Second Grade Quotes

I fell in love with teasing you in the second grade, when I first discovered that I could turn you cheeks pink with just a word. Then I fell in love with you.

Once, in second grade, Kate drew a picture of a firefighter with a halo above his helmet. She told her class that I would only be allowed to go to Heaven, because if I went to Hell, I'd put out all the fires. ~Brian Fitzgerald

Hey, Ethan." "Yeah?" "Remember the Twinkie on the bus? The one I gave you in second grade, the day we met?" "The one you found on the floor and gave me without telling me? Nice." He grinned and shot the ball. "It never really fell on the floor. I made that part up.

My daughter is seven, and some of the other second-grade parents complain that their children don't read for pleasure. When I visit their homes, the children's rooms are crammed with expensive books, but the parent's rooms are empty. Those children do not see their parents reading, as I did every day of my childhood. By contrast, when I walk into an apartment with books on the shelves, books on the bedside tables, books on the floor, and books on the toilet tank, then I know what I would see if I opened the door that says 'PRIVATE--GROWNUPS KEEP OUT': a child sprawled on the bed, reading.

Ove has been a grumpy old man since the first day of second grade

I fell in love with teasing you in the second grade, when I first discovered that I could turn your cheeks pink with just a word. Then I fell in love with you.

Disappointment will come when your effort does not give you the expected return. If things don’t go as planned or if you face failure. Failure is extremely difficult to handle, but those that do come out stronger. What did this failure teach me? is the question you will need to ask. You will feel miserable. You will want to quit, like I wanted to when nine publishers rejected my first book. Some IITians kill themselves over low grades – how silly is that? But that is how much failure can hurt you. But it’s life. If challenges could always be overcome, they would cease to be a challenge. And remember – if you are failing at something, that means you are at your limit or potential. And that’s where you want to be. Disappointment’ s cousin is Frustration, the second storm. Have you ever been frustrated? It happens when things are stuck. This is especially relevant in India. From traffic jams to getting that job you deserve, sometimes things take so long that you don’t know if you chose the right goal. After books, I set the goal of writing for Bollywood, as I thought they needed writers. I am called extremely lucky, but it took me five years to get close to a release. Frustration saps excitement, and turns your initial energy into something negative, making you a bitter person. How did I deal with it? A realistic assessment of the time involved – movies take a long time to make even though they are watched quickly, seeking a certain enjoyment in the process rather than the end result – at least I was learning how to write scripts, having a side plan – I had my third book to write and even something as simple as pleasurable distractions in your life – friends, food, travel can help you overcome it. Remember, nothing is to be taken seriously. Frustration is a sign somewhere, you took it too seriously.

When I was in the second grade, I used to think love was the feeling a man gets while riding a motorcycle and having a woman embrace him tightly from behind. Maybe I’m cynical now, but I’m starting to think love is a unicycle with a flat tire.

And then she started climbing/ The girl is in the seventh grade, and she's climbing a tree--way, way up in the tree. And why does she do it? So she can yell down at us that the bus is five! four! three blocks away! Blow-by-blow traffic watch from a tree--what every kid in junior high feels like hearing first thing in the morning. She tried to get me to come up there with her, too. "Bryce, come on! You won't believe the colors! It's absolutely magnificent! Bryce, you've got to come up here!" Yeah, I could just hear it: "Bryce and Juli sitting in a tree..." Was I ever going to leave the second grade behind?

IN THE SECOND GRADE, WHEN YOU ARE A BOY WHO LIKES A GIRL, YOU GIVE HER YOUR BEST POKEMON CARD. OR YOU PULL HER HAIR. NOT HARD ENOUGH TO MAKE HER CRY, THOUGH. OR YOU CAN ASK TO HER ROLLERSKATE BACKWARDS WITH YOU, AND THEN HOLD HER HAND SO SHE DOESN'T FALL DOWN.

Don't you remember? We swore never to go to these things without each other." "That was second grade, Lisa." "Like that makes it okay to ditch a pinkie swear?

In climbing, there was always a fraction of a second between the security of being locked in and the freedom of an actual rappel.

What happened next, I would never have been able to predict. But it happened. We both went “OOOOOOOOH” at the bullshit that came out of his mouth like we were in fifth grade and had made a really good “yo mama” joke. We went “OOOOOOOOH” so deep and into it, totally unexpected, that it lasted maybe three seconds before we both burst out laughing, my head crying no at the movement and my back aching, but I did it anyway.

I stared at the pictogram of a burger nestled between similar representations of shakes, sodas, and fries, on the front of my register. I wondered why humankind seemed so dead set on destroying all of its accomplishments. We draw on cave walls, spend thousands of years developing complex language systems, the printing press, computers, and what do we do with it? Create a cash register with the picture of a burger on it, just in case the cashier didn't finish the second grade. One step forward, two steps back-- like an evolutionary cha-cha. Working here just proved that the only thing separating me from a monkey was pants.

There are times I think of us all and I wish we were back in second grade. Not really that young. But I wish it felt like second grade. I’m not saying everyone was friends back then. But we all got along. There were groups, but they didn’t really divide. At the end of the day, your class was your class, and you felt like you were a part of it. You had your friends and you had the other kids, but you didn’t really hate anyone longer than a couple of hours. Everybody got a birthday card. In second grade, we were all in it together. Now we’re all apart.

Life expects us to make a reasonable amount of progress in a reasonable amount of time. That's why they make those second grade chairs so small.

Let us resolve: First, to attain the grace of silence; second, to deem all fault finding that does no good a sin; third, to practice the grade and virtue of praise.

One day, Buckley came home from the second grade with a story he’d written: “Once upon a time there was a kid named Billy. He liked to explore. He saw a hole and went inside but he never came out. The End.

But when you're in second grade, you don't yet know the meaning of impossible

I’d been stuck in one gender my whole life. It never bothered me. Now I wondered how that would feel for Alex. The only analogy I could come up with wasn’t a very good one. My second grade teacher, Miss Mengler (aka Miss Mangler), had forced me to write with my right hand even though I was left-handed. She’d actually taped my left hand to the desk. My mom had exploded when she found out, but I still remembered the panicky feeling of being restrained, forced to write in such an unnatural way because Miss Mengler had insisted, 'This is the normal way, Magnus. Stop complaining. You’ll get used to it.

Thomas looked like he was about to talk some smack at the malk, but only for a second. Then he frowned and said, "It's odd. You sound like...like a grade-school teacher." "Perhaps it is because I am speaking to a child," Cat Sith said. "The comparison is apt." Thomas blinked several times and then he looked at me. "Did the evil kitty just call me a child?

