Candle Teacher Quotes

Books, purchasable at low cost, permit us to interrogate the past with high accuracy; to tap the wisdom of our species; to understand the point of view of others, and not just those in power; to contemplate--with the best teachers--the insights, painfully extracted from Nature, of the greatest minds that ever were, drawn from the entire planet and from all of our history. They allow people long dead to talk inside our heads. Books can accompany us everywhere. Books are patient where we are slow to understand, allow us to go over the hard parts as many times as we wish, and are never critical of our lapses. Books are key to understanding the world and participating in a democratic society.

I find many adults are put off when young children pose scientific questions. Why is the Moon round? the children ask. Why is grass green? What is a dream? How deep can you dig a hole? When is the world’s birthday? Why do we have toes? Too many teachers and parents answer with irritation or ridicule, or quickly move on to something else: ‘What did you expect the Moon to be, square?’ Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. Why adults should pretend to omniscience before 6-year-olds, I can’t for the life of me understand. What’s wrong with admitting that we don’t know something? Is our self-esteem so fragile?

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Stories live in your blood and bones, follow the seasons and light candles on the darkest night-every storyteller knows she or he is also a teacher..

In every village there is a candle, the teacher; and an extinguisher, the clergy.

Where there was Shizun, there was light. Where there was Chu Wanning, there was a flame. He looked up evenly at Mo Ran from where he stood by the candle holder with his long eyelashes downcast, and gave him a small, serene smile. He said, "Go back to sleep, Mo Ran. See, the light is lit now. Don't be afraid

i was dead i came alive i was tears i became laughter all because of love when it arrived my temporal life from then on changed to eternal love said to me you are not crazy enough you don’t fit this house i went and became crazy crazy enough to be in chains love said you are not intoxicated enough you don’t fit the group i went and got drunk drunk enough to overflow with light-headedness love said you are still too clever filled with imagination and skepticism i went and became gullible and in fright pulled away from it all love said you are a candle attracting everyone gathering every one around you i am no more a candle spreading light i gather no more crowds and like smoke i am all scattered now love said you are a teacher you are a head and for everyone you are a leader i am no more not a teacher not a leader just a servant to your wishes love said you already have your own wings i will not give you more feathers and then my heart pulled itself apart and filled to the brim with a new light overflowed with fresh life now even the heavens are thankful that because of love i have become the giver of light

I was dead I came alive I was tears I became laughter All because of love when it arrived my temporal life from then on changed to eternal Love said to me you are not crazy enough you don’t fit this house I went and became crazy crazy enough to be in chains Love said you are not intoxicated enough you don’t fit the group I went and got drunk drunk enough to overflow with light-headedness Love said you are still too clever filled with imagination and skepticism I went and became gullible and in fright pulled away from it all Love said you are a candle attracting everyone gathering every one around you I am no more a candle spreading light I gather no more crowds and like smoke I am all scattered now Love said you are a teacher you are a head and for everyone you are a leader I am no more not a teacher not a leader just a servant to your wishes Love said you already have your own wings I will not give you more feathers And then my heart pulled itself apart and filled to the brim with a new light overflowed with fresh life Now even the heavens are thankful that because of love I have become the giver of light

ONE WHO WRAPS HIMSELF God called the Prophet Muhammad Muzzammil, "The One Who Wraps Himself," and said, "Come out from under your cloak, you so fond of hiding and running away. Don't cover your face. The world is a reeling, drunken body, and you are its intelligent head. Don't hide the candle of your clarity. Stand up and burn through the night, my prince. Without your light a great lion is held captive by a rabbit! Be the captain of the ship, Mustafa, my chosen one, my expert guide. Look how the caravan of civilization has been ambushed. Fools are everywhere in charge. Do not practice solitude like Jesus. Be in the assembly, and take charge of it. As the bearded griffin, the Humay, lives on Mt. Qaf because he's native to it, so you should live most naturally out in public and be a communal teacher of souls.

A teacher is like a candle that lights others by consuming itself.

