Respected Teacher Quotes

Anyone who teaches me deserves my respect, honoring and attention.

The greatest wisdom is in simplicity. Love, respect, tolerance, sharing, gratitude, forgiveness. It's not complex or elaborate. The real knowledge is free. It's encoded in your DNA. All you need is within you. Great teachers have said that from the beginning. Find your heart, and you will find your way.

Once there was a young warrior. Her teacher told her that she had to do battle with fear. She didn’t want to do that. It seemed too aggressive; it was scary; it seemed unfriendly. But the teacher said she had to do it and gave her the instructions for the battle. The day arrived. The student warrior stood on one side, and fear stood on the other. The warrior was feeling very small, and fear was looking big and wrathful. They both had their weapons. The young warrior roused herself and went toward fear, prostrated three times, and asked, "May I have permission to go into battle with you?" Fear said, "Thank you for showing me so much respect that you ask permission." Then the young warrior said, "How can I defeat you?" Fear replied, "My weapons are that I talk fast, and I get very close to your face. Then you get completely unnerved, and you do whatever I say. If you don’t do what I tell you, I have no power. You can listen to me, and you can have respect for me. You can even be convinced by me. But if you don’t do what I say, I have no power." In that way, the student warrior learned how to defeat fear.

Tough love and brutal truth from strangers are far more valuable than Band-Aids and half-truths from invested friends, who don’t want to see you suffer any more than you have.

Read. Read all the time. Read as a matter of principle, as a matter of self-respect. Read as a nourishing staple of life.” (Wellesly High School commencement speech, “You Are Not Special”, 6-12)

Do not believe anything merely because you are told it is so, because others believe it, because it comes from Tradition, or because you have imagined it. Do not believe what your teacher tells you merely out of respect. Believe, take for your doctrine, and hold true to that, which, after serious investigation, seems to you to further the welfare of all beings. (47)

Respected Teacher, My son will have to learn that all men are not just, all men are not true. But teach him also that for ever scoundrel there is a hero; that for every selfish politician, there is a dedicated leader. Teach him that for every enemy there is a friend. It will take time, I know; but teach him, if you can, that a dollar earned is far more valuable than five found.

I got schooled this year. By everyone. By my little brother... by The Avett Brothers... by my mother, my best friend, my teacher, my father, and by a boy. a boy that I'm seriously, deeply, madly, incredibly, and undeniably in love with... I got so schooled this year. By a nine-year-old. He taught me that it's okay to live life a little backwards. And how to laugh At what you would think is un-laughable. I got schooled this year By a Band! They taught me how to find that feeling of feeling again. They taught me how to decide what to be And go be it. I got schooled this year. By a cancer patient. She taught me so much. She's still teaching me so much. She taught me to question. To never regret. She taught me to push my boundaries, Because that's what they're there for. She told me to find a balance between head and heart And then she taught me how... I got schooled this year By a Foster Kid She taught me to respect the hand that I was dealt. And to be grateful I was even dealt a hand. She taught me that family Doesn't have to be blood. Sometimes your family are your friends. I got schooled this year By my teacher He taught me That the points are not the point, The point is poetry... I got schooled this year By my father. He taught me that hero's aren't always invincible And that the magic is within me.. I got schooled this year by a Boy. a boy that I'm seriously, deeply, madly, incredibly, and undeniably in love with. And he taught me the most important thing of all... To put the emphasis On life.

If you ask a living teacher a question, he will probably answer you. If you are puzzled by what he says, you can save yourself the trouble of thinking by asking him what he means. If, however, you ask a book a question, you must answer it yourself. In this respect a book is like nature or the world. When you question it, it answers you only to the extent that you do the work of thinking an analysis yourself.

Teachers deserve respect," I explain. "Why do they get it for free, when everyone else has to earn it?

The Ten Commandments that, as a teacher, I should wish to promulgate, might be set forth as follows: 1- Do not feel absolutely certain of anything. 2- Do not think it worth while to proceed by concealing evidence, for the evidence is sure to come to light. 3- Never try to discourage thinking for you are sure to succeed. 4- When you meet with opposition, even if it should be from your husband or your children, endeavor to overcome it by argument and not by authority, for a victory dependent upon authority is unreal and illusory. 5- Have no respect for the authority of others, for there are always contrary authorities to be found. 6- Do not use power to suppress opinions you think pernicious, for if you do the opinions will suppress you. 7- Do not fear to be eccentric in opinion, for every opinion now accepted was once eccentric. 8- Find more pleasure in intelligent dissent than in passive agreement, for, if you value intelligence as you should, the former implies a deeper agreement than the latter. 9- Be scrupulously truthful, even if the truth is inconvenient, for it is more inconvenient when you try to conceal it. 10- Do not feel envious of the happiness of those who live in a fool’s paradise, for only a fool will think that it is happiness.

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.

People run after respect in this world. We think respect will come from our money, car, the brand of our clothing, and the connections we have with powerful people. Dignity and respect will only come when we take Allah as our teacher.

With respect to teachers' salaries .... Poor teachers are grossly overpaid and good teachers grossly underpaid. Salary schedules tend to be uniform and determined far more by seniority.

Respect is not the equivalent to 'liking' a student or teacher; it is the ability to have a high regard for the role of another. In order to receive respect, we should demonstrate it first...

If you treat every question like you've never heard it before, your students feel like you respect them and everyone learns a lot more. Including the teacher.

My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all) - that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

If you had to spend every second, of every day, of every year of your life with someone, would you do whatever it took to love that person? Would you be a best friend, a teacher, coach and mentor? Would you do whatever it takes to treat that person with respect? Well guess what? That someone is you! Who deserves the best more than you do? Think about it and have an outstanding day…!

Real Humility is when I can treat a minister, a prince, a priest, a teacher, a waiter and a janitor with the same and equal respect.

Good human work honors God's work. Good work uses no thing without respect, both for what it is in itself and for its origin. It uses neither tool nor material that it does not respect and that it does not love. It honors nature as a great mystery and power, as an indispensable teacher, and as the inescapable judge of all work of human hands. It does not dissociate life and work, or pleasure and work, or love and work, or usefulness and beauty. To work without pleasure or affection, to make a product that is not both useful and beautiful, is to dishonor God, nature, the thing that is made, and whomever it is made for. This is blasphemy: to make shoddy work of the work of God. But such blasphemy is not possible when the entire Creation is understood as holy and when the works of God are understood as embodying and thus revealing His spirit. (pg. 312, Christianity and the Survival of Creation)

Teachers deserve respect," I explain. "Why do they get it for free, when everyone else has to earn it?" I blink at him, speechless. Because the world isn't fair, I think, but Jacob already knows that better than most of us.

Reading a book should be a conversation between you and the author. Presumably he knows more about the subject than you do; if not, you probably should not be bothering with his book. But understanding is a two-way operation; the learner has to question himself and question the teacher, once he understands what the teacher is saying. Marking a book is literally an expression of your differences or your agreements with the author. It is the highest respect you can pay him.

It is a wonderful thing to be liked by a stranger, but without respect it is pointless. It is like pulling the pedals off a rose and throwing the stem at the person you like. It’s creepy, but had good intentions that suddenly experienced some strange form of verticillium wilt, during the climate change of their mood.

We had enough years in front of us to be serious and grown-up and respectable. Why rush it? But on the other hand we always complained when teachers and other adults treated us as kids. In fact there was nothing that annoyed me more. So it was a frustrating situation. What we needed was a two-sided badge that said 'Mature' on one side and 'Childish' on the other. Then at any moment we could turn it to whatever side we felt like being and the adults could treat us accordingly.

Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

Teaching, therefore, asks first of all the creation of a space where students and teachers can enter into a fearless communication with each other and allow their respective life experiences to be their primary and most valuable source of growth and maturation. It asks for a mutual trust in which those who teach and those who want to learn can become present to each other, not as opponents, but as those who share in the same struggle and search for the same truth.

Many teachers think of children as immature adults. It might lead to better and more ‘respectful’ teaching, if we thought of adults as atrophied children.

Had I catalogued the downsides of parenthood, "son might turn out to be a killer" would never have turned up on the list. Rather, it might have looked something like this: 1. Hassle. 2. Less time just the two of us. (Try no time just the two of us.) 3. Other people. (PTA meetings. Ballet teachers. The kid's insufferable friends and their insufferable parents.) 4. Turning into a cow. (I was slight, and preferred to stay that way. My sister-in-law had developed bulging varicose veins in her legs during pregnancy that never retreated, and the prospect of calves branched in blue tree roots mortified me more than I could say. So I didn't say. I am vain, or once was, and one of my vanities was to feign that I was not.) 5. Unnatural altruism: being forced to make decisions in accordance with what was best for someone else. (I'm a pig.) 6. Curtailment of my traveling. (Note curtailment. Not conclusion.) 7. Dementing boredom. (I found small children brutally dull. I did, even at the outset, admit this to myself.) 8. Worthless social life. (I had never had a decent conversation with a friend's five-year-old in the room.) 9. Social demotion. (I was a respected entrepreneur. Once I had a toddler in tow, every man I knew--every woman, too, which is depressing--would take me less seriously.) 10. Paying the piper. (Parenthood repays a debt. But who wants to pay a debt she can escape? Apparently, the childless get away with something sneaky. Besides, what good is repaying a debt to the wrong party? Only the most warped mother would feel rewarded for her trouble by the fact that at last her daughter's life is hideous, too.)

it is a federal system of sadistic torture, vivisection, and animal genocide, which has been carried on for decades under the fraudulent guise of respectable medical research. And nobody on the outside knows, or wants to know, or is willing to find out. My parents, my friends, my teachers, wouldnt listen to me, or suggested that if it was bothering me that much I just had to quit the job. Just like that. As if that would have solved anything. As if I could ever live with such cowardice. You can't imagine, or maybe you can, how many people are convinced - without knowing the first thing about it - Animal research is essential. Americans have been hopelessly brainwashed on this issue. The animal rights people, by and large, acknowledge the essential futility of trying to change the system. So they address the smaller issues, fighting for legislation which would provide one extra visit per week to the labs by a custodian of the US dept of agriculture. Or demanding that a squirrel monkey be given an extra 12 square inches in his holding pen, before being led to the slaughter. That sort of thing. For whomever, and whatever it's worth, I hope my little write up is clear. I dont have the guts to do whats necessary. I pray there's someone out there who does. God help all of us.

In his Comedy, Dante Alighieri names Virgil, with many tokens of respect, as his teacher, and yet as Herr Meinhard remarks, makes such ill use of him: clear proof that even in the days of Dante one praised the ancients without knowing why. This respect for poets one does not understand and yet wishes to equal is the source of the bad writing in our literature.

Millennials (aka Generation Y) are great at social media (Facebook, Google+, LinkedIn, Twitter,Tumblr, Instagram, Flickr, Snapchat, Pinterest, YouTube, Vimeo, and Periscope) but lack time tested social skills ( patience, humility, active listening, respect for parents, teachers, elderly)

One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

If you treat every question like you’ve never heard it before, your students feel like you respect them and everyone learns a lot more. Including the teacher.

As a leader, it is possible to be both loved and respected. You don’t have to be a pushover to be loved, and you don’t have to be a bully to be respected.

How is it fair that the respectful children always get in trouble and the bullies get away with shattering lives? You all need to put a stop to bullying instead of condoning it.

This should remind us to value the many people whose jobs do not generate huge incomes but are worthwhile, essential, even noble—from scholars and teachers to janitors and street cleaners. The market may not reward them, but we should respect them.

If children of 5 are not taught to obey orders, sit still for 7 hours a day, respect their teacher, and raise their hands when they have to go to the bathroom, how will they learn (after 17 more years of education) to become the respectful clerks, technicians and soldiers who keep our society free, our economy strong, and such inspiring men as Richard Nixon and Deane Davis in political office.

By tradition, a teacher was a most revered figure, a mentor for life, who imparted wisdom as well as knowledge, and who must be respected like a parent. (The murder of a teacher was classified as parricide, which, like treason, was punishable by death of a thousand cuts.) Emperors and princes set up shrines in their homes to honour their deceased tutors.

All the world’s a stage, but actors aren’t the only ones who play roles. Even when you’re not following a script, you might as well be. You don’t behave the same way in front of everyone. You know what makes your friends laugh, and what makes your parents proud, and what makes your teachers respect you - and you have a different persona for each of them. Given all these performances … how do you ever know who you really are? Well, you have to find that rare someone for whom you’re not putting on a show. Someone who shines a spotlight in your direction - not because you’re who they need you to be, or who they want you to be … just because you’re you.

Teachers have to model the behaviors they expect from students. If you expect your students to be respectful, you need to be the first one to be seen showing respect to every student and every other teacher. If you expect your students to be curious learners, then you yourself should be a curious learner who is willing to learn from your students sometimes. Do not ask of your students any behavior which you are not willing and able to model.

When animals make a stupid mistake, you laugh at them. A cat misjudges a leap. A dog looks overly quizzical about a simple object. These are funny things. But when a person doesn’t understand something, if they miscalculate and hit the brakes too late, blame is assigned. They are stupid. They are wrong. Teachers and cops are there to sort it out, with a trail of paperwork to illustrate the stupidity. The faults. The evidence and incidents of these things. We have entire systems in place to help decide who is what. Sometimes the systems don’t work. Families spend their weekend afternoons at animal shelters, even when they’re not looking for a pet. They come to see the unwanted and unloved. The cats and dogs who don’t understand why they are these things. They are petted and combed, walked and fed, cooed over and kissed. Then they go back in their cages and sometimes tears are shed. Fuzzy faces peering through bars can be unbearable for many. Change the face to a human one and the reaction changes. The reason why is because people should know better. But our logic is skewed in this respect. A dog that bites is a dead dog. First day at the shelter and I already saw one put to sleep, which in itself is a misleading phrase. Sleep implies that you have the option of waking up. Once their bodies pass unconsciousness to something deeper where systems start to fail, they revolt a little bit, put up a fight on a molecular level. They kick. They cry. They don’t want to go. And this happens because their jaws closed over a human hand, ever so briefly. Maybe even just the once. But people, they get chances. They get the benefit of the doubt. Even though they have the higher logic functioning and they knew when they did it THEY KNEW it was a bad thing.

