students was that we should conform ourselves to their methods of their disciplines of study.

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

I would not be among you to-night (being awarded the 1964 Nobel Prize in Physiology or Medicine) but for the mentors, colleagues and students who have guided and aided me throughout my scientific life. I wish I could name them all and tell you their contributions. More, however, than anyone else it was the late Rudolf Schoenheimer, a brilliant scholar and a man of infectious enthusiasm, who introduced me to the wonders of Biochemistry. Ever since, I have been happy to have chosen science as my career, and, to borrow a phrase of Jacques Barzun, have felt that 'Science is, in the best and strictest sense, glorious entertainment'.

Making money in the markets is tough. The brilliant trader and investor Bernard Baruch put it well when he said, “If you are ready to give up everything else and study the whole history and background of the market and all principal companies whose stocks are on the board as carefully as a medical student studies anatomy—if you can do all that and in addition you have the cool nerves of a gambler, the sixth sense of a clairvoyant and the courage of a lion, you have a ghost of a chance.” In retrospect, the mistakes that led to my crash seemed embarrassingly obvious. First, I had been wildly overconfident and had let my emotions get the better of me. I learned (again) that no matter how much I knew and how hard I worked, I could never be certain enough to proclaim things like what I’d said on Wall $ treet Week: “There’ll be no soft landing. I can say that with absolute certainty, because I know how markets work.” I am still shocked and embarrassed by how arrogant I was. Second, I again saw the value of studying history. What had happened, after all, was “another one of those.” I should have realized that debts denominated in one’s own currency can be successfully restructured with the government’s help, and that when central banks simultaneously provide stimulus (as they did in March 1932, at the low point of the Great Depression, and as they did again in 1982), inflation and deflation can be balanced against each other. As in 1971, I had failed to recognize the lessons of history. Realizing that led me to try to make sense of all movements in all major economies and markets going back a hundred years and to come up with carefully tested decision-making principles that are timeless and universal. Third, I was reminded of how difficult it is to time markets. My long-term estimates of equilibrium levels were not reliable enough to bet on; too many things could happen between the time I placed my bets and the time (if ever) that my estimates were reached. Staring at these failings, I realized that if I was going to move forward without a high likelihood of getting whacked again, I would have to look at myself objectively and change—starting by learning a better way of handling the natural aggressiveness I’ve always shown in going after what I wanted. Imagine that in order to have a great life you have to cross a dangerous jungle. You can stay safe where you are and have an ordinary life, or you can risk crossing the jungle to have a terrific life. How would you approach that choice? Take a moment to think about it because it is the sort of choice that, in one form or another, we all have to make.

Mam drove the same way she walked, freestyle, also known as bumpily. She didn’t really go in for right- and left-hand lanes, which was fine this side of Faha where the road is cart-wide and Mohawked with a raised rib of grass and when two cars meet there is no hope of passing, someone has to throw back a left arm and reverse to the nearest gap or gate, which Faha folks do brilliantly, flooring the accelerator and racing in soft zigzag to where they have just been, defeating time and space both and making a nonsense of past and present, here and there. As any student of Irish history ancient and recent will know, we are a nation of magnificent reversers.

There is a moment in the tractate Menahot when the Rabbis imagine what takes place when Moses ascends Mount Sinai to receive the Torah. In this account (there are several) Moses ascends to heaven, where he finds God busily adding crownlike ornaments to the letters of the Torah. Moses asks God what He is doing and God explains that in the future there will be a man named Akiva, son of Joseph, who will base a huge mountain of Jewish law on these very orthographic ornaments. Intrigued, Moses asks God to show this man to him. Moses is told to 'go back eighteen rows,' and suddenly, as in a dream, Moses is in a classroom, class is in session and the teacher is none other than Rabbi Akiva. Moses has been told to go to the back of the study house because that is where the youngest and least educated students sit. Akiva, the great first-century sage, is explaining Torah to his disciples, but Moses is completely unable to follow the lesson. It is far too complicated for him. He is filled with sadness when, suddenly, one of the disciples asks Akiva how he knows something is true and Akiva answers: 'It is derived from a law given to Moses on Mount Sinai.' Upon hearing this answer, Moses is satisfied - though he can't resist asking why, if such brilliant men as Akiva exist, Moses needs to be the one to deliver the Torah. At this point God loses patience and tells Moses, 'Silence, it's my will.

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

That was certainly a case of snowballing momentum. Who would've thought he'd succeed being that far behind?" "True. This particular assignment was designed to test one major skill... the ability to expect the unexpected. How well the student could envision exactly what sort of dish would be necessary... ... for a buffet-style hotel breakfast was the key to success. But there is another skill... one of the most important for a chef to have in a kitchen, where anything can go wrong without warning... the ability to respond and adapt to any situation at will. Soma handicapped himself with his choice of dish, but by adapting to the situation, he overcame that deficit brilliantly." "He's a little rough around the edges, but he seems like a promising talent.