Ah, the Hand of Glory!” said Mr. Borgin, abandoning Mr. Malfoy’s list and scurrying over to Draco. “Insert a candle and it gives light only to the holder! Best friend of thieves and plunderers! Your son has fine taste, sir.” “I hope my son will amount to more than a thief or a plunderer, Borgin,” said Mr. Malfoy coldly, and Mr. Borgin said quickly, “No offense, sir, no offense meant —” “Though if his grades don’t pick up,” said Mr. Malfoy, more coldly still, “that may indeed be all he is fit for —” “It’s not my fault,” retorted Draco. “The teachers all have favorites, that Hermione Granger —” “I would have thought you’d be ashamed that a girl of no wizard family beat you in every exam,” snapped Mr. Malfoy. “Ha!” said Harry under his breath, pleased to see Draco looking both abashed and angry.

The development of objective thinking by the Greeks appears to have required a number of specific cultural factors. First was the assembly, where men first learned to persuade one another by means of rational debate. Second was a maritime economy that prevented isolation and parochialism. Third was the existence of a widespread Greek-speaking world around which travelers and scholars could wander. Fourth was the existence of an independent merchant class that could hire its own teachers. Fifth was the Iliad and the Odyssey, literary masterpieces that are themselves the epitome of liberal rational thinking. Sixth was a literary religion not dominated by priests. And seventh was the persistence of these factors for 1,000 years.

1 One went to the door of the Beloved and knocked. A voice asked: “Who is there?” He answered: “It is I.” The voice said: “There is no room here for me and thee.” The door was shut. After a year of solitude and deprivation this man returned to the door of the Beloved. He knocked. A voice from within asked: “Who is there?” The man said: “It is Thou.” The door was opened for him. 2 The minute I heard my first love story, I started looking for you, not knowing how blind that was. Lovers don’t finally meet somewhere, they’re in each other all along. 3 Love is from the infinite, and will remain until eternity. The seeker of love escapes the chains of birth and death. Tomorrow, when resurrection comes, The heart that is not in love will fail the test. 4 When your chest is free of your limiting ego, Then you will see the ageless Beloved. You can not see yourself without a mirror; Look at the Beloved, He is the brightest mirror. 5 Your love lifts my soul from the body to the sky And you lift me up out of the two worlds. I want your sun to reach my raindrops, So your heat can raise my soul upward like a cloud. 6 There is a candle in the heart of man, waiting to be kindled. In separation from the Friend, there is a cut waiting to be stitched. O, you who are ignorant of endurance and the burning fire of love– Love comes of its own free will, it can’t be learned in any school. 7 There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It’s fluid, and it doesn’t move from outside to inside through conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out.

I do not write every day. I write to the questions and issues before me. I write to deadlines. I write out of my passions. And I write to make peace with my own contradictory nature. For me, writing is a spiritual practice. A small bowl of water sits on my desk, a reminder that even if nothing is happening on the page, something is happening in the room--evaporation. And I always light a candle when I begin to write, a reminder that I have now entered another realm, call it the realm of the Spirit. I am mindful that when one writes, one leaves this world and enters another. My books are collages made from journals, research, and personal experience. I love the images rendered in journal entries, the immediacy that is captured on the page, the handwritten notes. I love the depth of ideas and perspective that research brings to a story, be it biological or anthropological studies or the insights brought to the page by the scholarly work of art historians. When I go into a library, I feel like I am a sleuth looking to solve a mystery. I am completely inspired by the pursuit of knowledge through various references. I read newpapers voraciously. I love what newspapers say about contemporary culture. And then you go back to your own perceptions, your own words, and weigh them against all you have brought together. I am interested in the kaleidoscope of ideas, how you bring many strands of thought into a book and weave them together as one piece of coherent fabric, while at the same time trying to create beautiful language in the service of the story. This is the blood work of the writer. Writing is also about a life engaged. And so, for me, community work, working in the schools or with grassroots conservation organizations is another critical component of my life as a writer. I cannot separate the writing life from a spiritual life, from a life as a teacher or activist or my life intertwined with family and the responsibilities we carry within our own homes. Writing is daring to feel what nurtures and breaks our hearts. Bearing witness is its own form of advocacy. It is a dance with pain and beauty.

Mentor. Patron. Sponsor. Ally. Teacher. Master. Guru. Inspiration. There are so many names for it…because it’s a role defined by so many different roles. But what matters is that we are the candle that lights another, which lights another, which lights another. Because through this whole worlds are illuminated, delivered from darkness.

A teacher's advice can give a voice to a student and ignite a candle of hope in a life filled with noise

A good teacher is like a candle—it consumes itself to light the way for others.