Ladies and Gentlemen, I'd planned to speak to you tonight to report on the state of the Union, but the events of earlier today have led me to change those plans. Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss. Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground. But we've never lost an astronaut in flight. We've never had a tragedy like this. And perhaps we've forgotten the courage it took for the crew of the shuttle. But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together. For the families of the seven, we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and we're thinking about you so very much. Your loved ones were daring and brave, and they had that special grace, that special spirit that says, "Give me a challenge, and I'll meet it with joy." They had a hunger to explore the universe and discover its truths. They wished to serve, and they did. They served all of us. We've grown used to wonders in this century. It's hard to dazzle us. But for twenty-five years the United States space program has been doing just that. We've grown used to the idea of space, and, perhaps we forget that we've only just begun. We're still pioneers. They, the members of the Challenger crew, were pioneers. And I want to say something to the schoolchildren of America who were watching the live coverage of the shuttle's take-off. I know it's hard to understand, but sometimes painful things like this happen. It's all part of the process of exploration and discovery. It's all part of taking a chance and expanding man's horizons. The future doesn't belong to the fainthearted; it belongs to the brave. The Challenger crew was pulling us into the future, and we'll continue to follow them. I've always had great faith in and respect for our space program. And what happened today does nothing to diminish it. We don't hide our space program. We don't keep secrets and cover things up. We do it all up front and in public. That's the way freedom is, and we wouldn't change it for a minute. We'll continue our quest in space. There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue. I want to add that I wish I could talk to every man and woman who works for NASA, or who worked on this mission and tell them: "Your dedication and professionalism have moved and impressed us for decades. And we know of your anguish. We share it." There's a coincidence today. On this day three hundred and ninety years ago, the great explorer Sir Francis Drake died aboard ship off the coast of Panama. In his lifetime the great frontiers were the oceans, and a historian later said, "He lived by the sea, died on it, and was buried in it." Well, today, we can say of the Challenger crew: Their dedication was, like Drake's, complete. The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and "slipped the surly bonds of earth" to "touch the face of God." Thank you.

One of the plainest truths about both towns and individuals is that they usually don’t turn into what we tell them to be, but what they are told they are. The teacher has always been told she’s too young for this. Too attractive. That they won’t respect her. Those boys have been told that they’re bears, winners, immortal.

I remember one English teacher in the eighth grade, Florence Schrack, whose husband also taught at the high school. I thought what she said made sense, and she parsed sentences on the blackboard and gave me, I'd like to think, some sense of English grammar and that there is a grammar, that those commas serve a purpose and that a sentence has a logic, that you can break it down. I've tried not to forget those lessons, and to treat the English language with respect as a kind of intricate tool.

When you are ready, guidance will come. Rely on the people who are in your life now; face your dark energies as honestly as you can; respect your boundaries and those of everyone around you. As you peel back each layer of the onion, the teacher who can lead you on will show up, almost miraculously matching the very moment when guidance is needed.

you treat every question like you’ve never heard it before, your students feel like you respect them and everyone learns a lot more. Including the teacher.

The third aspect of change is a systematic development of respectful and inspiring working conditions for teachers and principals in Finnish schools.

We’re socialized to believe that warmth and strictness are opposites,” Doug Lemov writes in his book Teach Like a Champion. “The fact is, the degree to which you are warm has no bearing on the degree to which you are strict, and vice versa.” Parents and teachers who manage to be both warm and strict seem to strike a resonance with children, gaining their trust along with their respect.

To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to deemphasize their genocide, is not a technical necessity but an ideological choice. It serves—unwittingly—to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)—that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

How is the fair that the respectful children always get in trouble, but the bullies always get away with shattering lives. I am tired of you all tolerating bullying at your school! You all should be ashamed of yourselves! You all need to put a stop to bullying instead of condoning it. Take the wool off of your eyes and see the truth for what it is--and it is the bullying; known as the Silent Killer!

Since her retirement from teaching Miss Beryl's health had in many respects greatly improved, despite her advancing years. An eighth-grade classroom was an excellent place to snag whatever was in the air in the way of illness. Also depression, which, Miss Beryl believed, in conjunction with guilt, opened the door to illness. Miss Beryl didn't know any teachers who weren't habitually guilty and depressed--guilty they hadn't accomplished more with their students, depressed that very little more was possible.

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

The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

Top Five Chinese Rules 1. Respect your parents, your elders and your teachers. Never talk back or challenge them under any circumstance. 2. Education is the most important thing. It's more important than independence, the pursuit of happiness and sex. 3. Pay back your parents when you are working. We were all born with a student loan debt to our Asian parents. Asian parents' retirement plans are their kids. 4. Always call your elders "Uncle" or "Auntie," even if they are not related to you. Never call them by their first names. 5. Family first, money second, pursue your dreams never.

Children do not develop responsibility when parents and teachers are too strict and controlling, nor do they develop responsibility when parents and teachers are permissive. Children learn responsibility when they have opportunities to learn valuable social and life skills for good character in an atmosphere of kindness, firmness, dignity, and respect.

The future of the human race depends on your thoughts and actions. But your teachers and masters don't tell you how you really think and what you really are; no one dares to confront you with the one truth that might make you the unswerving master of your fate. You are "free" in only one respect: free from the self-criticism that might help you to govern your own life.

In the years of its rise the movement little by little brought the community's attitude toward the teacher around from respect and envy to resentment, from trust and fear to suspicion. The development seems to have been inherent; it needed no planning and had none. As the Nazi emphasis on nonintellectual virtues (patriotism, loyalty, duty, purity, labor, simplicity, "blood," "folkishness") seeped through Germany, elevating the self-esteem of the "little man," the academic profession was pushed from the very center to the very periphery of society. Germany was preparing to cut its own head off. By 1933 at least five of my ten friends (and I think six or seven) looked upon "intellectuals" as unreliable and, among those unreliables, upon the academics as the most insidiously situated.

Independence and unvarying reliability, and to pay attention to nothing, no matter how fleetingly, except the logos. And to be the same in all circumstances—intense pain, the loss of a child, chronic illness. And to see clearly, from his example, that a man can show both strength and flexibility. His patience in teaching. And to have seen someone who clearly viewed his expertise and ability as a teacher as the humblest of virtues. And to have learned how to accept favors from friends without losing your self-respect or appearing ungrateful. On Apolonius

Can anyone capable of genuinely appreciating Mozart and Mizoguchi possibly say that he is not, in that respect, immeasurably better off than someone whose cultural horizon is limited to bingo and The Black and White Minstrel Show? The assimilation will not necessarily make him a better person (a common, and obviously fallacious, assumption), but it will open to him possibilities that are closed to his less fortunate fellow humans. If that is what is meant by an "élite," then I for one shall not willingly sacrifice my membership of it in the name of some perverse and destructive egalitarianism: to put it succinctly, nothing is ever going to come between me and The Magic Flute. It is not, however, an elite from which I would wish anyone to feel excluded: on the contrary, I would like to share my advantages with as many others as possible. That is why I am a teacher.

When I left high school with my diploma, it felt like I was holding a key that would unlock the door to a better world. Every teacher I passed on my way down to the parking lot—the ones who suspended me for questioning them both earnestly and in jest, suspended me for using a contumacious hip-shake as my hallway gait, suspended me for me being me—the ones who would roll their eyes if my behavior was, on the whole, unpatriotic, unjustified, and immature—well, on the way down that long black declivity, their faces seemed so contorted as if lurking shadows had vice grips locked on their kidneys, wrenching it every time a teacher didn't want to remain upright and respectful. Yes, they didn’t want to me to succeed either! I pledge allegiance to the flag that united every authority in that indefensible school looked at me, even treated me, as if I was a terrorist, or at the very least, unpatriotic. But God—didn’t the red blood, white skin, and blue balls that flagged my physical existence suffice for me to have a little liberty and justice?