The boy, called Urbain, is now fourteen years old and wonderfully clever. He deserves to be given the best of educations, and in the neighborhood of Saintes the best education available is to be had at the Jesuit College of Bordeaux. This celebrated seat of learning comprised a high school for boys, a liberal arts college, a seminary, and a School of Advanced Studies for ordained postgraduates. Here the precociously brilliant Urbain Grandier spent more than ten years, first as schoolboy, and later as undergraduate, theological student and, after his ordination in 1615, as Jesuit novice. Not that he intended to enter the Company; for he felt no vocation to subject himself to so rigid a discipline. No, his career was to be made, not in a religious order, but as a secular priest.

At their best, old-fashioned military academies saved students from delinquency. At their worst, they drove boys to it by subjecting them to a culture that valued dominance, violence, and subversion of authorities. The experience is brilliantly told in Pat Conroy’s novel The Lords of Discipline, which depicts life at a military college similar to The Citadel in South Carolina. Although Conroy writes with both dismay and affection, others have offered a more scathing evaluation of these places. In his memoir, Breakshot, former mobster Kenny Gallo noted that his military boarding-school experience transformed him from “a disorderly brat into an orderly outlaw.” Recalling his career at Army and Navy Academy in California, Gallo writes, “I guess you could say my ‘normal’ social development stopped at military school when I was thirteen; I stopped developing as a healthy adult citizen and, first out of self defense and then out of pleasure, began honing my skills as a predator.”7 As

Where is Florence’s imagination? He identified the most common and most functional uses for bricks and blankets and simply stopped. Florence’s IQ is higher than Poole’s. But that means little, since both students are above the threshold. What is more interesting is that Poole’s mind can leap from violent imagery to sex to people jumping out of buildings without missing a beat, and Florence’s mind can’t. Now which of these two students do you think is better suited to do the kind of brilliant, imaginative work that wins Nobel Prizes? That’s the second reason Nobel Prize winners come from Holy Cross as well as Harvard, because Harvard isn’t selecting its students on the basis of how well they do on the “uses of a brick” test—and maybe “uses of a brick” is a better predictor of Nobel Prize ability. It’s also the second reason Michigan Law School couldn’t find a difference between its affirmative action graduates and the rest of its alumni. Being a successful lawyer is about a lot more than IQ. It involves having the kind of fertile mind that Poole had. And just because Michigan’s minority students have lower scores on convergence tests doesn’t mean they don’t have that other critical trait in abundance.

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)

Studentdom, he felt, must pass its own Examinations and define its own Commencement--a slow, most painful process, made the more anguishing by bloody intelligences like the Bonifacists of Siegfrieder College. Yet however it seemed at times that men got nowhere, but only repeated class by class the mistakes of their predecessors, two crucial facts about them were at once their hope and the limitation of their possibility, so he believed. One was their historicity: the campus was young, the student race even younger, and by contrast with the whole of past time, the great collegiate cultures had been born only yesterday. The other had to do with comparative cyclology, a field of systematic speculation he could not review for me just then, but whose present relevance lay in the correspondency he held to obtain between the life-history of individuals and the history of studentdom in general. As the embryologists maintained that ontogeny repeats phylogeny, so, Max claimed, the race itself--and on a smaller scale, West-Campus culture--followed demonstrably--in capital letters, as it were, or slow motion--the life-pattern of its least new freshman. This was the basis of Spielman's Law--ontogeny repeats cosmogeny--and there was much more to it and to the science of cyclology whereof it was first principle. The important thing for now was that, by his calculations, West-Campus as a whole was in mid-adolescence... 'Look how we been acting,' he invited me, referring to intercollegiate political squabbles; 'the colleges are spoilt kids, and the whole University a mindless baby, ja? Okay: so weren't we all once, Enos Enoch too? And we got to admit that the University's a precocious kid. If the history of life on campus hadn't been so childish, we couldn't hope it'll reach maturity.' Studentdom had passed already, he asserted, from a disorganized, pre-literate infancy (of which Croaker was a modern representative, nothing ever being entirely lost) through a rather brilliant early childhood ('...ancient Lykeion, Remus, T'ang...') which formed its basic and somewhat contradictory character; it had undergone a period of naive general faith in parental authority (by which he meant early Founderism) and survived critical spells of disillusionment, skepticism, rationalism, willfulness, self-criticism, violence, disorientation, despair, and the like--all characteristic of pre-adolescence and adolescence, at least in their West-Campus form. I even recognized some of those stages in my own recent past; indeed, Max's description of the present state of West-Campus studentdom reminded me uncomfortably of my behavior in the Lady-Creamhair period: capricious, at odds with itself, perverse, hard to live with. Its schisms, as manifested in the Quiet Riot, had been aggravated and rendered dangerous by the access of unwonted power--as when, in the space of a few semesters, a boy finds himself suddenly muscular, deep-voiced, aware of his failings, proud of his strengths, capable of truly potent love and hatred--and on his own. What hope there was that such an adolescent would reach maturity (not to say Commencement) without destroying himself was precisely the hope of the University.

