Gifted Education Quotes

If you were born with the ability to change someone’s perspective or emotions, never waste that gift. It is one of the most powerful gifts God can give—the ability to influence.

Teaching should be such that what is offered is perceived as a valuable gift and not as hard duty. Never regard study as duty but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.

The shape of my life is, of course, determined by many things; my background and childhood, my mind and its education, my conscience and its pressures, my heart and its desires.

Keep writing, dreaming and creating. There are no boundaries to your imagination. Writers are gifts to the world.

Nobody is capable of of free speech unless he knows how to use language, and such knowledge is not a gift: it has to learned and worked at. [p.93]

The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

But I've learned that intelligence alone doesn't mean a damned thing. Here in your university, intelligence, education, knowledge, have all become great idols. But I know now there's one thing you've all overlooked: intelligent and education that hasn't been tempered by human affection isn't worth a damn...Intelligence is one of the greatest human gifts. But all too often a search for knowledge drives out the search for love...Intelligence without the ability to give and receive affection leads to mental and moral breakdown, to neurosis, and possibly even psychosis.

Let me tell you about love, that silly word you believe is about whether you like somebody or whether somebody likes you or whether you can put up with somebody in order to get something or someplace you want or you believe it has to do with how your body responds to another body like robins or bison or maybe you believe love is how forces or nature or luck is benign to you in particular not maiming or killing you but if so doing it for your own good. Love is none of that. There is nothing in nature like it. Not in robins or bison or in the banging tails of your hunting dogs and not in blossoms or suckling foal. Love is divine only and difficult always. If you think it is easy you are a fool. If you think it is natural you are blind. It is a learned application without reason or motive except that it is God. You do not deserve love regardless of the suffering you have endured. You do not deserve love because somebody did you wrong. You do not deserve love just because you want it. You can only earn - by practice and careful contemplations - the right to express it and you have to learn how to accept it. Which is to say you have to earn God. You have to practice God. You have to think God-carefully. And if you are a good and diligent student you may secure the right to show love. Love is not a gift. It is a diploma. A diploma conferring certain privileges: the privilege of expressing love and the privilege of receiving it. How do you know you have graduated? You don't. What you do know is that you are human and therefore educable, and therefore capable of learning how to learn, and therefore interesting to God, who is interested only in Himself which is to say He is interested only in love. Do you understand me? God is not interested in you. He is interested in love and the bliss it brings to those who understand and share the interest. Couples that enter the sacrament of marriage and are not prepared to go the distance or are not willing to get right with the real love of God cannot thrive. They may cleave together like robins or gulls or anything else that mates for life. But if they eschew this mighty course, at the moment when all are judged for the disposition of their eternal lives, their cleaving won't mean a thing. God bless the pure and holy. Amen.

If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.

Each person, human or no, is bound to every other in a reciprocal relationship. Just as all beings have a duty to me, I have a duty to them. If an animal gives its life to feed me, I am in turn bound to support its life. If I receive a stream’s gift of pure water, then I am responsible for returning a gift in kind. An integral part of a human’s education is to know those duties and how to perform them.

Thickly forested regions of Phuoc Tuy including the Rung Sat swamps and farms considered to be controlled by the Vietcong, were regularly sprayed by defoliants including “Agent Orange” using aircraft. This was both an inhumane and unsuccessful strategy which only destroyed enough food to feed 245,000 Vietnamese people for a year resulting in a propaganda gift to the Vietcong. (Ham, 2007). Given that defoliation did not uncover the enemy, who kept on fighting from jungle, caves and tunnels, the whole defoliation programme must be considered a failure. Given also, that birth defects and other health problems associated with defoliants can be directly blamed upon “Agent Orange”, it stands to reason that the allies in the Second Indochina War who sprayed it upon villages and farms can in fact be said to be, “Guilty of War Crimes!

My mother's gifts of courage to me were both large and small. The latter are woven so subtly into the fabric of my psyche that I can hardly distinguish where she stops and I begin.

The present convergence of crises––in money, energy, education, health, water, soil, climate, politics, the environment, and more––is a birth crisis, expelling us from the old world into a new.

Every man has a specific skill, whether it is discovered or not, that more readily and naturally comes to him than it would to another, and his own should be sought and polished. He excels best in his niche - originality loses its authenticity in one's efforts to obtain originality.

Don’t be afraid,” the fox said, “I would never hurt you.” She smiled sweetly but the bunny was still a little scared.

The bunny was thrilled that her ears no longer dragged on the ground. They would stay nice and clean.

Finally, the fox gently pulled both ear loops outward at the same time to make a pretty bow on top of the bunny’s head. The tips of her ears, hung just at her cheek bones.

There are lots of different kinds of bows and Cleo loves them all.

Here’s a story that helps her tie the “bunny ear bow” exactly the same way every time.

Birdy sang out, “It’s true. She’s a friendly fox.” The deer chimed in, “She’s helped us all in some way.

With a new awareness, both painful and humorous, I begin to understand why the saints were rarely married women. I am convinced it has nothing inherently to do, as I once supposed, with chastity or children. It has to do primarily with distractions. The bearing, rearing, feeding and educating of children; the running of a house with its thousand details; human relationships with their myriad pulls--woman's normal occupations in general run counter to creative life, or contemplative life, or saintly life. The problem is not merely one of Woman and Career, Woman and the Home, Woman and Independence. It is more basically: how to remain whole in the midst of the distractions of life; how to remain balanced, no matter what centrifugal forces tend to pull one off center; how to remain strong, no matter what shocks come in at the periphery and tend to crack the hub of the wheel.