Don't all women feel the same? The only difference is how much we know we feel it, how in touch we are with our fury. We're all furies, except the ones who are too damned foolish, and my worry now is that we're brainwashing them from the cradle, and in the end even the ones who are smart will be too damned foolish. What do I mean? I mean the second graders at Appleton Elementary, sometimes the first graders even, and by the time they get to my classroom, to the third grad, they're well and truly gone -- they're full of Lady Gaga and Katy Perry and French manicures and cute outfits and they care how their hair looks! In the third grade. They care more about their hair or their shoes than about galaxies or caterpillars or hieroglyphics. How did all that revolutionary talk of the seventies land us in a place where being female means playing dumb and looking good? Even worse on your tombstone than "dutiful daughter" is "looking good"; everyone used to know that. But we're lost in a world of appearances now.

But truth be told, I'm not as dour-looking as I would like. I'm stuck with this round, sweetie-pie face, tiny heart-shaped lips, the daintiest dimples, and apple cheeks so rosy I appear in a perpetual blush. At five foot four, I barely squeak by average height. And then there's my voice: straight out of second grade. I come across so young and innocent and harmless that I have been carded for buying maple syrup. Tourists feel more safe approaching me for directions, telemarketers always ask if my mother is home, and waitresses always, always call me 'Hon.

Behind us, the man laughed. "Looks like we aren't the only ones looking for a little diversion. There's an empty office right over there, guys." Marsten raised his hand in thanks. The couple moved on. I let the kiss continue for five more seconds, then pulled away. "They're gone," I said. Marsten frowned, as if surprised-and disappointed-that I'd noticed. I tugged my hair from his hands. "Okay, coast clear," I said. "Let's go." He let out a small laugh. "I see I need to brush up on my kissing." "No, you have that down pat." "She says with all the excitement of a teacher grading a math quiz..." "A-plus. Now let's move. Before someone else comes along.

When I was in second grade, my teacher, Miss Maxwell, read from The Harmony Herald that one in every four children lived in China. I remember looking over the room, guessing which children they might be. I wasn't sure where China was, but suspected it was on bus route three. I recall being grateful I didn't live in China because I didn't care for Chinese food and couldn't speak the language.

The real revolution is always concerned with the least glamorous stuff. With raising a reading level from second grade to third. With simplifying history and writing it down (or reciting it) for the old folks. With helping illiterates fill out a food-stamps form - for they must eat, revolution or not.

And it’s been killing me.” He took a step closer, which pressed me against the side of my car. “I fell in love with teasing you in the second grade, when I first discovered that I could turn your cheeks pink with just a word. Then I fell in love with you.

No I am not okay. I've just been pulled out of play tryouts where I had to be the first to audition and everyone's trying out for the same parts, I just had a very bizarre conversation with the school secretary, Megan may be throwing up her cucumber sandwiches, I've broken five of the seven deadly sins in as many hours, a demon may be inside a girl in my world religions class, Grant Brawner called me by name, my license photo looks like a dead fish, I have to drive my friends all over town in two hours when I've never even driven without Dad before, none of my birthday wishes have come true yet, and now you're here with muffins like I'm in second grade? So, no, I am not ok.

Sometimes I fantasize about getting my hands on my library records. . . my recurring bookworm dream is to peruse my personal library history like it's a historical document. My bookshelves show me the books I've bought or been given. . . But my library books come into my house and go out again, leaving behind only memories and a jotted line in a journal (if I'm lucky). I long for a list that captures these ephemeral reads - all the books I've borrowed in a lifetime of reading, from last week's armful spanning back to when I was a seven-year-old kid with my first library card. I don't need many details - just the titles and dates would be fine - but oh, how I'd love to see them. Those records preserve what my memory has not. I remember the highlights of my grade-school checkouts, but much is lost to time. How I'd love to see the complete list of what I chose to read in second grade, or sixth, or tenth.

Doing something was better than doing nothing. Without warning Lucas hit the emergency stop but-ton, and the elevator braked with an uncomfortable jolt. Then he mashed the OPEN DOOR button and punched the door itself. The front doors opened in between the second and first floors. Lucas’s heart pumped in his chest. “I hear that baby in the parking lot crying.

You will go through your life thinking there was a day in second grade that you must have missed, when the grown-ups came in and explained, everything important to other kids. they said, 'Look, you're human, you're going to feel isolated and afraid a lot of the time, nad have bad self-esteem, and feel uniquely ruined, but here is the magic phrase that will take this feeling away. It will be like a feather that will lift you out of that fear and self-consciousness every single time, all through your life.' And then they told the cildren who were there that day the magic phrase that everyone else in the world knows about and uses when feeling blue, which only you don't know, because you were home sick the day the grown-ups told the children the way the whole world works. But there was not such a day in school. No one got the instructions. That is the secret of life. Everyone is flailing around, winging it most of the time, trying to find the way out, or through, or up, without a map. This lack of instruction manual is how most people develop compassion, and how they figure out to show up, care, help and serve, as the only way of filling up and being free. Otherwise you gorw up to be someone who needs to dominate and shame others so no one will know that you weren't there the day the instructions were passed out.

I wish Mara knew that I’m jealous of her.” I whipped around to face him. “You can’t be serious.” Brooke shook her finger. “No interruptions, Mara.” My brother cleared his throat. “I wish she knew that I think she’s the most hilarious person on Earth. And that whenever she’s not home, I feel like I’m missing my partner in crime.” My throat tightened. Do not cry. Do not cry. “I wish she knew that she’s really Mom’s favorite—” I shook my head here. “—the princess she always wanted. That Mom used to dress her up like a little doll and parade her around like Mara was her greatest achievement. I wish Mara knew that I never minded, because she’s my favorite too.” A chin quiver. Damn. “I wish she knew that I’ve always had acquaintances instead of friends because I’ve spent every second I’m not in school studying or practicing piano. I wish she knew that she is literally as smart as I am—her IQ is ONE POINT lower,” he said, raising his eyes to meet mine. “Mom had us tested. And that she could get the same grades if she weren’t so lazy.” I slouched in my seat, and may or may not have crossed my arms over my chest defensively. “I wish she knew that I am really proud of her, and that I always will be, no matter what.

What the hell was it about e-mail that made everybody forget the stuff they learned in second grade, like capitalizing I and proper names, and using periods? Hello? We all learned how to do this less than five years out of diapers!