When the time comes, & I hope it comes soon, to bury this era of moral rot & the defiling of our communal, social, & democratic norms, the perfect epitaph for the gravestone of this age of unreason should be Iowa Senator Chuck Grassley's already infamous quote: "I think not having the estate tax recognizes the people that are investing... as opposed to those that are just spending every darn penny they have, whether it’s on booze or women or movies.” Grassley's vision of America, quite frankly, is one I do not recognize. I thought the heart of this great nation was not limited to the ranks of the plutocrats who are whisked through life in chauffeured cars & private jets, whose often inherited riches are passed along to children, many of whom no sacrifice or service is asked. I do not begrudge wealth, but it must come with a humility that money never is completely free of luck. And more importantly, wealth can never be a measure of worth. I have seen the waitress working the overnight shift at a diner to give her children a better life, & yes maybe even take them to a movie once in awhile - and in her, I see America. I have seen the public school teachers spending extra time with students who need help & who get no extra pay for their efforts, & in them I see America. I have seen parents sitting around kitchen tables with stacks of pressing bills & wondering if they can afford a Christmas gift for their children, & in them I see America. I have seen the young diplomat in a distant foreign capital & the young soldier in a battlefield foxhole, & in them I see America. I have seen the brilliant graduates of the best law schools who forgo the riches of a corporate firm for the often thankless slog of a district attorney or public defender's office, & in them I see America. I have seen the librarian reshelving books, the firefighter, police officer, & paramedic in service in trying times, the social worker helping the elderly & infirm, the youth sports coaches, the PTA presidents, & in them I see America. I have seen the immigrants working a cash register at a gas station or trimming hedges in the frost of an early fall morning, or driving a cab through rush hour traffic to make better lives for their families, & in them I see America. I have seen the science students unlocking the mysteries of life late at night in university laboratories for little or no pay, & in them I see America. I have seen the families struggling with a cancer diagnosis, or dementia in a parent or spouse. Amid the struggles of mortality & dignity, in them I see America. These, & so many other Americans, have every bit as much claim to a government working for them as the lobbyists & moneyed classes. And yet, the power brokers in Washington today seem deaf to these voices. It is a national disgrace of historic proportions. And finally, what is so wrong about those who must worry about the cost of a drink with friends, or a date, or a little entertainment, to rephrase Senator Grassley's demeaning phrasings? Those who can't afford not to worry about food, shelter, healthcare, education for their children, & all the other costs of modern life, surely they too deserve to be able to spend some of their “darn pennies” on the simple joys of life. Never mind that almost every reputable economist has called this tax bill a sham of handouts for the rich at the expense of the vast majority of Americans & the future economic health of this nation. Never mind that it is filled with loopholes written by lobbyists. Never mind that the wealthiest already speak with the loudest voices in Washington, & always have. Grassley’s comments open a window to the soul of the current national Republican Party & it it is not pretty. This is not a view of America that I think President Ronald Reagan let alone President Dwight Eisenhower or Teddy Roosevelt would have recognized. This is unadulterated cynicism & a version of top-down class warfare run amok. ~Facebook 12/4/17

He loved to tell his students a story which summarized his attitudes on this matter of intellectual inspection: “A Roman came to Rabbi Gimzo the Water Carrier, and asked, ‘What is this study of the law that you Jews engage in?’ and Gimzo replied, ‘I shall explain. There were two men on a roof, and they climbed down the chimney. One’s face became sooty. The other’s not. Which one washed his face?’ The Roman said, ‘That’s easy, the sooty one, of course.’ Gimzo said, ‘No. The man without the soot looked at his friend, saw that the man’s face was dirty, assumed that his was too, and washed it.’ Cried the Roman, ‘Ah ha! So that’s the study of law. Sound reasoning.’ But Gimzo said, ‘You foolish man, you don’t understand. Let me explain again. Two men on a roof. They climb down a chimney. One’s face is sooty, the other’s not. Which one washes?’ The Roman said, ‘As you just explained, the man without the soot.’ Gimzo cried, ‘No, you foolish one! There was a mirror on the wall and the man with the dirty face saw how sooty it was and washed it.’ The Roman said, ‘Ah ha! So that’s the study of law! Conforming to the logical.’ But Rabbi Gimzo said, ‘No, you foolish one. Two men climbed down the chimney. One’s face became sooty? The other’s not? That’s impossible. You’re wasting my time with such a proposition.’ And the Roman said, ‘So that’s the law! Common sense.’ And Gimzo said, ‘You foolish man! Of course it was possible. When the first man climbed down the chimney he brushed the soot away. So the man who followed found none to mar him.’ And the Roman cried, ‘That’s brilliant, Rabbi Gimzo. Law is getting at the basic facts.’ And for the last time Gimzo said, ‘No, you foolish man. Who could brush all the soot from a chimney? Who can ever understand all the facts?’ Humbly the Roman asked, ‘Then what is the law?’ And Gimzo said quietly, ‘It’s doing the best we can to ascertain God’s intention, for there were indeed two men on a roof, and they did climb down the same chimney. The first man emerged completely clean while it was the second who was covered with soot, and neither man washed his face, because you forgot to ask me whether there was any water in the basin. There was none.’ 