Isn't this the purpose of education, to learn the nature of your own gifts and how to use them for good in the world?

The faint outlines of two packages on his front porch attracted his attention. The size of the packages matched his two packages that contained his Christmas gifts and handwritten cards for his son and daughter. Samantha wouldn’t do that, he thought.

Great Job! Now you have a bow just like Cleo.

His sisters -- my aunts -- did not go to school at all, just like millions of girls in my country. Education had been a great gift for him. He believed that lack of education was the root of all of Pakistan's problems. Ignorance allowed politicians to fool people and bad administrators to be re-elected. He believed schooling should be available for all, rich and poor, boys and girls. The school that my father dreamed of would have desks and a library, computers, bright posters on the walls and, most important, washrooms.

Thomas Jefferson once said that all men are created equal (...). There is a tendency (...) for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious-because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe-some people are smarter than others, some people have more opportunity because they're born with it, some men make more money than others, some ladies make better cakes than others-some people are born gifted beyond the normal scope of most men.

Follow along at home to tie a bow just like the fox. Go find a scarf or ribbon that will fit around your waist or try these moves with your shoe laces.

All over the world there are enormous numbers of smart, even gifted, people who harbor a passion for science. But that passion is unrequited. Surveys suggest that some 95 percent of Americans are “scientifically illiterate.” That’s just the same fraction as those African Americans, almost all of them slaves, who were illiterate just before the Civil War—when severe penalties were in force for anyone who taught a slave to read. Of course there’s a degree of arbitrariness about any determination of illiteracy, whether it applies to language or to science. But anything like 95 percent illiteracy is extremely serious.

This idea of all education springing from and resting upon our relation to Almighty God-we do not merely give a religious education because that would seem to imply the possibility of some other education, a secular education, for example. But we hold that all education is divine, that every good gift of knowledge and insight comes from above, that the Lord the Holy Spirit is the supreme educator of mankind, and that the culmination of all education (which may at the same time be reached by a little child) is that personal knowledge of and intimacy with God in which our being finds its fullest perfection.

Only bad religions depend on mysteries, just as bad governments depend on secret police. Truth, beauty and goodness are not mysterious, they are the commonest, most obvious, most essential facts of life, like sunlight, air and bread. Only folk whose heads are muddled by expensive educations think truth, beauty, goodness are rare private properties. Nature is more liberal. The universe keeps nothing essential from us — it is all present, all gift. God is the universe plus mind. Those who say God, or the universe, or nature is mysterious, are like those who call these things jealous or angry. They are announcing the state of their lonely, muddled minds.

Educate your children, educate yourself, in the love for the freedom of others, for only in this way will your own freedom not be a gratuitous gift from fate. You will be aware of its worth and will have the courage to defend it.

You got me a ‘congratulations on getting out of re-education’ gift?

I feel very strongly indeed that a Cambridge education for our scientists should include some contact with the humanistic side. The gift of expression is important to them as scientists; the best research is wasted when it is extremely difficult to discover what it is all about ... It is even more important when scientists are called upon to play their part in the world of affairs, as is happening to an increasing extent.

Let us give future generations the gift of Earth citizenship by first giving it to ourselves.

Great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft: of knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is they would applaud my theft, laugh at the thought of it, realizing they had taught me their larcenous skills well.

all abilities are paid for with disabilities. perfect health may entail the heavy toll of bovine stupidity. insight into one area involves blind spots in another. i could not have done what i have done as a writer had i been a gifted mathematician or physicist. honesty wrung out of him by pain, he cried out with a loud voice.

Some sleepers have intelligent faces even in sleep, while other faces, even intelligent ones, become very stupid in sleep and therefore ridiculous. I don't know what makes that happen; I only want to say that a laughing man, like a sleeping one, most often knows nothing about his face. A great many people don't know how to laugh at all. However, there's nothing to know here: it's a gift, and it can't be fabricated. It can only be fabricated by re-educating oneself, developing oneself for the better, and overcoming the bad instincts of one's character; then the laughter of such a person might quite possibly change for the better. A man can give himself away completely by his laughter, so that you suddenly learn all of his innermost secrets. Even indisputably intelligent laughter is sometimes repulsive. Laughter calls first of all for sincerity, and where does one find sincerity? Laughter calls for lack of spite, but people most often laugh spitefully. Sincere and unspiteful laughter is mirth. A man's mirth is a feature that gives away the whole man, from head to foot. Someone's character won't be cracked for a long time, then the man bursts out laughing somehow quite sincerely, and his whole character suddenly opens up as if on the flat of your hand. Only a man of the loftiest and happiest development knows how to be mirthful infectiously, that is, irresistibly and goodheartedly. I'm not speaking of his mental development, but of his character, of the whole man. And so, if you want to discern a man and know his soul, you must look, not at how he keeps silent, or how he speaks, or how he weeps, or even how he is stirred by the noblest ideas, but you had better look at him when he laughs. If a man has a good laugh, it means he's a good man. Note at the same time all the nuances: for instance, a man's laughter must in no case seem stupid to you, however merry and simplehearted it may be. The moment you notice the slightest trace of stupidity in someone's laughter, it undoubtedly means that the man is of limited intelligence, though he may do nothing but pour out ideas. Or if his laughter isn't stupid, but the man himself, when he laughs, for some reason suddenly seems ridiculous to you, even just slightly—know, then, that the man has no real sense of dignity, not fully in any case. Or finally, if his laughter is infectious, but for some reason still seems banal to you, know, then, that the man's nature is on the banal side as well, and all the noble and lofty that you noticed in him before is either deliberately affected or unconsciously borrowed, and later on the man is certain to change for the worse, to take up what's 'useful' and throw his noble ideas away without regret, as the errors and infatuations of youth.