For aggressive societies to survive, however, they always need that priest-judge-advisor class as well. This class balances the kings and warriors (as the U.S. Supreme Court balances the president and his armed forces). It is a more thoughtful group, often acting to check the impulses of the warrior-kings. Since the advisor class often proves right, its members are respected as counselors, historians, teachers, scholars, and the upholders of justice. They have the foresight, for example, to look out for the well-being of those common folks on whom the society depends, those who grow the food and raise the children. They warn against hasty wars and bad use of the land.

If you spend time comparing yourself with someone else, the only thing you’re doing is setting yourself up for disappointment and failure. You won’t ever feel good enough. There are seven and half billion people in the world, so chances are that someone will always be “better” than you in some respect. But is that person you? Did she grow up in your family? Did she grow up at the same time you did, share your parents, your siblings, your childhood, your teachers, your friends, your advantages, your disadvantages, your education, your jobs, or . . . ? Of course she didn’t. When we frame things that way, the idea of comparing ourselves to other people seems ridiculous. I compare myself with only one person: me. Am I doing the best I can at my job? Am I being the best wife, the best mother, the best friend, the best human being? How can I keep learning and improving?

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 nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against his character, while a highly respected person finds it demeaning to dignify accusations with a response.

For, although Georgie's pomposities and impudence in the little school were often almost unbearable, the teachers were fascinated by him. They did not like him—he was too arrogant for that—but he kept them in such a state of emotion that they thought more about him than they did about all of the other ten pupils. The emotion he kept them in was usually one resulting from injured self-respect,

2-Make eye contact. When someone is speaking, keep your eyes on him or her at all times. If someone makes a comment, turn and face that person. 3-During discussions, respect other students’ comments, opinions, and ideas. When possible, make statements like, “I agree with John, and I also feel that…” or “I disagree with Sarah. She made a good point I feel that…” or “I think Victor made an excellent observation, and it made me realize…” 4-If you win or do well at something, do not brag. If you lose, do not show anger. Instead, say something like, “I really enjoyed the competition, and I look forward to playing you again,” or “good game,” or don’t say anything at all. To show anger or sarcasm, such as “I wasn’t playing hard anyway” or “You really aren’t that good,” shows weakness. 5-“When you cough or sneeze or burp, it is appropriate to turn your head away from others and cover your mouth with the full part of your hand. Using a fist is not acceptable. Afterward, you should say, “Excuse me.” 6- “Do not smack your lips, tsk, roll your eyes, or show disrespect with gestures.” 7-“Always say thank you when I give you something. 8-“Surprise others by performing random acts of kindness. Go our of your way to do something surprisingly kind and generous for someone at least once a month.” 9-“You will make every effort to be as organized as possible.” 10-"Quickly learn the name of other teachers in the school and greet them by saying things like, "Good morning Mrs. Graham," or "Good afternoon Ms. Ortiz. 11-"When we go on field trips, we will meet different people. When I introduce you to people, make sure that you remember their names. Then, when we are leaving, make sure to shake their hands and thank them, mentioning their names as you do so." 12-“If you approach a door and someone is following you, hold the door. If the door opens by pulling, pull it open, stand to the side, and allow the other person 13-to pass through it first, then you can walk through. If the door opens by pushing, hold the door open after you push through." "Be positive and enjoy life. Some things just aren't worth getting upset over. Keep everything in perspective and focus on the good in your life.

Milton was right,’ said my Teacher. ‘The choice of every lost soul can be expressed in the words “Better to reign in Hell than serve in Heaven.” There is always something they insist on keeping even at the price of misery. There is always something they prefer to joy—that is, to reality. Ye see it easily enough in a spoiled child that would sooner miss its play and its supper than say it was sorry and be friends. Ye call it the Sulks. But in adult life it has a hundred fine names—Achilles’ wrath and Coriolanus’ grandeur, Revenge and Injured Merit and Self-Respect and Tragic Greatness and Proper Pride.

Most fundamentally, I used to write because I received positive feedback. To a guy who was picked on pretty relentlessly through a lot of his childhood, the respect and affection of students and teachers is addictive. It was a couple years after grad school that I realized that a need for affirmation wasn’t a good enough reason to keep writing, especially in the face of rejection after rejection after even personal rejection, and that if I was going to do it, I had to acknowledge that it was going to take my whole life. The decision to do it until I’m dead has made the writing and the writing life so much easier.

The teacher who does not respect the student’s curiosity in its diverse aesthetic, linguistic, and syntactical expressions; who uses irony to put down legitimate questioning (recognizing of course that freedom is not absolute, that it requires of its nature certain limits); who is not respectfully present in the educational experience of the student, transgresses fundamental ethical principles of the human condition.

My concern with democracy is highly specific. It begins in observing the remarkable fact that, while democracy means a government accountable to the electorate, our rulers now make us accountable to them. Most Western governments hate me smoking, or eating the wrong kind of food, or hunting foxes, or drinking too much, and these are merely the surface disapprovals, the ones that provoke legislation or public campaigns. We also borrow too much money for our personal pleasures, and many of us are very bad parents. Ministers of state have been known to instruct us in elementary matters, such as the importance of reading stories to our children. Again, many of us have unsound views about people of other races, cultures, or religions, and the distribution of our friends does not always correspond, as governments think that it ought, to the cultural diversity of our society. We must face up to the grim fact that the rulers we elect are losing patience with us. No philosopher can contemplate this interesting situation without beginning to reflect on what it can mean. The gap between political realities and their public face is so great that the term “paradox” tends to crop up from sentence to sentence. Our rulers are theoretically “our” representatives, but they are busy turning us into the instruments of the projects they keep dreaming up. The business of governments, one might think, is to supply the framework of law within which we may pursue happiness on our own account. Instead, we are constantly being summoned to reform ourselves. Debt, intemperance, and incompetence in rearing our children are no doubt regrettable, but they are vices, and left alone, they will soon lead to the pain that corrects. Life is a better teacher of virtue than politicians, and most sensible governments in the past left moral faults to the churches. But democratic citizenship in the twenty-first century means receiving a stream of improving “messages” from politicians. Some may forgive these intrusions because they are so well intentioned. Who would defend prejudice, debt, or excessive drinking? The point, however, is that our rulers have no business telling us how to live. They are tiresome enough in their exercise of authority—they are intolerable when they mount the pulpit. Nor should we be in any doubt that nationalizing the moral life is the first step towards totalitarianism. We might perhaps be more tolerant of rulers turning preachers if they were moral giants. But what citizen looks at the government today thinking how wise and virtuous it is? Public respect for politicians has long been declining, even as the population at large has been seduced into demanding political solutions to social problems. To demand help from officials we rather despise argues for a notable lack of logic in the demos. The statesmen of eras past have been replaced by a set of barely competent social workers eager to take over the risks of our everyday life. The electorates of earlier times would have responded to politicians seeking to bribe us with such promises with derision. Today, the demos votes for them.

