Rewards Of Teaching Quotes

Rewards and punishment is the lowest form of education.

Here is a lesson in creative writing. First rule: Do not use semicolons. They are transvestite hermaphrodites representing absolutely nothing. All they do is show you've been to college. And I realize some of you may be having trouble deciding whether I am kidding or not. So from now on I will tell you when I'm kidding. For instance, join the National Guard or the Marines and teach democracy. I'm kidding. We are about to be attacked by Al Qaeda. Wave flags if you have them. That always seems to scare them away. I'm kidding. If you want to really hurt your parents, and you don't have the nerve to be gay, the least you can do is go into the arts. I'm not kidding. The arts are not a way to make a living. They are a very human way of making life more bearable. Practicing an art, no matter how well or badly, is a way to make your soul grow, for heaven's sake. Sing in the shower. Dance to the radio. Tell stories. Write a poem to a friend, even a lousy poem. Do it as well as you possibly can. You will get an enormous reward. You will have created something.

The sea does not reward those who are too anxious, too greedy, or too impatient. To dig for treasures shows not only impatience and greed, but lack of faith. Patience, patience, patience, is what the sea teaches. Patience and faith. One should lie empty, open, choiceless as a beach—waiting for a gift from the sea.

Hard work does not go unnoticed, and someday the rewards will follow

I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it's the people who are curious who change the world.

I still encourage anyone who feels at all compelled to write to do so. I just try to warn people who hope to get published that publication is not all it is cracked up to be. But writing is. Writing has so much to give, so much to teach, so many surprises. That thing you had to force yourself to do---the actual act of writing---turns out to be the best part. It's like discovering that while you thought you needed the tea ceremony for the caffeine, what you really needed was the tea ceremony. The act of writing turns out to be its own reward.

Pain is not a punishment, pleasure is not a reward.

How life teaches us, breaks us, rewards us, and tears us apart... how it lifts us up and brings us down... the wonder of life.

Lord, teach me to be generous; Teach me to serve you as you deserve; To give and not to count the cost; To fight and not to heed the wounds; To toil, and not to seek for rest; To labor, and not to ask for reward - except to know that I am doing your will.

O my God, teach me to be generous to serve you as you deserve to be served to give without counting the cost to fight without fear of being wounded to work without seeking rest and to spend myself without expecting any reward but the knowledge that I am doing your holy will. Amen

Esoterically, the Hanged Man is the human spirit which is suspended from heaven by a single thread. Wisdom, not death, is the reward for this voluntary sacrifice during which the human soul, suspended above the world of illusion, and meditating upon its unreality, is rewarded by the achievement of self-realization.

And what, you ask, does writing teach us? First and foremost, it reminds us that we are alive and that it is gift and a privilege, not a right. We must earn life once it has been awarded us. Life asks for rewards back because it has favored us with animation. So while our art cannot, as we wish it could, save us from wars, privation, envy, greed, old age, or death, it can revitalize us amidst it all.

Intuition means exactly what it sounds like, in-tuition! An inner tutor or teaching and learning mechanism that takes us forward daily. It is a resource that, where recognized, has infinite potential.

History teaches us that the greatest authors are those who wrote silently without hope of praise or REWARD. They wrote to defend principles and win people's hearts, and not to please a Prize committee or win a literary AWARD.

There are, of course, inherent tendencies to repetition in music itself. Our poetry, our ballads, our songs are full of repetition; nursery rhymes and the little chants and songs we use to teach young children have choruses and refrains. We are attracted to repetition, even as adults; we want the stimulus and the reward again and again, and in music we get it. Perhaps, therefore, we should not be surprised, should not complain if the balance sometimes shifts too far and our musical sensitivity becomes a vulnerability.

In short, with each of the thousand-and-one problems that present themselves in family life, our choice is between controlling and teaching, between creating an atmosphere of distrust and one of trust, between setting an example of power and helping children to learn responsibility, between quick-fix parenting and the kind that's focused on long-term goals.

O my God, teach me to be generous, teach me to serve you as I should, to give without counting the cost, to fight without fear of being wounded, to work without seeking rest, to labour without expecting any reward, but the knowledge that I am doing your most holy will.

Dearest creature in creation, Study English pronunciation. I will teach you in my verse Sounds like corpse, corps, horse, and worse. I will keep you, Suzy, busy, Make your head with heat grow dizzy. Tear in eye, your dress will tear. So shall I! Oh hear my prayer. Just compare heart, beard, and heard, Dies and diet, lord and word, Sword and sward, retain and Britain. (Mind the latter, how it’s written.) Now I surely will not plague you With such words as plaque and ague. But be careful how you speak: Say break and steak, but bleak and streak; Cloven, oven, how and low, Script, receipt, show, poem, and toe. Hear me say, devoid of trickery, Daughter, laughter, and Terpsichore, Typhoid, measles, topsails, aisles, Exiles, similes, and reviles; Scholar, vicar, and cigar, Solar, mica, war and far; One, anemone, Balmoral, Kitchen, lichen, laundry, laurel; Gertrude, German, wind and mind, Scene, Melpomene, mankind. Billet does not rhyme with ballet, Bouquet, wallet, mallet, chalet. Blood and flood are not like food, Nor is mould like should and would. Viscous, viscount, load and broad, Toward, to forward, to reward. And your pronunciation’s OK When you correctly say croquet, Rounded, wounded, grieve and sieve, Friend and fiend, alive and live. Ivy, privy, famous; clamour And enamour rhyme with hammer. River, rival, tomb, bomb, comb, Doll and roll and some and home. Stranger does not rhyme with anger, Neither does devour with clangour. Souls but foul, haunt but aunt, Font, front, wont, want, grand, and grant, Shoes, goes, does. Now first say finger, And then singer, ginger, linger, Real, zeal, mauve, gauze, gouge and gauge, Marriage, foliage, mirage, and age. Query does not rhyme with very, Nor does fury sound like bury. Dost, lost, post and doth, cloth, loth. Job, nob, bosom, transom, oath. Though the differences seem little, We say actual but victual. Refer does not rhyme with deafer. Foeffer does, and zephyr, heifer. Mint, pint, senate and sedate; Dull, bull, and George ate late. Scenic, Arabic, Pacific, Science, conscience, scientific. Liberty, library, heave and heaven, Rachel, ache, moustache, eleven. We say hallowed, but allowed, People, leopard, towed, but vowed. Mark the differences, moreover, Between mover, cover, clover; Leeches, breeches, wise, precise, Chalice, but police and lice; Camel, constable, unstable, Principle, disciple, label. Petal, panel, and canal, Wait, surprise, plait, promise, pal. Worm and storm, chaise, chaos, chair, Senator, spectator, mayor. Tour, but our and succour, four. Gas, alas, and Arkansas. Sea, idea, Korea, area, Psalm, Maria, but malaria. Youth, south, southern, cleanse and clean. Doctrine, turpentine, marine. Compare alien with Italian, Dandelion and battalion. Sally with ally, yea, ye, Eye, I, ay, aye, whey, and key. Say aver, but ever, fever, Neither, leisure, skein, deceiver. Heron, granary, canary. Crevice and device and aerie. Face, but preface, not efface. Phlegm, phlegmatic, ass, glass, bass. Large, but target, gin, give, verging, Ought, out, joust and scour, scourging. Ear, but earn and wear and tear Do not rhyme with here but ere. Seven is right, but so is even, Hyphen, roughen, nephew Stephen, Monkey, donkey, Turk and jerk, Ask, grasp, wasp, and cork and work. Pronunciation (think of Psyche!) Is a paling stout and spikey? Won’t it make you lose your wits, Writing groats and saying grits? It’s a dark abyss or tunnel: Strewn with stones, stowed, solace, gunwale, Islington and Isle of Wight, Housewife, verdict and indict. Finally, which rhymes with enough, Though, through, plough, or dough, or cough? Hiccough has the sound of cup. My advice is to give up!!!