Only a teenage boy would agree to this: deceiving both our parents while repairing dangerous vehicles using money meant for my college education. He didn't see anything wrong with that picture. Jacob was a gift from the gods.

College was to teach me that I was one of life's journeymen, eager to excel but lacking the requisite gifts.

Nicholas Benedict did have an exceptional gift for knowing things (more exceptional, in fact, than most adults would have thought possible), and yet not even he could know that this next chapter was to be the most unusual-and most important-of his entire childhood. Indeed, the strange days that lay ahead would change him forever, though for now they had less substance than the mist through which he ran.

In indigenous ways of knowing, it is understood that each living being has a particular role to play. Every being is endowed with certain gifts, its own intelligence, its own spirit, its own story. Our stories tell us that the Creator gave these to us, as original instructions. The foundation of education is to discover that gift within us and learn to use it well.

[Real scientist are delighted when they find out they are wrong. And to me that is one of the greatest gifts that a scientific education can bring.] There are too many people in this world who want to be right. And too few who just want to know.

Scholars are a gift. Saints are a prize. Sages are a blessing. Enlightenment is our reward.

Many masked Autistics are sent to gifted education as children, instead of being referred to disability services.[18] Our apparent high intelligence puts us in a double bind: we are expected to accomplish great things to justify our oddness, and because we possess an enviable, socially prized quality, it’s assumed we need less help than other people, not more.

The Rights Revolutions too have given us ideals that educated people today take for granted but that are virtually unprecedented in human history, such as that people of all races and creeds have equal rights, that women should be free from all forms of coercion, that children should never, ever be spanked, that students should be protected from bullying, and that there’s nothing wrong with being gay. I don’t find it at all implausible that these are gifts, in part, of a refined and widening application of reason.

The greatest Emotion is Love. The greatest quality is seeking to serve others. The greatest gift is your own Life. The greatest pleasure is CHOCOLATE! The greatest thing you’ll ever learn is that there's always something new to learn. The greatest virtue is temperance. The greatest meditation is a peaceful mind. The greatest practice is to be Kind. education. The greatest challenge is to let go. The greatest wisdom is to be in the NOW

Only the foolish would think that wisdom is something to keep locked in a drawer. Only the fearful would feel empowerment is something best kept to oneself, or the few, and not shared with all.

Hospitality is not to change people, but to offer them space where change can take place. It is not to bring men and women over to our side, but to offer freedom not disturbed by dividing lines. It is not to lead our neighbor into a corner where there are no alternatives left, but to open a wide spectrum of options for choice and commitment. It is not an educated intimidation with good books, good stories, and good works, but the liberation of fearful hearts so that words can find roots and bear ample fruit….The paradox of hospitality is that it wants to create emptiness, not a fearful emptiness, but a friendly emptiness where strangers can enter and discover themselves as created free….not a subtle invitation to adopt the life style of the host, but the gift of a chance for the guest to find his own.

When we teach a child patience we offer them the gift of a dignified life.

Your work is what you were born to do. No kind of educational system can teach you your true work, because it is your life purpose, and it is revealed by your God-given gifts.

All the gifts which fortune bestows she can easily take away; but education, when combined with intelligence, never fails, but abides steadily on to the very end of life.

Plant the trees just for beauty, If flowers bloom or fruits ripen, Enjoy it as a gift and appreciate nature as a universal giver.

The real education is when you awaken and nourish and guide the inner spirit, this inner genius. The community grows from the giving of the gifts of the people in it, which is really giving from the genius.

Sometimes people appear in your life unexpectedly like a gift from the Universe. You didn’t even know you needed them, or that you had called out silently to them. They appear when you needed them most, to lift you, educate you, wake you up, or shine a light on your path. They sprout the seed that was in you, and patiently watch that seed emerge from the soil. Sometimes it wears them out to water and fertilize you every single day as you grow. This is a delicate time, you as the plant, and they as the nurturer. You as the plant need them for your growth, and they as your nurturer, have to have the energy to believe in your growth. Then, one day you blossom, and awaken to the beauty around you and rejoice. The only thing you ask from them anymore, is to celebrate the flower they have brought to life, and to accept the riches you now will give to them.

Instead of being regarded as intelligent or knowledgeable, many a woman would rather be regarded as beautiful or good in the kitchen; many a man, as handsome or good in bed.

Kindness is the greatest gift for the humanity. Nothing is more important than to be kind to each other.

the desire and hunger for education is the key to real learning.

This is our work, to discover what we can give. Isn't this the purpose of education, to learn the nature of your own gifts and how to use them for good in the world?

The function of the educator is to discover in each individual child the gifts implanted in her by Almighty God and to develop and dedicate them to His service.

I keep thinking of the gifts of my own upbringing, which I once took for granted: I can read any book I choose and comprehend it. I can write a complete sentence and punctuate it correctly. If I need help, I can call on judges, attorneys, educators, ministers. I wonder what I would be like if I had grown up without such protections and supports. What cracks would have turned up in my character?

The power to guess the unseen from the seen, to trace the implication of things, to judge the whole piece by the pattern, the condition of feeling life, in general, so completely that you are well on your way to knowing any particular corner of it-this cluster of gifts may almost be said to constitute experience, and they occur in country and in town, and in the most differing stages of education.