In 1931, amid that incredible transformation, a brilliant young Russian psychologist named Alexander Luria recognized a fleeting “natural experiment,” unique in the history of the world. He wondered if changing citizens’ work might also change their minds. When Luria arrived, the most remote villages had not yet been touched by the warp-speed restructuring of traditional society. Those villages gave him a control group. He learned the local language and brought fellow psychologists to engage villagers in relaxed social situations—teahouses or pastures—and discuss questions or tasks designed to discern their habits of mind. Some were very simple: present skeins of wool or silk in an array of hues and ask participants to describe them. The collective farmers and farm leaders, as well as the female students, easily picked out blue, red, and yellow, sometimes with variations, like dark blue or light yellow. The most remote villagers, who were still “premodern,” gave more diversified descriptions: cotton in bloom, decayed teeth, a lot of water, sky, pistachio. Then they were asked to sort the skeins into groups. The collective farmers, and young people with even a little formal education, did so easily, naturally forming color groups. Even when they did not know the name of a particular color, they had little trouble putting together darker and lighter shades of the same one. The remote villagers, on the other hand, refused, even those whose work was embroidery. “It can’t be done,” they said, or, “None of them are the same, you can’t put them together.” When prodded vigorously, and only if they were allowed to make many small groups, some relented and created sets that were apparently random. A few others appeared to sort the skeins according to color saturation, without regard to the color. Geometric shapes followed suit. The greater the dose of modernity, the more likely an individual grasped the abstract concept of “shapes” and made groups of triangles, rectangles, and circles, even if they had no formal education and did not know the shapes’ names. The remote villagers, meanwhile, saw nothing alike in a square drawn with solid lines and the same exact square drawn with dotted lines. To Alieva, a twenty-six-year-old remote villager, the solid-line square was obviously a map, and the dotted-line square was a watch. “How can a map and a watch be put together?” she asked, incredulous. Khamid, a twenty-four-year-old remote villager, insisted that filled and unfilled circles could not go together because one was a coin and the other a moon.

If you are a great warrior, you are supposed to be prepared to humble yourself before the lowest opponent. If you are a great general, you are supposed to be prepared to humble yourself before the lowest soldier. If you are a great politician, you are supposed to be prepared to humble yourself before for the lowest constituent. If you are a great governor, you are supposed to be prepared to humble yourself before for the lowest peasant. If you are a great president, you are supposed to be prepared to humble yourself before the lowest citizen. If you are a great leader, you are supposed to be prepared to humble yourself before for the lowest servant. If you are a great pastor, you are supposed to be prepared to humble yourself before the lowest parishioner. If you are a great prophet, you are supposed to be prepared to humble yourself before the lowest seer. If you are a great pope, you are supposed to be prepared to humble yourself before the lowest priest. If you are a great teacher, you are supposed to be prepared to humble yourself before for the lowest student. If you are a great guru, you are supposed to be prepared to humble yourself before for the lowest disciple. If you are a great architect, you are supposed to be prepared to humble yourself before the lowest mason. If you are a great engineer, you are supposed to be prepared to humble yourself before the lowest mechanic. If you are a great inventor, you are supposed to be prepared to humble yourself before for the lowest scientist. If you are a great doctor, you are supposed to be prepared to humble yourself before for the lowest nurse. If you are a great judge, you are supposed to be prepared to humble yourself before the lowest lawyer. If you are a great artist, you are supposed to be prepared to humble yourself before the lowest apprentice. If you are a great coach, you are supposed to be prepared to humble yourself before for the lowest athlete. If you are a great genius, you are supposed to be prepared to humble yourself before for the lowest talent. If you are a great philanthropist, you are supposed to be prepared to humble yourself before for the lowest beggar. In the school of patience, it is the long suffering who graduate. In the school of generosity, it is the kind who graduate. In the school of activism, it is the devoted who graduate. In the school of honor, it is the noble who graduate. In the school of wisdom, it is the prudent who graduate. In the school of knowledge, it is the curious who graduate. In the school of insight, it is the observant who graduate. In the school of understanding, it is the intelligent who graduate. In the school of success, it is the excellent who graduate. In the school of eminence, it is the influential who graduate. In the school of conquest, it is the fearless who graduate. In the school of enlightenment, it is the humble who graduate. In the school of courage, it is the hopeful who graduate. In the school of fortitude, it is the determined who graduate. In the school of leadership, it is servants who graduate. In the school of talent, it is the skilled who graduate. In the school of genius, it is the brilliant who graduate. In the school of greatness, it is the persevering who graduate. In the school of transcendence, it is the fearless who graduate. In the school of innovation, it is the creative who graduate.