...What I have denied and what my reason compels me to deny, is the existence of a Being throned above us as a god, directing our mundane affairs in detail, regarding us as individuals, punishing us, rewarding us as human judges might. When the churches learn to take this rational view of things, when they become true schools of ethics and stop teaching fables, they will be more effective than they are to-day... If they would turn all that ability to teaching this one thing – the fact that honesty is best, that selfishness and lies of any sort must surely fail to produce happiness – they would accomplish actual things. Religious faiths and creeds have greatly hampered our development. They have absorbed and wasted some fine intellects. That creeds are getting to be less and less important to the average mind with every passing year is a good sign, I think, although I do not wish to talk about what is commonly called theology. The criticisms which have been hurled at me have not worried me. A man cannot control his beliefs. If he is honest in his frank expression of them, that is all that can in justice be required of him. Professor Thomson and a thousand others do not in the least agree with me. His criticism of me, as I read it, charged that because I doubted the soul’s immortality, or ‘personality,’ as he called it, my mind must be abnormal, ‘pathological,’ in other, words, diseased... I try to say exactly what I honestly believe to be the truth, and more than that no man can do. I honestly believe that creedists have built up a mighty structure of inaccuracy, based, curiously, on those fundamental truths which I, with every honest man, must not alone admit but earnestly acclaim. I have been working on the same lines for many years. I have tried to go as far as possible toward the bottom of each subject I have studied. I have not reached my conclusions through study of traditions; I have reached them through the study of hard fact. I cannot see that unproved theories or sentiment should be permitted to have influence in the building of conviction upon matters so important. Science proves its theories or it rejects them. I have never seen the slightest scientific proof of the religious theories of heaven and hell, of future life for individuals, or of a personal God. I earnestly believe that I am right; I cannot help believing as I do... I cannot accept as final any theory which is not provable. The theories of the theologians cannot be proved. Proof, proof! That is what I always have been after; that is what my mind requires before it can accept a theory as fact. Some things are provable, some things disprovable, some things are doubtful. All the problems which perplex us, now, will, soon or late, be solved, and solved beyond a question through scientific investigation. The thing which most impresses me about theology is that it does not seem to be investigating. It seems to be asserting, merely, without actual study. ...Moral teaching is the thing we need most in this world, and many of these men could be great moral teachers if they would but give their whole time to it, and to scientific search for the rock-bottom truth, instead of wasting it upon expounding theories of theology which are not in the first place firmly based. What we need is search for fundamentals, not reiteration of traditions born in days when men knew even less than we do now. [Columbian Magazine interview]

Most school systems reward repeating the right answers to known problems, but doesn’t that simply teach learners to rely on questions that have clearly derivable answers?

Mentors and apprentices are partners in an ancient human dance, and one of teaching's great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of the human community as they touch and turn.

A gift comes to you through no action of your own, free, having moved toward you without your beckoning. It is not a reward; you cannot earn it, or call it to you, or even deserve it. And yet it appears. Your only role is to be open-eyed and present. Gifts exist in a realm of humility and mystery—as with random acts of kindness, we do not know their source.

Similarly, parents who want to teach the importance of honesty make it a practice never to lie to their children, even when it would be easier just to claim that there are no cookies left rather than to explain why they can’t have another one.

Educators remind us that what counts in a classroom is not what the teacher teaches; it’s what the learner learns.

Life had taught her that consequences were ugly and painful, and seldom worth the pleasure they had been bartered for.

Strawberries first shaped my view of a world full of gifts simply scattered at your feet. A gift comes to you through no action of your own, free, having moved toward you without your beckoning. It is not a reward; you cannot earn it, or call it to you, or even deserve it. And yet it appears. Your only role is to be open-eyed and present.

When I knew I couldn't suffer another moment of pain, and tears fell on my bloody bindings, my mother spoke softly into my ear, encouraging me to go one more hour, one more day, one more week, reminding me of the rewards I would have if I carried on a little longer. In this way, she taught me how to endure--not just the physical trials of footbinding and childbearing but the more tortuous pain of the heart, mind, and soul. She was also pointing out my defects and teaching me how to use them to my benefit. In our country, we call this type of mother love teng ai. My son has told me that in men's writing it is composed of two characters. The first means pain; the second means love. That is a mother's love.

Far from helping students to develop into mature, self-reliant, self-motivated individuals, schools seem to do everything they can to keep youngsters in a state of chronic, almost infantile, dependency. The pervasive atmosphere of distrust, together with rules covering the most minute aspects of existence, teach students every day that they are not people of worth, and certainly not individuals capable of regulating their own behavior.

The greatest book in the world, the Mahabharata, tells us we all have to live and die by our karmic cycle. Thus works the perfect reward-and-punishment, cause-and-effect, code of the universe. We live out in our present life what we wrote out in our last. But the great moral thriller also orders us to rage against karma and its despotic dictates. It teaches us to subvert it. To change it. It tells us we also write out our next lives as we live out our present. The Mahabharata is not a work of religious instruction. It is much greater. It is a work of art. It understands men will always fall in the shifting chasm between the tug of the moral and the lure of the immoral. It is in this shifting space of uncertitude that men become men. Not animals, not gods. It understands truth is relative. That it is defined by context and motive. It encourages the noblest of men - Yudhishtra, Arjuna, Lord Krishna himself - to lie, so that a greater truth may be served. It understands the world is powered by desire. And that desire is an unknowable thing. Desire conjures death, destruction, distress. But also creates love, beauty, art. It is our greatest undoing. And the only reason for all doing. And doing is life. Doing is karma. Thus it forgives even those who desire intemperately. It forgives Duryodhana. The man who desires without pause. The man who precipitates the war to end all wars. It grants him paradise and the admiration of the gods. In the desiring and the doing this most reviled of men fulfils the mandate of man. You must know the world before you are done with it. You must act on desire before you renounce it. There can be no merit in forgoing the not known. The greatest book in the world rescues volition from religion and gives it back to man. Religion is the disciplinarian fantasy of a schoolmaster. The Mahabharata is the joyous song of life of a maestro. In its tales within tales it takes religion for a spin and skins it inside out. Leaves it puzzling over its own poisoned follicles. It gives men the chance to be splendid. Doubt-ridden architects of some small part of their lives. Duryodhanas who can win even as they lose.

And yet the real success goes to those who obsess. The focus that leads you through the Dip to the other side is rewarded by a marketplace in search of the best in the world.

Because of these exaggerated dopamine responses, once they focus on the chance to get a reward, psychopaths are unable to alter their attention until they get what they're after.

What ever happened to mental hygiene?” he asked rhetorically. “It doesn’t exist—and never did. When you went through high school, you were never taught how to deal with stress, how to deal with trauma, how to deal with tension and anxiety—with the whole list of mood impairments. There’s no preventive maintenance. We know how to prevent cavities. But we don’t teach children how to be resilient, how to cope with stress on a daily basis.

