Student Inspirational Quotes

What is a teacher? I'll tell you: it isn't someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows.

The job of an educator is to teach students to see vitality in themselves

There are few sources of energy so powerful as a procrastinating college student.

The master of the garden is the one who waters it, trims the branches, plants the seeds, and pulls the weeds. If you merely stroll through the garden, you are but an acolyte.

Why Not You? Today, many will awaken with a fresh sense of inspiration. Why not you? Today, many will open their eyes to the beauty that surrounds them. Why not you? Today, many will choose to leave the ghost of yesterday behind and seize the immeasurable power of today. Why not you? Today, many will break through the barriers of the past by looking at the blessings of the present. Why not you? Today, for many the burden of self doubt and insecurity will be lifted by the security and confidence of empowerment. Why not you? Today, many will rise above their believed limitations and make contact with their powerful innate strength. Why not you? Today, many will choose to live in such a manner that they will be a positive role model for their children. Why not you? Today, many will choose to free themselves from the personal imprisonment of their bad habits. Why not you? Today, many will choose to live free of conditions and rules governing their own happiness. Why not you? Today, many will find abundance in simplicity. Why not you? Today, many will be confronted by difficult moral choices and they will choose to do what is right instead of what is beneficial. Why not you? Today, many will decide to no longer sit back with a victim mentality, but to take charge of their lives and make positive changes. Why not you? Today, many will take the action necessary to make a difference. Why not you? Today, many will make the commitment to be a better mother, father, son, daughter, student, teacher, worker, boss, brother, sister, & so much more. Why not you? Today is a new day! Many will seize this day. Many will live it to the fullest. Why not you?

You need mountains, long staircases don't make good hikers.

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

Student: I don't feel like living anymore. Teacher: If you don't feel like doing something then don't do. This means that in finding many ways how not to live your life, you have the possibility to discover how to live your life.

A teacher isn't someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows.

Distinguish between real needs and artificial wants and control the latter.

By the time a student gets to college, he's spent a decade curating a bewilderingly diverse resume to prepare for a completely unknowable future. Come what may, he's ready--for nothing in particular.

The quickest way to experiencing the peace inside, is to learn to recognize when I am not at peace.

A student to teacher: “I am so alone; I don’t know what to do?” Teacher: “Do not worry about being alone, we always come alone and go alone. In a very sweet accident, we meet others who are alone and start to be part of them in various forms of relationships such as friends, husband, wife, mother, father, sister and so on. So, life is about sharing a moment together, not thinking as if you are alone.

The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.

To take offense is to give offense.

Prayer is a way of asking for something. It is the medium of miracles. But the only meaningful prayer is for forgiveness, because those who have been forgiven have everything.

You cannot keep something down that is bound to rise.

Blaming his students for being uninspired was so much easier than doing the work required to inspire them.

How you spend your time when you are not working or studying says everything about who you are and what is motivating your life.

At it's highest level, the purpose of teaching is not to teach—it is to inspire the desire for learning. Once a student's mind is set on fire, it will find a way to provide its own fuel.

What was wrong with these American students? Didn’t they know I was the teacher and they had to do as I said? I learned quickly that my authority meant little, if anything, to them. I was not the all-powerful and feared mwalimu (teacher) of Africa.

Inspire creativity in students

The heart is a classroom. The soul is a teacher. The mind is a student. Life is the exam.

As every writer knows... there is something mysterious about the writer's ability, on any given day, to write. When the juices are flowing, or the writer is 'hot', an invisible wall seems to fall away, and the writer moves easily and surely from one kind of reality to another... Every writer has experienced at least moments of this strange, magical state. Reading student fiction one can spot at once where the power turns on and where it turns off, where the writer writes from 'inspiration' or deep, flowing vision, and where he had to struggle along on mere intellect.

Teacher: a master who, through personal example, inspires students to rebel against learning.

In large part, we are teachers precisely because we remember what it was like to be a student. Someone inspired us. Someone influenced us. Or someone hurt us. And we’ve channeled that joy (or pain) into our own unique philosophies on life and learning and we’re always looking for an opportunity to share them—with each other, our students, parents, or in our communities.

Travelling shouldn't be just a tour, it should be a tale.

The constitution does not recognize different classes of citizenship based on time spent living in the country. I am a citizen, with the same rights as your son, or you. As a citizen, and as a student, I am protesting the tone of this lesson as racist, intolerant, and xenophobic.

We were lying on our backs in the foothills, watching the sky and making a list called "Never." All the things we would never do. Let's never get married. Let's never get fat. Let's never sleep with a married man. Let's never stop being students, even after we graduate. Let's never get dull-eyed and ironic. Let's never get stuck in a rut-- or trapped in a life we didn't choose. Let's never grow bitter.

Travelling the road will tell you more about the road than the google will tell you about the road.

There is a story I always tell my students...when I came for the 1st time to the US. I didn’t speak English (Only Spanish) & I saw on every door the word “exit” which in Spanish means Success = Exito. And then I said :”No wonder Americans are winners ,every door they open leads to success

We must never forget our teachers, our lecturers and our mentors. In their individual capacities have contributed to our academic, professional and personal development.