Disillusioned words like bullets bark As human gods aim for their marks Made everything from toy guns that sparks To flesh-colored Christs that glow in the dark It's easy to see without looking too far That not much Is really sacred. While preachers preach of evil fates Teachers teach that knowledge waits Can lead to hundred-dollar plates Goodness hides behind its gates But even the President of the United States Sometimes must have To stand naked. An' though the rules of the road have been lodged It's only people's games that you got to dodge And it's alright, Ma, I can make it. Advertising signs that con you Into thinking you're the one That can do what's never been done That can win what's never been won Meantime life outside goes on All around you. Although the masters make the rules For the wise men and the fools I got nothing, Ma, to live up to. For them that must obey authority That they do not respect in any degree Who despite their jobs, their destinies Speak jealously of them that are free Cultivate their flowers to be Nothing more than something They invest in. While some on principles baptized To strict party platforms ties Social clubs in drag disguise Outsiders they can freely criticize Tell nothing except who to idolize And then say God Bless him. While one who sings with his tongue on fire Gargles in the rat race choir Bent out of shape from society's pliers Cares not to come up any higher But rather get you down in the hole That he's in. Old lady judges, watch people in pairs Limited in sex, they dare To push fake morals, insult and stare While money doesn't talk, it swears Obscenity, who really cares Propaganda, all is phony. While them that defend what they cannot see With a killer's pride, security It blows the minds most bitterly For them that think death's honesty Won't fall upon them naturally Life sometimes Must get lonely. And if my thought-dreams could been seen They'd probably put my head in a guillotine But it's alright, Ma, it's life, and life only.

Earl rarely used the word, but his whole system of teaching and his whole way of living was built around the concept of honor. You honored God by using your time wisely, and you honored your fellow man by treating him with respect. You honored your teacher by calling him "sir," and he honored his students by challenging them to face pain and become stronger. Earl had come to associate charity with pain, and he believed that love did its deepest work when applied to a wound.

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.

In 2009, the Bill & Melinda Gates Foundation launched a massive project to study 3,000 teachers in seven cities and learn what made them effective. The five metrics that most correlated with student learning were: 1. Students in this class treat the teacher with respect. 2. My classmates behave the way my teacher wants them to. 3. Our class stays busy and doesn’t waste time. 4. In this class, we learn a lot almost every day. 5. In this class, we learn to correct our mistakes.

Perspective - Use It or Lose It. If you turned to this page, you're forgetting that what is going on around you is not reality. Think about that. Remember where you came from, where you're going, and why you created the mess you got yourself into in the first place. You are led through your lifetime by the inner learning creature, the playful spiritual being that is your real self. Don't turn away from possible futures before you're certain you don't have anything to learn from them. Learning is finding out what you already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, and teachers. Your only obligation in any lifetime is to be true to yourself. Being true to anyone else or anything else is not only impossible, but the mark of a false messiah. Your conscience is the measure of the honesty of your selfishness. Listen to it carefully. The simplest questions are the most profound. Where were you born? Where is your home? Where are you going? What are you doing? Think about these once in awhile, and watch your answers change. Your friends will know you better in the first minute you meet than your acquaintances will know you in a thousand years. The bond that links your true family is not one of blood, but of respect and joy in each other's life. Rarely do members of one family grow up under the same roof. There is no such thing as a problem without a gift for you in its hands. You seek problems because you need their gifts. Imagine the universe beautiful and just and perfect. Then be sure of one thing: The Is has imagined it quite a bit better than you have. The original sin is to limit the Is. Don't. A cloud does not know why it moves in just such a direction and at such a speed, it feels an impulsion....this is the place to go now. But the sky knows the reason and the patterns behind all clouds, and you will know, too, when you lift yourself high enough to see beyond horizons. You are never given a wish without being given the power to make it true. You may have to work for it, however. Argue for your limitations, and sure enough, they're yours. If you will practice being fictional for a while, you will understand that fictional characters are sometimes more real than people with bodies and heartbeats. The world is your exercise-book, the pages on which you do your sums. It is not reality, although you can express reality there if you wish. You are also free to write nonsense, or lies, or to tear the pages. Every person, all the events of your life, are there because you have drawn them there. What you choose to do with them is up to you. In order to live free and happily, you must sacrifice boredom. It is not always an easy sacrifice. The best way to avoid responsibility is to say, "I've got responsibilities." The truth you speak has no past and no future. It is, and that's all it needs to be. Here is a test to find whether your mission on earth is finished: If you're alive, it isn't. Don't be dismayed at good-byes. A farewell is necessary before you can meet again. And meeting again, after moments or lifetimes, is certain for those who are friends. The mark of your ignorance is the depth of your belief in injustice and tragedy. What the caterpillar calls the end of the world, the master calls a butterfly. You're going to die a horrible death, remember. It's all good training, and you'll enjoy it more if you keep the facts in mind. Take your dying with some seriousness, however. Laughing on the way to your execution it not generally understood by less advanced lifeforms, and they'll call you crazy. Everything above may be wrong!

Most such criticism and confrontation, usually made impulsively in anger or annoyance, does more to increase the amount of confusion in the world than the amount of enlightenment. For the truly loving person the act of criticism or confrontation does not come easily; to such a person it is evident that the act has great potential for arrogance. To confront one’s beloved is to assume a position of moral or intellectual superiority over the loved one, at least so far as the issue at hand is concerned. Yet genuine love recognizes and respects the unique individuality and separate identity of the other person. (I will say more about this later.) The truly loving person, valuing the uniqueness and differentness of his or her beloved, will be reluctant indeed to assume, “I am right, you are wrong; I know better than you what is good for you.” But the reality of life is such that at times one person does know better than the other what is good for the other, and in actuality is in a position of superior knowledge or wisdom in regard to the matter at hand. Under these circumstances the wiser of the two does in fact have an obligation to confront the other with the problem. The loving person, therefore, is frequently in a dilemma, caught between a loving respect for the beloved’s own path in life and a responsibility to exercise loving leadership when the beloved appears to need such leadership. The dilemma can be resolved only by painstaking self-scrutiny, in which the lover examines stringently the worth of his or her “wisdom” and the motives behind this need to assume leadership. “Do I really see things clearly or am I operating on murky assumptions? Do I really understand my beloved? Could it not be that the path my beloved is taking is wise and that my perception of it as unwise is the result of limited vision on my part? Am I being self-serving in believing that my beloved needs redirection?” These are questions that those who truly love must continually ask themselves. This self-scrutiny, as objective as possible, is the essence of humility or meekness. In the words of an anonymous fourteenth-century British monk and spiritual teacher, “Meekness in itself is nothing else than a true knowing and feeling of

The world is changing, I said. It is no longer a world just for boys and men. Our women are respected here, said the father. We would never let them tramp the world as American women do. There is always someone to look after the Olinka woman. A father. An uncle. A brother or nephew. Do not be offended, Sister Nettie, but our people pity women such as you who are cast out, we know not from where, into a world unknown to you, where you must struggle all alone, for yourself. So I am an object of pity and contempt, I thought, to men and women alike. Furthermore, said Tashi’s father, we are not simpletons. We understand that there are places in the world where women live differently from the way our women do, but we do not approve of this different way for our children. But life is changing, even in Olinka, I said. We are here. He spat on the ground. What are you? Three grownups and two children. In the rainy season some of you will probably die. You people do not last long in our climate. If you do not die, you will be weakened by illness. Oh, yes. We have seen it all before. You Christians come here, try hard to change us, get sick and go back to England, or wherever you come from. Only the trader on the coast remains, and even he is not the same white man, year in and year out. We know because we send him women. Tashi is very intelligent, I said. She could be a teacher. A nurse. She could help the people in the village. There is no place here for a woman to do those things, he said. Then we should leave, I said. Sister Corrine and I. No, no, he said. Teach only the boys? I asked. Yes, he said, as if my question was agreement. There is a way that the men speak to women that reminds me too much of Pa. They listen just long enough to issue instructions. They don’t even look at women when women are speaking. They look at the ground and bend their heads toward the ground. The women also do not “look in a man’s face” as they say. To “look in a man’s face” is a brazen thing to do. They look instead at his feet or his knees.