In a world in transition, students and teachers both need to teach themselves one essential skill - learning how to learn.

Socrates described his philosophical inspiration as the work of a personal, benign demon. His teacher, Diotima of Mantineia, tells him (in Plato’s Symposium) that “Everything demonic is intermediate between God and mortal. God has no contact with man,” she continues; “only through the demonic is there intercourse and conversation between man and gods, whether in the waking state or during sleep.

Dad once noted (somewhat morbidly, I thought at the time) that American institutions would be infinitely more successful in facilitating the pursuit of knowledge if they held classes at night, rather than in the daytime, from 8:00 PM to 4:00 or 5:00 in the morning. As I ran through the darkness, I understood what he meant. Frank red brick, sunny classrooms, symmetrical quads and courts--it was a setting that mislead kids to believe that Knowledge, that Life itself, was bright, clear, and freshly mowed. Dad said a student would be infinitely better off going out into the world if he/she studied the periodic table of elements, Madame Bovary (Flaubert, 1857), the sexual reproduction of a sunflower for example, with deformed shadows congregating on the classroom walls, the silhouettes of fingers and pencils leaking onto the floor, gastric howls from unseen radiators, and a teacher's face not flat and faded, not delicately pasteled by a golden late afternoon, but serpentine, gargoyled, Cyclopsed by the inky dark and feeble light from a candle. He/she would understand "everything and nothing," Dad said, if there was nothing discernible in the windows but a lamppost mobbed by blaze-crazy moths and darkness, reticent and nonchalant, as darkness always was.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

How many years have I spent lighting incense and candles? Meditating? Chasing after gurus and teachers, reading all that crap, following every stupid new fad, reading every stupid new book? But now I see clearly, perfectly clearly, that all I was ever doing, all it was all about, was avoiding this. Avoiding me. I see it now, there’s only this. THIS! All I was doing was keeping myself distracted so I didn’t have to do this one thing. Life, the world, reality, all depend on not doing this. This is the one true blasphemy. This is the one true heresy.

The development of objective thinking by the Greeks appears to have required a number of specific cultural factors. First was the assembly, where men first learned to persuade one another by means of rational debate. Second was a maritime economy that prevented isolation and parochialism. Third was the existence of a widespread Greek-speaking world around which travelers and scholars could wander. Fourth was the existence of an independent merchant class that could hire its own teachers. Fifth was the Iliad and the Odyssey, literary masterpieces that are themselves the epitome of liberal rational thinking. Sixth was a literary religion not dominated by priests. And seventh was the persistence of these factors for 1,000 years. That all these factors came together in one great civilization is quite fortuitous; it didn’t happen twice.

When the training is unchanged for immense periods of time, traditions are passed on intact to the next generation. But when what needs to be learned changes quickly, especially in the course of a single generation, it becomes much harder to know what to teach and how to teach it. Then, students complain about relevance; respect for their elders diminishes. Teachers despair at how educational standards have deteriorated, and how lackadaisical students have become. In a world in transition, students and teachers both need to teach themselves one essential skill - learning how to learn.

A part of Jutta does not want to take the letter. Does not want to hear what this huge man has traveled a long way to say. Weeks go by when Jutta does not allow herself to think of the war, of Frau Elena, of the awful last months in Berlin. Now she can buy pork seven days a week. Now, if the house feels cold she twists a dial in the kitchen, and voilà. She does not want to be one of those middle-aged women who thinks of nothing but her own painful history. Sometimes she looks at the eyes of her older colleagues and wonders what they did when the electricity was out, when there were no candles, when the rain came through the ceiling. What they saw. Only rarely does she loosen the seals enough to allow herself to think of Werner. In many ways, her memories of her brother have become things to lock away. A math teacher at Helmholtz-Gymnasium in 1974 does not bring up a brother who attended the National Political Institute of Education at Schulpforta.

The sutras liken reincarnation to the relationship between teachers and students. A singing teacher teaches students how to sing. His students learn techniques and benefit from direct experiential advice from their teacher. But the teacher doesn't remove a song from his throat and insert it into a student's mouth. Similarly, reincarnation is a continuity of everything we have learnt, like lighting one candle from another, or a face and its reflection in a mirror.

