Music Teacher Quotes

So that day, in music assembly, the teacher asked who knew the valley song. Your hand shot right up in the air. She stood you up on a stool and had you sing it for us. And I swear, every bird outside the windows fell silent...and right when your song ended, I knew - just like your mother - I was a goner.

You don’t get to pick your family, but you can pick your teachers and you can pick your friends and you can pick the music you listen to and you can pick the books you read and you can pick the movies you see. You are, in fact, a mashup of what you choose to let into your life. You are the sum of your influences. The German writer Goethe said, "We are shaped and fashioned by what we love.

Every day, a piece of music, a short story, or a poem dies because its existence is no longer justified in our time. And things that were once considered immortal have become mortal again, no one knows them anymore. Even though they deserve to survive.

You'll have a good, secure life when being alive means more to you than security, love more than money, your freedom more than public or partisan opinion, when the mood of Beethoven's or Bach's music becomes the mood of your whole life … when your thinking is in harmony, and no longer in conflict, with your feelings … when you let yourself be guided by the thoughts of great sages and no longer by the crimes of great warriors … when you pay the men and women who teach your children better than the politicians; when truths inspire you and empty formulas repel you; when you communicate with your fellow workers in foreign countries directly, and no longer through diplomats...

We were five. You had a plaid dress and your hair...it was in two braids instead of one. My father pointed you out while we were waiting to line up. He said, 'See that little girl? I wanted to marry her mother, but she ran off with a coal miner.' And I said, 'A coal miner? Why did she want a coal miner if she could've had you?' And he said, 'Because when he sings...even the birds stop to listen.' So that day, in music assembly, the teacher asked who knew the valley song. Your hand shot right up in the air. She put you up on a stool and had you sing it for us. And I swear, ever bird outside the windows fell silent. And right when your song ended, I knew -just like your mother- I was a goner.

Peeta,” I say lightly. “You said at the interview you’d had a crush on me forever. When did forever start?” “Oh, let’s see. I guess the first day of school. We were five. You had on a red plaid dress and your hair... it was in two braids instead of one. My father pointed you out when we were waiting to line up,” Peeta says. “Your father? Why?” I ask. “He said, ‘See that little girl? I wanted to marry her mother, but she ran off with a coal miner,’” Peeta says. “What? You’re making that up!” I exclaim. “No, true story,” Peeta says. “And I said, ‘A coal miner? Why did she want a coal miner if she could’ve had you?’ And he said, ‘Because when he sings... even the birds stop to listen.’” “That’s true. They do. I mean, they did,” I say. I’m stunned and surprisingly moved, thinking of the baker telling this to Peeta. It strikes me that my own reluctance to sing, my own dismissal of music might not really be that I think it’s a waste of time. It might be because it reminds me too much of my father. “So that day, in music assembly, the teacher asked who knew the valley song. Your hand shot right up in the air. She stood you up on a stool and had you sing it for us. And I swear, every bird outside the windows fell silent,” Peeta says. “Oh, please,” I say, laughing. “No, it happened. And right when your song ended, I knew—just like your mother—I was a goner,” Peeta says. “Then for the next eleven years, I tried to work up the nerve to talk to you.” “Without success,” I add. “Without success. So, in a way, my name being drawn in the reaping was a real piece of luck,” says Peeta. For a moment, I’m almost foolishly happy and then confusion sweeps over me. Because we’re supposed to be making up this stuff, playing at being in love not actually being in love. But Peeta’s story has a ring of truth to it. That part about my father and the birds. And I did sing the first day of school, although I don’t remember the song. And that red plaid dress... there was one, a hand-me-down to Prim that got washed to rags after my father’s death. It would explain another thing, too. Why Peeta took a beating to give me the bread on that awful hollow day. So, if those details are true... could it all be true? “You have a... remarkable memory,” I say haltingly. “I remember everything about you,” says Peeta, tucking a loose strand of hair behind my ear. “You’re the one who wasn’t paying attention.” “I am now,” I say. “Well, I don’t have much competition here,” he says. I want to draw away, to close those shutters again, but I know I can’t. It’s as if I can hear Haymitch whispering in my ear, “Say it! Say it!” I swallow hard and get the words out. “You don’t have much competition anywhere.” And this time, it’s me who leans in.

Music is the ultimate teacher.

Language is important: it shapes minds, it can include, exclude, incite, hurt and destroy. If language isn’t powerful, why not call your teacher a cunt?

I remember the first time I saw you. Your hair was in two braids instead of one. I remember when you sang in the music assembly and the teacher said "who knows the valley song?" and your hand shot straight up. After that, I watched you going home everyday. Everyday

One can learn anything, anything at all, I thought, if provided by a gifted and passionate teacher.

It's old, very old I think. Made up long ago in our hills. What my music teacher calls a mountain air. But the words are easy and soothing, promising tomorrow will be more hopeful than this awful piece of time we call today.

I know I have a pretty good sense for music, but she was better than me. I used to think it was such a waste! I thought, ‘If only she had started out with a good teacher and gotten the proper training, she’d be so much further along!’ But I was wrong about that. She was not the kind of child who could stand proper training. There just happen to be people like that. They’re blessed with this marvelous talent, but they can’t make the effort to systematize it. They end up squandering it in little bits and pieces. I’ve seen my share of people like that. At first you think they’re amazing. Like, they can sight-read some terrifically difficult piece and do a damn good job playing it all the way through. You see them do it, and you’re overwhelmed. you think, ‘I could never do that in a million years.’ But that’s as far as they go. They can’t take it any further. And why not? Because they won’t put in the effort. Because they haven’t had the discipline pounded into them. They’ve been spoiled. They have just enough talent so they’ve been able to play things well without any effort and they’ve had people telling them how great they are from the time they’re little, so hard work looks stupid to them. They’ll take some piece another kid has to work on for three weeks and polish it off in half the time, so the teacher figures they’ve put enough into it and lets them go to the next thing. And they do that in half the time and go on to the next piece. They never find out what it means to be hammered by the teacher; they lose out on a certain element required or character building. It’s a tragedy.

From his father, Gansey had gotten a head for logic, an affection for research, and a trust fund the size of most state lotteries. From their father, the Lynch brothers had gotten indefatigable egos, a decade of obscure Irish music instrument lessons, and the ability to box like they meant it. Niall Lynch had not been around very much, but when he had been, he had been an excellent teacher.

Mr. Mancini had a singular talent for making me uncomfortable. He forced me to consider things I’d rather not think about – the sex of my guitar, for instance. If I honestly wanted to put my hands on a woman, would that automatically mean I could play? Gretchen’s teacher never told her to think of her piano as a boy. Neither did Lisa’s flute teacher, though in that case the analogy was obvious. On the off chance that sexual desire was all it took, I steered clear of Lisa’s instrument, fearing that I might be labeled a prodigy.

simple people. . . . listen to music with their hearts and enjoy it more than those who are spoiled, jaded, blase.

The main reason I became a teacher is that I like being the first one to introduce kids to words and music and people and numbers and concepts and idea that they have never heard about or thought about before. I like being the first one to tell them about Long John Silver and negative numbers and Beethoven and alliteration and "Oh, What a Beautiful Morning" and similes and right angles and Ebenezer Scrooge. . . Just think about what you know today. You read. You write. You work with numbers. You solve problems. We take all these things for granted. But of course you haven't always read. You haven't always known how to write. You weren't born knowing how to subtract 199 from 600. Someone showed you. There was a moment when you moved from not knowing to knowing, from not understanding to understanding. That's why I became a teacher.

A game master or teacher who was primarily concerned with being close enough to the "innermost meaning" would be a very bad teacher. To be candid, I myself, for example, have never in my life said a word to my pupils about the "meaning" of music; if there is one it does not need my explanations. On the other hand I have always made a great point of having my pupils count their eighths and sixteenths nicely. Whatever you become, teacher, scholar, or musician, have respect for the "meaning" but do not imagine that it can be taught.