4. I have often wondered how it is that every man loves himself more than all the rest of men, but yet sets less value on his own opinion of himself than on the opinion of others. If then a god or a wise teacher should present himself to a man and bid him to think of nothing and to design nothing that he would not express as soon as he conceived it, he could not endure it even for a single day. So it is clear that we accord much more respect to what our neighbors think of us than to what we think of ourselves.

the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)—that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

The danger does not lie with individuals, however criminal they may be. Far more, it lies in the ignorance of our entire society, which confirms these people in the lies that they were obliged to believe in their childhood. Teachers, attorneys, doctors, social workers, priests, and other respected representatives of society protect parents from the mistreat child's every accusation and see to it that the truth about child abuse remains concealed. Even the child protection agencies insist that this crime, and this crime alone, should go unpunished.

Some poor creatures have been so brutalized by the lash that they will sneak out of the way to give their masters free access to their wives and daughters. Do you think this proves the black man to belong to an inferior order of beings? What would you be, if you had been born and brought up a slave, with generations of slaves for ancestors? I admit that the black man is inferior. But what is it that makes him so? It is the ignorance in which white men compel him to live; it is the torturing whip that lashes manhood out of him; it is the fierce bloodhounds of the South, and the scarcely less cruel human bloodhounds of the north, who enforce the Fugitive Slave Law. They do the work. Southern gentlemen indulge in the most contemptuous expressions about the Yankees, while they, on their part, consent to do the vilest work for them, such as the ferocious bloodhounds and the despised negro-hunters are employed to do at home. When southerners go to the north, they are proud to do them honor; but the northern man is not welcome south of Mason Dixon's line, unless he suppresses every thought and feeling at variance with their "peculiar institution." Nor is it enough to be silent. The masters are not pleased, unless they obtain a greater degree of subservience than that; and they are generally accommodated. Do they respect the northerner for this? I trow not. Even the slaves despise "a northern man with southern principles;" and that is the class they generally see. When northerners go to the south to reside, they prove very apt scholars. They soon imbibe the sentiments and disposition of their neighbors, and generally go beyond their teachers. Of the two, they are proverbially the hardest masters.

My Mother My mother was not educated but she was the best teacher I've ever had in my entire life. She had what it's called natural wisdom, bless her precious soul. Here some of her teachings: Human Values: Love: Learn to love because everything that's based on love has a deep rooted foundation. Kindness: Be kind all the time but never let anyone take advantage of your kindness. Peace: Learn to have peace with yourself when the world turns against you because it starts with you. Honesty: Be honest to yourself and then to the others. Respect: Respect others and they will respect you. Openness: Be always transparent especially when you are hurting. Never pretend that it's all okay. Loyalty: Always be loyal to your family and make sure your family comes before anything else. She taught me to learn to compose myself when life gets tough and unfair to me. I love you mama & Happy Mothers Day

A perfect child is often pictured as the one who quietly obeys his parents, doesn’t fight with his brothers or sisters, does his chores without complaining, saves his money, does homework without being reminded—and who gets good grades, is athletic, and is popular. Does this mean that a child who doesn’t fit this description is imperfect? Frankly, we worry about the child who fits this fantasy description. This is usually the child who does not feel secure enough to test power boundaries and find out who she is apart from her parents and teachers, who is afraid to make mistakes or risk disapproval.

Complexes of inferiority (so fashionable nowadays) arise mostly because we make an unhealthy comparison between the accomplishments of another person and ourselves. But how little attention is paid to the person’s being, his kindness, generosity, humility, patience? The less we respect ourselves as persons made to God’s image, the more shall we be led to identifying ourselves with our social role, our job, our accomplishments, real or imaginary. We are led to believe that success in life lies primarily in our being able to bring credentials, and yet, who would dream of saying to another person, “I love you because you are the most efficient secretary I have met in my life,” or because “you are the teacher who best organizes his material.” Love is not concerned with a person’s accomplishments, it is a response to a person’s being, this is why a typical word of love is to say, “I love you, because you are as you are.

I've thought of myself a girl on several occasions because I like to polish shoes and find household tasks amusing. There was once even a time when I insisted on mending a torn suit with my own hands. And in winter I always light the heating stoves myself, as though this were the natural course of things. But of course I'm not a real girl. Please give me a moment to consider all this would entail. The first thing that comes to mind is the question of whether I might possibly be a girl has never, never, not for a single moment, troubled me, rattled my bourgeois composure or made me unhappy. An absolutely by no means unhappy person stands before you, I'd like to put quite special emphasis on this, for I have never experienced sexual torment or distress, for I was never at a loss for quite simple methods of freeing myself from pressures. A rather curious, that is to say, important discovery for me was that it filled me with the most delightful gaiety to imagine myself someone's servant.... My nature, then, merely inclines me to treat people well, to be helpful and so forth. Not long ago I carried with flabbergasting zeal a shopping bag full of new potatoes for a petit bourgeoise. She's have been perfectly able to tote it herself. Now my situation is this: my particular nature also sometimes seeks, I've discovered, a mother, a teacher, that is, to express myself better, an unapproachable entity, a sort of goddess. At times I find the goddess in an instant, whereas at others it takes time before I'm able to imagine her, that is, find her bright, bountiful figure and sense her power. And to achieve a moment of human happiness, I must always first think up a story containing an encounter between myself and another person, whereby I am always the subordinate, obedient, sacrificing, scrutinized, and chaperoned party. There's more to it, of course, quite a lot, but this still sheds light on a few things. Many conclude it must be terribly easy to carry out a course of treatment, as it were, upon my person, but they're all gravely mistaken. For, the moment anyone seems ready to start lording and lecturing it over me, something within me begins to laugh, to jeer, and then, of course, respect is out of the question, and within the apparently worthless individual arises a superior one whom I never expel when he appears in me....

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.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

Suppose someone says, “Unfortunately, the popularity of soccer, the world’s favorite pastime, is starting to decline.” You suspect he is wrong. How do you question the claim? Don’t even think of taking a personal shot like “You’re silly.” That only adds heat, not light. “I don’t think so” only expresses disagreement without delving into why you disagree. “What do you mean?” lowers the emotional temperature with a question but it’s much too vague. Zero in. You might say, “What do you mean by ‘pastime’?” or “What evidence is there that soccer’s popularity is declining? Over what time frame?” The answers to these precise questions won’t settle the matter, but they will reveal the thinking behind the conclusion so it can be probed and tested. Since Socrates, good teachers have practiced precision questioning, but still it’s often not used when it’s needed most. Imagine how events might have gone if the Kennedy team had engaged in precision questioning when planning the Bay of Pigs invasion: “So what happens if they’re attacked and the plan falls apart?” “They retreat into the Escambray Mountains, where they can meet up with other anti-Castro forces and plan guerrilla operations.” “How far is it from the proposed landing site in the Bay of Pigs to the Escambray Mountains?” “Eighty miles.” “And what’s the terrain?” “Mostly swamp and jungle.” “So the guerrillas have been attacked. The plan has fallen apart. They don’t have helicopters or tanks. But they have to cross eighty miles of swamp and jungle before they can begin to look for shelter in the mountains? Is that correct?” I suspect that this conversation would not have concluded “sounds good!” Questioning like that didn’t happen, so Kennedy’s first major decision as president was a fiasco. The lesson was learned, resulting in the robust but respectful debates of the Cuban missile crisis—which exemplified the spirit we encouraged among our forecasters.