‎Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.

The sattvic perform sacrifices with their entire mind fixed on the purpose of the sacrifice. Without thought of reward, they follow the teachings of the scriptures. 12 The rajasic perform sacrifices for the sake of show and the good it will bring them. 13 The tamasic perform sacrifices ignoring both the letter and the spirit. They omit the proper prayers, the proper offerings, the proper food, and the proper faith.

The real skill is to manage and reward the people who are smarter than you in some technical area. That is why companies have a board of directors.

The belief has long died that suffering here on earth will be rewarded in heaven. Suffering has lost its meaning.

As a result, the rewards for being first are enormous. It’s not a linear scale. It’s not a matter of getting a little more after giving a little more. It’s a curve, and a steep one.

Who are you?" the little boy asked the voice. "I am time," the voice replied. "Who is time?" he curiously inquired. "I am the past which comes to teach you. I am the present which comes to bless you. I am the future which comes to reward you.

She could not fail to observe that a life of academic distinction was singularly ill rewarded. She had no desire whatever to teach and she took pleasure in contacts with minds much less brilliant than her own. In short, she had a taste for people, all sorts of people—and not the same people the whole time.

sea does not reward those who are too anxious, too greedy, or too impatient. To dig for treasures shows not only impatience and greed, but lack of faith. Patience, patience, patience, is what the sea teaches. Patience and faith. One should lie empty, open, choiceless as a beach – waiting for a gift from the sea.

When men and women are rewarded for greed, greed becomes a corrupting motivator. When we equate the gluttonous consumption of the earth's resources with a status approaching sainthood, when we teach our children to emulate people who live unbalanced lives, and when we define huge sections of the population as subservient to an elite minority, we ask for trouble. And we get it.

The reason reward and punishment strategies haven’t helped is because they won’t teach your child the skills he’s lacking or solve the problems that are contributing to challenging episodes.

Never close the door of your heart to anyone. They may not be in vibrational alignment today, so you must place physical distance between you and them for your own well-being, but later in life, they may awaken and seek forgiveness, understanding, and peace. If you close the door to your heart, when they come seeking later on, they will find their way blocked and may walk away without knocking, since it took all the courage they had to just approach. Yet, if you leave the door open to your warm heart and they see that you are full of welcoming energy, co-creation will always be the reward, allowing you to make together a more beautiful world for all.

In short, honesty is more than a moral principle. It is also a major economic factor. While government can do little to create honesty directly, in various ways it can indirectly either support or undermine the traditions on which honest conduct is based. This it can do by what it teaches in its schools, by the examples set by public officials, or by the laws that it passes. These laws can create incentives toward either moral or immoral conduct. Where laws create a situation in which the only way to avoid ruinous losses is by violating the law, the government is in effect reducing public respect for laws in general, as well as rewarding specific dishonest behavior.

This is the unmistakable teaching of the Gita. He who gives up action falls. He who gives up only the reward rises. But renunciation of fruit in no way means indifference to the result. In regard to every action one must know the result that is expected to follow, the means thereto, and the capacity for it. He, who, being thus equipped, is without desire for the result and is yet wholly engrossed in the due fulfillment of the task before him is said to have renounced the fruits of his action.

doesn’t teach. Winning rewards. You can only really learn from failure. And in the end, after you have taken a prolonged physical and psychological beating that would destroy a lesser man or woman, you will understand that success is not the absence of failure, but rather the presence of not quitting when you do fail. To win, you need to fail, and fail hard.

The function of the overwhelming majority of your artwork is simply to teach you how to make the small fraction of your artwork that soars. One of the basic and difficult lessons every artist must learn is that even the failed pieces are essential. X-rays of famous paintings reveal that even master artists sometimes made basic mid-course corrections (or deleted really dumb mistakes) by overpainting the still-wet canvas. The point is that you learn how to make your work by making your work, and a great many of the pieces you make along the way will never stand out as finished art. The best you can do is make art you care about — and lots of it!

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

They don’t really listen to speeches or talks. They absorb incrementally, through hours and hours of observation. The sad truth about divorce is that it’s hard to teach your kids about life unless you are living life with them: eating together, doing homework, watching Little League, driving them around endlessly, being bored with nothing to do, letting them listen while you do business, while you negotiate love and the frustrations and complications and rewards of living day in and out with your wife. Through this, they see how adults handle responsibility, honesty, commitment, jealousy, anger, professional pressures, and social interactions. Kids learn from whoever is around them the most.

There is no reward beyond the moment. Each moment contains life's reward.

Commitment is necessary. It teaches us to exchange instant gratification for long-term reward and shows us that some change takes time.

The past is your teacher. The present is your opportunity. The future is your reward.

Jayan found teaching both frustrating and rewarding. It depended on the apprentice. Some were attentive and talented. Some were not.

Until they enter elementary school most youngsters are motivated by the challenge itself, not by stars or grades or rewards. This is called mastery motivation and is the form of learning most likely to lead to both engagement and persistence, and ultimately to expertise.

When a man starts to learn, he is never clear about his objectives. His purpose is faulty; his intent is vague. He hopes for rewards that will never materialise, for he knows nothing of the hardships of learning. He slowly begins to learn — bit by bit at first, then in big chunks. And his thoughts soon clash. What he learns is never what he pictured, or imagined, and so he begins to be afraid. Learning is never what one expects. Every step of learning is a new task, and the fear the man is experiencing begins to mount mercilessly, unyieldingly.

With well-designed pedagogy, we can empower kids with critical skills and help them turn passions into decisive life advantages. The role of education is no longer to teach content, but to help our children learn—in a world that rewards the innovative and punishes the formulaic.

The labor of love begins, then, in the home. We are still told that the work of cleaning and cooking, of nursing wounds, of teaching children to walk and talk and read and reason, of soothing hurt feelings and smoothing over little crises, comes naturally to women. These things are assumed not to be skills, not to be learned, as other skills are, through practice. And this assumption has crept from the home into the workplaces of millions of people—not all of them women—and has left them underpaid, overstretched, and devalued. Our willingness to accede that women’s work is love, and that love is its own reward, not to be sullied with money, creates profits for capital.

The Koran teaches that deeds of unselfish kindness will be rewarded in heaven. I’ve given you precious food and for this unselfishness I will find reward. But now I shall go further. I am going to give you work.

What is it that drew us to the hollow tonight? What crazy kind of species is it that leaves a warm home on a rainy night to ferry salamanders across a road? It's tempting to call it altruism, but it's not. There is nothing selfless about it. This night heaps rewards on the givers as well as the recipients. We get to be there, to witness this amazing rite, and, for an evening, to enter into relationship with other beings, as different from ourselves as we can imagine. It has been said that people of the modern world suffer a great sadness, a "species loneliness" - estrangement from the rest of Creation. We have built this isolation with our fear, with our arrogance, and with our homes brightly lit against the night. For a moment as we walked this road, those barriers dissolved and we began to relieve the loneliness and know each other once again.

We have taken many paths we would not have chosen, and we have done many jobs we did not want to do. We have carried burdens we did not want to carry and dealt with impossible people we did not like. It is strange that the road we did not want to take is the one that brought us more quickly to the place we wanted to be. At times, the waywas hostile, but when we needed a hand there was one. When we needed courage, it was there. What we call problems and unjust circumstances have away of teaching us integrity and how to be peaceful. It makes us wonder how many other rewards we have missed because we resisted something that looked like too much responsibility.