Life is a chain of choices. Making the correct one is never easy.” “That’s for sure,” agreed Rocky. “But if we didn’t make difficult choices, right or wrong,” said Mr. Veraldi, “we wouldn’t learn anything worth knowing." Rocky Ryan and his viola teacher, Mr. Veraldi, in Bully at Ambush Corner.

A teacher is one who makes himself progressively unnecessary. —Thomas Carruthers

As you consider selecting songs for your worship services, consider them in light of the truth of the gospel. Imagine the songs as teachers--because they are! If your people could understand your doctrine only through the music you sing, what would they know about God and His pursuit of us? If your people could understand your church's beliefs only through the music, what would they know?

I came with many knots in my heart, like the magician's rope. You undid them all at once. I see now the splendor of the student and that of the teacher's art. Love and this body sit inside your presence, one demolished, the other drunk. We smile. We weep, tree limbs turning sere, then light green.

Head held high and lips parted, she breathed in the music, sending it through her torso and arms and legs the way the Tai Chi teacher told us to breath the air, transforming it into energy, motion. Dancing is the body's song, and Bess sang.

Music made my day so much easier. Walking through the halls at school was somehow easier; sitting alone all the time was easier. I loved that no one could tell i was listening to music and that, because no one knew, i was never asked to turn it off. I'd had multiple conversations with teachers who had no idea i was only half hearing whatever they were saying to me, and for some reason this made me happy. Music seemed to steady me like a second skeleton; I leaned on it when my own bones were too shaken to stand. I always listened to music on the iPod i'd stolen from my brother, and here- as i did last year, when he first bought the thing- I walked to class like i was listening to the soundtrack of my own shitty movie. It gave me an inexplecable kind of hope.

And maybe that is where rhythm comes from, I think. Our earliest understanding of rhythm. The sound of our own breath, the beating of our own hearts.

On the first day of November last year, sacred to many religious calendars but especially the Celtic, I went for a walk among bare oaks and birch. Nothing much was going on. Scarlet sumac had passed and the bees were dead. The pond had slicked overnight into that shiny and deceptive glaze of delusion, first ice. It made me remember sakes and conjure a vision of myself skimming backward on one foot, the other extended; the arms become wings. Minnesota girls know that this is not a difficult maneuver if one's limber and practices even a little after school before the boys claim the rink for hockey. I think I can still do it - one thinks many foolish things when November's bright sun skips over the entrancing first freeze. A flock of sparrows reels through the air looking more like a flying net than seventy conscious birds, a black veil thrown on the wind. When one sparrow dodges, the whole net swerves, dips: one mind. Am I part of anything like that? Maybe not. The last few years of my life have been characterized by stripping away, one by one, loves and communities that sustain the soul. A young colleague, new to my English department, recently asked me who I hang around with at school. "Nobody," I had to say, feeling briefly ashamed. This solitude is one of the surprises of middle age, especially if one's youth has been rich in love and friendship and children. If you do your job right, children leave home; few communities can stand an individual's most pitiful, amateur truth telling. So the soul must stand in her own meager feathers and learn to fly - or simply take hopeful jumps into the wind. In the Christian calendar, November 1 is the Feast of All Saints, a day honoring not only those who are known and recognized as enlightened souls, but more especially the unknowns, saints who walk beside us unrecognized down the millennia. In Buddhism, we honor the bodhisattvas - saints - who refuse enlightenment and return willingly to the wheel of karma to help other beings. Similarly, in Judaism, anonymous holy men pray the world from its well-merited destruction. We never know who is walking beside us, who is our spiritual teacher. That one - who annoys you so - pretends for a day that he's the one, your personal Obi Wan Kenobi. The first of November is a splendid, subversive holiday. Imagine a hectic procession of revelers - the half-mad bag lady; a mumbling, scarred janitor whose ravaged face made the children turn away; the austere, unsmiling mother superior who seemed with great focus and clarity to do harm; a haunted music teacher, survivor of Auschwitz. I bring them before my mind's eye, these old firends of my soul, awakening to dance their day. Crazy saints; but who knows what was home in the heart? This is the feast of those who tried to take the path, so clumsily that no one knew or notice, the feast, indeed, of most of us. It's an ugly woods, I was saying to myself, padding along a trail where other walkers had broken ground before me. And then I found an extraordinary bouquet. Someone had bound an offering of dry seed pods, yew, lyme grass, red berries, and brown fern and laid it on the path: "nothing special," as Buddhists say, meaning "everything." Gathered to formality, each dry stalk proclaimed a slant, an attitude, infinite shades of neutral. All contemplative acts, silences, poems, honor the world this way. Brought together by the eye of love, a milkweed pod, a twig, allow us to see how things have been all along. A feast of being.

I missed the anonymity-the ability to run to the market without running into my third-grade teacher. I missed the nightlife-the knowledge that if I wanted to, there was always an occasion to get dressed up and head out for dinner and drinks. I missed the restaurants-the Asian, the Thai, the Italian the Indian. I was already tired of mashed potatoes and canned green beans. I missed the culture- the security that comes from being on the touring schedule of the major Broadway musicals. I missed the shopping-the funky boutiques, the eclectic shops, the browsing. I missed the city.

[In reference to how he came to love music after hearing Mozart's sonatas] I believe that love is a better teacher than a sense of duty, at least for me.

Over time, I guess all your teachers find their way into your music, right?

The saxophone is the cocaine of the woodwind family, the sax teacher continues. Saxophonists are admired because they are dangerous, because they have explored a darker, more sinister side of themselves.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

It was all here for me, just as it has all been here for you, the best and the worst of Western Civilization, if you cared to pay attention: music, finance, government, architecture, law and sculpture and painting, history and medicine and athletics and every sort of science, and books, books, books, and teachers and role models. People so smart you can’t believe it, and people so dumb you can’t believe it. People so nice you can’t believe it, and people so mean you can’t believe it.

I beg you, help me, in angelic charity, Pray my efforts will reflect your mastery!

Xylophone lessons are now ON SALE when you buy a duck from me. It doesn’t matter if you’re not a good music teacher, because I’m not paying full price.

My music teacher offered twittering madrigals and something about how, in Italy, in Italy, the oranges hang on the tree. He treated me - the humiliation of it - as a soprano. These, by contrast, are the six elements of a Sacred Harp alto: rage, darkness, motherhood, earth, malice, and sex. Once you feel it, you can always do it. You know where to go for it, though it will cost you.

Don't let strangers touch you." And yet it is seldom strangers, I learned long before I was a teenager, who do you harm. It is always the ones closest to us: the suave chauffeur, the skilled photographer, the kind music teacher, the good friend's sober and dignified husband, the pious man of God. They are the ones your parents trust, whom they don't want to believe anything against.

Your social media is every bit as much of who you are as the clothes you wear, the bars you check into, the music you share, the car that drives you or who you date. Everyone judges you on them—your mates, teachers, Uni recruiters and employers.

Here are all these people, full of heartache or hatred or desire, and we all have our troubles and the school year is filled with vulgarity and triviality and consequence, and there are all these teachers and kids of every shape and size, and there's this life we're struggling through full of shouting and tears and fights and break-ups and dashed hopes and unexpected luck -- it all disappears, just like that, when the choir begins to sing. Everyday life vanishes into song, you are suddenly overcome with a feeling of brotherhood, of deep solidarity, even love, and it diffuses the ugliness of everyday life into a spirit of perfect communion.