As she explained to her students, patients often awoke from very bad illnesses or cardiac arrests, talking about how they had been floating over their bodies. “Mm-hmmm,” Norma would reply, sometimes thinking, Yeah, yeah, I know, you were on the ceiling. Such stories were recounted so frequently that they hardly jolted medical personnel. Norma at the time had mostly chalked it up to some kind of drug reaction or brain malfunction, something like that. “No, really,” said a woman who’d recently come out of a coma. “I can prove it.” The woman had been in a car accident and been pronounced dead on arrival when she was brought into the emergency room. Medical students and interns had begun working on her and managed to get her heartbeat going, but then she had coded again. They’d kept on trying, jump-starting her heart again, this time stabilizing it. She’d remained in a coma for months, unresponsive. Then one day she awoke, talking about the brilliant light and how she remembered floating over her body. Norma thought she could have been dreaming about all kinds of things in those months when she was unconscious. But the woman told them she had obsessive-compulsive disorder and had a habit of memorizing numbers. While she was floating above her body, she had read the serial number on top of the respirator machine. And she remembered it. Norma looked at the machine. It was big and clunky, and this one stood about seven feet high. There was no way to see on top of the machine without a stepladder. “Okay, what’s the number?” Another nurse took out a piece of paper to jot it down. The woman rattled off twelve digits. A few days later, the nurses called maintenance to take the ventilator machine out of the room. The woman had recovered so well, she no longer needed it. When the worker arrived, the nurses asked if he wouldn’t mind climbing to the top to see if there was a serial number up there. He gave them a puzzled look and grabbed his ladder. When he made it up there, he told them that indeed there was a serial number. The nurses looked at each other. Could he read it to them? Norma watched him brush off a layer of dust to get a better look. He read the number. It was twelve digits long: the exact number that the woman had recited. The professor would later come to find out that her patient’s story was not unique. One of Norma’s colleagues at the University of Virginia Medical Center at the time, Dr. Raymond Moody, had published a book in 1975 called Life After Life, for which he had conducted the first large-scale study of people who had been declared clinically dead and been revived, interviewing 150 people from across the country. Some had been gone for as long as twenty minutes with no brain waves or pulse. In her lectures, Norma sometimes shared pieces of his research with her own students. Since Moody had begun looking into the near-death experiences, researchers from around the world had collected data on thousands and thousands of people who had gone through them—children, the blind, and people of all belief systems and cultures—publishing the findings in medical and research journals and books. Still, no one has been able to definitively account for the common experience all of Moody’s interviewees described. The inevitable question always followed: Is there life after death? Everyone had to answer that question based on his or her own beliefs, the professor said. For some of her students, that absence of scientific evidence of an afterlife did little to change their feelings about their faith. For others,

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

In Al-Karnak, an Egyptian film produced in the mid-1970s, the leading Egyptian actress Souad Hosni brilliantly exposed what a broken soul would look like, after her character – an aspiring postgraduate student – was humiliated, tortured and raped in ‘Nasser's prisons’.

apple brand is the school ,Samsung is a brilliant student

Knowing what you’re aiming for is essential. In a famous study of Yale University students, researchers found that only 3% had written goals with plans for their achievement. Twenty years later researchers interviewed the surviving graduates and found that those 3% were worth more financially than the other 97% combined.

Perhaps you had an older brother who was a brilliant student. He got A’s in school; you made only C’s, and you never heard the last of it. So you believed that you could never succeed in life as he could. He got A’s and you got C’s, so you reasoned that you were consigned to getting C’s all your life. Apparently you never realized that some of those who failed to get high grades in school have been the greatest successes outside of school. Just because somebody gets an A in college doesn’t make him the greatest man in the United States, because maybe his A’s will stop when he gets his diploma, and the fellow who got C’s in school will go on later to get the real A’s in life.

The student body, too, felt more diverse. Rob spoke often of "real people" with his friends, by which he meant people who struggled, like they all did. On the Ivy League campus visits, any sense of daily or long-term struggle had seemed airbrushed. At Johns Hopkins––and maybe he was only imagining this because of the Ivy League stigma absent in Baltimore––Rob believed the average student had worked harder and sacrificed more to be there.

Very few kids step out of a youth ministry because the programs are lousy. Kids will actually forgive all kinds of programmatic mediocrity if they are certain they belong. Consider what most teenagers do on weekend nights. They don’t usually have brilliant, hypercreative plans (you’ve seen them meandering through Blockbuster for hours, looking for a movie to rent). They simply “hang out” with their friends. If our youth ministries don’t provide students with the opportunity to be with the kinds of friends they want, it won’t matter how spiritual, cutting-edge or outrageous our programs are; kids will not stick.

Your mom is a great cook,” I said, enjoying the macaroni salad. “Yeah, self taught. Trial and error. Can you cook?” “We usually didn’t have a kitchen in the motel. I can warm stuff up, but that’s it.” Cooper studied me then nodded. “I’d have my mom teach you, but she’s pretty scary in the kitchen. Her way or the highway thing. They have evening classes at the college where they teach cooking. Maybe once you get settled in, you can take a class. I know how my girl loves to learn.” Swallowing hard, I blurted out, “After we eat, can we go to your bedroom?” Cooper glanced at the television and sighed. “No fucking way.” “Why?” “Your face is why. You look like you might puke.” “I’m nervous, but I want to.” “No fucking way times ten, baby,” he said, glancing back at me. “Today is going too damn well. There’s no way I’m ruining it by having sex when you’re still not sure about me.” “When then?” “When you look at me and I know you want it. When I know you’re giving with your heart and not that big head of yours.” “My head isn’t big.” “Figuratively.” “Oh, I still don’t think it’s big. I’m an average student. Steady like a tortoise.” “Don’t talk shit about my girl,” he said, gnawing at a corncob. “She’s fucking brilliant. She likes me after all.