It was like that kid had been born knowing how to read. He was only in the second grade but he loved to read stories by himself - and he never asked anybody else to read to him.

You may have a silver medal, but I was the top scorer on my second grade team.

There were other stories and other names. Second Base Stace, who had breasts in fourth grade and let some of the boys feel them. Vincent, who took acid and tried to flush a sofa down the toilet. Sheila, who allegedly masturbated with a hot dog and had to go to the emergency room. The list went on and on.

Biting the hand that feeds you, that's what you're doing Mary Logan, biting the hand that feeds you.' Again Mama laughed, 'If that's the case, Daisy, I don't think I need that little bit of food.' With the second book finished, she stared at a small pile of second grade books on her desk. 'Well, I just think you're spoiling those children, Mary. They've got to learn how things are sometime.' 'Maybe so,' said Mama. 'But that doesn't mean they have to accept them. And maybe we don't either.

If we follow the Buddhist logic that we are becoming part of glory of the universe, one huge consciousness, well, that's just too much togetherness for my taste. I couldn't even do a group art project in second grade. How am I going to share understanding with the rest of the creation? If this proves to be the case, I'm too much of a loner for death, but I'm also scared of being lonely. Where does that leave me?

She should be snugly tucked into a bed somewhere in a house with a shrinking mortgage, a teddy bear crooked under one arm, ready to go back to school the next morning and do battle for God, country, and second grade.

Thomas Edison said in all seriousness: "There is no expedient to which a man will not resort to avoid the labour of thinking"-if we bother with facts at all, we hunt like bird dogs after the facts that bolster up what we already think-and ignore all the others! We want only the facts that justify our acts-the facts that fit in conveniently with our wishful thinking and justify our preconceived prejudices! As Andre Maurois put it: "Everything that is in agreement with our personal desires seems true. Everything that is not puts us into a rage." Is it any wonder, then, that we find it so hard to get at the answers to our problems? Wouldn't we have the same trouble trying to solve a second-grade arithmetic problem, if we went ahead on the assumption that two plus two equals five? Yet there are a lot of people in this world who make life a hell for themselves and others by insisting that two plus two equals five-or maybe five hundred!

No object is in a constant relationship with pleasure, wrote Barthes. For the writer, however, it is the mother tongue. But what if the mother tongue is stunted? What if that tongue is not only the symbol of a void, but is itself a void, what if the tongue is cut out? Can one take pleasure in loss without losing oneself entirely? The Vietnamese I own is the one you gave me, the one whose diction and syntax reach only the second-grade level.

Look, cat, you and I are never going to be friends. She’s going to call you Max, but I’m going to call you Shit Head. And if you think for one second—” The cat lies down in a tight little ball of nastiness and falls asleep. “Oh, please. Make yourself at home by sleeping on my scrotum.” I peek out into the sitting room area that connects to the four bedrooms, and then glance back at the kitten. Releasing a sigh of discontent, I pet Shit Head with one finger. He purrs extra hard, and I find myself wondering if I could train him to do things. Every hero needs a sidekick, and I’m nothing if not a Grade-A Hero. - Dante Walker

In second grade, she’d snuck up on a napping Eva and colored her entire forearm with a highlighter. Because she was “important.

You always did have a problem with undies. Remember when you wet your pants in the second grade?" - Joyce Barnhardt

One problem with the systems of assessment that use letters and grades is that they are usually light on description and heavy on comparison. Students are sometimes given grades without really knowing what they mean, and teachers sometimes give grades without being completely sure why. A second problem is that a single letter or number cannot convey the complexities of the process that it is meant to summarize. And some outcomes cannot be adequately expressed in this way at all. As the noted educator Elliot Eisner once put it, “Not everything important is measurable and not everything measurable is important.

Andy: Most of the things I did with her partly in mind. And if I said or did an inauthentic thing, I could almost hear her groaning over my shoulder. But now she's gone and I really don't know how I'll get along without her. Melissa: (Looking at him for the first time.) You'll survive, Andy... Andy: I have a wonderful wife, fine children, and a place in the world I feel proud of, but the death of Melissa suddenly leaves a huge gap in my life... Melissa: Oh now, Andy... Andy: The thought of never again being able to write to her, to connect to her, to get some signal back from her, fills me with an emptiness which is hard to describe. Melissa: Now Andy, stop... Andy: I don't think there are many men in this world who have had the benefit of such a friendship with such a woman. But it was more than friendship, too. I know now that I loved her. I loved her even from the day I met her, when she walked into second grade, looking like the lost princess of Oz. Melissa: Oh, Andy, PLEASE. I can't bear it. Andy: I don't think I've ever loved anyone the way I loved her, and I know I never will again. She was at the heart of my life, and already I miss her desperately. I just wanted to say this to you and to her. Sincerely, Andy Ladd. Melissa: Thank you, Andy.

Alan Watts explained with characteristic vigor: Take education. What a hoax. As a child, you are sent to nursery school. In nursery school, they say you are getting ready to go on to kindergarten. And then first grade is coming up and second grade and third grade … In high school, they tell you you’re getting ready for college. And in college you’re getting ready to go out into the business world … [People are] like donkeys running after carrots that are hanging in front of their faces from sticks attached to their own collars. They are never here. They never get there. They are never alive.

You think it’s because they’re lying? Nonsense! I like it when people lie! Lying is man’s only privilege over all other organisms. If you lie--you get to the truth! Lying is what makes me a man. Not one truth has ever been reached without first lying fourteen times or so, maybe a hundred and fourteen, and that’s honorable in its way; well, but we can’t even lie with our own minds! Lie to me, but in your own way, and I’ll kiss you for it. Lying in one’s own way is almost better than telling the truth in someone else’s way; in the first case you’re a man, and in the second—no better than a bird! The truth won’t go away, but life can be nailed shut; there are examples. Well, so where are we all now? With regard to science, development, thought, invention, ideals, aspirations, liberalism, reason, experience, and everything, everything, everything, we’re all, without exception, still sitting in the first grade! We like getting by on other people’s reason--we’ve acquired a taste for it! Right? Am I right?

Most of all I told this story because I wanted to say something about hope and the absence of it, and how we keep going anyway. About second chances, and how they’re sometimes buried amid the dross, even when you’re poised for the downhill grade. The narrative can always turn out to be a different story from what you expected.

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 scepticism. 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 scepticism. 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.

I wasn't someone who needed an infant. It wasn't important to me to make bottles or see first steps or hear first words. Kindergarten, grade school....I didn't need to do any of that. I wanted to be a father, but being a father is about a lifetime of parenting, not just little-kid stuff.