Race scholars use the term white supremacy to describe a sociopolitical economic system of domination based on racial categories that benefits those defined and perceived as white. This system of structural power privileges, centralizes, and elevates white people as a group. If, for example, we look at the racial breakdown of the people who control our institutions, we see telling numbers in 2016–2017: - Ten richest Americans: 100 percent white (seven of whom are among the ten richest in the world) - US Congress: 90 percent white - US governors: 96 percent white - Top military advisers: 100 percent white - President and vice president: 100 percent white - US House Freedom Caucus: 99 percent white - Current US presidential cabinet: 91 percent white - People who decide which TV shows we see: 93 percent white - People who decide which books we read: 90 percent white - People who decide which news is covered: 85 percent white - People who decide which music is produced: 95 percent white - People who directed the one hundred top-grossing films of all time, worldwide: 95 percent white - Teachers: 82 percent white - Full-time college professors: 84 percent white - Owners of men’s professional football teams: 97 percent white These numbers are not describing minor organizations. Nor are these institutions special-interest groups. The groups listed above are the most powerful in the country. These numbers are not a matter of “good people” versus “bad people.” They represent power and control by a racial group that is in the position to disseminate and protect its own self-image, worldview, and interests across the entire society.

The thing I didn't see back then is that people can be destroyed by goodness. Damage can be done by hope. If people aren't ready for hope, it's a cruel trick to put it on their doorstep.

Only I still had a problem. The problem was my parents. Of the many things I was afraid of in those days - spiders, insomnia, fish hooks, school dances, hardball, heights, bees, urinals, puberty, music teachers, dogs, the school cafeteria, censure, older teenagers, jellyfish, locker rooms, boomerangs, popular girls, the high dive - I was probably most afraid of my parents.

Mitchell Maxwell’s Maxims • You have to create your own professional path. There’s no longer a roadmap for an artistic career. • Follow your heart and the money will follow. • Create a benchmark of your own progress. If you never look down while you’re climbing the ladder you won’t know how far you’ve come. • Don’t define success by net worth, define it by character. Success, as it’s measured by society, is a fleeting condition. • Affirm your value. Tell the world “I am an artist,” not “I want to be an artist.” • You must actively live your dream. Wishing and hoping for someday doesn’t make it happen. Get out there and get involved. • When you look into the abyss you find your character. • Young people too often let the fear of failure keep them from trying. You have to get bloody, sweaty and rejected in order to succeed. • Get your face out of Facebook and into somebody’s face. Close your e-mail and pick up the phone. Personal contact still speaks loudest. • No one is entitled to act entitled. Be willing to work hard. • If you’re going to buck the norm you’re going to have to embrace the challenges. • You have to love the journey if you’re going to work in the arts. • Only listen to people who agree with your vision. • A little anxiety is good but don’t let it become fear, fear makes you inert. • Find your own unique voice. Leave your individual imprint on the world, not a copy of someone else. • Draw strength from your mistakes; they can be your best teacher.

The sighing of the devotee clears a path for him into the world unseen, and his tears wash away the sins of ages. All revelation follows the ecstasy; all knowledge that a book can never contain, that a language can never express, nor a teacher teach, comes to him of itself.

Don't imagine that the art of poetry is any simpler than the art of music, or that you can please the expert before you have spent at least as much effort on the art of verse as the average piano teacher spends on the art of music. Be influenced by as many great artists as you can, but have the decency either to acknowledge the debt outright, or try to conceal it. Don't allow "influence" to mean merely that you mop up the particular decorative vocabulary of some one or two poets who you happen to admire.

I walked past the lady in yellow robes and the maid bringing her a letter, past the soldier with a magnificent hat and the girl smiling at him, thinking of warm lips, brown eyes, blue eyes. Her brown eyes stopped me. It's the painting from whose frame a girl looks out, ignoring her beefy music teacher, whose proprietary hand rests on her chair. The light is muted, winter light, but her face is bright. I looked into her brown eyes and I recoiled. She was warning me of something-- she had looked up from her work to warn me. Her mouth was slightly open, as if she had just drawn a breath in order to say to me, "Don't!" I moved backward, trying to get beyond the range of her urgency. But her urgency filled the corridor. "Wait," she was saying, "wait! Don't go!" ... She had changed a lot in sixteen years. She was no longer urgent. In fact, she was sad. She was young and distracted, and her teacher was bearing down on her, trying to get her to pay attention. But she was looking out, looking for someone who would see her. This time I read the title of the painting: Girl Interrupted at Her Music. Interrupted at her music.- as my life had been, interrupted in the music of being seventeen, as her life had been, snatched and fixed on canvas: one moment made to stand still and to stand for all the other moments, whatever they would be or might have been. What life can recover from that? I had something to tell her now "I see you," I said. My boyfriend found me crying in the hallway. "What's the matter with you?" he asked. "Don't you see, she's trying to get out," I said, pointing at her.

We didn't finish that dance." "Here?" "Why not?" Echo's high heel tapped against the sidewalk, the telltale sign of nerves. I took a deliberate step forward and caught her waist before she coud back away from me. My siren had sung to me for way too long, capturing my heart, tempting me with her body, driving me slowly insane. Now, I expected her to pay up. "Do you hear that?" I aked. Echo raised an eyebrow when she heard nothing but the sound of water trickling in the fountain. "Hear what?" I slid my right hand down her arm, cradled her hand against my chest and swayed us from side to side. "The music." Her eyes danced. "Maybe if you could tell me what i'm supposed to be hearing." "Slow drum beat." With one finger i tapped the beat into the small of her back. "Acoustic quitar." I leaned down and hummed my favorite song in her ear. Her sweet cinnamon smell intoxicated me. She relaxed, fitting perfectly into my body. In the crisp, cold February air, we swayed together, moving to our own personal beat. For one moment, we escaped hell. No teachers, no therapist, no well-meaning friends, no nightmares-just the two of us, dancing. My song ended, my finger stopped tapping the beat, and we ceased swaying from side to side. She held perfectly still, keeping her hand in mine, her head resting on my shoulder. I nuzzled into the warmth of her silky curls, tightening my hold on her. Echo was becoming essential, like air. I eased my hand to her chin, lifting her face toward me. My thumb caressed her warm, smooth cheek. My heart beat faster. A ghost of that siren smile graced her lips as she tilted her head closer to mine, creating the undeniable pull of the sailor lost to the sea to the beautiful goddess calling him home. I kissed her lips. Soft, full, warm-everything i'd fantasized it would be and more, so much more. Echo hesitantly pressed back, a curious question for which i had a response. I parted my lips and teased her bottom one, begging, praying, for permission. Her smooth hands inched up my neck and pulled at my hair, bringing me closer. She opened her mouth, her tongue seductively touching mine, almost bringing me to my knees. Flames licked through me as our kiss deepened. Her hands massaged my scalp and neck, only stoking the heat of the fire. Forgetting every rule i'd created for this moment, my hands wandered up her back, twining in her hair, bringing her closer to me. I wanted Echo. I needed Echo. Her eyes met mine again. "So what does this mean for us?" I lowered my forehead to hers. "It means you 're mine.

The study of Scripture I find to be quite like mastering an instrument. No one is so good that they cannot get any better; no one knows so much that they can know no more. A professional can spot an amateur or a lack of practice or experience a mile away. His technicality, his spiritual ear is razor-sharp. He is familiar with the common mistakes, the counter-arguments; and insofar as this, he can clearly distinguish the difference between honest critics of the Faith and mere fools who criticize that which they know nothing.

Why have so many schools reduced the time and emphasis they place on art, music, and physical education? The answer is beyond simple: those areas aren’t measured on the all-important tests. You know where those areas are measured… in life! Art, music, and a healthy lifestyle help us develop a richer, deeper, and more balanced perspective. Never before have we needed more of an emphasis on the development of creativity, but schools have gone the exact opposite direction in an effort to make the best test-taking automatons possible. Our economy no longer rewards people for blindly following rules and becoming a cog in the machine. We need risk-takers, outside-the-box thinkers, and entrepreneurs; our school systems do the next generation a great disservice by discouraging these very skills and attitudes. Instead of helping and encouraging them to find and develop their unique strengths, they're told to shut up, put the cell phones away, memorize these facts and fill in the bubbles.