It is what human beings do. We compare ourselves to those in the same situation as ourselves, which means that students in an elite school—except, perhaps, those at the very top of the class—are going to face a burden that they would not face in a less competitive atmosphere. Citizens of happy countries have higher suicide rates than citizens of unhappy countries, because they look at the smiling faces around them and the contrast is too great. Students at “great” schools look at the brilliant students around them, and how do you think they feel? The phenomenon of relative deprivation applied to education is called—appropriately enough—the “Big Fish–Little Pond Effect.” The more elite an educational institution is, the worse students feel about their own academic abilities. Students who would be at the top of their class at a good school can easily fall to the bottom of a really good school. Students who would feel that they have mastered a subject at a good school can have the feeling that they are falling farther and farther behind in a really good school. And that feeling — as subjective and ridiculous and irrational as it may be — matters. How you feel about your abilities — your academic “self-concept” — in the context of your classroom shapes your willingness to tackle challenges and finish difficult tasks. It’s a crucial element in your motivation and confidence.

Somewhere I read, if Apple is an school then Samsung is the brilliant student. In Indian market I can say that Micromax is the smartest student

Told yeh, didn’t I? Told yeh you was famous. Even Professor Quirrell was tremblin’ ter meet yeh — mind you, he’s usually tremblin’.” “Is he always that nervous?” “Oh, yeah. Poor bloke. Brilliant mind. He was fine while he was studyin’ outta books but then he took a year off ter get some first-hand experience. . . . They say he met vampires in the Black Forest, and there was a nasty bit o’ trouble with a hag — never been the same since. Scared of the students, scared of his own subject — now, where’s me umbrella?” Vampires?

18. B-R-I-L-L-I-A-N-T Remember, it is better to focus on the behaviour you want to see rather than that you don’t. Tell the students at the beginning of class that every time they are listening attentively, staying on task and so on, they will get one letter of the word BRILLIANT written on the board. If they get all of the letters by the end of the lesson they get a class reward.

But a deeper transition affected people of color in this dazed context. Before course selections and extra-curricular sign-up sheets, before bags could even be unpacked in rooms, black students had to situate themselves within their own race. The process was complicated, conflicting, usually silent, highly fraught, and wholly invisible to their white classmates. Most of whom had never actively had to consider the role of race in their lives.

Luther’s Wittenberg thesis was quickly translated from Latin to German and widely published. Devout men had already been quietly grumbling about the decadence of the Church and the abuses of the Papacy. Now, it was as if a match had been tossed on the dry kindling of discontent. The fire that began to burn, the Reformation, was sweeping Europe, and even within a conservative bastion like Montaigu, smoke from the Reformist fires was wafting in. Students with open and brilliant minds, like Jean, were beginning to feel the heat.

down fighting it! The only flaw is that, at times, their bravery tends to border to recklessness, which either could be too brilliant or too foolish. SLYTHERIN Though the house is popularly believed to be the anti-Gryffindor, it is not so. The main quality that the students of this house portray is ambition and their means of getting what they want. Their ways of achieving their goals may not always be right, but sometimes they are not wrong either. But, the limits

If you have never read about quantum mechanics before (perhaps even if you have), you will no doubt find it confusing, maybe incomprehensible. If you do, take heart! As the brilliant (and Nobel prize-winning) physicist Richard Feynman put it: It is my task to convince you not to turn away because you don’t understand it. You see, my physics students don’t understand it either. That’s because I don’t understand it. Nobody does.

This student, in a brilliant flash, had hit upon the “secret of life.” He had realized that the labels he had been taking so seriously are human inventions—it’s all a game. The Number 68 is invented and the A is invented, so we might as well choose to invent something that brightens our life and the lives of the people around us.

Of the Russian exiles, Lenin is the last I should have picked as a man of destiny. [Angelica] Balabanoff says that she cannot remember where she first met Lenin and that even when she became conscious of his existence he made no impression upon her. Many others would say the same, but I remember vividly my first meeting with him. It was at dinner in a small Greek restaurant in Soho, not far from the house which bears the tablet commemorating the fact that Karl Marx once lived there. I met him again at Stuttgart, [at the International Socialist Congress] in 1907. In the meantime he had acquired the reputation of being a brilliant student of Marxian economics, a dangerous antagonist in all intra-party controversies and a master of revolutionary tactics and sectarian conspiracies. At the conference he was usually surrounded by a small group of whispering disciples. … Some of Lenin's enemies believed that he was a paid emissary of the Russian police. His tactics and the dissensions which he promoted among the Russian socialists aroused suspicion. He was a fanatic, a disorganizer, a sectarian, who gave no indication in pre-war days of having the qualities of a national leader. He won his battles but they were always directed against his comrades.