He had to admit: She’d got to him. This demure second-grade schoolteacher, who’d been faithful to her husband, but who had fucked him with the same fervor with which she’d fought him two days ago, had crawled under his mean ol’ hide.

Your brother?" St. Clair points above my bed to the only picture I've hung up. Seany is grinning at the camera and pointing at one of my mother's research turtles,which is lifting its neck and threatening to take away his finger. Mom is doing a study on the lifetime reproductive habits of snapping turtles and visits her brood in the Chattahoochie River several times a month. My brother loves to go with her, while I prefer the safety of our home. Snapping turtles are mean. "Yep.That's Sean." "That's a little Irish for a family with tartan bedspreads." I smile. "It's kind of a sore spot. My mom loved the name,but Granddad-my father's father-practically died when he heard it.He was rooting for Malcolm or Ewan or Dougal instead." St. Clair laughs. "How old is he?" "Seven.He's in the second grade." "That's a big age difference." "Well,he was either an accident or a last-ditch effort to save a failing marriage.I've never had the nerve to ask which.

Verily, Allah enjoins justice, and the doing of good to others; and giving like kindred; and forbids indecency, and manifest evil, and wrongful transgression. (The Holy Quran, an-Nahl 16:91) This verse sets forth three gradations of doing good. The first is the doing of good in return for good. This is the lowest gradation and even an average person can easily acquire this gradation that he should do good to those who do good to him. The second gradation is a little more difficult than the first, and that is to take the initiative in doing good out of pure benevolence. This is the middle grade. Most people act benevolently towards the poor, but there is a hidden deficiency in benevolence, that the person exercising benevolence is conscious of it and desires gratitude or prayer in return for his benevolence. If on any occasion the other person should turn against him, he considers him ungrateful. On occasion he reminds him of his benevolence or puts some heavy burden upon him. The third grade of doing good is graciousness as between kindred. God Almighty directs that in this grade there should be no idea of benevolence or any desire for gratitude, but good should be done out of such eager sympathy as, for instance, a mother does good to her child. This is the highest grade of doing good which cannot be exceeded. But God Almighty has conditioned all these grades of doing good with their appropriate time and place. The verse cited above clearly indicates that if these virtues are not exercised in their proper places they would become vices.

When I was twelve, my sixth-grade English class went on a field trip to see Franco Zeffirelli’s film adaptation of Shakespeare’s Romeo and Juliet. From that moment forward I dreamed that someday I’d meet my own Juliet. I’d marry her and I would love her with the same passion and intensity as Romeo. The fact that their marriage lasted fewer than three days before they both were dead didn’t seem to affect my fantasy. Even if they had lived, I don’t think their relationship could have survived. Let’s face it, being that emotionally aflame, sexually charged, and transcendentally eloquent every single second can really start to grate on a person’s nerves. However, if I could find someone to love just a fraction of the way that Montague loved his Capulet, then marrying her would be worth it.

There were a few things she knew about Will Trent. He was tall, at least six-three, with a runner's lean body and the most beautiful legs she had ever seen on a man. His mother had been killed when he was less than a year old. He'd grown up in a children's home and never been adopted. He was a special agent with the GBI. He was one of the smartest men she had ever met, and he was so dyslexic that, as far as she could tell, he read no higher than a second-grade level.

Andy: Andrew Makepeace Ladd, the Third, accepts with pleasure the kind invitation of Mr. and Mrs. Gilbert Channing Gardner for a birthday party in honor of their daughter Melissa on April 19th, 1937 at half past three o'clock. Melissa: Dear Andy: Thank you for the birthday present. I have a lot of Oz books, but not 'The Lost Princess of Oz.' What made you give me that one? Sincerely yours, Melissa. Andy: I'm answering your letter about the book. When you came into second grade with that stuck-up nurse, you looked like a lost princess. Melissa: I don't believe what you wrote. I think my mother told your mother to get that book. I like the pictures more than the words. Now let's stop writing letters.

In second grade we were taught simple math, but not the way it is taught in other countries. In North Korea, even arithmetic is a propaganda tool. A typical problem would go like this: “If you kill one American bastard and your comrade kills two, how many dead American bastards do you have?

...Barack had told me, he'd contended most often with a deep weariness in people--especially black people---a cynicism bred from a thousand small disappointments over time. I understood it. I'd seen it in my own neighborhood, in my own family. A bitterness, a lapse in faith. It lived in both of my grandfathers, spawned by every goal they'd abandoned and every compromise they'd had to make. It was inside the harried second-grade teacher who'd basically given up trying to teach us at Bryn Mawr. It was inside the neighbor who'd stopped mowing her lawn or keeping track of where her kids went after school. It lived in every piece of trash tossed carelessly in the grass at our local park and every ounce of malt liquor drained before dark. It lived in every last thing we deemed unfixable, including ourselves.

Tolstoy is the greatest Russian writer of prose fiction. Leaving aside his precursors Pushkin and Lermontov, we might list the greatest artists in Russian prose thus: first, Tolstoy; second, Gogol; third, Chekhov; fourth, Turgenev. This is rather like grading students' papers and no doubt Dostoevski and Saltykov are waiting at the door of my office to discuss their low marks.

It's all so new, so foreign, so much like that period of childhood -first or second grade, maybe- when you're old enough to know you're alive and one day will die, yet young enough to still believe that a thin vein of magic runs just beneath the surface. Everything crackles with the electric charge of wonder.