They said her duck recipe and the Chinese music were so dramatic everything else sounded anemic.

One teacher’s comment, even one you’ve forgotten, may become the essence of you; it’s just hard to know which one.

The skill of moving silently through the landscape is like music,” he told her. “Almost you make me feel less a teacher and more a musician.

Once I understood Bach's music, I wanted to be a concert pianist. Bach made me dedicate my life to music, and it was that teacher who introduced me to his world.

No more can this Angel teach her, Yet, this guiding wing shall not forsake ...

According to a 1995 study, a sample of Japanese eighth graders spent 44 percent of their class time inventing, thinking, and actively struggling with underlying concepts. The study's sample of American students, on the other hand, spent less than 1 percent of their time in that state. “The Japanese want their kids to struggle,” said Jim Stigler, the UCLA professor who oversaw the study and who cowrote The Teaching Gap with James Hiebert. “Sometimes the [Japanese] teacher will purposely give the wrong answer so the kids can grapple with the theory. American teachers, though, worked like waiters. Whenever there was a struggle, they wanted to move past it, make sure the class kept gliding along. But you don't learn by gliding.

It's amazing that schools still offer courses in musical composition. What a useless thing to spend money on -- to take a course in college to learn how to be a modern composer! No matter how good the course is, when you get out, what the fuck will you do for a living? (The easiest thing to do is become a composition teacher yourself, spreading 'the disease' to the next generation.) One of the things that determines the curriculum in music schools is: which of the current fashions in modern music gets the most grant money from the mysterious benefactors in Foundation-Land. For a while there, unless you were doing serial music (in which the pitches have numbers, the dynamics have numbers, the vertical densities have numbers, etc) -- if it didn't have a pedigree like that, it wasn't a good piece of music. Critics and academicians stood by, waiting to tell you what a piece of shit your opus was if your numbers didn't add up. (Forget what it sounded like, or whether it moved anybody, or what it was about. The most important thing was the numbers.

A good teacher doesn’t try to sing your song for you, or perform your instrument for you, or lay down the rhythms of your life. You play your raga, you set your own rhythm: I’m just here to help you stay in key and feel the inner momentum of the music of life. I can help you hear yourself.

I’m a husband, a father of two, a full-time teacher, and so my writing process mostly involves sitting down and writing, any chance I get, anywhere I am, for as long as life will let me. Music helps. Good light helps. I love quiet and coffee when I can get them. But I can write on a bus, in a dentist office’s waiting room, in bed with a clip-on booklight, almost anywhere. And I try to do at least some every single day.

I haven’t sold Spinning Death Kicks Disguised As Reading A Book Quietly since my third grade teacher confiscated all my camouflage material. She also snatched away my Duck Quacks In A Can (with 50% more flavor).

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

It's like, Jude, for example," I say, quietly, careful with my words. "He's so nice. Everybody likes him. He just gets along with people, everywhere he goes. I know I'm not that. And Ari, she's so talented, and so passionate about music, but I'm not really passionate about anything, other than wanting to succeed. To do my best. But I can make plans, and I can stay organized, and if a teacher assigns a report, I'm going to write the best darn report they've ever seen. If I'm throwing a gala, I'm going to throw a party that no one will ever forget. I can do that. And if I can impress people, then maybe they won't notice that I'm not witty or beautiful or... fun.

To your party I'll bring my World-Famous Leftover Duck Meatloaf. It's from 1999, and the only reason I have it in my possession is because my old high-school math teacher called me up to come remove it from my old locker, because it was making his class smell like Savage Garden.

It starts innocently. Casually. You turn up at the annual spring fair full of beans, help with the raffle tickets (because the pretty red-haired music teacher asks you to) and win a bottle of whiskey (all school raffles are fixed), and, before you know where you are, you're turning up at the weekly school council meetings, organizing concerts, discussing plans for a new music department, donating funds for the rejuvenation of the water fountains—you're implicated in the school, you're involved in it. Sooner or later you stop dropping your children at the school gates. You start following them in.

Think of the jazz improv artist responding to the musical banter among her fellow players onstage. Aside from whatever training they've done in advance, as soon as the curtain opens, they move into unknown territory together, creating something new each time by remaining in a state of undivided presence.

I’m frightened. This is how it starts. Even if he is cured, even if he is safe—the fact is, I’m not safe, and this is how it starts. Phase One: preoccupation; difficulty focusing; dry mouth; perspiration; sweaty palms; dizziness and disorientation. I feel a rushing blend of sickness and relief, a feeling like find out that everyone actually knows your worst secret, has known all along. All this time Aunt Carol was right, my teachers were right, my cousins were right. I’m just like my mother, after all. And the thing, the disease, is inside of me, ready at any moment to start working on my insides, to start poisoning me. “I have to go.” I start up the hill again, nearly sprinting now, but again he comes after me. “Hey. Not so fast.” At the top of the hill he reaches out and puts a hand on my wrist to stop me. His touch burns, and I jerk away quickly. “Lena. Hold on a second.” Even though I know I shouldn’t, I stop. It’s the way he says my name: like music.

We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Will Durant

In the circle where I was raised, I knew of no one knowledgeable in the visual arts, no one who regularly attended musical performances, and only two adults other than my teachers who spoke without embarrassment of poetry and literature — both of these being women. As far as I can recall, I never heard a man refer to a good or a great book. I knew no one who had mastered, or even studied, another language from choice. And our articulate, conscious life proceeded without acknowledgement of the preceding civilisations which had produced it.

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.

The imagination circuit is taught to respond to the most minimal of cues. A book is an arrangement of twenty-six phonetic symbols, ten numerals, and about eight punctuation marks, and people can cast their eyes over these and envision the eruption of Mount Vesuvius or the Battle of Waterloo. But it's no longer necessary for teachers and parents to build these circuits. Now there are professionally produced shows with great actors, very convincing sets, sound, music. Now there's the information highway. We don't need the circuits any more than we need to know how to ride horses. Those of us who had imagination circuits built can look in someone's face and see stories there; to everyone else, a face will just be a face.

She doubted a generation that had grown up with WAP, murder hornets, Covid, cataclysmic social unrest, and being forcibly home-schooled by a bunch of depressed day drinkers really understood the threat of pool halls, but Leigh had to hand it to the drama teacher for putting on a gender-neutral production of The Music Man, one of the least offensive and most tedious musicals ever staged by a middle school.

She sipped from her bottle. “Okay. Truth or dare.” “Dare.” Okay, she hadn’t expected that. She’d been prepared to ask some lame question that she probably already knew the answer to. Now she had to think of a dare. The driving pulse of music gave her an idea. “Dance with me,” she blurted. He lifted his eyebrows. “That’s your dare?” “Not challenging enough?” He shook his head. “Not nearly.” “You haven’t seen me dance.

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

But later that night, as I brush my teeth in the bathroom, I overhear Baba and Thaya Jaan talking in the guest room next door. “ All this music all the time. You shouldn’t let Amina do so much singing and piano,” Thaya Jaan says. I stop brushing and strain to hear every word, trying to follow. “But, Bhai Jaan, she is so talented. Her music teachers say she is really quite gifted.” “Yes, but music is forbidden in Islam. It’s a waste of time and has no benefit. Instead of filling her head with music, she should focus on memorizing Quran.” The toothpaste suddenly tastes bitter. I spit it out and wait to hear what Baba will say. Surely he’ll say the things he’s always told me, like how music makes him feel closer to God and that my talent is a gift from Allah. But all Baba says is, “Yes, Bhai Jaan,” and then he stays quiet. I am numb. Is Thaya Jaan right? Am I doing something wrong?