Tegularius was a willful, moody person who refused to fit into his society. Every so often he would display the liveliness of his intellect. When highly stimulated he could be entrancing; his mordant wit sparkled and he overwhelmed everyone with the audacity and richness of his sometimes somber inspirations. But basically he was incurable, for he did not want to be cured; he cared nothing for co-ordination and a place in the scheme of things. He loved nothing but his freedom, his perpetual student status, and preferred spending his whole life as the unpredictable and obstinate loner, the gifted fool and nihilist, to following the path of subordination to the hierarchy and thus attaining peace. He cared nothing for peace, had no regard for the hierarchy, hardly minded reproof and isolation. Certainly he was a most inconvenient and indigestible component in a community whose idea was harmony and orderliness. But because of this very troublesomeness and indigestibility he was, in the midst of such a limpid and prearranged little world, a constant source of vital unrest, a reproach, an admonition and warning, a spur to new, bold, forbidden, intrepid ideas, an unruly, stubborn sheep in the herd.

Whenever we doubt our own ability to achieve, it is worthwile pondering the obstacles that others have overcome. To name a few... *Napoleon overcame his considerable handicap, his tiny stature, to lead his conquering armies across Europe. *Abraham Lincon failed in business aged 31, lost a legislative race and 32, again failed in business at 34, had his sweetheart die when he was 35, had a nervous breakdown at 36, lost congressional races aged 43, 46 and 48, lost a senatorial race at 55, failed in his efforts to become vice president of the U.S.A aged 56 and lost a further senatorial contest at 58. At 60 years of age he was elected president of the U.S.A and is now remembered as one of the great leaders in world history. *Winston Churchill was a poor student with a speech impediment. Not only did he win a Nobel Prize at 24, but he became one of the most inspiring speakers of recent times. It is not where you start that counts, but where you choose to finish.

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

Always maintain the attitude of a student. When a person thinks they have finished learning, that is when bitterness and disappointment can set in, as that person will wake up everyday wondering when someone is going to throw a parade in their honour for being so smart.

If you fail an examination, it means you have not yet master the subject. With diligent study and understanding, you will succeed in passing the exams.

Today is not just another ordinary day. It is an opportunity to do, or say, something that just might inspire someone to greater becoming...especially a wayward youth.

What is a master? I would say that he is not someone who teaches something, but someone who inspires the student to do his best to discover a knowledge he already has in his soul.

We must never forget our teachers and our lecturers. In their individual capacities have contributed to our academic, professional and personal development.

Knowledge is not rooted in facts; it is rooted in curiosity. One inspired teacher can alter a student for life by instilling curiosity.

The proof of a great teacher is the successes of her students. The proof of a great business is the successes of their clients. Strive to bring out the best in people, then you will see over abundant successes. - Kailin Gow

Student: why do dumb people ignore wise people. Teacher: Because, the dumb people believe they are the wise people.

If we spark a student's passion, we unleash a powerful force upon the world.

Be a true traveller, don't be a temporary tourist.

Reading will help you to discover your sacred-self

Read to find life treasures

With great enthusiasm and determination you will master the art in your field.

Everyone defends his treasure, and will do so automatically.The real questions are, what do you treasure, and how much do you treasure it? Once you have learned to consider these questions and to bring them into all your actions, you will have little difficulty in clarifying the means. The means are available whenever you ask. You can, however, save time if you do not protract this step unduly. The correct focus will shorten it immeasurably.

People underestimate the importance of dilligence as a virtue. No doubt it has something to do with how supremely mundane it seems. It is defined as "the constant and earnest effort to accomplish what is undertaken."... Understood, however, as the prerequisite of great accomplishment, diligence stands as one of the most difficult challenges facing any group of people who take on tasks of risk and consequence. It sets a high, seemingly impossible, expectation for performance and human behavior.

Failure is never a bus-stop for students, it is just a check point for all successful student

I can't swim," the student told his master. "Then learn to walk on water," the master replied.

The teacher should be like the conductor in the orchestra, not the trainer in the circus.

It is possible for you to realise your dream as a scientist, you must be a passionate learner and curious enough to seek this wonderful career path.

Taliban stands for student; own a pen not gun.

Why do so many today want to wander off to South Africa or Kenya or India or Russia or Honduras or Costa Rica or Peru to help with justice issues but not spend the same effort in their own neighborhood or community or state? Why do young suburbanites, say in Chicago, want to go to Kentucky or Tennessee to help people but not want to spend that same time to go to the inner city in their own area to help with justice issues? I asked this question to a mature student in my office one day, and he thought he had a partial explanation: 'Because my generation is searching for experiences, and the more exotic and extreme the better. Going down the street to help at a food shelter is good and it is just and some of us are doing that, but it's not an experience. We want experiences.