there was a sort of embarrassment about storytelling that struck home powerfully about one hundred years ago, at the beginning of modernism. We see a similar reaction in painting and in music. It's a preoccupation suddenly with the surface rather than the depth. So you get, for example, Picasso and Braque making all kinds of experiments with the actual surface of the painting. That becomes the interesting thing, much more interesting than the thing depicted, which is just an old newspaper, a glass of wine, something like that. In music, the Second Viennese School becomes very interested in what happens when the surface, the diatonic structure of the keys breaks down, and we look at the notes themselves in a sort of tone row, instead of concentrating on things like tunes, which are sort of further in, if you like. That happened, of course, in literature, too, with such great works as James Joyce's Ulysses, which is all about, really, how it's told. Not so much about what happens, which is a pretty banal event in a banal man's life. It's about how it's told. The surface suddenly became passionately interesting to artists in every field about a hundred years ago. In the field of literature, story retreated. The books we talked about just now, Middlemarch, Bleak House, Vanity Fair -- their authors were the great storytellers as well as the great artists. After modernism, things changed. Indeed, modernism sometimes seems to me like an equivalent of the Fall. Remember, the first thing Adam and Eve did when they ate the fruit was to discover that they had no clothes on. They were embarrassed. Embarrassment was the first consequence of the Fall. And embarrassment was the first literary consequence of this modernist discovery of the surface. "Am I telling a story? Oh my God, this is terrible. I must stop telling a story and focus on the minute gradations of consciousness as they filter through somebody's..." So there was a great split that took place. Story retreated, as it were, into genre fiction-into crime fiction, into science fiction, into romantic fiction-whereas the high-art literary people went another way. Children's books held onto the story, because children are rarely interested in surfaces in that sort of way. They're interested in what-happened and what-happened next. I found it a great discipline, when I was writing The Golden Compass and other books, to think that there were some children in the audience. I put it like that because I don't say I write for children. I find it hard to understand how some writers can say with great confidence, "Oh, I write for fourth grade children" or "I write for boys of 12 or 13." How do they know? I don't know. I would rather consider myself in the rather romantic position of the old storyteller in the marketplace: you sit down on your little bit of carpet with your hat upturned in front of you, and you start to tell a story. Your interest really is not in excluding people and saying to some of them, "No, you can't come, because it's just for so-and-so." My interest as a storyteller is to have as big an audience as possible. That will include children, I hope, and it will include adults, I hope. If dogs and horses want to stop and listen, they're welcome as well.

I came to view the world as a word puzzle and, with no special aptitude I can name, fixed on the whys and wherefores of language from my earliest days. Song lyrics. Signs. The stories read in first and second grades. My parents almost always read to us at bedtime. Poems by Whittier. Scenes from Oliver Twist. Kidnapped. Treasure Island. The names alone intrigued me. Dr. Livesey, Squire Trelawney. The name Balfour sounded the knell of the romantic. Robinson Crusoe. I loved to hear read the exploits of Natty Bumppo. Authors had an aura of the godlike to me. The Latin prayers fascinated me as an altar boy. I can still recall carved names on buildings I saw from the MTA train when I was a youngster. Who can explain why? Words were magic to me. I once inadvisably glued my finger and thumb together at the Magoun Library in fourth grade trying to amuse a pretty little girl on whom I had a crush, and when the librarian came over angrily to inquire what the problem was and I pointed with a shrug and replied, “Mucilage”—a word that always made me laugh—she very coldly stated, “You are more to be pitied than censured.

When grown-ups asked you to sit in a circle, they were usually about to tell you something you didn't want to hear. Ms. Aruba-Tate, Ivy and Bean's second-grade teacher, was forever gathering them in a circle for bad news. Like, the class fish died over the weekend. Or, everyone has to start using real punctuation. Or, the pencil sharpener is off-limits. Circles meant trouble.

He has always been the kid who cries too easily and laughs too easily, the kid who begins giggling in church for no reason at all, who blinks hotly in shame and frustration whenever he misses a question in class, living in an otherland of sparkling daydreams and imaginary catastrophes.

Choosing to listen actively to someone, looking them squarely in the eyes, and purposely remembering the major points may take more than the 15 seconds that defines the attention span of the average adult, but will add value and honor and dignity to the person with whom you are interacting.

Oh, you know…,” I start. In my head, I finish: Oh, you know, just the usual. I’ve slept in Otter’s bed two or three times now. Oh, don’t worry! We haven’t really done anything. Except tell stories about you. And me. And him. Did you know he’s wanted me for a long time? He really left because he needed me so bad that it hurt, and he thought he was projecting. Remember when I used to say that to you? That you’re projecting? Well, he thought it too. But his was so bad that he used it as an excuse and got the hell out of Dodge, but then he came back, and I still don’t completely understand why yet. Oh, and we may have made out. And I may have liked it. And this is after you and I broke up, like… what? Two days ago? Three days ago? After being together since like second grade? So you know, the usual.

What's the matter?" asked the teacher, seeing her bewildered face. "Why—why," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?" The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

What's the matter?" asked the teacher, seeing her bewildered fact. "Why—why," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?" The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

Oh my. Molly put her hand to her no-doubt agape mouth. Oh my, oh my, oh my. After her divorce, she hadn’t thought this day would ever come again, but here it was, a second proposal. Life is funny, she thought, and she felt herself step back from the reality of her situation for a moment, lest its emotions overwhelm her and make her swoon like a damsel in those Middle English chivalric romances she taught in 10th-grade English. Yes, life was indeed funny. It had no syllabus, which was why Molly, always a diligent student, felt so unprepared for it. Life played tricks on you too, surprised you, with the biggest surprise that life, even at the nearly half-century mark, could still hold surprises. Like so: There is a man in my kitchen, a man I’m in love with, and he wants to spend the rest of his life with me. How strange and how very unconventional by its conventional, everyday setting.

How can there be no such word as can't? Ramona wondered. Mrs. Rudge had just said can't. If there was so such word as can't then Mrs. Rudge could not have said there was no such word as can't. Therefore, what Mrs. Rudge said could not be true.

You see, my Apple loyalty started early, for no reason other than the fact that my mother is a teacher, and grade schools back then seemed to be stocked almost exclusively with Apples—we bought this second computer with my mother’s educator discount.

And then I get it. The 318s have somehow decided to make me do the things that are in my notebook. All the things I’m afraid of. The things I’ve been writing since the seventh grade. And if I don’t, they’re going to post the book on the internet, and everyone at school, no, everyone with an internet connection, will know all my secrets. For a second, it feels like my throat swallows up my heart and my breath catches in my throat. There’s only one thing left to do. I put my head in my hands and start to cry.

Reading is a very strange thing. We get talked to about it and talk explicitly about it in first grade and second grade and third grade, and then it all devolves into interpretation. But if you think about what’s going on when you read, you’re processing information at an incredible rate. One measure of how good the writing is is how little effort it requires for the reader to track what’s going on. For example, I am not an absolute believer in standard punctuation at all times, but one thing that’s often a big shock to my students is that punctuation isn’t merely a matter of pacing or how you would read something out loud. These marks are, in fact, cues to the reader for how very quickly to organize the various phrases and clauses of the sentence so the sentence as a whole makes sense.

We grew up too fast, that’s what they told us. We moved too quickly. Had too much sex, took too many drugs, drank too much. They didn’t have a clue, we said, but we looked around, and wondered if what they said was true. We knew everything about everyone, and it was hard to outrun our childhoods, hard to do enough stuff to make people forget about the time you peed your pants in second grade, the time you cried when your mother forgot to pack your lunch, the time you puked at the end of PE. We did what we could. We tried to make people forget.