Moments of pride commemorate people’s achievements. We feel our chest puff out and our chin lift. 2. There are three practical principles we can use to create more moments of pride: (1) Recognize others; (2) Multiply meaningful milestones; (3) Practice courage. The first principle creates defining moments for others; the latter two allow us to create defining moments for ourselves. 3. We dramatically underinvest in recognition. • Researcher Wiley: 80% of supervisors say they frequently express appreciation, while less than 20% of employees agree. 4. Effective recognition is personal, not programmatic. (“ Employee of the Month” doesn’t cut it.) • Risinger at Eli Lilly used “tailored rewards” (e.g., Bose headphones) to show his team: I saw what you did and I appreciate it. 5. Recognition is characterized by a disjunction: A small investment of effort yields a huge reward for the recipient. • Kira Sloop, the middle school student, had her life changed by a music teacher who told her that her voice was beautiful. 6. To create moments of pride for ourselves, we should multiply meaningful milestones—reframing a long journey so that it features many “finish lines.” • The author Kamb planned ways to “level up”—for instance “Learn how to play ‘Concerning Hobbits’ from The Fellowship of the Ring”—toward his long-term goal of mastering the fiddle.

None of this made any sense to Benjamin, however hard he tried. Roll-Up Reg was talking another language. But then, he was no more persuaded by the things his parents told him, or the teachers at school. It was the world, the world itself that was beyond his reach, this whole absurdly vast, complex, random, measureless construct, this never-ending ebb and flow of human relations, political relations, cultures, histories . . . How could anyone hope to master such things? It was not like music. Music always made sense. The music he heard that night was lucid, knowable, full of intelligence and humour, wistfulness and energy and hope. He would never understand the world, but he would always love this music.

Bradley Headstone, in his decent black coat and waistcoat, and decent white shirt, and decent formal black tie, and decent pantaloons of pepper and salt, with his decent silver watch in his pocket and its decent hair-guard round his neck, looked a thoroughly decent young man of six-and-twenty. He was never seen in any other dress, and yet there was a certain stiffness in his manner of wearing this, as if there were a want of adaptation between him and it, recalling some mechanics in their holiday clothes. He had acquired mechanically a great store of teacher's knowledge. He could do mental arithmetic mechanically, sing at sight mechanically, blow various wind instruments mechanically, even play the great church organ mechanically. From his early childhood up, his mind had been a place of mechanical stowage. The arrangement of his wholesale warehouse, so that it might be always ready to meet the demands of retail dealers history here, geography there, astronomy to the right, political economy to the left—natural history, the physical sciences, figures, music, the lower mathematics, and what not, all in their several places—this care had imparted to his countenance a look of care; while the habit of questioning and being questioned had given him a suspicious manner, or a manner that would be better described as one of lying in wait. There was a kind of settled trouble in the face. It was the face belonging to a naturally slow or inattentive intellect that had toiled hard to get what it had won, and that had to hold it now that it was gotten. He always seemed to be uneasy lest anything should be missing from his mental warehouse, and taking stock to assure himself.

At school Amar was valued for the very qualities that were looked down upon in his house. There he was not disrespectful but funny. There it was good that he was interested in English class, in the poems and stories his teachers assigned.As far as he was aware, none of his school friends knew what it was like to come home to a house that is quite the way his was, where everything was forbidden to them—loud music or talking back, wearing shirts with band logos printed on them. The father who yelled, a mother who looked out the window and spent the day praying or tending her garden. A family that wanted him to change who he was, to become a respectable man who obeyed his father’s every word, and followed every command given by his father’s God. Or what it was like to live with the knowledge that his father would disown him if he found something as harmless as a packet of cigarettes under his mattress. To not have that kind of love. To not even believe in it.

My teacher, Ben Johnston, was convinced that our tuning is responsible for much of our cultural psychology, the fact that we are so geared toward progress and action and violence and so little attuned to introspection, contentment, and acquiescence. Equal temperament could be described as the musical equivalent to eating a lot of red meat and processed sugars and watching violent action films. The music doesn't turn your attention inward, it makes you want to go out and work off your nervous energy on something.

Instead, I’d been counting the number of dipshit things people had said to me today. I’d been holding strong at fourteen until I made my way to my next class and some kid passing me in the hall asked if I wore that thing on my head because I was hiding bombs underneath and I ignored him, and then his friend said that maybe I was secretly bald and I ignored him, and then a third one said that I was probably, actually, a man, and just trying to hide it and finally I told them all to fuck off, even as they congratulated one another on having drummed up these excellent hypotheses. I had no idea what these asswipes looked like because I never glanced in their direction, but I was thinking seventeen, seventeen, as I got to my next class way too early and waited, in the dark, for everyone else to show up. These, the regular injections of poison I was gifted from strangers, were definitely the worst things about wearing a headscarf. But the best thing about it was that my teachers couldn’t see me listening to music. It gave me the perfect cover for my earbuds.

There was a note on the table.” “Bring it here,” Van Eck barked. The boy strode down the aisle, and Van Eck snatched the note from his hand. “What does it … what does it say?” asked Bajan. His voice was tremulous. Maybe Inej had been right about Alys and the music teacher. Van Eck backhanded him. “If I find out you knew anything about this—” “I didn’t!” Bajan cried. “I knew nothing. I followed your orders to the letter!” Van Eck crumpled the note in his fist, but not before Inej made out the words in Kaz’s jagged, unmistakable hand: Noon tomorrow. Goedmedbridge. With her knives. “The note was weighted down with this.” The boy reached into his pocket and drew out a tie pin—a fat ruby surrounded by golden laurel leaves. Kaz had stolen it from Van Eck back when they’d first been hired for the Ice Court job. Inej hadn’t had the chance to fence it before they left Ketterdam. Somehow Kaz must have gotten hold of it again. “Brekker,” Van Eck snarled, his voice taut with rage. Inej couldn’t help it. She started to laugh. Van Eck slapped her hard. He grabbed her tunic and shook her so that her bones rattled. “Brekker thinks we’re still playing a game, does he? She is my wife. She carries my heir.” Inej laughed even harder, all the horrors of the past week rising from her chest in giddy peals. She wasn’t sure she could have stopped if she wanted to. “And you were foolish enough to tell Kaz all of that on Vellgeluk.” “Shall I have Franke fetch the mallet and show you just how serious I am?” “Mister Van Eck,” Bajan pleaded. But Inej was done being frightened of this man. Before Van Eck could take another breath, she slammed her forehead upward, shattering his nose. He screamed and released her as blood gushed over his fine mercher suit. Instantly, his guards were on her, pulling her back. “You little wretch,” Van Eck said, holding a monogrammed handkerchief to his face. “You little whore. I’ll take a hammer to both your legs myself—” “Go on, Van Eck, threaten me. Tell me all the little things I am. You lay a finger on me and Kaz Brekker will cut the baby from your pretty wife’s stomach and hang its body from a balcony at the Exchange.” Ugly words, speech that pricked her conscience, but Van Eck deserved the images she’d planted in his mind. Though she didn’t believe Kaz would do such a thing, she felt grateful for each nasty, vicious thing Dirtyhands had done to earn his reputation—a reputation that would haunt Van Eck every second until his wife was returned. “Be silent,” he shouted, spittle flying from his mouth. “You think he won’t?” Inej taunted. She could feel the heat in her cheek from where his hand had struck her, could see the mallet still resting in the guard’s hand. Van Eck had given her fear and she was happy to return it to him. “Vile, ruthless, amoral. Isn’t that why you hired Kaz in the first place? Because he does the things that no one else dares? Go on, Van Eck. Break my legs and see what happens. Dare him.” Had she really believed a merch could outthink Kaz Brekker? Kaz would get her free and then they’d show this man exactly what whores and canal rats could do. “Console yourself,” she said as Van Eck clutched the ragged corner of the table for support. “Even better men can be bested.