Unlike my brother, I had no respect for authority. Very early on, Uncle Georg had told me the truth about teachers: that they were moral cowards who took out on their pupils all the frustrations they could not take out on their wives. When I was very young Uncle Georg impressed upon me that among the educated classes teachers were the basest and most dangerous people, on a par with judges, who were the lowest form of human life. Teachers and judges, he said, are the meanest slaves of the state--remember that. He was right, as I have discovered not just hundreds but thousands of times. No teacher and no judge can be trusted as far as you can throw him. Without scruple or compunction they daily destroy many of the existences that are thrown upon their mercy, being motivated by base caprice and a desire to avenge themselves for their miserable, twisted lives--and they are actually paid for doing so. The supposed objectivity of teachers and judges is a piece of shabby mendacity, Uncle Georg said--and he was right. Talking to a teacher we soon discover that he is a destructive individual with whom no one and nothing is safe, and the same is true when we talk to a judge.

What did we talk about? I don't remember. We talked so hard and sat so still that I got cramps in my knee. We had too many cups of tea and then didn't want to leave the table to go to the bathroom because we didn't want to stop talking. You will think we talked of revolution but we didn't. Nor did we talk of our own souls. Nor of sewing. Nor of babies. Nor of departmental intrigue. It was political if by politics you mean the laboratory talk that characters in bad movies are perpetually trying to convey (unsuccessfully) when they Wrinkle Their Wee Brows and say (valiantly--dutifully--after all, they didn't write it) "But, Doctor, doesn't that violate Finagle's Constant?" I staggered to the bathroom, released floods of tea, and returned to the kitchen to talk. It was professional talk. It left my grey-faced and with such concentration that I began to develop a headache. We talked about Mary Ann Evans' loss of faith, about Emily Brontë's isolation, about Charlotte Brontë's blinding cloud, about the split in Virginia Woolf's head and the split in her economic condition. We talked about Lady Murasaki, who wrote in a form that no respectable man would touch, Hroswit, a little name whose plays "may perhaps amuse myself," Miss Austen, who had no more expression in society than a firescreen or a poker. They did not all write letters, write memoirs, or go on the stage. Sappho--only an ambiguous, somewhat disagreeable name. Corinna? The teacher of Pindar. Olive Schriener, growing up on the veldt, wrote on book, married happily, and ever wrote another. Kate Chopin wrote a scandalous book and never wrote another. (Jean has written nothing.). There was M-ry Sh-ll-y who wrote you know what and Ch-rl-tt- P-rk-ns G-lm-an, who wrote one superb horror study and lots of sludge (was it sludge?) and Ph-ll-s Wh--tl-y who was black and wrote eighteenth century odes (but it was the eighteenth century) and Mrs. -nn R-dcl-ff- S-thw-rth and Mrs. G--rg- Sh-ld-n and (Miss?) G--rg-tt- H-y-r and B-rb-r- C-rtl-nd and the legion of those, who writing, write not, like the dead Miss B--l-y of the poem who was seduced into bad practices (fudging her endings) and hanged herself in her garter. The sun was going down. I was blind and stiff. It's at this point that the computer (which has run amok and eaten Los Angeles) is defeated by some scientifically transcendent version of pulling the plug; the furniture stood around unknowing (though we had just pulled out the plug) and Lady, who got restless when people talked at suck length because she couldn't understand it, stuck her head out from under the couch, looking for things to herd. We had talked for six hours, from one in the afternoon until seven; I had at that moment an impression of our act of creation so strong, so sharp, so extraordinarily vivid, that I could not believe all our talking hadn't led to something more tangible--mightn't you expect at least a little blue pyramid sitting in the middle of the floor?

I grew up in a relatively small town...Cruising up and down the main street in a car, going to the mall and attending drunken date-rape festivals called "parties" were the culmination of social interaction. I was never entirely comfortable in this setting. Until I was eighteen and left 'home," I was constantly at odds with this culture I grew up in. The older I got, the more clearly I saw what was supposed to be looming ahead for me as a woman. This conflict became increasingly unsettling with each passing year. I did not want to keep my mouth shut and act ladylike...or respect the idea that all of my teachers were smarter than me. Dealing with such opposition on a day-to-day basis disrupted the momentum of womanpower I was born with. I struggled to keep my power somewhat apace with my life. This proved difficult, as I expended a large amount of energy defending my own concept of the woman I wanted to be. Furthermore, deprived of the experience I needed in order to know exactly what "the woman I wanted to be" meant, things were not only difficult, but mind-bogglingly complex as well.

A reflection on Robert Lowell Robert Lowell knew I was not one of his devotees. I attended his famous “office hours” salon only a few times. Life Studies was not a book of central importance for me, though I respected it. I admired his writing, but not the way many of my Boston friends did. Among poets in his generation, poems by Elizabeth Bishop, Alan Dugan, and Allen Ginsberg meant more to me than Lowell’s. I think he probably sensed some of that. To his credit, Lowell nevertheless was generous to me (as he was to many other young poets) just the same. In that generosity, and a kind of open, omnivorous curiosity, he was different from my dear teacher at Stanford, Yvor Winters. Like Lowell, Winters attracted followers—but Lowell seemed almost dismayed or a little bewildered by imitators; Winters seemed to want disciples: “Wintersians,” they were called. A few years before I met Lowell, when I was still in California, I read his review of Winters’s Selected Poems. Lowell wrote that, for him, Winters’s poetry passed A. E. Housman’s test: he felt that if he recited it while he was shaving, he would cut himself. One thing Lowell and Winters shared, that I still revere in both of them, was a fiery devotion to the vocal essence of poetry: the work and interplay of sentences and lines, rhythm and pitch. The poetry in the sounds of the poetry, in a reader’s voice: neither page nor stage. Winters criticizing the violence of Lowell’s enjambments, or Lowell admiring a poem in pentameter for its “drill-sergeant quality”: they shared that way of thinking, not matters of opinion but the matter itself, passionately engaged in the art and its vocal—call it “technical”—materials. Lowell loved to talk about poetry and poems. His appetite for that kind of conversation seemed inexhaustible. It tended to be about historical poetry, mixed in with his contemporaries. When he asked you, what was Pope’s best work, it was as though he was talking about a living colleague . . . which in a way he was. He could be amusing about that same sort of thing. He described Julius Caesar’s entourage waiting in the street outside Cicero’s house while Caesar chatted up Cicero about writers. “They talked about poetry,” said Lowell in his peculiar drawl. “Caesar asked Cicero what he thought of Jim Dickey.” His considerable comic gift had to do with a humor of self and incongruity, rather than wit. More surreal than donnish. He had a memorable conversation with my daughter Caroline when she was six years old. A tall, bespectacled man with a fringe of long gray hair came into her living room, with a certain air. “You look like somebody famous,” she said to him, “but I can’t remember who.” “Do I?” “Yes . . . now I remember!— Benjamin Franklin.” “He was a terrible man, just awful.” “Or no, I don’t mean Benjamin Franklin. I mean you look like a Christmas ornament my friend Heather made out of Play-Doh, that looked like Benjamin Franklin.” That left Robert Lowell with nothing to do but repeat himself: “Well, he was a terrible man.” That silly conversation suggests the kind of social static or weirdness the man generated. It also happens to exemplify his peculiar largeness of mind . . . even, in a way, his engagement with the past. When he died, I realized that a large vacuum had appeared at the center of the world I knew.