I try not to hate anybody. "Hate is a four-letter word," like the bumper sticker says. But I hate book reviewers. Book reviewers are the most despicable, loathsome order of swine that ever rooted about the earth. They are sniveling, revolting creatures who feed their own appetites for bile by gnawing apart other people's work. They are human garbage. They all deserve to be struck down by awful diseases described in the most obscure dermatology journals. Book reviewers live in tiny studios that stink of mothballs and rotting paper. Their breath reeks of stale coffee. From time to time they put on too-tight shirts and pants with buckles and shuffle out of their lairs to shove heaping mayonnaise-laden sandwiches into their faces, which are worn in to permanent snarls. Then they go back to their computers and with fat stubby fingers they hammer out "reviews." Periodically they are halted as they burst into porcine squeals, gleefully rejoicing in their cruelty. Even when being "kindly," book reviewers reveal their true nature as condescending jerks. "We look forward to hearing more from the author," a book reviewer might say. The prissy tones sound like a second-grade piano teacher, offering you a piece of years-old strawberry hard candy and telling you to practice more. But a bad book review is just disgusting. Ask yourself: of all the jobs available to literate people, what monster chooses the job of "telling people how bad different books are"? What twisted fetishist chooses such a life?

As I look back on my own life, I recognize that some of the greatest gifts I received from my parents stemmed not from what they did for me—but rather from what they didn’t do for me. One such example: my mother never mended my clothes. I remember going to her when I was in the early grades of elementary school, with holes in both socks of my favorite pair. My mom had just had her sixth child and was deeply involved in our church activities. She was very, very busy. Our family had no extra money anywhere, so buying new socks was just out of the question. So she told me to go string thread through a needle, and to come back when I had done it. That accomplished—it took me about ten minutes, whereas I’m sure she could have done it in ten seconds—she took one of the socks and showed me how to run the needle in and out around the periphery of the hole, rather than back and forth across the hole, and then simply to draw the hole closed. This took her about thirty seconds. Finally, she showed me how to cut and knot the thread. She then handed me the second sock, and went on her way. A year or so later—I probably was in third grade—I fell down on the playground at school and ripped my Levi’s. This was serious, because I had the standard family ration of two pairs of school trousers. So I took them to my mom and asked if she could repair them. She showed me how to set up and operate her sewing machine, including switching it to a zigzag stitch; gave me an idea or two about how she might try to repair it if it were she who was going to do the repair, and then went on her way. I sat there clueless at first, but eventually figured it out. Although in retrospect these were very simple things, they represent a defining point in my life. They helped me to learn that I should solve my own problems whenever possible; they gave me the confidence that I could solve my own problems; and they helped me experience pride in that achievement. It’s funny, but every time I put those socks on until they were threadbare, I looked at that repair in the toe and thought, “I did that.” I have no memory now of what the repair to the knee of those Levi’s looked like, but I’m sure it wasn’t pretty. When I looked at it, however, it didn’t occur to me that I might not have done a perfect mending job. I only felt pride that I had done it. As for my mom, I have wondered what

Henry hooked his legs on the branch and flipped over gingerly, until he was hanging upside-down, grinning at Vlad. Then Henry's grin slipped. He fell to the ground several feet below with a thump, crying out as his body made impact. Vlad shimmied down the tree as fast as he could. "Henry ! Are you okay?" Henry sat up, clutching his wounded knee. He looked very much like he was going to start crying any second. A small, thin line of blood oozed from the scrape on his knee. Vlad's tiny fangs shot from his gums. Henry's eyes went wide, his injury all but forgotten. "What are those?" Vlad's small shoulders sank. He'd let his dad down. "They're my fangs." "Vlad, are you a vampire or something?" Henry's eyes were big, and Vlad was certain he saw fear in them. Not as much fear as when Henry had been falling from the tree, but close. He took a deep breath, glancing at the house. Then he sat down in front of Henry and said, "Yeah, Henry. I'm a vampire. But it's a secret. A very, very, very big secret and you can't tell anyone ever.

If you look at this development from the perspective of a university president, it’s actually quite sad. Most of these people no doubt cherished their own college experience—that’s part of what motivated them to climb the academic ladder. Yet here they were at the summit of their careers dedicating enormous energy toward boosting performance in fifteen areas defined by a group of journalists at a second-tier newsmagazine. They were almost like students again, angling for good grades from a taskmaster. In fact, they were trapped by a rigid model, a WMD.

Somebody said combat is 99 percent sheer boredom and 1 percent pure terror. They weren’t an MP in Iraq. On the roads I was scared all the time. Maybe not pure terror. That’s for when the IED actually goes off. But a kind of low-grade terror that mixes with the boredom. So it’s 50 percent boredom and 49 percent normal terror, which is a general feeling that you might die at any second and that everybody in this country wants to kill you. Then, of course, there’s the 1 percent pure terror, when your heart rate skyrockets and your vision closes in and your hands are white and your body is humming. You can’t think. You’re just an animal, doing what you’ve been trained to do. And then you go back to normal terror, and you go back to being a human, and you go back to thinking.

In speaking of the human brain as an electro-colloidal biocomputer, we all know where the hardware is: it is inside the human skull. The software, however, seems to be anywhere and everywhere. For instance, the software “in” my brain also exists outside my brain in such forms as, say, a book I read twenty years ago, which was an English translation of various signals transmitted by Plato 2400 years ago. Other parts of my software are made up of the software of Confucius, James Joyce, my second-grade teacher, the Three Stooges, Beethoven, my mother and father, Richard Nixon, my various dogs and cats, Dr. Carl Sagan, and anybody and (to some extent) any-thing that has ever impacted upon my brain. This may sound strange, but that’s the way software (or information) functions.

It is the state of vibrations to which man is tuned that accounts for his soul's note. The different degrees of these notes form a variety of pitch divided by the mystics into three distinct grades. First the grade which produces power and intelligence, and may be pictured as a calm sea. Secondly, the grade of moderate activity which keeps all things in motion, and is a balance between power and weakness which may be pictured as the sea in motion. Thirdly, the grade of intense activity, which destroys everything and causes all weakness and blindness; it may be pictured as a stormy sea.