The United States is a conceited nation with shallow roots, and what happened before living memory doesn't seem to interest most people I know at home. We like living in our houses with our new furniture, on our new streets in new neighborhoods. Everything is disposable and everything is replaceable. Personal family history can feel simply irrelevant in our new world, beyond the simplest national identifications, and even those who can get sort of vague for people. I remember a boy in high school who told the history teacher he was 'half Italian, half Polish, half English, half German, and one-quarter Swedish.' I think one of the reasons so many of us are disconnected from our histories is because none of it happened where we live in the present; the past, for so many, is a faraway place across an ocean.

The teaching practice is a success, largely because Mr. Sturridge seems to like me, so much so as to offer me a permanent job there in the autumn term. He tells me that the kids like me too. I’m very flattered and I thank him for the compliment, but ask for some time to consider the offer. That evening I climb up to the top of Clough Head. On the crest of the high ridge I turn back and I can see my life spread out like the valley below me: growing old like Mr. Sturridge, a village teacher, gray-headed and stooped, with worn leather patches on the elbows of my jacket, going home each night to a stone cottage on the hillside with an older Megan standing in the garden, roses in a trellis around the front door, a wood fire in the hearth, my books and my music, idealized, peaceful, devoid of complexity or worry or the vanity of ambition. Whatever is comforting about this image of a possible future, however different it is from the harsh industrial landscape of my childhood, it holds me for no more than a moment and then it is gone. I know the answer I shall give the headmaster, and as the evening draws in I make my way at a brisker pace down the mountain to my digs in the village.

Every time, it’s a miracle. Here are all these people, full of heartache or hatred or desire, and we all have our troubles and the school year is filled with vulgarity and triviality and consequence, and there are all these teachers and kids of every shape and size, and there’s this life we’re struggling through full of shouting and tears and laughter and fights and break-ups and dashed hopes and unexpected luck—it all disappears, just like that, when the choir begins to sing. Everyday life vanishes into song, you are suddenly overcome with a feeling of brotherhood, of deep solidarity, even love, and it diffuses the ugliness of everyday life into a spirit of perfect communion. Even the singers’ faces are transformed: it’s no longer Achille Grand-Fernet that I’m looking at (he is a very fine tenor), or Déborah Lemeur or Ségolène Rachet or Charles Saint-Sauveur. I see human beings, surrendering to music.

It puzzled him that she did not mourn all the things she could have been. Was it a quality inherent in women, or did they just learn to shield their personal regrets, to suspend their lives, subsume themselves in child care? She browsed online forums about tutoring and music and schools, and she told him what she had discovered as though she truly felt the rest of the world should be as interested as she was in how music improved the mathematics skills of nine-year-olds. Or she would spend hours on the phone talking to her friends, about which violin teacher was good and which tutorial was a waste of money. One day, after

Despite the occasional backlash, I’ll continue to speak on this topic until people stop assuming that this debate is about whether or not to allow women into combat. Women are already fighting in combat with or without anyone’s permission, and they’re doing so valiantly. What they aren’t doing is being trained alongside their comrades-in-arms, given credit for doing the same jobs as their counterparts, given promotions to jobs overseeing combat operations, or being treated like combat veterans by people back home (even some in the Veterans Administration). Not every man has the skill set or warrior spirit for combat. Not every woman does, either. But everyone that does have that skill set should be afforded the opportunity to compete for jobs that enable them to serve in the way their heart calls them. For some people, that calling is in music or art. Some are natural teachers. There are those who will save lives with science. I was called to be a warrior and to fly and fight for my country. I was afforded the opportunity to answer that call, and because of that, I have lived a full and beautiful life. People will always be afraid of change. Just like when we integrated racially or opened up combat cockpits to women, there will always be those who are vocal in their opposition and their fear. History will do what it always does, however. It will make their ignorant statements, in retrospect, seem shortsighted and discriminatory, and the women who will serve their country bravely in the jobs that are now opening up will prove them wrong. Just like we always have.

Albert Einstein, considered the most influential person of the 20th century, was four years old before he could speak and seven before he could read. His parents thought he was retarded. He spoke haltingly until age nine. He was advised by a teacher to drop out of grade school: “You’ll never amount to anything, Einstein.” Isaac Newton, the scientist who invented modern-day physics, did poorly in math. Patricia Polacco, a prolific children’s author and illustrator, didn’t learn to read until she was 14. Henry Ford, who developed the famous Model-T car and started Ford Motor Company, barely made it through high school. Lucille Ball, famous comedian and star of I Love Lucy, was once dismissed from drama school for being too quiet and shy. Pablo Picasso, one of the great artists of all time, was pulled out of school at age 10 because he was doing so poorly. A tutor hired by Pablo’s father gave up on Pablo. Ludwig van Beethoven was one of the world’s great composers. His music teacher once said of him, “As a composer, he is hopeless.” Wernher von Braun, the world-renowned mathematician, flunked ninth-grade algebra. Agatha Christie, the world’s best-known mystery writer and all-time bestselling author other than William Shakespeare of any genre, struggled to learn to read because of dyslexia. Winston Churchill, famous English prime minister, failed the sixth grade.

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

Except for my net, everything I have need of in the world is contained in that bag—including a second hat and a rather sizable jar of cold cream of roses. Do not tell me you couldn’t travel with as little. I have faith that men can be as reasonable and logical as women if they but try.” He shook his head. “I cannot seem to formulate a clear thought in the face of such original thinking, Miss Speedwell. You have a high opinion of your sex.” I pursed my lips. “Not all of it. We are, as a gender, undereducated and infantilized to the point of idiocy. But those of us who have been given the benefit of learning and useful occupation, well, we are proof that the traditional notions of feminine delicacy and helplessness are the purest poppycock.” “You have large opinions for so small a person.” “I daresay they would be large opinions even for someone your size,” I countered. “And where did you form these opinions? Either your school was inordinately progressive or your governess was a Radical.” “I never went to school, nor did I have a governess. Books were my tutors, Mr. Stoker. Anything I wished to learn I taught myself.” “There are limits to an autodidactic education,” he pointed out. “Few that I have found. I was spared the prejudices of formal educators." “And neither were you inspired by them. A good teacher can change the course of a life,” he said thoughtfully. “Perhaps. But I had complete intellectual freedom. I studied those subjects which interested me—to the point of obsession at times—and spent precious little time on things which did not.” “Such as?” “Music and needlework. I am astonishingly lacking in traditional feminine accomplishments.” He cocked his head. “I am not entirely astonished.” But his tone was mild, and I accepted the statement as nothing like an insult. In fact, it felt akin to a compliment. “And I must confess that between Jane Austen and Fordyce’s Sermons, I have developed a general antipathy for clergymen. And their wives,” I added, thinking of Mrs. Clutterthorpe. “Well, in that we may be agreed. Tell me, do you find many people to share your views?” “Shockingly few,” I admitted.

Life can surround you with music, with books, with talents, with teachers, with all types of materials for opportunity. Life will not, however, make you sing or read or work or learn. Though the books are provided, you still must read them. Though the music plays, you still must sing along. People come and go, but you must reach out and make them your friends. Education is available, but you must study and learn. Life will not force you to take advantage of the opportunities around you. Life will not make you work to learn, to develop, to progress as required until you succeed. In the simplest terms, life pours water into your glass but it will not drink for you. You, and you alone, must pick up the cup and take a sip.

The leaf does not grow before the plant. The garden does not grow before the flowers. The forest does not grow before the tree. The harvest does not grow before the seeds. The flame does not grow before the spark. The ocean does not grow before the river. The finger does not grow before the hand. The toe does not grow before the foot. The soul does not grow before the mind. The heart does not grow before the body. The world does not grow before the sky. The heavens do not grow before the universe. The child does not grow before the family. The teacher does not grow before the student. The music does not grow before the artist. The team does not grow before the coach. The flock does not grow before the shepherd. The army does not grow before the warrior.