The doctrine of the bodily resurrection of the dead at the end of time originated about two centuries before the life of Jesus, and by his day it had become a common feature of Jewish thought. Later, at the hands of Christians, it came to be transformed into a teaching of postmortem rewards and punishments, the ideas of heaven and hell.

That gospel message should both humble and lift the believer up at the same time. It teaches us that we are indeed self-centered sinners. It perforates our illusions about our goodness and superiority. But the gospel also fills us with more love and affirmation than we could ever imagine. It means we don’t need to earn our self-worth through incessant service and work. It means also that we don’t mind so much when we are deprived of some comfort, compliment, or reward. We don’t have to keep records and accounts anymore. We can freely give and freely receive.

In some circumstances, a focus on extrinsic rewards (money) can actually diminish effort. Most (or at least many) teachers enter their profession not because of the money but because of their love for children and their dedication to teaching. The best teachers could have earned far higher incomes if they had gone to banking. It is almost insulting to assume that they are not doing what they can to help their students learn, and that by paying them an extra $500 or $1,500, they would exert greater effort. Indeed, incentive pay can be corrosive: it reminds teachers of how bad their pay is, and those who are led thereby to focus on money may be induced to find a better paying job, leaving behind only those for whom teaching is the only alternative. (Of course, if teachers perceive themselves to be badly paid, that will undermine morale, and that will have adverse incentive effects)

Readers who have owned animals will appreciate how difficult it would be to train a dog to play exclusively in his own yard, to fetch his sweater whenever he sees it is raining outside, or to be generous in sharing his dog biscuits with other dogs. Yet these same people would not even question the feasibility of trying to use reward and punishment to teach their children the same behaviors.

he was doing what he was meant for—something so perfectly aligned with his nature that it was as easy as breathing. It made sense suddenly that you’d like it, that it would be everything you wanted to do, if there were something you were this good at, and it rewarded you with endless buckets of mana on top. Your own body would teach you to want it more than anything—want it so much you’d have to learn to want anything else.

Standard school teaches compliance with hierarchy; obedience to authorities for whom one does not necessarily respect; and regurgitation of meaningless material for a high grade. The standard classroom socializes students to be passive; to be directed by others; to take seriously the rewards and punishments of authorities; to pretend to care about things that they don’t care about; and that one is impotent to change one’s dissatisfying situation.

real success goes to those who obsess. The focus that leads you through the Dip to the other side is rewarded by a marketplace in search of the best in the world. A woodpecker can tap twenty times on a thousand trees and get nowhere, but stay busy. Or he can tap twenty-thousand times on one tree and get dinner.

We’re bringing good little people into the world who have a mom and a dad who care about them and love them. They know right from wrong because their parents teach them which is which, and because their parents live by example. Somewhere, there is a reward for us, Joe. We need to believe that. We won’t just be abandoned.

But we do not congratulate a schoolmaster on teaching that two and two make four, though we may, perhaps, congratulate him on having chosen his laudable vocation...But again and again there comes a time in history when the man who dares to say that two and two make four is punished with death. The schoolmaster is well aware of this. And the question is not one of knowing what punishment or reward attends the making of this calculation. The question is that of knowing whether two and two do make four.

Mortals prattle on about lonely impulses of delight and the gift of knowledge, and think that teaching is a trade like metalsmithing or healing or telling lies on television. It is not. It is the dissemination of power unto a new generation and nothing less. For her, as for you, lessons demand real risk in order to attain their true rewards.

So I collected comics, fell in love with carnivals and World’s Fairs and began to write. And what, you ask, does writing teach us? First and foremost, it reminds us that we are alive and that it is a gift and a privilege, not a right. We must earn life once it has been awarded us. Life asks for rewards back because it has favored us with animation.

Hold your tongue, or I'll kill you! You'll kill me? No, excuse me, I will speak. I came to treat myself to that pleasure. Oh, I love the dreams of my ardent young friends, quivering with eagerness for life! 'There are new men,' you decided last spring, when you were meaning to come here, 'they propose to destroy everything and begin with cannibalism. Stupid fellows! they didn't ask my advice! I maintain that nothing need be destroyed, that we only need to destroy the idea of God in man, that's how we have to set to work. It's that, that we must begin with. Oh, blind race of men who have no understanding! As soon as men have all of them denied God -- and I believe that period, analogous with geological periods, will come to pass -- the old conception of the universe will fall of itself without cannibalism, and, what's more, the old morality, and everything will begin anew. Men will unite to take from life all it can give, but only for joy and happiness in the present world. Man will be lifted up with a spirit of divine Titanic pride and the man-god will appear. From hour to hour extending his conquest of nature infinitely by his will and his science, man will feel such lofty joy from hour to hour in doing it that it will make up for all his old dreams of the joys of heaven. Everyone will know that he is mortal and will accept death proudly and serenely like a god. His pride will teach him that it's useless for him to repine at life's being a moment, and he will love his brother without need of reward. Love will be sufficient only for a moment of life, but the very consciousness of its momentariness will intensify its fire, which now is dissipated in dreams of eternal love beyond the grave'... and so on and so on in the same style. Charming! Ivan sat with his eyes on the floor, and his hands pressed to his ears, but he began trembling all over. The voice continued. (The devil) The question now is, my young thinker reflected, is it possible that such a period will ever come? If it does, everything is determined and humanity is settled for ever. But as, owing to man's inveterate stupidity, this cannot come about for at least a thousand years, everyone who recognises the truth even now may legitimately order his life as he pleases, on the new principles. In that sense, 'all things are lawful' for him. What's more, even if this period never comes to pass, since there is anyway no God and no immortality, the new man may well become the man-god, even if he is the only one in the whole world, and promoted to his new position, he may lightheartedly overstep all the barriers of the old morality of the old slaveman, if necessary. There is no law for God. Where God stands, the place is holy. Where I stand will be at once the foremost place... 'all things are lawful' and that's the end of it! That's all very charming; but if you want to swindle why do you want a moral sanction for doing it? But that's our modern Russian all over. He can't bring himself to swindle without a moral sanction. He is so in love with truth-.

I will tell you, though, if you won’t give a dime out of a dollar, you won’t give $1 million out of $10 million. The time to give is now! When I had nothing, I began this process. The reward is that if you give, even at the times when you think you have very little, you’ll teach your brain that there is more than enough. You can leave scarcity behind and move toward a world of abundance.

Here’s why an allowance is good for kids: Having a little of their own money, and deciding how to save or spend it, offers a measure of autonomy and teaches them to be responsible with cash. Here’s why household chores are good for kids: Chores show kids that families are built on mutual obligations and that family members need to help each other. Here’s why combining allowances with chores is not good for kids. By linking money to the completion of chores, parents turn an allowance into an “if-then” reward. This sends kids a clear (and clearly wrongheaded) message: In the absence of a payment, no self-respecting child would willingly set the table, empty the garbage, or make her own bed. It converts a moral and familial obligation into just another commercial transaction—and teaches that the only reason to do a less-than-desirable task for your family is in exchange for payment.