For 99 percent of the tenure of humans on earth, nobody could read or write. The great invention had not yet been made. Except for firsthand experience, almost everything we knew was passed on by word of mouth. As in the children’s game “Telephone,” over tens and hundreds of generations, information would slowly be distorted and lost. Books changed all that. Books, purchasable at low cost, permit us to interrogate the past with high accuracy; to tap the wisdom of our species; to understand the point of view of others, and not just those in power; to contemplate — with the best teachers — the insights, painfully extracted from Nature, of the greatest minds that ever were, drawn from the entire planet and from all of our history. They allow people long dead to talk inside our heads. Books can accompany us everywhere. Books are patient where we are slow to understand, allow us to go over the hard parts as many times as we wish, and are never critical of our lapses.

The funeral was held on a rainy Tuesday at the church where the Brendan family were members. The high school was excused for the day so the teachers and students could attend if they wished, and many did. Avivah's parents mourned their only child from the front pew, tears falling as steadily as the droplets outside, smattering faces as well as painted window panes. After the eulogy, a song about heaven began to play over head, and as the song played, the Brendans lit a candle by the photo of their daughter, then returned to their seats. More than a few people in attendance were found dabbing at their eyes as the song came to a close. The group of mourners made their way slowly to the cemetery and laid the girl to rest, black umbrellas dotting the vivid green of the grass, grey sky bright, despite the rainfall.

Harry had never even imagined such a strange and splendid place. It was lit by thousands and thousands of candles which were floating in mid-air over four long tables, where the rest of the students were sitting. These tables were laid with glittering golden plates and goblets. At the top of the Hall was another long table where the teachers were sitting. Professor McGonagall led the first-years up here, so that they came to a halt in a line facing the other students, with the teachers behind them. The hundreds of faces staring at them looked like pale lanterns in the flickering candlelight. Dotted here and there among the students, the ghosts shone misty silver. Mainly to avoid all the staring eyes, Harry looked upwards and saw a velvety black ceiling dotted with stars. He heard Hermione whisper, ‘It’s bewitched to look like the sky outside, I read about it in Hogwarts: A History.’ It was hard to believe there was a ceiling there at all, and that the Great Hall didn’t simply open on to the heavens.

The days of September passed, one after the other, much the same. Annemarie and Ellen walked to school together, and home again, always now taking the longer way, avoiding the tall soldier and his partner. Kirsti dawdled just behind them or scampered ahead, never out of their sight. The two mothers still had their “coffee” together in the afternoons. They began to knit mittens as the days grew slightly shorter and the first leaves began to fall from the trees, because another winter was coming. Everyone remembered the last one. There was no fuel now for the homes and apartments in Copenhagen, and the winter nights were terribly cold. Like the other families in their building, the Johansens had opened the old chimney and installed a little stove to use for heat when they could find coal to burn. Mama used it too, sometimes, for cooking, because electricity was rationed now. At night they used candles for light. Sometimes Ellen’s father, a teacher, complained in frustration because he couldn’t see in the dim light to correct his students’ papers. “Soon we will have to add another blanket to your bed,” Mama said one morning as she and Annemarie tidied the bedroom. “Kirsti and I are lucky to have each other for warmth in the winter,” Annemarie said. “Poor Ellen, to have no sisters.” “She will have to snuggle in with her mama and papa when it gets cold,” Mama said, smiling.

Then I’ll sing, though that will likely have the child holding his ears and you running from the room.” This, incongruously, had her lips quirking up. “My father isn’t very musical. You hold the baby, I’ll sing.” She took the rocking chair by the hearth. Vim settled the child in his arms and started blowing out candles as he paced the room. “He shall feed his flock, like a shepherd…” More Handel, the lilting, lyrical contralto portion of the aria, a sweet, comforting melody if ever one had been written. And the baby was comforted, sighing in Vim’s arms and going still. Not deathly still, just exhausted still. Sophie sang on, her voice unbearably lovely. “And He shall gather the lambs in his arm… and gently lead those that are with young.” Vim liked music, he enjoyed it a great deal in fact—he just wasn’t any good at making it. Sophie was damned good. She had superb control, managing to sing quietly even as she shifted to the soprano verse, her voice lifting gently into the higher register. By the second time through, Vim’s eyes were heavy and his steps lagging. “He’s asleep,” he whispered as the last notes died away. “And my God, you can sing, Sophie Windham.” “I had good teachers.” She’d sung some of the tension and worry out too, if her more peaceful expression was any guide. “If you want to go back to your room, I can take him now.” He didn’t want to leave. He didn’t want to leave her alone with the fussy baby; he didn’t want to go back to his big, cold bed down the dark, cold hallway. “Go to bed, Sophie. I’ll stay for a while.” She frowned then went to the window and parted the curtain slightly. “I think it’s stopped snowing, but there is such a wind it’s hard to tell.” He didn’t dare join her at the window for fear a chilly draft might wake the child. “Come away from there, Sophie, and why haven’t you any socks or slippers on your feet?” She glanced down at her bare feet and wiggled long, elegant toes. “I forgot. Kit started crying, and I was out of bed before I quite woke up.” They shared a look, one likely common to parents of infants the world over. “My Lord Baby has a loyal and devoted court,” Vim said. “Get into bed before your toes freeze off.” She gave him a particularly unreadable perusal but climbed into her bed and did not draw the curtains. “Vim?” “Hmm?” He took the rocker, the lyrical triple meter of the aria still in his head. “Thank you.” He