We are born weak, we need strength; helpless, we need aid; foolish, we need reason. All that we lack at birth, all that we need when we come to man's estate, is the gift of education.

If you could arrange to avoid that routine job-world, you were an intellectual or an artist. Too restless, tremorous, agitated, too mad to sit at a desk eight hours a day, you needed an institution - a higher institution.

I can not remember telling my parents that I was studying classics, they might well have found out for the first time on graduation day. Of all the subjects on this planet, I think they would have been hard-put to name one less useful in Greek mythology when it came to securing the keys of an executive bathroom. Now I would like to make it clear in parenthesis, that I do not blame my parents for their point of view. There is an expiry date for blaming your parents for steering you in the wrong direction. The moment you are old enough to take the wheel, responsibility lies with you. What is more, I can not criticize my parents for hoping that I would never experience poverty. They had been poor themselves, and I have since been poor. And I quite agree with them, that it is not an ennobling experience. Poverty, entails fear, and stress, and sometimes depression, It means a thousand petty humiliations and hardships. Climbing out of poverty by your own efforts, that is something by which to pride yourself, but poverty itself, is romanticized only by fools. But I feared at your age was not poverty, but failure... Now, I am not dull enough to suppose that because you are young, gifted, and well educated, that you have never known heartbreak, hardship, or heartache. Talent and intelligence, never yet inoculated anyone against the caprice of the fates... ultimately, we all have to decide for ourselves what constitutes failure.

It is to be regretted that the rich and powerful too often bend the acts of government to their selfish purposes. Distinctions in society will always exist under every just government. Equality of talents, of education, or of wealth cannot be produced by human institutions. In the full enjoyment of the gifts of Heaven and the fruits of superior industry, economy, and virtue, every man is equally entitled to protection by law; but when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive privileges, to make the rich richer and the potent more powerful, the humble members of society—the farmers, mechanics, and laborers—who have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustice of their Government.

In order to help children make the most of their education, parents must begin to relinquish control and focus on three goals: embracing opportunities to fail, finding ways to learn from that failure, and creating positive home-school relationships.

A person of bourgeois origin goes through life with some expectation of getting what he wants, within reasonable limits. Hence the fact thjat in times of stress "educated" people tend to come to the front; they are no more gifted than the others and their "education" is generally quite useless in itself, but they are accustomed to a certain amount of deference and consequently have the cheek necessary to a commander.

You have a picture of life within you, a faith, a challenge, and you were ready for deeds and sufferings and sacrifices, and then you became aware by degrees that the world asked no deeds and no sacrifices of you whatever, and that life is no poem of heroism with heroic parts to play and so on, but a comfortable room where people are quite content with eating and drinking, coffee and knitting, cards and wireless. And whoever wants more and has got it in him--the heroic and the beautiful, and the reverence for the great poets or for the saints--is a fool and a Don Quixote. Good. And it has been just the same for me, my friend. I was a gifted girl. I was meant to live up to a high standard, to expect much of myself and do great things. I could have played a great part. I could have been the wife of a king, the beloved of a revolutionary, the sister of a genius, the mother of a martyr. And life has allowed me just this, to be a courtesan of fairly good taste, and even that has been hard enough. That is how things have gone with me. For a while I was inconsolable and for a long time I put the blame on myself. Life, thought I, must in the end be in the right, and if life scorned my beautiful dreams, so I argued, it was my dreams that were stupid and wrong headed. But that did not help me at all. And as I had good eyes and ears and was a little inquisitive too, I took a good look at this so-called life and at my neighbors and acquaintances, fifty or so of them and their destinies, and then I saw you. And I knew that my dreams had been right a thousand times over, just as yours had been. It was life and reality that were wrong. It was as little right that a woman like me should have no other choice than to grow old in poverty and in a senseless way at a typewriter in the pay of a money-maker, or to marry such a man for his money's sake, or to become some kind of drudge, as for a man like you to be forced in his loneliness and despair to have recourse to a razor. Perhaps the trouble with me was more material and moral and with you more spiritual--but it was the same road. Do you think I can't understand your horror of the fox trot, your dislike of bars and dancing floors, your loathing of jazz and the rest of it? I understand it only too well, and your dislike of politics as well, your despondence over the chatter and irresponsible antics of the parties and the press, your despair over the war, the one that has been and the one that is to be, over all that people nowadays think, read and build, over the music they play, the celebrations they hold, the education they carry on. You are right, Steppenwolf, right a thousand times over, and yet you must go to the wall. You are much too exacting and hungry for this simple, easygoing and easily contented world of today. You have a dimension too many. Whoever wants to live and enjoy his life today must not be like you and me. Whoever wants music instead of noise, joy instead of pleasure, soul instead of gold, creative work instead of business, passion instead of foolery, finds no home in this trivial world of ours--

Happiness will come Today, tomorrow and every year Now, then and every moment For if, we learn to love, care and share. Happiness will come To fill our heart with kindness It is a gift from the universe To touch our life with joyful silence. Happiness will come For if we know, wealth and splendors are illusion But attainment of certain mental state, And Unconditional love is a real possession.

Nein, die Schule hat keinen bestimmenden Einfluss auf meine Entwicklung gehabt. Die Schule hat von meinen besonderen Anlagen wohl instinktiv etwas gespürt, sie aber als obstinate Untauglichkeit gewertet und verworfen. Ein Lehrer drohte, zufällig nicht mir, sondern einem anderen Schüler, mit den Worten: "Ich werde dir deine Karriere schon verderben!" Am gleichen Tag las ich bei Storm den Spruch: "Was du immer kannst, zu werden, scheue Arbeit nicht und Wachen, aber hüte deine Seele vor dem Karrieremachen.