Here ends Prometheus' surprising itinerary. Proclaiming his hatred of the gods and his love of mankind, he turns away from Zeus with scorn and approaches mortal men in order to lead them in an assault against the heavens. But men are weak and cowardly; they must be organized. They love pleasure and immediate happiness; they must be taught to refuse, in order to grow up, immediate rewards. Thus Prometheus, in his turn, becomes a master who first teaches and then commands. Men doubt that they can safely attack the city of light and are even uncertain whether the city exists. They must be saved from themselves. The hero then tells them that he, and he alone, knows the city. Those who doubt his word will be thrown into the desert, chained to a rock, offered to the vultures. The others will march henceforth in darkness, behind the pensive and solitary master. Prometheus alone has become god and reigns over the solitude of men. But from Zeus he has gained only solitude and cruelty; he is no longer Prometheus, he is Caesar. The real, the eternal Prometheus has now assumed the aspect of one of his victims. The same cry, springing from the depths of the past, rings forever through the Scythian desert.

If you want to teach a kid a life skill, teach him reality. Give him a picture of what the world will throw his way. Even the rich and famous have their share of heartache and loss. People go broke. People get sick. Loved ones die. There are setbacks, cutbacks, rollbacks, buyouts, layoffs, bankruptcies. Is it fair to reward a kid for everything he does until he’s eighteen, filling his room with trophies regardless how he performs, and then find him shocked the first time he fails a course or loses a girlfriend or gets fired from a job?

The modern educational system teaches children how to obey authority. People are not being educated; they're being tested for levels of obedience. School is about memorizing what you are told short-term and repeating it. Children are taught that truth comes from authority, that intelligence is the ability to remember and repeat, that accurate memory and repetition are rewarded, that noncompliance is punished, and that they need to conform both intellectually and socially. The sad truth is, our educational system is flawed. It does not properly educate the people; it teaches them how to be good workers.

Our failure to be a "peculiar" people in maintaining our standards, despite the jeers and the criticisms of the crowd, will be our failure to be chosen for that calling to which we are called. The Lord has told us, "Behold, there are many called, but few are chosen" (D&C 121:34), and then in the same revelation points out two reasons why men fail of their blessings. The first reason he gives is that their hearts are set so much upon the things of this world, and the second is that they aspire so much to the honors of men. So then as Church members let us beware lest we set our hearts upon the things of this world and lest we aspire so much to the honors of men that we compromise our standards. If we do so, we will be cut off in the Day of Judgment and will lose our blessings. Our reward for daring to live the gospel despite the oppositions from the outside world will be to have blessings added upon our heads forever and forever.

It never occurred to me that any of these pleasures were a reward for being a pretty good kid, any more than I needed to restructure my life just to avoid an eternity of being spit-roasted on a subterranean barbecue. If this sounds flip, smug, or disrespectful, it's not meant to be. Obviously, there is great wisdom, beauty, and relevance in millennia worth of collected theological teaching from around the world. The question I'm grappling with is: why didn't these big themes and major stick-and-carrot extremes resonate with me? I just never bought into the concept. Maybe I'm part of a small minority, but I don't think so.

We'd gotten onto the concept or morality and Frida had just asked Theresa how she could have any sense of morality without a deity to define what was or was not moral. [...] "What deities give you aren't rules of morality," Theresa responded. "They are just rules. Do this and you will be rewarded. Do that and you will be punished. That's how we teach our pets not to relieve themselves in the house. One would hope that true morality involved more than learning not to poop on the rug by being rapped on the nose!" [...] "In fact", Theresa continued, "I believe that it is only possible to acquire true morality without input from a deity. It is only when you do something because you believe it is the right thing to do, instead of because of any moral desserts, that you are acting morally. Likewise, it is only when you refuse to do something because of the golden rule, rather than because of a threat of punishment, that you are behaving in a moral manner.

Strawberries first shaped my view of a world full of gifts simply scattered at your feet. A gift comes to you through no action of your own, free, having moved toward you without your beckoning. It is not a reward; you cannot earn it, or call it to you, or even deserve it. And yet it appears. Your only role is to be open-eyed and present. Gifts exist in a realm of humility and mystery—as with random acts of kindness, we do not know their source. The plant has in fact been up all night assembling little packets of sugar and seeds and fragrance and color, because when it does so its evolutionary fitness is increased. When it is successful in enticing an animal such as me to disperse its fruit, its genes for making yumminess are passed on to ensuing generations with a higher frequency than those of the plant whose berries were inferior. The berries made by the plant shape the behaviors of the dispersers and have adaptive consequences. What I mean of course is that our human relationship with strawberries is transformed by our choice of perspective. It is human perception that makes the world a gift. When we view the world this way, strawberries and humans alike are transformed. The relationship of gratitude and reciprocity thus developed can increase the evolutionary fitness of both plant and animal.

The more time I spent in Finland, the more I started to worry that the reforms sweeping across the United States had the equation backwards. We were trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis. It made sense to reward, train, and dismiss more teachers based on their performance, but that approach assumed that the worst teachers would be replaced with much better ones, and that the mediocre teachers would improve enough to give students the kind of education they deserved. However, there was not much evidence that either scenario was happening in reality.

Grit isn’t something you’re born with, Carter says. It’s something you can learn and exercise, like a muscle. If you’re a parent, you can teach grit. How? Let your children struggle. A little challenge, a little anguish, even, is good for them. When children learn to resolve their own conflicts, without Mom or Dad swooping in to the rescue, they build grit, self-confidence, and the creative problem-solving skills that lead to higher academic achievement.14 Teach them to try new things, she says, to take risks, follow inklings, see if they turn into passions, work hard, maybe master something, maybe make mistakes, but love the journey itself, not the reward.

Sometimes you welcome people only for them to show you how unwelcoming you are. Sometimes you generously help people only for them to show you how extravagant and evil you are. Sometimes you teach people only for them to show you how ignorant you are. Sometimes you open your doors to people only for them to show you how dirty your room is. Sometimes you make way for people only for them to block your ways. Sometimes you draw people closer to you only for them to teach you the real meaning of betrayal and loneliness. Sometimes you smile to people only for them to show you the color of your teeth. Sometimes you play with people only for them to show you how uncouth you are. In life, sometimes, your very best intentions shall be seen as woefully bad. Sometimes in life, your very good deeds and acts would see another meaning, but no matter how people perceive, accept and treat you or your good intentions, acts and deeds, know yourself, and dare not to be changed by circumstances so easily! Regardless of how hurtful circumstances might be, dare to guard your heart and your tongue, so you may not speak what you should never say that can make you miss your reward from the Sovereign Lord. Keep doing what you have to do, as you have to do, as a living sacrifice to your Father who is in Heaven, knowing that your reward is from Him alone, and wait patiently with a calm and an understanding heart for your reward from Him, regardless of the arduous nature of the hurt and trials!