Sophie Germain had taught herself calculus at a young age. The daughter of a wealthy family, she had become entranced by mathematics after reading a book about Archimedes in her father’s library. When her parents found out that she loved mathematics and was staying up late at night to work on it, they took away her candles, left her fire unlit, and confiscated her nightgowns. Sophie persisted. She wrapped herself in quilts and worked by the light of stolen candles. Eventually her family relented and gave her their blessing. Germain, like all women of her era, was not permitted to attend university, so she continued to teach herself, in some cases by obtaining lecture notes from the courses at the nearby École Polytechnique using the name Monsieur Antoine-August Le Blanc, a student who had left the school. Unaware of his departure, academy administrators continued to print lecture notes and problem sets for him. She submitted work under his name until one of the school’s teachers, the great Lagrange, noticed the remarkable improvement in Monsieur Le Blanc’s previously abysmal performance. Lagrange requested a meeting with Le Blanc and was delighted and astonished to discover her true identity.

Winter Song” by Leslie Odom Jr. comes on, and I know I’m in trouble. It makes me cry on a good day, and lying here, with pine-scented candles burning, looking at our small tabletop Christmas tree and the mistletoe by the entryway, it sends me over. Tears sting the corners of my eyes, and before I know it, I’m bawling.

From Tudor to eighteenth-century England, there are many instances of women writers with no place or room of their own. The life-story of the play-wright Elizabeth Cary, Lady Falkland (1585-1639) gives us a dramatic and, lately, much-studied example. In the hagiographical 'The Lady Falkland: Her Life', written by one of her daughters, we hear how the prodigious Elizabeth learnt to read very soon and loved it much... Without a teacher, whilst she was a child, she learnt French, Spanish, Italian [and] Latin... She having neither brother nor sister, nor other companion of her age, spent her whole time in reading; to which she gave herself so much that she frequently read all night; so as her mother was fain to forbid her servants to let her have candles, which command they turned to their own profit, and let themselves be hired by her to let her have them, selling them to her at half a crown apiece, so was she bent to reading; and she not having money so free, was to owe it them, and in this fashion was she in debt a hundred pound afore she was twelve year old.

i was dead i came alive i was tears i became laughter all because of love when it arrived my temporal life from then on changed to eternal love said to me you are not crazy enough you don't fit this house i went and became crazy crazy enough to be in chains love said you are not intoxicated enough you don't fit the group i went and got drunk drunk enough to overflow with light-headedness love said you are still too clever filled with imagination and skepticism i went and became gullible and in fright pulled away from it all love said you are a candle attracting everyone gathering every one around you i am no more a candle spreading light i gather no more crowds and like smoke i am all scattered now love said you are a teacher you are a head and for everyone you are a leader i am no more not a teacher not a leader just a servant to your wishes love said you already have your own wings i will not give you more feathers and then my heart pulled itself apart and filled to the brim with a new light overflowed with fresh life now even the heavens are thankful that because of love i have become the giver of light.