Sometimes, the most brilliant and intelligent minds do not shine in standardized tests because they do not have standardized minds.” — Diane Ravitch

Rob, by all accounts, had never thought much about race. While he had painstakingly devised methods to navigate the different groups of people in his life, almost all of those people had been black. Uncharacteristically for the average black student coming to Yale, he’d never contemplated, let alone practiced, the fine intricacies of living in a socioeconomic atmosphere not his own. New friendships with people who railed against those intricacies—loudly, profanely—had him thinking about race very much. Typical of Rob Peace, though not of Sherman and the others, he did so intellectually rather than angrily. “Say a white boy takes a wrong turn and comes to my hood,” he once said. “Now he’s in the minority—nobody wants him there, unless it’s to rob his ass—and more than anything he has to think about how to protect himself, how to get out. There’s no weaker situation to be in than that, and this boy isn’t getting anything productive done until he’s out, back among his own people. But we take a wrong turn and end up at Yale, for the first time in our lives we don’t have to worry about protecting ourselves. And we were all able to get enough shit done to be accepted here—so imagine what we can do when you take all the crazy hood shit out of the equation and we can just focus on the business at hand. So what if it’s annoying as hell? Instead of sitting around here bitching about it, maybe we just accept that it is what it is, and know that we have the capacity to get way more from them than they’ll ever get from us.

Mr. Cawley looked into Rob’s eyes and understood that the young man was saying this only because he was supposed to. He saw something more in those eyes: anger. The emotion wasn’t nakedly apparent, but Mr. Cawley was a professional at reading the subtleties of people. The elderly and wildly successful credit card magnate believed that certain human frailties could actually help fuel success. Insecurity drove billionaire entrepreneurs. Emotional instability made for superb art. The need for attention built great political leaders. But anger, in his experience, led only to inertia. He remembered when he’d offered to pay Rob’s tuition at this very event, in this very gymnasium—an offer he’d never made to any student before or since. As a financial master, Mr. Cawley looked at the world in terms of investments, of risk and reward. In 1998, the “investment” in Rob had struck him on paper as one of the lowest-risk and the highest-return; he saw no possible downside in giving this rare boy the slight push (Yale’s four-year tuition of $140,000 being slight for a bank CEO worth nine figures) he needed to reach the pinnacle for which he was already headed. Almost a decade later, as Rob broke off eye contact to gaze down at the floor as if there were a pit between them, Mr. Cawley understood that a life wasn’t lived on paper. He was not disappointed so much as confused, and he opted not to inquire further into what exactly had happened to Rob’s psyche between Yale graduation and now. He wanted to spare himself the sting of his own poor judgment. This conversation was the last he ever had with Rob.

My entire stay there might have been time lost if it hadn't been for the unique personality of a brilliant teacher. Miss Kirwin was that rare educator who was in love with information. I will always believe that her love of teaching came not so much from her liking for students but her desire to make sure that some of the things she knew would find repositories so that they could be shared again.

of magic carpets flies by with student drivers. The carpets are an array of bright purples, blues, pinks, and brilliant oranges, with tassels hanging so low that one brushes my head.

Mr. Bode piped, “Just to reiterate the specifics. We want the magical essence of the Quintet to reveal themselves through their spirit keys. So, Helloise, you can do half now and complete it at the height of the Taurunox so it has maximum effect. That should be just shy of ten when the students are enjoying their last dance.” Mrs. Vee nodded, closed her eyes, and proffered her arm with the blue Obiscule in her palm. Mr. Bode spoke again. 'Oh, and before you proceed, Helloise. I apologize for the inconvenience, but when we do identify the Blood Quintet, we will all be on bodyguard duty for the night at their homes just to ensure they're fine throughout the duration of the meteor shower." Mrs. Vee huffed. “Rather annoying. But I guess I see the sense in it. I’ll be using my alternative form, however. Surely, that’s permitted in these…special circumstances.” Mr. Bode glanced at Mr. Bruce, who nodded. "Yes, you may morph,” Bode said. “But I warn… you may be subject to fierce attacks from the enemy. I say that to say that it is not my prerogative to tell you not to use forbidden spells." Each of them nodded in agreement. Mr. Bruce added. “Kat. You’re the most inexperienced here. If there’s anything you will need before the vigil then I’m sure you can approach any of us here. Yes?” "Got it." Ms. Nash nodded, her fingers trembling under the table. “Please proceed, Helloise,” Mr. Bruce ordered. Mrs.Vee inhaled deeply before enunciating a melodious five-lined incantation that could pass for a nursery rhyme. Seconds later, her blue orb emitted five strands of flaccid, spaghettified blue light which fell down over her palm like a quintet of luminescent shoe-laces. Without warning, the light laces stiffened and shot off in different directions. The room glowed momentarily as the light inside the orb flickered like a flame in the wind. Finally, Mrs. Vee uttered a single word, pitching the room once more into semi-darkness. “Done,” she said, sitting. Mr. Bruce gave her a half-hearted clap. “Brilliant.