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

After I left finance, I started attending some of the fashionable conferences attended by pre-rich and post-rich technology people and the new category of technology intellectuals. I was initially exhilarated to see them wearing no ties, as, living among tie-wearing abhorrent bankers, I had developed the illusion that anyone who doesn’t wear a tie was not an empty suit. But these conferences, while colorful and slick with computerized images and fancy animations, felt depressing. I knew I did not belong. It was not just their additive approach to the future (failure to subtract the fragile rather than add to destiny). It was not entirely their blindness by uncompromising neomania. It took a while for me to realize the reason: a profound lack of elegance. Technothinkers tend to have an “engineering mind”—to put it less politely, they have autistic tendencies. While they don’t usually wear ties, these types tend, of course, to exhibit all the textbook characteristics of nerdiness—mostly lack of charm, interest in objects instead of persons, causing them to neglect their looks. They love precision at the expense of applicability. And they typically share an absence of literary culture. This absence of literary culture is actually a marker of future blindness because it is usually accompanied by a denigration of history, a byproduct of unconditional neomania. Outside of the niche and isolated genre of science fiction, literature is about the past. We do not learn physics or biology from medieval textbooks, but we still read Homer, Plato, or the very modern Shakespeare. We cannot talk about sculpture without knowledge of the works of Phidias, Michelangelo, or the great Canova. These are in the past, not in the future. Just by setting foot into a museum, the aesthetically minded person is connecting with the elders. Whether overtly or not, he will tend to acquire and respect historical knowledge, even if it is to reject it. And the past—properly handled, as we will see in the next section—is a much better teacher about the properties of the future than the present. To understand the future, you do not need technoautistic jargon, obsession with “killer apps,” these sort of things. You just need the following: some respect for the past, some curiosity about the historical record, a hunger for the wisdom of the elders, and a grasp of the notion of “heuristics,” these often unwritten rules of thumb that are so determining of survival. In other words, you will be forced to give weight to things that have been around, things that have survived.

Homophobia and the closet are allies. Like an unhealthy co-dependent relationship they need each other to survive. One plays the victim living in fear and shame while the other plays the persecutor policing what is ‘normal’. The only way to dismantle homophobia is for every gay man and lesbian in the world to come out and live authentic lives. Once they realise how normal we are and see themselves in us….the controversy is over. It is interesting to think what would happen though....on a particularly pre-determined day that every single gay man and lesbian came out. Imagine the impact when, on that day, people all around the world suddenly discovered their bosses, mums, dads, daughters, sons, aunts, uncles, cousins, teachers, doctors, neighbours, colleagues, politicians, their favourite actors, celebrities and sports heroes, the people they loved and respected......were indeed gay. All stereotypes would immediately be broken.....just by the same single act of millions of people…..and at last there would no longer be need for secrecy. The closet would become the lounge room. How much healthier would we be emotionally and psychologically when we could all be ourselves doing life without the internal and societal negatives that have been attached to our sexual orientation.

She also taught me to write, by which I mean not simply organizing a set of sentences into a series of paragraphs, but organizing them as a means of investigation. When I was in trouble at school (which was quite often) she would make me write about it. The writing had to answer a series of questions: Why did I feel the need to talk at the same time as my teacher? Why did I not believe that my teacher was entitled to respect? How would I want someone to behave while I was talking? What would I do the next time I felt the urge to talk to my friends during a lesson? I have given you these same assignments. I gave them to you not because I thought they would curb your behavior—they certainly did not curb mine—but because these were the earliest acts of interrogation, of drawing myself into consciousness. Your grandmother was not teaching me how to behave in class. She was teaching me how to ruthlessly interrogate the subject that elicited the most sympathy and rationalizing—myself. Here was the lesson: I was not an innocent. My impulses were not filled with unfailing virtue. And feeling that I was as human as anyone, this must be true for other humans. If I was not innocent, then they were not innocent. Could this mix of motivation also affect the stories they tell? The cities they built? The country they claimed as given to them by God?

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

If Paul brought the first generation of Christians the useful skills of a trained theologian, Origen was the first great philosopher to rethink the new religion from first principles. As his philosophical enemy, the anti-Christian Porphyry, summed it up, he 'introduced Greek ideas to foreign fables' -- that is, gave a barbarous eastern religion the intellectual respectability of a philosophical defense. Origen was also a phenomenon. As Eusebius put it admiringly, 'even the facts from his cradle are worth mentioning'. Origen came from Alexandria, the second city of the empire and then it's intellectual centre; his father's martyrdom left him an orphan at seventeen with six younger brothers. He was a hard working prodigy, at eighteen head of the Catechetical School, and already trained as a literary scholar and teacher. But at this point, probably in 203, he became a religious fanatic and remained one for the next fifty years. He gave up his job and sold his books to concentrate on religion. he slept on the floor, ate no meat, drank no wine, had only one coat and no shoes. He almost certainly castrated himself, in obedience to the notorious text, Matthew 19:12, 'there are some who have made themselves eunuchs for the kingdom of heaven's sake.' Origen's learning was massive and it was of a highly original kind: he always went back to the sources and thought through the whole process himself. This he learned Hebrew and, according to Eusebius, 'got into his possession the original writings extant among the Jews in the actual Hebrew character'. These included the discovery of lost texts; in the case of the psalms, Origen collected not only the four known texts but three others unearthed, including 'one he found at Jericho in a jar'. The result was an enormous tome, the Hexapla, which probably existed in only one manuscript now lost, setting out the seven alternative texts in parallel columns. He applied the same principles of original research to every aspect of Christianity and sacred literature. He seems to have worked all day and though most of the night, and was a compulsive writer. Even the hardy Jerome later complained: 'Has anyone read everything Origen wrote?'

Less is not known as a teacher, in the same way Melville was not known as a customs inspector. And yet both held the respective positions. Though he was once an endowed chair at Robert’s university, he has no formal training except the drunken, cigarette-filled evenings of his youth, when Robert’s friends gathered and yelled, taunted, and played games with words. As a result, Less feels uncomfortable lecturing. Instead, he re-creates those lost days with his students. Remembering those middle-aged men sitting with a bottle of whiskey, a Norton book of poetry, and scissors, he cuts up a paragraph of Lolita and has the young doctoral students reassemble the text as they desire. In these collages, Humbert Humbert becomes an addled old man rather than a diabolical one, mixing up cocktail ingredients and, instead of confronting the betrayed Charlotte Haze, going back for more ice. He gives them a page of Joyce and a bottle of Wite-Out—and Molly Bloom merely says “Yes.” A game to write a persuasive opening sentence for a book they have never read (this is difficult, as these diligent students have read everything) leads to a chilling start to Woolf’s The Waves: I was too far out in the ocean to hear the lifeguard shouting, “Shark! Shark!” Though the course features, curiously, neither vampires nor Frankenstein monsters, the students adore it. No one has given them scissors and glue sticks since they were in kindergarten. No one has ever asked them to translate a sentence from Carson McCullers (In the town there were two mutes, and they were always together) into German (In der Stadt gab es zwei Stumme, und sie waren immer zusammen) and pass it around the room, retranslating as they go, until it comes out as playground gibberish: In the bar there were two potatoes together, and they were trouble. What a relief for their hardworking lives. Do they learn anything about literature? Doubtful. But they learn to love language again, something that has faded like sex in a long marriage. Because of this, they learn to love their teacher.