When leaders confront you, allow them. When leaders criticize you, permit them. When leaders annoy you, tolerate them. When leaders oppose you, debate them. When leaders provoke you, challenge them. When leaders encourage you, appreciate them. When leaders protect you, value them. When leaders help you, cherish them. When leaders guide you, treasure them. When leaders inspire you, revere them. When leaders fail you, pardon them. When leaders disappoint you, forgive them. When leaders exploit you, defy them. When leaders abandon you, disregard them. When leaders betray you, discipline them. When leaders regard you, acknowledge them. When leaders accommodate you, embrace them. When leaders favor you, esteem them. When leaders bless you, honor them. When leaders reward you, promote them. When your leaders are weak, uphold them. When your leaders are discouraged, comfort them. When your leaders are disappointed, strengthen them. When your leaders are defeated, encourage them. When your leaders are dejected, revitalize them. When your leaders are strong, approve them. When your leaders are brave, applaud them. When your leaders are determined, extol them. When your leaders are persevering, endorse them. When your leaders are fierce, exalt them. When your leaders are abusive, rebuke them. When your leaders are manipulative, chastise them. When your leaders are corrupt, punish them. When your leaders are evil, imprison them. When your leaders are tyrannical, overthrow them. When your leaders are considerate, receive them. When your leaders are compassionate, welcome them. When your leaders are appreciative, love them. When your leaders are generous, praise them. When your leaders are kind, venerate them. When your leaders are clever, keep them. When your leaders are prudent, trust them. When your leaders are shrewd, observe them. When your leaders are wise, believe them. When your leaders are enlightened, follow them. When your leaders are naive, caution them. When your leaders are shallow, teach them. When your leaders are unschooled, educate them. When your leaders are stupid, impeach them. When your leaders are foolish, depose them. When your leaders are able, empower them. When your leaders are open, engage them. When your leaders are honest, support them. When your leaders are impartial, respect them. When your leaders are noble, serve them. When your leaders are incompetent, train them. When your leaders are unqualified, develop them. When your leaders are dishonest, admonish them. When your leaders are partial, demote them. When your leaders are useless, remove them.

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

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

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists—although heavy on the wonder side and light on skepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a “dumb question.” But when I talk to high school seniors, I find something different. They memorize “facts.” By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little skepticism. They’re worried about asking “dumb” questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade, and it’s not just puberty. I’d guess that it’s partly peer pressure not to excel (except in sports); partly that the society teaches short-term gratification; partly the impression that science or mathematics won’t buy you a sports car; partly that so little is expected of students; and partly that there are few rewards or role models for intelligent discussion of science and technology—or even for learning for its own sake. Those few who remain interested are vilified as “nerds” or “geeks” or “grinds.

Specious, but wrongful deem The speech of those ill-taught ones who extol The letter of their Vedas, saying, "This Is all we have, or need;" being weak at heart With wants, seekers of Heaven: which comes—they say—As "fruit of good deeds done;" promising men Much profit in new births for works of faith; In various rites abounding; following whereon Large merit shall accrue towards wealth and power; Albeit, who wealth and power do most desire Least fixity of soul have such, least hold On heavenly meditation. Much these teach, From Veds, concerning the "three qualities;" But thou, be free of the "three qualities," Free of the "pairs of opposites,"[ FN# 2] and free From that sad righteousness which calculates; Self-ruled, Arjuna! simple, satisfied![ FN# 3] Look! like as when a tank pours water forth To suit all needs, so do these Brahmans draw Text for all wants from tank of Holy Writ. But thou, want not! ask not! Find full reward Of doing right in right! Let right deeds be Thy motive, not the fruit which comes from them. And live in action! Labour! Make thine acts Thy piety, casting all self aside, Contemning gain and merit; equable In good or evil: equability Is Yog, is piety! Yet, the right act Is less, far less, than the right-thinking mind. Seek refuge in thy soul; have there thy heaven! Scorn them that follow virtue for her gifts! The mind of pure devotion—even here—Casts equally aside good deeds and bad, Passing above them. Unto pure devotion Devote thyself: with perfect meditation Comes perfect act, and the right-hearted rise—More certainly because they seek no gain—Forth from the bands of body, step by step, To highest seats of bliss.

Prayer to an Unseen Friend My special friend, thank you for listening to me. You know how hard I am trying to fulfill your faith in me. Thank You, also for the place in which I dwell. Let neither work nor play, no matter how satisfying or glorious, ever separate me for long from my precious family. Teach me how to play the game of life with fairness, courage, fortitude and confidence. Provide me with a few friends who understand me and yet remain my friends. Allow me a forgiving heart and a mind unafraid to travel though the trail may not be marked. Give me a sense of humor and a little leisure with nothing to do. Help me to strive for the highest legitimate reward of merit, ambition and opportunity, and yet never allow me to forget to extend a kindly, helping hand to others who need encouragement and assistance. Provide me with the strength to encounter whatever is to come, that I be brave in peril, constant in tribulation, temperate in anger and always prepared for any change of fortune. Enable me to give a smile instead of a frown, a kindly word instead of harshness and bitterness. Make me sympathetic to the grief of others, realizing that there are hidden woes in every life, no matter how exalted. Keep me forever serene in every activity of life, neither unduly boastful nor given to the more serious sin of self-depreciation. In sorrow, may my soul be uplifted, by the thought that if there were no shadow, there would be no sunshine. In failure, preserve my faith. In success, keep me humble. Steady me to do the full share of my work, and more, as well as I can, and when that is done, stop me, pay me what wages Thou wilt, and permit me to say, from a loving heart... A grateful Amen

It was during the 1970s that statisticians decided it would be a good idea to measure banks’ “productivity” in terms of their risk-taking behavior. The more risk, the bigger their slice of the GDP.14 Hardly any wonder, then, that banks have continually upped their lending, egged on by politicians who have been convinced that the financial sector’s slice is every bit as valuable as the whole manufacturing industry. “If banking had been subtracted from the GDP, rather than added to it,” the Financial Times recently reported, “it is plausible to speculate that the financial crisis would never have happened.”15 The CEO who recklessly hawks mortgages and derivatives to lap up millions in bonuses currently contributes more to the GDP than a school packed with teachers or a factory full of car mechanics. We live in a world where the going rule seems to be that the more vital your occupation (cleaning, nursing, teaching), the lower you rate in the GDP. As the Nobel laureate James Tobin said back in 1984, “We are throwing more and more of our resources, including the cream of our youth, into financial activities remote from the production of goods and services, into activities that generate high private rewards disproportionate to their social productivity.”16

Faith is an evil precisely because it requires no justification and brooks no argument. Teaching children that unquestioned faith is a virtue primes them - given certain other ingredients that are no hard to come by - to grow up into potentially lethal weapons for future jihads or crusades. Immunized against fear by the promise of a martyr's paradise, the authentic faith-head deserves a high place in the history of armaments, alongside the longbow, the warhorse, the tank and the cluster bomb. If children were taught to question and think through their beliefs, instead of being taught the superior virtue of faith without question, it is a good bet that there would be no suicide bombers. Suicide bombers do what they do because they really believe what they were taught in their religious schools: that duty to God exceeds all other priorities, and that martyrdom in his service will be rewarded in the gardens of Paradise. And they were taught that lesson not necessarily by extremist fanatics but by decent, gentle, mainstream religious instructors, who lined them up in their madrasa, sitting in rows, rhythmically nodding their innocent little head up and down while they learned every words of the holy book like demented parrots. Faith can be very very dangerous, and deliberately to implant it into the vulnerable mind of an innocent child is a grievous wrong.

IN SCHOOL. "I used to go to a bright school Where Youth and Frolic taught in turn; But idle scholar that I was, I liked to play, I would not learn; So the Great Teacher did ordain That I should try the School of Pain. "One of the infant class I am With little, easy lessons, set In a great book; the higher class Have harder ones than I, and yet I find mine hard, and can't restrain My tears while studying thus with Pain. "There are two Teachers in the school, One has a gentle voice and low, And smiles upon her scholars, as She softly passes to and fro. Her name is Love; 'tis very plain She shuns the sharper teacher, Pain. "Or so I sometimes think; and then, At other times, they meet and kiss, And look so strangely like, that I Am puzzled to tell how it is, Or whence the change which makes it vain To guess if it be--Love or Pain. "They tell me if I study well, And learn my lessons, I shall be Moved upward to that higher class Where dear Love teaches constantly; And I work hard, in hopes to gain Reward, and get away from Pain. "Yet Pain is sometimes kind, and helps Me on when I am very dull; I thank him often in my heart; But Love is far more beautiful; Under her tender, gentle reign I must learn faster than of Pain. "So I will do my very best, Nor chide the clock, nor call it slow; That when the Teacher calls me up To see if I am fit to go, I may to Love's high class attain, And bid a sweet good-by to Pain.