In 1963, Choh Hao Li, chairman and lone tenured faculty member in the Institute of Experimental Biology at Berkeley, announced that he had isolated and purified his sixth pituitary hormone, lipotropin. The magnitude of such a feat is clear considering that only one other person had ever purified a hormone, and that person was not coincidentally a student of Li's. The purification of lipotropin should have been a reason to celebrate; however, Li's colleagues at Berkeley acknowledged but did not rejoice in his success. As they perceived it, endocrinology was a scientific field that came out of the clinical sciences, which meant that Li's research was completely unsound, and they put enormous pressure on him to change his scientific topic. When that did not work, Wendell Stanley tried to 'promote [Li] out of the Virus Laboratory,' then later University Chancellor Clark Kerr threatened to discontinue the Institute for Experimental Biology because it did not fit with Berkeley's commitment to pure research. Things got infinitely worse for Li, of course, because he became perceived as less qualified with each professional achievement. [...] C. H. Li's travails at Berkeley are only half the story. In 1969, five years after transferring from Berkeley to UCSF, Li and his laboratory assistants assembled a highly complex synthetic version of human growth hormone (HGH) that was biologically active and could promote the growth of bones and muscle tissue. Rather than ignore or criticize the work, however, journalists waxed eloquently [sic] about Li's creation of HGH. One described it as no less than a panacea for most of the world's problems. Others clearly saw specific applications: 'it might now be . . . possible to tailor-make hormones that can inhibit breast cancer.' Li's discovery of synthetic HGH 'constituted a truly . . . great research breakthrough [that had] obvious applications,' ranging from 'human growth and development to . . . treatment of cancer and coronary artery disease.' Desperate letters poured in too; athletes wanted to know if HGH would help them become faster, bigger, stronger, and dwarfs from all over the world begged for samples of HGH or to volunteer as experimental subjects. Unlike at Berkeley, Li's discovery made him a hero at UCSF. None other than UCSF Chancellor Phillip Lee described Li's discovery as 'meticulous, painstaking, and brilliant research' and then tried to capitalize on the moment by asking the public and their political representatives to increase federal support of bioscience research. 'Research money is dwindling fast,' repeated Lee to anyone who cared to listen. 'We've proven than synthesis can be done, now all we need is the money and time to prove its tremendous value.' It is not surprising that federal and state money began to pour into Li's lab. What is shocking, however, is how quickly Li achieved scientific acclaim, not because he changed, but because the rest of the world around him changed so much.

He’s brilliant—he could have made millions in Silicon Valley, but he’d rather teach and mentor students,” she says. “Not enough of those kind of people out there.

Wheeler's brilliant student Richard Feynman had developed a unique approach to quantum mechanics, called 'sum over histories', that generalized Hamilton's least-action principle to the study of how photons transfer between electrons and other charged particles to generate the electromagnetic force. In creating a force, the photon acts as what is called an 'exchange particle'. (Its existence is required through Weyl's gauge theory of electromagnetism.) Unlike in classical mechanics, in which particles travel along unique paths, Feynman showed how in quantum interactions all possible paths are taken, weighted by their probabilities to create a net result.

THE INTERNATIONAL BESTSELLER THE Royal Physician’s Visit PER OLOV ENQUIST Translated from the Swedish by Tiina Nunnally Set in Denmark in the 1760s, The Royal Physician’s Visit magnificently recasts the dramatic era of Danish history when Johann Friedrich Struensee, a German doctor from Altona, student of Enlightenment philosophers Diderot and Voltaire, and court physician to mad young King Christian, stepped through the aperture history had opened for him and became for two years the holder of absolute power in Denmark. Dr. Struensee, tall, handsome, and charismatic, introduced hundreds of reforms, many of which would become hallmarks of the French Revolution twenty years later, including freedom of the press and improvement of the treatment of the peasantry. He also took young Queen Caroline Mathilde—unsatisfied by her unstable, childlike husband—as his mistress. He was a brilliant intellectual and brash reformer, yet Struensee lacked the cunning and subtlety of a skilled politician and, most tragically, lacked the talent to choose the right enemies at court, a flaw which would lead to his torture and execution. An international sensation sold in twenty countries, The Royal Physician’s Visit is a view from the seat of absolute power, a gripping tale, vividly and entertainingly told. Enquist’s talent is in full force as he brilliantly explores the connections that will always run between political theory and practice, power, sex, love, and the life of the mind. “A great book, a powerful book—it effortlessly and self-confidently surmounts the standard works of fiction.” —Die Zeit “Incomparably exciting in its uncompromising lucidity and at the same time unsettling.” —Suddeutsche Zeitung “Time and time again the story takes to the air on the wings of fantasy … a magnificent adventure.” —Upsala Nya Tidning “The erotic scenes are among the most beautiful I have read in modern literature.” —Kvällsposten

If you're a yoga teacher, I'm certain that your students will show up not for what your poses, your body, your practice looks like, not because you are the most innovative or brilliant or beautiful (though, I assure you, you are innovative, brilliant, and beautiful), but because you’re the only one who can teach like you, whose journey has led you exactly to this moment. And, I assure you, whatever you’ve got and whatever got you here— embrace it. We need your message.

Though why would this incredibly sexy, sophisticated man be interested in me? I was the girl-next-door type, a solid B student, and he was the kind of sexy academic who probably dated brilliant supermodels.

Based on my study of Harvard undergraduates, the average number of romantic relationships over four years is less than one. The average number of sexual partners, if you’re curious, is 0.5 per student. (I have no idea what 0.5 sexual partners means, but it sounds like the scientific equivalent of second base.) In my survey, I found that among these brilliant Harvard students, 24 percent are unaware if they are currently involved in any romantic relationship. What