By contrast, the merely good students had totaled eight thousand hours, and the future music teachers had totaled just over four thousand hours. Ericsson and his colleagues then compared amateur pianists with professional pianists. The same pattern emerged. The amateurs never practiced more than about three hours a week over the course of their childhood, and by the age of twenty they had totaled two thousand hours of practice. The professionals, on the other hand, steadily increased their practice time every year, until by the age of twenty they, like the violinists, had reached ten thousand hours. The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals,” musicians who floated effortlessly to the top while practicing a fraction of the time their peers did. Nor could they find any “grinds,” people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks. Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That’s it. And what’s more, the people at the very top don’t work just harder or even much harder than everyone else. They work much, much harder. The idea that excellence at performing a complex task requires a critical minimum level of practice surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

While the universality of the creative process has been noticed, it has not been noticed universally. Not enough people recognize the preverbal, pre-mathematical elements of the creative process. Not enough recognize the cross-disciplinary nature of intuitive tools for thinking. Such a myopic view of cognition is shared not only by philosophers and psychologists but, in consequence, by educators, too. Just look at how the curriculum, at every educational level from kindergarten to graduate school, is divided into disciplines defined by products rather than processes. From the outset, students are given separate classes in literature, in mathematics, in science, in history, in music, in art, as if each of these disciplines were distinct and exclusive. Despite the current lip service paid to “integrating the curriculum,” truly interdisciplinary courses are rare, and transdisciplinary curricula that span the breadth of human knowledge are almost unknown. Moreover, at the level of creative process, where it really counts, the intuitive tools for thinking that tie one discipline to another are entirely ignored. Mathematicians are supposed to think only “in mathematics,” writers only “in words,” musicians only “in notes,” and so forth. Our schools and universities insist on cooking with only half the necessary ingredients. By half-understanding the nature of thinking, teachers only half-understand how to teach, and students only half-understand how to learn.

Although often with good intentions, our parents and teachers attribute negative definitions to us, which last for many years and prevent us from developing ourselves with pleasure. In psychomagic, we call these definitions “labels” because they stick to the self. So that the consultant can free herself from them, I advise: ▶ The consultant writes on adhesive labels as many definitions as they gave her, for example: “You have no ear for music,” “You don’t know how to use your hands,” “You’re a freeloader, liar, thief,” “You’re egotistical, weak, dumb, fat, skinny, vain, ungrateful,” and so on. The consultant glues these labels to every part of the body— many of them to the face—and goes out in public that way for as many hours as possible. When the consultant returns home, she should remove the labels, roll them into a ball, take the ball to the city dump, and throw it on top of the garbage pile, having beforehand caressed her body with hands soaked in pleasant perfume.

The writing style which is most natural for you is bound to echo the speech you heard when a child. English was the novelist Joseph Conrad's third language, and much of that seems piquant in his use of English was no doubt colored by his first language, which was Polish. And lucky indeed is the writer who has grown up in Ireland, for the English spoken there is so amusing and musical. I myself grew up in Indianapolis, where common speech sounds like a band saw cutting galvanized tin, and employs a vocabulary as unornamental as a monkey wrench. In some of the more remote hollows of Appalachia, children still grow up hearing songs and locutions of Elizabethan times. Yes, and many Americans grow up hearing a language other than English, or an English dialect a majority of Americans cannot understand. All these varieties of speech are beautiful, just as the varieties of butterflies are beautiful. No matter what your first language, you should treasure it all your life. If it happens not to be standard English, and if it shows itself when you write standard English, the result is usually delightful, like a very pretty girl with one eye that is green and one that is blue. I myself find that I trust my own writing most, and others seem to trust it most, too, when I sound most like a person from Indianapolis, which is what I am. What alternatives do I have? The one most vehemently recommended by teachers has no doubt been pressed on you, as well: to write like cultivated Englishmen of a century or more ago.

The curriculum for the education of statesmen at the time of Plato included arithmetic, geometry, solid geometry, astronomy, and music-all of which, the Pythagorean Archytas tells us, fell under the general definition of "mathematics." According to legend, when Alexander the Great asked his teacher Menaechmus (who is reputed to have discovered the curves of the ellipse, the parabola, and the hyperbola) for a shortcut to geometry, he got the reply: "O King, for traveling over the country there are royal roads and roads for common citizens; but in geometry there is one road for all.

I saw the power this respect holds in traditional cultures on our family sabbatical to Thailand and Bali. My daughter Caroline studied Balinese dance for two months with a wonderful teacher, and he proposed to stage a farewell recital for her at his school, which is also his home. When we arrived, they set up the stage, got the music ready, and then started to dress Caroline. They took a very long time dressing a six-year-old whose average attention span is about five minutes. First they draped her in a silk sarong, with a beautiful chain around her waist. Then they wrapped embroidered silk fifteen times around her chest. They put on gold armbands and bracelets. They arranged her hair and put golden flowers in it. They put on more makeup than a six-year-old could dream of. Meanwhile, I sat there getting impatient, the proud father eager to take pictures. It was getting dark. “When are they going to finish dressing her and get on with the recital?” Thirty minutes, forty-five minutes. Finally the teacher’s wife came out and took off her own golden necklace and put it around my daughter’s neck. Caroline was thrilled. When I let go of my impatience, I realized what a wonderful thing was happening. In Bali, whether a dancer is six or twenty-six, she is equally honored and respected. She is an artist who performs not for the audience but for the gods. The level of respect that Caroline was given as an artist allowed her to dance beautifully. Imagine how you would feel if you were given that respect as a child. We need to learn respect for ourselves, for one another, to value our children through valuing their bodies, their feelings, their minds. Children may be limited in what they can do, but their spirit isn’t limited.

Healing is the way of the heart. This book is an invitation to open our heart. Healing is a love affair with life. Healing is pure love. Love is what creates healing. Spiritual healing is to be one with ourselves. And to be one with ourselves is to be in joy. Healing is to develop our inner being. Healing is to discover that which is already perfect within ourselves. It is to rediscover our inner life source. Spiritual healing is to be one with life. We are never really alone, it is our idea of a separate "I" that creates the feeling of being separate from life, from the Whole. In reality there is only one heart, a pulsating Existential heart. Our own heart pulsates in unity with the Existential heartbeats. We are all notes in the Existential music, and without our unique note the music would not be complete. We are all needed in the Whole; we all have our unique fragrance, quality and gifts to contribute to the Whole. More than 30 years ago, I had an individual consultation with a spiritual teacher. I did not have time to sit down before I got the question: "You are interested in healing, are you not?" It was the first time that I encountered the topic that would become my way and deep source of joy in life. This spiritual teacher finished the consultation saying: "You will be a fine healer." The art of healing is the psychology of being, the science of inner transformation. The psychology of being begins where Western psychology ends. It goes beyond Skinner, Freud, Jung, Rogers, Maslow and humanistic psychology. The psychology of being is the psychology of consciousness, a psychology for inner transformation. It is not basically a question of psychology, it is a question of being. The psychology of being begins where we are, and take us to everything that we can be. The underlying theme the psychology of being is meditation - but not meditation as a static technique - but as the capacity to BE with ourselves and others in a quality of watchful awareness, acceptance and realization. The art of being is a search beyond the personality. It a search beyond the thoughts, the emotions and the learned attitudes of the personality, to the inner being, to the depth within, which is hidden in ourselves. The inner being is a deep acceptance of ourselves as we are; the inner being is to be available to life. The inner being is to be in unity with life. This book is an invitation to meet the inner being, our inner source of love, joy, acceptance, humor, intuition, understanding, wisdom, truth, silence and creativity.