A teacher is like the candle, which lights others in consuming itself.

eed a gift box? Cover shoe boxes with wrapping paper. Fill them with stationery, a glue stick, small scissors, paper clips, marking pens, memo pads, and thank you notes. You can even add stamps. Any mom, dad, grandparent, or teacher would love such a gift. y motto is "Always be ready for a party." When party supplies go on sale, I stock up. Colored plates, napkins, streamers, little gifts, even party hats. And here's a tip. When you buy candles to use later, store them in your freezer. It helps them burn longer and cleaner. Keep a roll of cookie dough in your freezer, some scone mix in the pantry, and some of those great instant coffees so you'll be ready at any party opportunity. There's nothing like a spontaneous celebration to warm hearts. When you're ready, a party can happen in just a few minutes. You'll be creating memories you and your family and friends will cherish forever.

In ancient times, a thoughtful nun was sad about the transience of all life. She said to her teacher: ‘All things decay. Today dawned beautifully, but tonight it will die. Life is only a breath. Man is born to die. What value has existence?’ The teacher said to the nun: ‘Go ask the butterfly. Go ask a candle. Go ask a drop of water.’ The nun went to a sacred barna tree, a tree with white flowers which attracted white butterflies. She watched and saw how the butterflies lived only one day each. The nun went to the temple. She looked at candles burning in front of the Buddha. She saw how the candles went out after only one hour each. The nun went to a river. She saw how the river was made of a million drops of water. She saw how they passed her town in less than the time it took to sip a cup of tea and never come back. The nun went back to her school. She said: ‘Life is transient like a butterfly visiting a sacred barna tree.’ But the gardener was present. He said: ‘No. Butterflies make plants live. Already the barna tree is older than you are. It has been growing for a hundred years.’ She said: ‘Life is transient like a candle in a temple.’ But the priest was there. He said: ‘No. The fire in the temple has been burning for many centuries. It is one thousand years old.’ She said: ‘Life is transient like a drop of water passing a town in a river.’ But the old boatman was there. He said: ‘No. The river has been there for ten thousand years. It will be there for ten thousand more.’ And so it is with us, Blade of Grass. Some of us see the butterfly, the candle and the drop of water. Some of us see the tree, the fire and the river.

A teacher is just like a candle, who provides hope, direction, and light in life while also nourishing the souls of individual students for a lifetime. All the time and effort invested in bringing out the best in children can never be repaid in mere words. We can be grateful for having wonderful teachers in our lives. Happy Teachers’ Day to all the teachers!

how to stop looking for lamps LEARN HOW TO TACKLE DARKNESS FROM A BLIND MAN अंधेरे का सामना करना एक अंधा भी सिखा सकता है दिए को तूफ़ान का सामना करना कौन सिखा सकता है ANDHERE KA SAMNA KARNA EK ANDHA BHI SIKHA SAKTA HAI

Monastery Nights I like to think about the monastery as I’m falling asleep, so that it comes and goes in my mind like a screen saver. I conjure the lake of the zendo, rows of dark boats still unless someone coughs or otherwise ripples the calm. I can hear the four AM slipperiness of sleeping bags as people turn over in their bunks. The ancient bells. When I was first falling in love with Zen, I burned incense called Kyonishiki, “Kyoto Autumn Leaves,” made by the Shoyeido Incense Company, Kyoto, Japan. To me it smelled like earnestness and ether, and I tried to imagine a consciousness ignorant of me. I just now lit a stick of it. I had to run downstairs for some rice to hold it upright in its bowl, which had been empty for a while, a raku bowl with two fingerprints in the clay. It calls up the monastery gate, the massive door demanding I recommit myself in the moments of both its opening and its closing, its weight now mine, I wanted to know what I was, and thought I could find the truth where the floor hurts the knee. I understand no one I consider to be religious. I have no idea what’s meant when someone says they’ve been intimate with a higher power. I seem to have been born without a god receptor. I have fervor but seem to lack even the basic instincts of the many seekers, mostly men, I knew in the monastery, sitting zazen all night, wearing their robes to near-rags boy-stitched back together with unmatched thread, smoothed over their laps and tucked under, unmoving in the long silence, the field of grain ripening, heavy tasseled, field of sentient beings turned toward candles, flowers, the Buddha gleaming like a vivid little sports car from his niche. What is the mind that precedes any sense we could possibly have of ourselves, the mind of self-ignorance? I thought that the divestiture of self could be likened to the divestiture of words, but I was wrong. It’s not the same work. One’s a transparency and one’s an emptiness. Kyonishiki.... Today I’m painting what Mom calls no-colors, grays and browns, evergreens: what’s left of the woods when autumn’s come and gone. And though he died, Dad’s here, still forgetting he’s no longer married to Annie, that his own mother is dead, that he no longer owns a car. I told them not to make any trouble or I’d send them both home. Surprise half inch of snow. What good are words? And what about birches in moonlight, Russell handing me the year’s first chanterelle— Shouldn’t God feel like that? I aspire to “a self-forgetful, perfectly useless concentration,” as Elizabeth Bishop put it. So who shall I say I am? I’m a prism, an expressive temporary sentience, a pinecone falling. I can hear my teacher saying, No. That misses it. Buddha goes on sitting through the century, leaving me alone in the front hall, which has just been cleaned and smells of pine.