While endowed with the morose temper of genius, he [Lakes, Arts Professor] lacked originality and was aware of that lack; his own paintings always seemed beautifully clever imitations, although one could never quite tell whose manner he mimicked. His profound knowledge of innumerable techniques, his indifference to 'schools' and 'trends', his detestation of quacks, his conviction that there was no difference whatever between a genteel aquarelle of yesterday and, say, conventional neoplasticism or banal non-objectivism of today, and that nothing but individual talent mattered--these views made of him an unusual teacher. St Bart's was not particularly pleased either with Lake's methods or with their results, but kept him on because it was fashionable to have at least one distinguished freak on the staff. Among the many exhilarating things Lake taught was that the order of the solar spectrum is not a closed circle but a spiral of tints from cadmium red and oranges through a strontian yellow and a pale paradisal green to cobalt blues and violets, at which point the sequence does not grade into red again but passes into another spiral, which starts with a kind of lavender grey and goes on to Cinderella shades transcending human perception. He taught that there is no such thing as the Ashcan School or the Cache Cache School or the Cancan School. That the work of art created with string, stamps, a Leftist newspaper, and the droppings of doves is based on a series of dreary platitudes. That there is nothing more banal and more bourgeois than paranoia. That Dali is really Norman Rockwell's twin brother kidnapped by gipsies in babyhood. That Van Gogh is second-rate and Picasso supreme, despite his commercial foibles; and that if Degas could immortalize a calèche, why could not Victor Wind do the same to a motor car?

[I]f he had to guess, he would say that the reason he doesn't want to loan the book out, to Ethan or anyone else, is because of the part of his personality that is one gigantic record-keeping system, a complex sifting and filing scheme that dictates what goes here and what goes there, turning his life into so many marks on a tablet. His mind would busy itself with the book's whereabouts every second it was away. He knows it would.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward. When you’re asked to solve

This book is just not meant for pretty reading. It’s not for coffee-table curiosity and other such cameo appearances. Think of it instead as industrial-grade survival gear. Duct tape and superglue. Leather straps lashed around it. Old shoelaces maybe. In tight double knots. Whatever it takes to keep it all together. Because this is war. The fight of your life. A very real enemy has been strategizing and scheming against you, assaulting you, coming after your emotions, your mind, your man, your child, your future. In fact, he’s doing it right this second. Right where you’re sitting. Right where you are. But I say his reign of terror stops here. Stops now. He might keep coming, but he won’t have victory anymore. Because it all starts failing when we start praying.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

The Thai people are pathologically shy. Combine that with a reluctance to lose face by giving a wrong answer, and it makes for a painfully long [ESL] class. Usually I ask the students to work on exercises in small groups, and then I move around and check their progress. But for days like today, when I'm grading on participation, speaking up in public is a necessary evil. "Jao," I say to a man in my class. "You own a pet store, and you want to convince Jaidee to buy a pet." I turn to a second man. "Jaidee, you do not want to buy that pet. Let's hear your conversation." They stand up, clutching their papers. "This dog is reccommended," Jao begins. "I have one already," Jaidee replies. "Good job!" I encourage. "Jao, give him a reason why he should buy your dog." "This dog is alive," Jao adds. Jaidee shrugs. "Not everyone wants a pet that is alive." Well, not all days are successes...

Taking Root I am no stranger to roots. In third grade, I punctured a sweet potato’s middle with toothpicks, suspended it halfway in a cup of water until sprout-like whiskers swam along its bottom. On day nine leaves crowned it. I scooped out soil with my hands and buried it up to its neck. I’ve laid down my own in places where corn and tomatoes grow in vacant lots, where cilantro and basil thrive on window sills and in cities balanced on ancestor’s bones. Roots are hardy travelers, adaptable: they float on water, cohere to wood, burrow deep beneath foundations, challenge floorboards. from Second Skin

1. What is this force, Lucilius, that drags us in one direction when we are aiming in another, urging us on to the exact place from which we long to withdraw? What is it that wrestles with our spirit, and does not allow us to desire anything once for all? We veer from plan to plan. None of our wishes is free, none is unqualified, none is lasting. 2. "But it is the fool," you say, "who is inconsistent; nothing suits him for long." But how or when can we tear ourselves away from this folly? No man by himself has sufficient strength to rise above it; he needs a helping hand, and some one to extricate him. 3. Epicurus remarks that certain men have worked their way to the truth without any one's assistance, carving out their own passage. And he gives special praise to these, for their impulse has come from within, and they have forged to the front by themselves. Again, he says, there are others who need outside help, who will not proceed unless someone leads the way, but who will follow faithfully. Of these, he says, Metrodorus was one; this type of man is also excellent, but belongs to the second grade. We ourselves are not of that first class, either; we shall be well treated if we are admitted into the second. Nor need you despise a man who can gain salvation only with the assistance of another; the will to be saved means a great deal, too. 4. You will find still another class of man, – and a class not to be despised, – who can be forced and driven into righteousness, who do not need a guide as much as they require someone to encourage and, as it were, to force them along. This is the third variety. If you ask me for a man of this pattern also, Epicurus tells us that Hermarchus was such. And of the two last-named classes, he is more ready to congratulate the one, but he feels more respect for the other; for although both reached the same goal, it is a greater credit to have brought about the same result with the more difficult material upon which to work.

Schools normally schedule one subject, for example, Japanese, the first period, when you just do Japanese; then, say, arithmetic the second period, when you just do arithmetic. But here it was quite different. At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, “Now, start with any of these you like.” […] This method of teaching enabled the teachers to observe - as the children progressed to higher grades - what they were interested in as well as their way of thinking and their character. It was an ideal way of teachers to really get to know their pupils.

Why do adults have to diminish everything by feeling they need to end meetings with a false positive? It's so selfish. They say it not because they believe it, but because it helps them feel some kind of accomplishment when they walk away. Like they've done their job. But what do they leave behind? It's like when teachers tell Tyler that he should be a lawyer because he's good at arguing, but meanwhile he can't pass grade nine. No one wants to say he's stupid, or that he's probably going to end up in jail like his brother, so they fill his head with these stupid dreams until he's eighteen, with no credits and totally messed up for life. I say, tell the truth, squash the dream, and stop with the second chances.

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.