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

Our understanding of who we are, where we came from, how the world works, and what matters in life depends on partaking of the vast and ever-expanding store of knowledge. Though unlettered hunters, herders, and peasants are fully human, anthropologists often comment on their orientation to the present, the local, the physical. To be aware of one's country and its history, of the diversity of customs and beliefs across the globe and through the ages, of the blunders and triumphs of past civilizations, of the microcosms of cells and atoms and the macrocosms of planets and galaxies, of the ethereal reality of number and logic and pattern—such awareness truly lifts us to a higher plane of consciousness. It is a gift of belonging to a brainy species with a long history.

Am I a genius? I don't think so. Not yet anyway. As Burt would put it, mocking the euphemisms of educational jargon, I'm exceptional-a democratic term used to avoid the damning labels of gifted and deprived (which used to mean bright and retarded) and as soon as exceptional begins to mean anything to anyone they'll change it. The idea seems to be: use an expression only as long as it doesn't mean anything to anybody. Exceptional refers to both ends of the spectrum, so all my life I've been exceptional.

The greatest gift of education, Korya, is the years of shelter provided when learning. Do not think to reduce that learning to facts and the utterances of presumed sages. Much of what one learns in that time is in the sphere of concord, the ways of society, the proprieties of behaviour and thought. Haut would tell you that this is another hard-won achievement of civilization: the time and safe environment in which to learn how to live. When this is destroyed, undermined or discounted, then that civilization is in trouble.

Nobody needed to get all that educated for being a miner, so they let the schools go to rot. And they made sure no mills or factories got in the door. Coal only. To this day, you have to cross a lot of ground to find other work. Not an accident, Mr. Armstrong said, and for once we believed him, because down in the dark mess of our little skull closets some puzzle pieces were clicking together and our world made some terrible kind of sense. The dads at home drinking beer in their underwear, the moms at the grocery with their SNAP coupons. The army recruiters in shiny gold buttons come to harvest their jackpot of hopeless futures. Goddamn. The trouble with learning the backgrounds is that you end up wanting to deck somebody, possibly Bettina Cook and the horse she rode in on. (Not happening. Her dad being head of the football boosters and major donor.) Once upon a time we had our honest living that was God and country. Then the world turns and there’s no God anymore, no country, but it’s still in your blood that coal is God’s gift and you want to believe. Because otherwise it was one more scam in the fuck-train that’s railroaded over these mountains since George Washington rode in and set his crew to cutting down our trees. Everything that could be taken is gone. Mountains left with their heads blown off, rivers running black. My people are dead of trying, or headed that way, addicted as we are to keeping ourselves alive. There’s no more blood here to give, just war wounds. Madness. A world of pain, looking to be killed.

The Gift of Presence, the Perils of Advice,” author and educator Parker Palmer writes, “The human soul doesn’t want to be advised or fixed or saved. It simply wants to be witnessed—to be seen, heard, and companioned exactly as it is. When we make that kind of deep bow to the soul of a suffering person, our respect reinforces the soul’s healing resources, the only resources that can help the sufferer make it through.”1 We

One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men are created equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious — because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe — some people are smarter than others, some people have more opportunity because they’re born with it, some men make more money than others, some ladies make better cakes than others — some people are born gifted beyond the normal scope of most men. But there is one way in this country in which all men are created equal — there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levelers, and in our courts all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and in the jury system — that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. I am confident that you gentlemen will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty. In the name of God, believe him.

Only bad religions depend on mysteries, just as bad governments depend on secret police. Truth, beauty and goodness are not mysterious, they are the commonest, most obvious, most essential facts of life, like sunlight, air and bread. Only folk whose heads are muddled by expensive educations think truth, beauty, goodness are rare private properties. Nature is more liberal. The universe keeps nothing essential from us — it is all present, all gift.

One of the greatest challenges I've faced as a mother-especially in these anxious, winner-takes-all times-is the need to resist the urge to accept someone else's definition of success and to try to figure out, instead, what really is best for my own children, what unique combination of structure and freedom, nurturing and challenge, education and exploration, each of them needs in order to grow and bloom.

With a new awareness, both painful and humorous, I begin to understand why the saints were rarely married women. I am convinced it has nothing inherently to do, as I once supposed, with chastity or children. It has to do primarily with distractions. The bearing, rearing, feeding and educating of children; the running of a house with its thousand details; human relationships with their myriad pulls--woman's normal occupations in general run counter to creative life, or contemplative life, or saintly life.

Since the dawn of education, the student considered as normal has been the student who puts up the least resistance to teaching, the one who doesn't call our knowledge into question or put our competency to the test, a student who already knows a lot, who is gifted with instant comprehension, who spares us searching for the access roads to his grey matter, a student with a natural urge to learn, who can stop being a kid in turmoil or a teenager with problems during our lessons, a student convinced from the cradle that he has to curb his appetites and emotions by exercising his reason if he doesn't want to live in a jungle filled with predators, a student confident that the intellectual life is a source of infinite pleasures that can be refined to the extreme when most other pleasures are doomed to monotonous repetition - in short, a student who has understod that knowledge is the only answer: the answer to the slavery in which ignorance wants to keep us, the sole consolation for our ontological loneliness.