DARKNESS DOESN'T MEAN THE LIGHT DOESN'T EXIST 16 May International Day of Light 5 Sep National Teachers Day 5 Oct International Teachers Day

––– “A good teacher is like a candle—it consumes itself to light the way

Success is a tricky concept. It is very subjective. Success is nothing more than being exceptional at what you love. Others look at success as having the big houses and fancy cars. Are those people living high in the fat city life truly the successful ones? It’s all about perception as well. The greatest bartender or mechanic in the world isn’t going to be held in the same light as the worst stockbroker. The most spectacular sanitation worker doesn’t hold a candle to the dumbest fucking teacher out there. Obviously, there are jobs that hold a higher value in our society, it’s just odd that some don’t get paid like it. There will always be a hierarchy of professions and their usefulness on a functioning society. I just don’t believe one can base success solely on the amount of numbers in front of the decimal point.

When the training is unchanged for immense periods of time, traditions are passed on intact to the next generation. But when what needs to be learned changes quickly, especially in the course of a single generation, it becomes much harder to know what to teach and how to teach it. Then, students complain about relevance; respect for their elders diminishes. Teachers despair at how educational standards have deteriorated, and how lackadaisical students have become. In a world in transition, students and teachers both need to teach themselves one essential skill—learning how to learn.

unlike the American university standard of today—teachers were valued for their teaching, their ability to inform and inspire the next generation.

Consider undertaking the vows and practice of a Bodhisattva. In taking these vows you will join with the hundreds of thousands of Buddhists in the west and millions in Asia who have done so. As is traditional, you might seek out a Buddhist center or temple and take the Bodhisattva vow in the presence of a teacher. Or, if you cannot do so, you can take them at home. Create a sacred space and place there the images of Bodhisattvas or Buddhas who have gone before you. If you wish, invite a friend or friends to be your witness. Sit quietly for a time and reflect on the beauty and value of a life dedicated to the benefit of all. When you are ready, add any meaningful ritual, the lighting of candles, the taking of refuge. Then recite your vows. Here is one traditional version, but there are many others: Suffering beings are numberless, I vow to liberate them all. Attachment is inexhaustible, I vow to release it all. The gates to truth are numberless, I vow to master them all. The way of awakening is supreme, I vow to realize… You can modify the language of these vows so that they speak your deepest dedication. Then you can repeat them every time you sit in meditation, to direct and dedicate your practice.

October 14, 1954 in Washington, D.C. seemed like a day like any other, until we were dismissed from school early because the teacher said there was a bad storm coming. The sky was turning quite dark as we hurried home. “Grandma, why did the teacher tell us to go straight home?” Grandma was trying to remain her calm self, but I know how much storms terrified her. Argentina has the most severe lightning and tornadoes in the world. She was leaning against the kitchen counter in the corner to steady herself. She always said she would love to go hide in a closet during thunderstorms. “It’s a hurricane they’ve named Hazel. Your mom will be home soon, I hope. She is out getting more food and supplies like candles and batteries in case we lose power and have no light. We’re so lucky to have a gas stove so we can still cook.” Dad came home early from his job with the Department of Agriculture in Beltsville, Maryland and Mom made it home just before the winds started. Dad chided Mom, and lessened the tension with, “Now don’t be getting any notion of taking a bath, Eva Beat-rice, there is no time for that!” Dad liked to change the pronunciation of her middle name, Beatrice, to Beatrice when he was teasing her. Mom always ran the water and took a bath during every storm. Dad always said, “Someday you’ll be flying through the air in the bathtub and they’ll find you blocks away!