Most of us didn’t feel too enthusiastic about making a collapsar jump, either. We’d been assured that we wouldn’t even feel it happen, just free fall all the way. I wasn’t convinced. As a physics student, I’d had the usual courses in general relativity and theories of gravitation. We only had a little direct data at that time — Stargate was discovered when I was in grade school — but the mathematical model seemed clear enough. The collapsar Stargate was a perfect sphere about three kilometers in radius. It was suspended forever in a state of gravitational collapse that should have meant its surface was dropping toward its center at nearly the speed of light. Relativity propped it up, at least gave it the illusion of being there … the way all reality becomes illusory and observer-oriented when you study general relativity. Or Buddhism. Or get drafted. At any rate, there would be a theoretical point in space-time when one end of our ship was just above the surface of the collapsar, and the other end was a kilometer away (in our frame of reference). In any sane universe, this would set up tidal stresses and tear the ship apart, and we would be just another million kilograms of degenerate matter on the theoretical surface, rushing headlong to nowhere for the rest of eternity or dropping to the center in the next trillionth of a second. You pays your money and you takes your frame of reference. But they were right. We blasted away from Stargate 1, made a few course corrections and then just dropped, for about an hour.

I think that there have been displays of an impoverished reading of the book. I get the distinct feeling at times that certain critics have not risen above a 10th grade level of reading and that they approached the book with expectations of preconceived notions that then drive a very boneheaded reading. In other words they don't allow the book's rules to establish themselves before applying their own aesthetic criteria to it which I think is a mistake. I think a careful and adult reader allows the book to establish its world and then evaluates it on how well it does so. I also think a smart critic does not drag behind him or her like a dead horse whatever presuppositions the first book might have indicated where the second book might be about or what kind of freedom the writer might be exploring as a writer. All of those things I find unfortunate when I read a review that seems misbegotten. But I'm not sure that this is not a new phenomenon and it would be a Sisyphean task to argue against a misreading because those misreadings are an inherent part of the critical apparatus.

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.

Fred had first come to Fire Island Pines when he was thirty. He wasn’t ready for such beauty, such potential, such unlimited choice. The place scared him half to death. It was a warm and sunny weekend and there were one thousand bathing-suited handsomenesses on The Botel deck at Tea Dance. They all seemed to know each other and to touch and greet and smile at each other. And there he was, alone. Though he had acquired his 150-pound body for the first time (of his so-far three: the first for himself, the second for Feffer, number three, with muscles, for Dinky), he still felt like Mrs. Shelley’s monster, pale, and with a touch of leprosy thrown in. Not only had he no one to talk to, not only did the overwhelmingness of being confronted by so much Grade A male flesh, most of which seemed superior to his, which would make it difficult to talk to, even if he could utter, which he could not, floor him, but everyone else seemed so secure, not only with their bodies (all thin and no doubt well-defined since birth), tans, personalities, their smiles and chat, but also with that ability to use their eyes, much like early prospectors must have looked for gold, darting them hither and yon, seeking out the sparkling flecks, separating the valued from the less so, meaning, he automatically assumed, him. Their glances his way seemed like disposable bottles, no deposit, no return. He felt like Mr. Not Wanted On The Voyage, even though it was, so be it, his birthday. Many years would pass before he would discover that everybody else felt exactly the same, but came out every weekend so to feel, thus over the years developing more flexible feelings in so feeling.

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

How is she already asleep?” Sully whispers. “At home she stays up until like two a.m.” “She probably was tired,” Church whispers back. “What, from climbing a hill?” Church doesn’t respond. They get into their sleeping bags and whisper for half an hour about the outdoor soccer season about to start. I hadn’t even realized the indoor season was over—Mom and Dad just told me when I needed to take them to practice or pick them up. I didn’t know how they’d done. Were there any tournaments? Trophies? After a long stretch of silence, Sully says, “So did you really try out for the spring musical?” Church doesn’t respond for a second. “Yes. Why?” “Just wondering. Why didn’t you tell me?” “Because you would have made it about Macy Garrison.” “It—it’s not?” “No.” “Oh. But you’re not going to try out forchoir?” “Maybe.” “Why?” Just the smallest bit of mocking enters Sully’s tone. “Because I like it,” Church snaps back. “We don’t have to do all the same things. Try out for mathletes or something. You like math. You’d be good at it.” “Mathletes is for nerds.” “Sull, there’s something you should know.” “Don’t say it.” “You are a nerd.” “I’m not a nerd. Eliza’s a nerd.” “Actually, I think Eliza’s a geek. I’ve seen her grades. Compared to us, she’s horrible at school.” “You’re a nerd for knowing the difference.” “That’s fine.” Sully makes no sound, but I can feel him fuming in the darkness. I didn’t know Church could get under Sully’s skin so easily. I didn’t know Sully liked math. I didn’t know either of them were that good at school. I didn’t know Church already knew he was good at singing . . . or that he was interested in musical theater. I’ve been living with them their whole lives, but until right now, they’ve felt like strangers

The next school day, I went very early to school to put the letter on Lupe’s desk. I also had something special for Jason—but it wasn’t the letter I wrote him. It was something else I had picked up recently from another Chinese immigrant. When I was helping this uncle with his luggage, I had pulled too hard and got a blister on my hand. The man said he had just the thing, and gave me a little vial of Chinese medicine. It felt minty and cool on my finger, but when I reached up to tuck my bangs behind my ear, my minty finger got a little too close to my eye. I was crying in seconds. So after I set Lupe’s letter down on her desk, I practically soaked Jason’s pencils with the same stuff that had made me cry. Let’s see him twirl these suckers now! Jason did not notice the gleam on his pencils when he sat down later that morning. He was too busy bragging about Las Vegas and all the great food he ate and the luxurious suite they stayed in. “They had a pool with three pool slides! There was even a restaurant right smack in the—” “When are you going to give me my pencil back?” I asked. I wanted to cut to the chase. I couldn’t care less about his fancy pools, considering I stared at one all day. “You mean my pencil?” He shrugged. “I gave it to my dog, Wealthy. It’s probably all chewed up by now.” He would give it to his dog. And he would have a dog named Wealthy. Jason smirked, picked up one of his pencils and started twirling. He twirled it a little too close to his face and just as I predicted, the strong minty smell made his eyes water. He put the pencil down and began rubbing his eyes furiously with his menthol fingers. Big mistake. “Oh my God, Jason’s crying!” one of my classmates exclaimed. “No, I’m not!” Jason insisted, blinking furiously. But it was too late. Everyone ran over and huddled next to Jason. It wasn’t every day a kid in fifth grade started bawling—fourth grade maybe, but not fifth grade. We watched with wide eyes as Jason cried and cried. Sunlight flooded in through the tall glass windows, and Jason’s tears glistened in the warm peach glow. I couldn’t stop smiling the whole time. It was a beautiful, beautiful day. The only thing that could make that day more beautiful was the chance of Lupe forgiving me.