The floor was full of crepe streamer seaweed and decomposing pirates. Or at least so it seemed. Half of the male population of Willing was out srutting its stuff in frilly shirts, head scarves, and gruesome makeup. Although, to be fair, some of the contorted faces had more to do with exertion than costume-store goop. Some boys need to concentrate really hard if they want to get their limbs to work with the music. It looked like "Thriller" meets Titanic. Of course,the other half was blinding. As predicted, sequins reigned. Also as predicted, the costume of choice was some sort of skirt(the smaller the better) paired with a bikini top (ditto). As I watched from my seat at the edge of the gym,a mousy physics teacher dressed in a rotuned foam sea-horse suit had a brief, finger-waggling argument with a mermaid over the size ofher shells. I couldn't hear what they were saying, but the hand gestures said plenty. The teacher won; Shell Girl stalked off in a huff. She stopped halfway off the floor to do an angry, hokey-pokey leg shake to disentangle a length of paper seaweed from around her ankle. A group of mathletes watched her curiously. One,wearing what looked like a real antique diving suit, even tried an experimental shake of his own leg before another elbowed him into stillness.

How do you build peaks? You create a positive moment with elements of elevation, insight, pride, and/ or connection. We’ll explore those final three elements later, but for now, let’s focus on elevation. To elevate a moment, do three things: First, boost sensory appeal. Second, raise the stakes. Third, break the script. (Breaking the script means to violate expectations about an experience—the next chapter is devoted to the concept.) Moments of elevation need not have all three elements but most have at least two. Boosting sensory appeal is about “turning up the volume” on reality. Things look better or taste better or sound better or feel better than they usually do. Weddings have flowers and food and music and dancing. (And they need not be superexpensive—see the footnote for more.IV) The Popsicle Hotline offers sweet treats delivered on silver trays by white-gloved waiters. The Trial of Human Nature is conducted in a real courtroom. It’s amazing how many times people actually wear different clothes to peak events: graduation robes and wedding dresses and home-team colors. At Hillsdale High, the lawyers wore suits and the witnesses came in costume. A peak means something special is happening; it should look different. To raise the stakes is to add an element of productive pressure: a competition, a game, a performance, a deadline, a public commitment. Consider the pregame jitters at a basketball game, or the sweaty-hands thrill of taking the stage at Signing Day, or the pressure of the oral defense at Hillsdale High’s Senior Exhibition. Remember how the teacher Susan Bedford said that, in designing the Trial, she and Greg Jouriles were deliberately trying to “up the ante” for their students. They made their students conduct the Trial in front of a jury that included the principal and varsity quarterback. That’s pressure. One simple diagnostic to gauge whether you’ve transcended the ordinary is if people feel the need to pull out their cameras. If they take pictures, it must be a special occasion. (Not counting the selfie addict, who thinks his face is a special occasion.) Our instinct to capture a moment says: I want to remember this. That’s a moment of elevation.

Both C.K. and Bieber are extremely gifted performers. Both climbed to the top of their industry, and in fact, both ultimately used the Internet to get big. But somehow Bieber “made it” in one-fifteenth of the time. How did he climb so much faster than the guy Rolling Stone calls the funniest man in America—and what does this have to do with Jimmy Fallon? The answer begins with a story from Homer’s Odyssey. When the Greek adventurer Odysseus embarked for war with Troy, he entrusted his son, Telemachus, to the care of a wise old friend named Mentor. Mentor raised and coached Telemachus in his father’s absence. But it was really the goddess Athena disguised as Mentor who counseled the young man through various important situations. Through Athena’s training and wisdom, Telemachus soon became a great hero. “Mentor” helped Telemachus shorten his ladder of success. The simple answer to the Bieber question is that the young singer shot to the top of pop with the help of two music industry mentors. And not just any run-of-the-mill coach, but R& B giant Usher Raymond and rising-star manager Scooter Braun. They reached from the top of the ladder where they were and pulled Bieber up, where his talent could be recognized by a wide audience. They helped him polish his performing skills, and in four years Bieber had sold 15 million records and been named by Forbes as the third most powerful celebrity in the world. Without Raymond’s and Braun’s mentorship, Biebs would probably still be playing acoustic guitar back home in Canada. He’d be hustling on his own just like Louis C.K., begging for attention amid a throng of hopeful entertainers. Mentorship is the secret of many of the highest-profile achievers throughout history. Socrates mentored young Plato, who in turn mentored Aristotle. Aristotle mentored a boy named Alexander, who went on to conquer the known world as Alexander the Great. From The Karate Kid to Star Wars to The Matrix, adventure stories often adhere to a template in which a protagonist forsakes humble beginnings and embarks on a great quest. Before the quest heats up, however, he or she receives training from a master: Obi Wan Kenobi. Mr. Miyagi. Mickey Goldmill. Haymitch. Morpheus. Quickly, the hero is ready to face overwhelming challenges. Much more quickly than if he’d gone to light-saber school. The mentor story is so common because it seems to work—especially when the mentor is not just a teacher, but someone who’s traveled the road herself. “A master can help you accelerate things,” explains Jack Canfield, author of the Chicken Soup for the Soul series and career coach behind the bestseller The Success Principles. He says that, like C.K., we can spend thousands of hours practicing until we master a skill, or we can convince a world-class practitioner to guide our practice and cut the time to mastery significantly.

We see three men standing around a vat of vinegar. Each has dipped his finger into the vinegar and has tasted it. The expression on each man's face shows his individual reaction. Since the painting is allegorical, we are to understand that these are no ordinary vinegar tasters, but are instead representatives of the "Three Teachings" of China, and that the vinegar they are sampling represents the Essence of Life. The three masters are K'ung Fu-tse (Confucius), Buddha, and Lao-tse, author of the oldest existing book of Taoism. The first has a sour look on his face, the second wears a bitter expression, but the third man is smiling. To Kung Fu-tse (kung FOOdsuh), life seemed rather sour. He believed that the present was out step with the past, and that the government of man on earth was out of harmony with the Way of Heaven, the government of, the universe. Therefore, he emphasized reverence for the Ancestors, as well as for the ancient rituals and ceremonies in which the emperor, as the Son of Heaven, acted as intermediary between limitless heaven and limited earth. Under Confucianism, the use of precisely measured court music, prescribed steps, actions, and phrases all added up to an extremely complex system of rituals, each used for a particular purpose at a particular time. A saying was recorded about K'ung Fu-tse: "If the mat was not straight, the Master would not sit." This ought to give an indication of the extent to which things were carried out under Confucianism. To Buddha, the second figure in the painting, life on earth was bitter, filled with attachments and desires that led to suffering. The world was seen as a setter of traps, a generator of illusions, a revolving wheel of pain for all creatures. In order to find peace, the Buddhist considered it necessary to transcend "the world of dust" and reach Nirvana, literally a state of "no wind." Although the essentially optimistic attitude of the Chinese altered Buddhism considerably after it was brought in from its native India, the devout Buddhist often saw the way to Nirvana interrupted all the same by the bitter wind of everyday existence. To Lao-tse (LAOdsuh), the harmony that naturally existed between heaven and earth from the very beginning could be found by anyone at any time, but not by following the rules of the Confucianists. As he stated in his Tao To Ching (DAO DEH JEENG), the "Tao Virtue Book," earth was in essence a reflection of heaven, run by the same laws - not by the laws of men. These laws affected not only the spinning of distant planets, but the activities of the birds in the forest and the fish in the sea. According to Lao-tse, the more man interfered with the natural balance produced and governed by the universal laws, the further away the harmony retreated into the distance. The more forcing, the more trouble. Whether heavy or fight, wet or dry, fast or slow, everything had its own nature already within it, which could not be violated without causing difficulties. When abstract and arbitrary rules were imposed from the outside, struggle was inevitable. Only then did life become sour. To Lao-tse, the world was not a setter of traps but a teacher of valuable lessons. Its lessons needed to be learned, just as its laws needed to be followed; then all would go well. Rather than turn away from "the world of dust," Lao-tse advised others to "join the dust of the world." What he saw operating behind everything in heaven and earth he called Tao (DAO), "the Way." A basic principle of Lao-tse's teaching was that this Way of the Universe could not be adequately described in words, and that it would be insulting both to its unlimited power and to the intelligent human mind to attempt to do so. Still, its nature could be understood, and those who cared the most about it, and the life from which it was inseparable, understood it best.