I will even go out on a limb and say that we mistakenly may have been putting all our educational eggs into one basket only, while shortchanging other truly valuable capabilities of the human brain, namely perception, intuition, imagination, and creativity. Perhaps Albert Einstein put it best: “The intuitive mind is a sacred gift, and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift.

Training is a good dog, a constant companion and an utterly loyal and devoted friend, and everyone should have one. Education is a nagging counselor. And, I am convinced, everyone does have one. It happens, however, that some nagging counselors have grown strong by a certain kind of nourishment. Others are weak and puny, even infantile, having never been nourished at all.

Immortal existence.. Sometimes Living is not such an easy task.. Being here or there.. The spirit is the same.. Only changes the place where shows.. Here, the make-up is of meat.. There is infinite LIGHT.. In the flesh, or out of it , what does order is what thinks and what creates.. Each thought, a vibration.. Each action, a reaction.. That doesn't change with the death of the body.. Because actually nobody dies.. We are immortal divine existences.. Believing or not.. So many lives.. So many experiences.. So many faces.. So many dreams.. To each life new opportunities.. New learnings.. The soul Request.. Thirsty to experiment, feels, develop, evolve, grow and so it goes.. The spirit Obeys.. Enters and exit the perishable bodies.. Gets right and misses.. rehearses, Conquers and proceeds.. The spirit is a gift of the architect of the universe for the benefit of all.. It's light.. it's love.. it's eternal.. In the Astral or in the Earth.. There is to educate the thought and to clean the energies around yourself.. Gives some work to do that spiritual maintenance, but it is worthwhile. It is Light that cleans the Light! So never forget you are imperishable consciousness.. May a light circle involves and illuminate each soul.. Much light and love in each heart that pulses in the heart of the whole.. Namaste, Dave

Education is like Christmas. We’re all just opening our gifts, one at a time. And it is a fact that each and every child has a bright shiny present with her name on it, waiting there underneath the tree. God wrapped it up, and he’ll let us know when it’s time to unwrap it. In the meantime, we must believe that our children are okay. Every last one of them. The straight-A ones and the ones with autism and the naughty ones and the chunky ones and the shy ones and the loud ones and the so-far-behind ones.

The Brontë sisters have a renewed hold upon our imagination. They were gifted, well-educated, especially self-educated, and desperate. Their seriousness and poverty separated them forever from the interests and follies of respectable young girls. It was Charlotte’s goal to represent the plight of plain, poor, high-minded young women. Sometimes she gave them more rectitude and right thinking than we can easily endure, but she knew their vulnerability, the neglect they expected and received, the spiritual and psychological scars inflicted upon them, the way their frantic efforts were scarcely noticed, much less admired or condoned.

All great achievements arose from dissatisfaction. It is the desire to do better, to dig deeper that propels a civilization to greatness. All of us have heard the story of Icarus, the young boy who took the wings his father built for him. Wings that were meant to carry him over the ocean to freedom and used them instead for a joyride. For a brief moment Icarus felt what it was like to live like a god, to touch the sun, to soar above the common man. And for doing so he payed the ultimate price. Like Icarus we too have been given gifts: knowledge, education, experience. And with these gifts comes the responsibility of choice. We alone decide how our talents are bestowed upon the world. This is our destiny and we hold it in the palm of our hands.

The guiding visionary behind Project Spectrum is Howard Gardner, a psychologist at the Harvard School of Education.7 “The time has come,” Gardner told me, “to broaden our notion of the spectrum of talents. The single most important contribution education can make to a child’s development is to help him toward a field where his talents best suit him, where he will be satisfied and competent. We’ve completely lost sight of that. Instead we subject everyone to an education where, if you succeed, you will be best suited to be a college professor. And we evaluate everyone along the way according to whether they meet that narrow standard of success. We should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those. There are hundreds and hundreds of ways to succeed, and many, many different abilities that will help you get there.

Nowadays, being “connected” means 24/7 availability. Emailing, texting, Twittering, calling, keeping one’s website and Facebook status current seem essential to being and remaining relevant in the world. In addition to the positive impact of globally interconnecting humanity, the information era is also contributing to the creation of a high-tech, low-touch society. It is impacting language, the publishing world, education, and social revolts. Neurologists and other pundits, including Nicholas Carr in his Atlantic article, “Is Google Making Us Stupid?”, point out the paradoxical downsides of not setting healthy boundaries or applying discipline to how we engage technology. Some have gone so far as to suggest that it is making us “spiritually stupid” by keeping us too distracted to participate in spiritual practices. But how about this: can using technology with mindfulness lead to beneficial social and spiritual connection?

I don't know which is worse—to have a bad teacher or no teacher at all. In any case, I believe the teacher's work should be largely negative. He can't put the gift into you, but if he finds it there, he can try to keep it from going in an obviously wrong direction. We can learn how not to write, but this is a discipline that does not simply concern writing itself but concerns the whole intellectual life. A mind cleared of false emotion and false sentiment and egocentricity is going to have at least those roadblocks removed from its path. If you don't think cheaply, then there at least won't be the quality of cheapness in your writing, even though you may not be able to write well. The teacher can try to weed out what is positively bad, and this should be the aim of the whole college. Any discipline can help your writing: logic, mathematics, theology, and of course and particularly drawing. Anything that helps you to see, anything that makes you look. The writer should never be ashamed of staring. There is nothing that doesn't require his attention.

when the Vietnamese came to the United States they often faced prejudice from everyone—White, Black, and Hispanics. But they didn’t beg for handouts and often took the lowest jobs offered. Even well-educated individuals didn’t mind sweeping floors if it was a paying job. Today many of these same Vietnamese are property owners and entrepreneurs. That’s the message I try to get across to the young people. The same opportunities are there, but we can’t start out as vice president of the company. Even if we landed such a position, it wouldn’t do us any good anyway because we wouldn’t know how to do our work. It’s better to start where we can fit in and then work our way up.