Spirituality" should only be called spirituality, when it does not come in between you and your fellow human being. "Spirituality" is only spirituality, when it creates genuine connections between you and your fellow human being. We have observed, since time immemorial, how "spirituality" has become a wall that is built in between person and other persons; bringing out segregation, distance and disconnection. When it is this, it is not spirituality, there is nothing spiritual about it. It is but a tool of the ego. Show me a person who can connect to a drunken man on the street, just as profoundly as he can connect to his chosen spiritual leaders, and I will point out to you a spiritual person. The purpose of spirituality is connection; not disconnection. Connection between mind and soul; then connection between yours and others' minds and souls. The most spiritual, highest state of the human being is the state of the small child: there is no knowledge of dissonance, no knowledge of separation. All is connected, all is there because it is so. There is pure joy in an ice cream cone. The small child is far more spiritual than your enlightened teachers. Climbing a mountain, whether metaphorical or physical, in order to segregate oneself into "spirituality", is not spirituality at all. If you must hide the candle flame from the darkness, then it is not really a candle flame, is it? If it disconnects you from another person, especially a person whom you love, then it is not spirituality; it is ego. True spirituality does not need numbers, does not need followers, does not feel the need to persuade. True spirituality acknowledges that you may do as you do and I may do as I do and our opinions of spirit and soul ought to be the very last thing that could ever come in between us. If it brings you together and lights the wicks within your souls, it is spirituality. If it brings you together even when there is nothing in common, it is spirituality. An ice cream cone, in its simple ability to fill everyone's heart with innocent joy, is true spirituality. Not your church. Not your doctrine. If it brings you back to the state of heart, of the small child, it is spirituality.

A good teacher is like a candle burning ,It consumes itself to light the way for others.

I booked hotel rooms in the city, I lit candles, I planned surprise weekend getaways, I bought porn! My Google search history is probably still full of all the porn I bought, and tomorrow I might get hit by a bus and people will see my Google porn history and it won’t be pretty!” I sob. “For three years I tried everything I could to get my husband to have sex with me, and nothing worked. Now I’m going to die, sexless and alone, with student/teacher pornography stuck in my cookies!” Ariel quickly drops down next to me, grabs the Clone-a-Willy from my hand and chucks it across the room. “You are NOT going to die sexless and alone with anything stuck in your cookie, aside from another much larger, much more enjoyable frickle,” Ariel reassures me. “He really didn’t have a very satisfying frickle. God, I miss sex,” I say with a sigh. “His frickle was fucked, and he wouldn’t know how to use it if he had a road map and a tour guide.” “See? It’s fun saying frickle!” Belle exclaims.

Scholars are the world's candles, sages are the universe's stars.

We pick at and attack each other, usually through gossip or backstabbing. Many who claim to follow Jesus have, in reality, turned away from Him. There are false teachers in churches, even churches that are trying to preach the truth. We tolerate and accept sin rather than taking a loving stand against it. Most notably, the love that Jesus said would characterize His followers is absent in many Christians and churches.

Hope to see you in Hufflepuff!” said the Friar. “My old House, you know.” “Move along now,” said a sharp voice. “The Sorting Ceremony’s about to start.” Professor McGonagall had returned. One by one, the ghosts floated away through the opposite wall. “Now, form a line,” Professor McGonagall told the first years, “and follow me.” Feeling oddly as though his legs had turned to lead, Harry got into line behind a boy with sandy hair, with Ron behind him, and they walked out of the chamber, back across the hall, and through a pair of double doors into the Great Hall. Harry had never even imagined such a strange and splendid place. It was lit by thousands and thousands of candles that were floating in midair over four long tables, where the rest of the students were sitting. These tables were laid with glittering golden plates and goblets. At the top of the hall was another long table where the teachers were sitting. Professor McGonagall led the first years up here, so that they came to a halt

Matthew 23:27.” Malachi clearly wasn’t done. “He said, ‘What sorrow awaits you teachers of religious law and you Pharisees. Hypocrites! For you are like whitewashed tombs—beautiful on the outside but filled on the inside with dead people’s bones and all sorts of impurity.’ While our actions matter, God sees what’s behind the actions. He sees the heart.

Pick up the crystal. Light the candle. Kneel in the pew. Lie on the ground. Chant the mantra. Read the book. Follow the teacher. Do whatever helps you say yes to yourself. They are all permission slips to your higher self.

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