From that point of view he gazed at the Oriental beauty he had not seen before. It seemed strange to him that his long-felt wish, which had seemed unattainable, had at last been realized. In the clear morning light he gazed now at the city and now at the plan, considering its details, and the assurance of possessing it agitated and awed him. "But could it be otherwise?" he thought. "Here is this capital at my feet. Where is Alexander now, and of what is he thinking? A strange, beautiful, and majestic city; and a strange and majestic moment! In what light must I appear to them!" thought he, thinking of his troops. "Here she is, the reward for all those fainthearted men," he reflected, glancing at those near him and at the troops who were approaching and forming up. "One word from me, one movement of my hand, and that ancient capital of the Tsars would perish. But my clemency is always ready to descend upon the vanquished. I must be magnanimous and truly great. But no, it can't be true that I am in Moscow," he suddenly thought. "Yet here she is lying at my feet, with her golden domes and crosses scintillating and twinkling in the sunshine. But I shall spare her. On the ancient monuments of barbarism and despotism I will inscribe great words of justice and mercy… . It is just this which Alexander will feel most painfully, I know him." (It seemed to Napoleon that the chief import of what was taking place lay in the personal struggle between himself and Alexander.) "From the height of the Kremlin—yes, there is the Kremlin, yes—I will give them just laws; I will teach them the meaning of true civilization, I will make generations of boyars remember their conqueror with love. I will tell the deputation that I did not, and do not, desire war, that I have waged war only against the false policy of their court; that I love and respect Alexander and that in Moscow I will accept terms of peace worthy of myself and of my people. I do not wish to utilize the fortunes of war to humiliate an honored monarch. 'Boyars,' I will say to them, 'I do not desire war, I desire the peace and welfare of all my subjects.' However, I know their presence will inspire me, and I shall speak to them as I always do: clearly, impressively, and majestically. But can it be true that I am in Moscow? Yes, there she lies.

Athletes, by and large, are people who are happy to let their actions speak for them, happy to be what they do. As a result, when you talk to an athlete, as I do all the time in locker rooms, in hotel coffee shops and hallways, standing beside expensive automobiles—even if he’s paying no attention to you at all, which is very often the case—he’s never likely to feel the least bit divided, or alienated, or one ounce of existential dread. He may be thinking about a case of beer, or a barbecue, or some man-made lake in Oklahoma he wishes he was waterskiing on, or some girl or a new Chevy shortbed, or a discothèque he owns as a tax shelter, or just simply himself. But you can bet he isn’t worried one bit about you and what you’re thinking. His is a rare selfishness that means he isn’t looking around the sides of his emotions to wonder about alternatives for what he’s saying or thinking about. In fact, athletes at the height of their powers make literalness into a mystery all its own simply by becoming absorbed in what they’re doing. Years of athletic training teach this; the necessity of relinquishing doubt and ambiguity and self-inquiry in favor of a pleasant, self-championing one-dimensionality which has instant rewards in sports. You can even ruin everything with athletes simply by speaking to them in your own everyday voice, a voice possibly full of contingency and speculation. It will scare them to death by demonstrating that the world—where they often don’t do too well and sometimes fall into depressions and financial imbroglios and worse once their careers are over—is complexer than what their training has prepared them for. As a result, they much prefer their own voices and questions or the jabber of their teammates (even if it’s in Spanish). And if you are a sportswriter you have to tailor yourself to their voices and answers: “How are you going to beat this team, Stu?” Truth, of course, can still be the result—“We’re just going out and play our kind of game, Frank, since that’s what’s got us this far”—but it will be their simpler truth, not your complex one—unless, of course, you agree with them, which I often do. (Athletes, of course, are not always the dummies they’re sometimes portrayed as being, and will often talk intelligently about whatever interests them until your ears turn to cement.)

A businessman buys a business and tries to operate it. He does everything that he knows how to do but just cannot make it go. Year after year the ledger shows red, and he is not making a profit. He borrows what he can, has a little spirit and a little hope, but that spirit and hope die and he goes broke. Finally, he sells out, hopelessly in debt, and is left a failure in the business world. A woman is educated to be a teacher but just cannot get along with the other teachers. Something in her constitution or temperament will not allow her to get along with children or young people. So after being shuttled from one school to another, she finally gives up, goes somewhere and takes a job running a stapling machine. She just cannot teach and is a failure in the education world. I have known ministers who thought they were called to preach. They prayed and studied and learned Greek and Hebrew, but somehow they just could not make the public want to listen to them. They just couldn’t do it. They were failures in the congregational world. It is possible to be a Christian and yet be a failure. This is the same as Israel in the desert, wandering around. The Israelites were God’s people, protected and fed, but they were failures. They were not where God meant them to be. They compromised. They were halfway between where they used to be and where they ought to be. And that describes many of the Lord’s people. They live and die spiritual failures. I am glad God is good and kind. Failures can crawl into God’s arms, relax and say, “Father, I made a mess of it. I’m a spiritual failure. I haven’t been out doing evil things exactly, but here I am, Father, and I’m old and ready to go and I’m a failure.” Our kind and gracious heavenly Father will not say to that person, “Depart from me—I never knew you,” because that person has believed and does believe in Jesus Christ. The individual has simply been a failure all of his life. He is ready for death and ready for heaven. I wonder if that is what Paul, the man of God, meant when he said: [No] other foundation can [any] man lay than that is laid, which is Jesus Christ. Now if any man build upon this foundation gold, silver, precious stones, wood, hay, stubble; every man’s work shall be made manifest: for the day shall declare it, because it shall be revealed by fire; and the fire shall try every man’s work of what sort it is. If any man’s work abide which he hath built thereupon, he should receive a reward. If any man’s work shall be burned, he shall suffer loss: but he himself shall be saved; yet so as by fire (1 Cor. 3:11-15). I think that’s what it means, all right. We ought to be the kind of Christian that cannot only save our souls but also save our lives. When Lot left Sodom, he had nothing but the garments on his back. Thank God, he got out. But how much better it would have been if he had said farewell at the gate and had camels loaded with his goods. He could have gone out with his head up, chin out, saying good riddance to old Sodom. How much better he could have marched away from there with his family. And when he settled in a new place, he could have had “an abundant entrance” (see 2 Pet. 1:11). Thank God, you are going to make it. But do you want to make it in the way you have been acting lately? Wandering, roaming aimlessly? When there is a place where Jesus will pour “the oil of gladness” on our heads, a place sweeter than any other in the entire world, the blood-bought mercy seat (Ps. 45:7; Heb. 1:9)? It is the will of God that you should enter the holy of holies, live under the shadow of the mercy seat, and go out from there and always come back to be renewed and recharged and re-fed. It is the will of God that you live by the mercy seat, living a separated, clean, holy, sacrificial life—a life of continual spiritual difference. Wouldn’t that be better than the way you are doing it now?