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned. For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of desire to go on learning. If impetus in this direction is weakened instead of being intensified, something much more than mere lack of preparation takes place. The pupil is actually robbed of native capacities which otherwise would enable him [sic] to cope with the circumstances that he meets in the course of his life. We often see persons who have had little schooling and in whose case the absence of set schooling proves to be a positive asset. They have at least retained their native common sense and power of judgement, and its exercise in the actual conditions of living has given them the precious gift of ability to learn from the experiences they have.

The fact is that men encounter more complicity in their woman companions than the oppressor usually finds in the oppressed; and in bad faith they use it as a pretext to declare that woman wanted the destiny they imposed on her. We have seen that in reality her whole education conspires to bar her from paths of revolt and adventure; all of society - beginning with her respected parents - lies to her in extolling the high value of love, devotion, and the gift of self and in concealing the fact that neither lover, husband nor children will be disposed to bear the burdensome responsibility of it. She cheerfully accepts these lies because they invite her to take the easy slope: and that is the worst of the crimes committed against her; from her childhood and throughout her life, she is spoiled, she is corrupted by the fact that this resignation, tempting to any existent anxious about her freedom, is mean to be her vocation; if one encourages a child to be lazy by entertaining him all day, without giving him the occasion to study, without showing him its value, no one will say when he reaches the age of man that he chose to be incapable and ignorant; this is how the woman is raised, without ever being taught the necessity of assuming her own existence; she readily lets herself count on the protection, love, help and guidance of others; she lets herself be fascinated by the hope of being able to realise her being without doing anything. She is wrong to yield to this temptation; but the man is ill advised to reproach her for it since it is he himself who tempted her.

In the end, a person is only know by the impact he or she has on others. The Gift of Work: He who loves his work never labors. The Gift of Money: Money is nothing more than a tool. It can be a force for good, a force for evil, or simple be idle. The Gift of Friends: It is a wealthy person, indeed, who calculates riches not in gold but in friends. The Gift of Learning: Education is a lifelong journey whose destination expands as you travel. The desire and hunger for education is the key to real learning. The Gift of Problems: Problems can only be avoided by exercising good judgment. Good judgment can only be gained by experiencing life's problems. The Gift of Family: Some people are born into wonderful families. Others have to find or create them. Being a member of a family is a priceless privilege which costs nothing but love. The Gift of Laughter: Laughter is good medicine for the soul. Our world is desperately in need of more such medicine. The Gift of Dreams: Faith is all that dreamers need to see into the future. The Gift of Giving: The only way you can truly get more out of life for yourself is to give part of yourself away. One of the key principles in giving, is that the gift must be yours to give-either something you earned or created or maybe, simply, part of yourself. The Gift of Gratitude: In those times when we yearn to have more in our lives, we should dwell on the things we already have. In doing so, we will often find that our lives are already full to overflowing. The Golden List: Every morning before getting up visualize a golden tablet on which is written ten things in your life you are especially thankful for. The Gift of a Day: Life at its essence boils down to one day at a time. Today is the Day! If we can learn how to live one day to its fullest, our lives will be rich and meaningful. The Gift of Love: Love is a treasure for which we can never pay. The only way we keep it is to give it away. The Ultimate Gift: In the end, life lived to its fullest is its own ultimate gift.

You don’t need money to be generous. You don’t need education to be wise. You don’t need fame to be important. You don’t need charisma to be influential. You don’t need titles to be honorable. You don’t need awards to be special. You don’t need medals to be extraordinary. You don’t need consent to be yourself. You don’t need approval to be unique. You don’t need a license to be creative. You don’t need authorization to dream. You don’t need acceptance to be gifted. You don’t need youth to be a champion. You don’t need old age to be a hero. You need skill, not temper, to be a warrior. You need love, not rage, to be an activist. You need compassion, not robes, to be a priest. You need confidence, not ego, to be a politician. You need integrity, not charm, to be a leader. You need wisdom, not theories, to be a master. You need character, not size, to be a champion.

Let us educate the younger generation to be shy in and out of season: to edge behind the furniture: to say spasmodic and ill-digested things: to twist their feet round the protective feet of sofas and armchairs: to feel that their hands belong to someone else--that they are objects, which they long to put down on some table away from themselves. For shyness is the protective fluid within which our personalities are able to develop into natural shapes. Without this fluid the character becomes merely standardized or imitative: it is within the tender velvet sheath of shyness that the full flower of idiosyncrasy is nurtured: it is from this sheath alone that it can eventually unfold itself, coloured and undamaged. Let the shy understand, therefore, that their disability is not only an inconvenience, but also a privilege. Let them regard their shyness as a gift rather than as an affliction. Let them consider how intolerable are those of their contemporaries who are not also shy.

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.

Here is an image. The young woman who lives in the Port Authority Bus Terminal has been a crack addict; she has lied, cheated, and stolen. She has learned to manipulate people. At twenty-six, she has wasted her education and lost several jobs. When she is asleep in her blanket on the floor, there is no way for a passerby to know whether or not she is trying to kick her habit and better herself. Yet, according to the article, she constantly finds that bus passengers put one dollar bill, two dollar bills, even a twenty-dollar bill into her blanket while she is asleep. Jesus stoops down to us in our miserable condition, bringing the gifts of new life. He does not ask us what we are doing to make ourselves better; he just gives the gift. He does not ask if we are working to turn ourselves around; he does not ask for a receipt; he puts redemption into our blanket.

Fame requires every kind of excess. I mean true fame, a devouring neon, not the somber renown of waning statesmen or chinless kings. I mean long journeys across gray space. I mean danger, the edge of every void, the circumstance of one man imparting an erotic terror to the dreams of the republic. Understand the man who must inhabit these extreme regions, monstrous and vulval, damp with memories of violation. Even if half-mad he is absorbed into the public's total madness; even if fully rational, a bureaucrat in hell, a secret genius of survival, he is sure to be destroyed by the public's contempt for survivors. Fame, this special kind, feeds itself on outrage, on what the counselors of lesser men would consider bad publicity-hysteria in limousines, knife fights in the audience, bizarre litigation, treachery, pandemonium and drugs. Perhaps the only natural law attaching to true fame is that the famous man is compelled, eventually, to commit suicide. (Is it clear I was a hero of rock'n'roll?) Toward the end of the final tour it became apparent that our audience wanted more than music, more even than its own reduplicated noise. It's possible the culture had reached its limit, a point of severe tension. There was less sense of simple visceral abandon at our concerts during these last weeks. Few cases of arson and vandalism. Fewer still of rape. No smoke bombs or threats of worse explosives. Our followers, in their isolation, were not concerned with precedent now. They were free of old saints and martyrs, but fearfully so, left with their own unlabeled flesh. Those without tickets didn't storm the barricades, and during a performance the boys and girls directly below us, scratching at the stage, were less murderous in their love of me, as if realizing finally that my death, to be authentic, must be self-willed- a succesful piece of instruction only if it occured by my own hand, preferrably ina foreign city. I began to think their education would not be complete until they outdid me as a teacher, until one day they merely pantomimed the kind of massive response the group was used to getting. As we performed they would dance, collapse, clutch each other, wave their arms, all the while making absolutely no sound. We would stand in the incandescent pit of a huge stadium filled with wildly rippling bodies, all totally silent. Our recent music, deprived of people's screams, was next to meaningless, and there would have been no choice but to stop playing. A profound joke it would have been. A lesson in something or other. In Houston I left the group, saying nothing, and boarded a plane for New York City, that contaminated shrine, place of my birth. I knew Azarian would assume leadership of the band, his body being prettiest. As to the rest, I left them to their respective uproars- news media, promotion people, agents, accountants, various members of the managerial peerage. The public would come closer to understanding my disappearance than anyone else. It was not quite as total as the act they needed and nobody could be sure whether I was gone for good. For my closest followers, it foreshadowed a period of waiting. Either I'd return with a new language for them to speak or they'd seek a divine silence attendant to my own. I took a taxi past the cemetaries toward Manhattan, tides of ash-light breaking across the spires. new York seemed older than the cities of Europe, a sadistic gift of the sixteenth century, ever on the verge of plague. The cab driver was young, however, a freckled kid with a moderate orange Afro. I told him to take the tunnel. Is there a tunnel?" he said.

Socrates tried to soothe us, true enough. He said there were only two possibilities. Either the soul is immortal or, after death, things would be again as blank as they were before we were born. This is not absolutely comforting either. Anyway it was natural that theology and philosophy should take the deepest interest in this. They owe it to us not to be boring themselves. On this obligation they don’t always make good. However, Kierkegaard was not a bore. I planned to examine his contribution in my master essay. In his view the primacy of the ethical over the esthetic mode was necessary to restore the balance. But enough of that. In myself I could observe the following sources of tedium: 1) The lack of a personal connection with the external world. Earlier I noted that when I was riding through France in a train last spring I looked out of the window and thought that the veil of Maya was wearing thin. And why was this? I wasn’t seeing what was there but only what everyone sees under a common directive. By this is implied that our worldview has used up nature. The rule of this view is that I, a subject, see the phenomena, the world of objects. They, however, are not necessarily in themselves objects as modern rationality defines objects. For in spirit, says Steiner, a man can step out of himself and let things speak to him about themselves, to speak about what has meaning not for him alone but also for them. Thus the sun the moon the stars will speak to nonastronomers in spite of their ignorance of science. In fact it’s high time that this happened. Ignorance of science should not keep one imprisoned in the lowest and weariest sector of being, prohibited from entering into independent relations with the creation as a whole. The educated speak of the disenchanted (a boring) world. But it is not the world, it is my own head that is disenchanted. The world cannot be disenchanted. 2) For me the self-conscious ego is the seat of boredom. This increasing, swelling, domineering, painful self-consciousness is the only rival of the political and social powers that run my life (business, technological-bureaucratic powers, the state). You have a great organized movement of life, and you have the single self, independently conscious, proud of its detachment and its absolute immunity, its stability and its power to remain unaffected by anything whatsoever — by the sufferings of others or by society or by politics or by external chaos. In a way it doesn’t give a damn. It is asked to give a damn, and we often urge it to give a damn but the curse of noncaring lies upon this painfully free consciousness. It is free from attachment to beliefs and to other souls. Cosmologies, ethical systems? It can run through them by the dozens. For to be fully conscious of oneself as an individual is also to be separated from all else. This is Hamlet’s kingdom of infinite space in a nutshell, of “words, words, words,” of “Denmark’s a prison.