I know he’s had his problems in the past… “He can’t keep his hands off a liquor bottle at the best of times, and he still hasn’t accepted the loss of his wife!” “I sent him to a therapist over in Baltimore,” she continued. “He’s narrowed his habit down to a six-pack of beer on Saturdays.” “What does he get for a reward?” he asked insolently. She sighed irritably. “Nobody suits you! You don’t even like poor old lonely Senator Holden.” “Like him? Holden?” he asked, aghast. “Good God, he’s the one man in Congress I’d like to burn at the stake! I’d furnish the wood and the matches!” “You and Leta,” she said, shaking her head. “Now, listen carefully. The Lakota didn’t burn people at the stake,” she said firmly. She went on to explain who did, and how, and why. He searched her enthusiastic eyes. “You really do love Native American history, don’t you?” She nodded. “The way your ancestors lived for thousands of years was so logical. They honored the man in the tribe who was the poorest, because he gave away more than the others did. They shared everything. They gave gifts, even to the point of bankrupting themselves. They never hit a little child to discipline it. They accepted even the most blatant differences in people without condemning them.” She glanced at Tate and found him watching her. She smiled self-consciously. “I like your way better.” “Most whites never come close to understanding us, no matter how hard they try.” “I had you and Leta to teach me,” she said simply. “They were wonderful lessons that I learned, here on the reservation. I feel…at peace here. At home. I belong, even though I shouldn’t.” He nodded. “You belong,” he said, and there was a note in his deep voice that she hadn’t heard before. Unexpectedly he caught her small chin and turned her face up to his. He searched her eyes until she felt as if her heart might explode from the excitement of the way he was looking at her. His thumb whispered up to the soft bow of her mouth with its light covering of pale pink lipstick. He caressed the lower lip away from her teeth and scowled as if the feel of it made some sort of confusion in him. He looked straight into her eyes. The moment was almost intimate, and she couldn’t break it. Her lips parted and his thumb pressed against them, hard. “Now, isn’t that interesting?” he said to himself in a low, deep whisper. “Wh…what?” she stammered. His eyes were on her bare throat, where her pulse was hammering wildly. His hand moved down, and he pressed his thumb to the visible throb of the artery there. He could feel himself going taut at the unexpected reaction. It was Oklahoma all over again, when he’d promised himself he wouldn’t ever touch her again. Impulses, he told himself firmly, were stupid and sometimes dangerous. And Cecily was off limits. Period. He pulled his hand back and stood up, grateful that the loose fit of his buckskins hid his physical reaction to her. “Mother’s won a prize,” he said. His voice sounded oddly strained. He forced a nonchalant smile and turned to Cecily. She was visibly shaken. He shouldn’t have looked at her. Her reactions kindled new fires in him.

Revitalized and healthy, I started dreaming new dreams. I saw ways that I could make a significant contribution by sharing what I’ve learned. I decided to refocus my legal practice on counseling and helping start-up companies avoid liability and protect their intellectual property. To share some of what I know, I started a blog, IP Law for Startups, where I teach basic lessons on trade secrets, trademarks, copyrights, and patents and give tips for avoiding the biggest blunders that destroy the value of intellectual assets. Few start-up companies, especially women-owned companies that rarely get venture capital funding, can afford the expensive hourly rates of a large law firm to the get the critical information they need. I feel deeply rewarded when I help a company create a strategy that protects the value of their company and supports their business dreams. Further, I had a dream to help young women see their career possibilities. In partnership with my sister, Julie Simmons, I created lookilulu.com, a website where women share their insights, career paths, and ways they have integrated motherhood with their professional pursuits. When my sister and I were growing up on a farm, we had a hard time seeing that women could have rewarding careers. With Lookilulu® we want to help young women see what we couldn’t see: that dreams are not linear—they take many twists and unexpected turns. As I’ve learned the hard way, dreams change and shift as life happens. I’ve learned the value of continuing to dream new dreams after other dreams are derailed. I’m sure I’ll have many more dreams in my future. I’ve learned to be open to new and unexpected opportunities. By way of postscript, Jill writes, “I didn’t grow up planning to be lawyer. As a girl growing up in a small rural town, I was afraid to dream. I loved science, but rather than pursuing medical school, I opted for low-paying laboratory jobs, planning to quit when I had children. But then I couldn’t have children. As I awakened to the possibility that dreaming was an inalienable right, even for me, I started law school when I was thirty; intellectual property combines my love of law and science.” As a young girl, Jill’s rightsizing involved mustering the courage to expand her dreams, to dream outside of her box. Once she had children, she again transformed her dreams. In many ways her dreams are bigger and aim to help more people than before the twists and turns in her life’s path.

THE INSTRUCTION OF PTAHHOTEP Part IV If you are mighty, gain respect through knowledge And through gentleness of speech. Don’t command except as is fitting, He who provokes gets into trouble. Don't be haughty, lest you be humbled, Don’t be mute, lest you be chided. When you answer one who is fuming, Avert your face, control yourself. The flame of the hot-heart sweeps across. He who steps gently, his path is paved. He who frets all day has no happy moment, He who’s gay all day can’t keep house. Don’t oppose a great man’s action. Don’t vex the heart of one who is burdened; If he gets angry at him who foils him, The ka will part from him who loves him. Yet he is the provider along with the god, What he wishes should be done for him. When he turns his face back to you after raging, There will be peace from his ka; As ill will comes from opposition,. So goodwill increases love. Teach the great what is useful to him, Be his aid before the people; If you Set his knowledge impress his lord, Your sustenance will come from his ka As the favorite's belly is filled. So your back will be clothed by it, And his help will be there sustain you. For your superior whom you love And who lives by it, He in turn will give you good support. Thus will love of you endure In the belly of those who love you, He is a ka who loves to listen. If you are a magistrate of standing. Commissioned to satisfy the many, Hew a straight line, When you speak don't lean to one side. Beware lest one complain: “Judges, he distorts the matter!” And your deed turns into a judgment (of you). If you are angered by misdeed. Lean toward a man account of his rightness; Pass it over, don’t recall it, Since he was silent to you the first day If you are great after having been humble, Have gained wealth after having been poor In the past, in a town which you know, Knowing your former condition. Do not put trust in your wealth, Which came to you as gift of god; So that you will not fall behind one like you, To whom the same has happened, Bend your back to your superior, Your overseer from the palace; Then your house will endure in its wealth. Your rewards in their right place. Wretched is he who opposes a superior, One lives as long as he is mild, Baring the arm does not hurt it Do not plunder a neighbor’s house, Do not steal the goods of one near you, Lest he denounce you before you are heard A quarreler is a mindless person, If he is known as an aggressor The hostile man will have trouble in the neighborhood. This maxim is an injunction against illicit sexual intercourse. It is very obscure and has been omitted here. If you probe the character of a friend, Don’t inquire, but approach him, Deal with him alone, So as not to suffer from his manner. Dispute with him after a time, Test his heart in conversation; If what he has seen escapes him, If he does a thing that annoys you, Be yet friendly with him, don’t attack; Be restrained, don’t let fly, Don’t answer with hostility, Neither part from him nor attack him; His time does not fail to come, One does not escape what is fated Be generous as long as you live, What leaves the storehouse does not return; It is the food to be shared which is coveted. One whose belly is empty is an accuser; One deprived becomes an opponent, Don’t have him for a neighbor. Kindness is a man’s memorial For the years after the function.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.