I noticed that the [drawing] teacher didn't tell people much... Instead, he tried to inspire us to experiment with new approaches. I thought of how we teach physics: We have so many techniques - so many mathematical methods - that we never stop telling the students how to do things. On the other hand, the drawing teacher is afraid to tell you anything. If your lines are very heavy, the teacher can't say, "Your lines are too heavy." because *some* artist has figured out a way of making great pictures using heavy lines. The teacher doesn't want to push you in some particular direction. So the drawing teacher has this problem of communicating how to draw by osmosis and not by instruction, while the physics teacher has the problem of always teaching techniques, rather than the spirit, of how to go about solving physical problems.

Whatever your discipline, become a student of excellence in all things. Take every opportunity to observe people who manifest the qualities of mastery. These models of excellence will inspire you and guide you toward the fulfillment of your highest potential.

School does not make people, it is learning that makes people great, that is why you see first class students fail and poor. The world is not ruled by those who went to school, it is ruled by those who learn everyday.

Now, a few minutes ago, you called me master. What is a master: I would say that he is not someone who teaches something, but someone who inspires the student to do his best to discover a knowledge he already has in his soul.

I'm proud of myself for doing my best. That's all anyone can ask of me.

Just as we're all students throughout life, we're all teachers.

Students need a teacher who inspires them. When students view their teacher as inspirational, it increases their appetite for learning.

Mistakes are lessons inside out.

The strong spirit empowers others to be stronger souls.

An overarching goal of education should be to immerse students in the beauty and inspiration of their surrounding world.

A lot of scientific evidence suggests that the difference between those who succeed and those who don't is not the brains they were born with, but their approach to life, the messages they receive about their potential, and the opportunities they have to learn.

A student: "I wonder why I did what I did, maybe it was an accident" A Teacher: "Everything is a mere accident. Be it, a love or friendship. We are born by an accident, we die by an accident, we study by an accident, and sometimes, we live by an accident. However, it is not we who perform these accidents. We are just like a remote control operated by unknown creature. But worry not; your heart makes happy accidents.

I tell my students that the odds of their getting published and of it bringing them financial security, peace of mind, and even joy are probably not that great. Ruin, hysteria, bad skin, unsightly tics, ugly financial problems, maybe; but probably not peace of mind. I tell them that I think they ought to write anyway.

My friend Bob, who is both a student of Yoga and a neuroscientist, told me that he was always agitated by this idea of the chakras, that he wanted to actually see them in a dissected human body in order to believe they existed. But after a particularly transcendent meditative experience, he came away with a new understanding of it. He said,'Just as there exists in writing a literal truth and a poetic truth, there also exists in a human being a literal anatomy and a poetic anatomy. One, you can see; one, you cannot. One is made of bones and teeth and flesh; the other is made of energy and memory and faith. But they are both equally true

And now here you are, at peace in your Garden of Eden with your brother and your acreage and your students and your Inklings and you friends and your quaint town. All these things both inspire you and protect you. But a change might be in order. Not a change that disrupts, but one that expands." I paused. "Let new things touch your soul.

Instead of labelling your emotions as problems to solve, you can see them as signals to interpret. Instead of judging your desires as shameful aberrations, you can learn to meet them in healthier ways. Instead of calling yourself critical names when you cannot build or break certain habits, you can explore your motivations. You can become a student of yourself rather than always seeking a wiser teacher.

The world doesn't need more smart doctors, it needs more warm and wise doctors. Be the wisdom yourself - be the warmth yourself, and be the doctor that the doctors have forgotten to be, for it is time to save medicine, to save humanity.

The war for the Narmada valley is not just some exotic tribal war, or a remote rural war or even an exclusively Indian war. Its a war for the rivers and the mountains and the forests of the world. All sorts of warriors from all over the world, anyone who wishes to enlist, will be honored and welcomed. Every kind of warrior will be needed. Doctors, lawyers, teachers, judges, journalists, students, sportsmen, painters, actors, singers, lovers . . . The borders are open, folks! Come on in.

You know what's given me the greatest pleasure in my life? It's been our bungalow, the normalcy of it, the ordinariness of my waking, Almaz rattling in the kitchen, my work, my classes, my rounds with the senior students. Seeing you and Shiva at dinner, then going to sleep with my wife...I want my days to be that way.

‎Maeniel felt this was why all the great sages never wrote anything down. In the final analysis, scriptures are futile things, dependent as they are on the intentions of the interpreter. All too often too literal a mind can lead human students into strange follies. Sometimes it is better to allow the searchers to try to plumb the depths of the great mystery on their own and accept that not every one of those taking the road will see the same end.

Many parents have asked me: What is the point of my child explaining their work if they can get the answer right? My answer is always the same: Explaining your work is what, in mathematics, we call reasoning, and reasoning is central to the discipline of mathematics.

Knightley Academy stood out against the moonlight in silhouette, a ramshackle collection of chimneys, turrets and gables. Both boys stopped to take in the sight of the manicured lawns and tangled woods, the soaring chapel and the ivy-covered brick of the headmaster's house. They were home. For this, Henry felt, was home. Not some foreign castle encircled by guard towers, but this cozy, bizarre assortment of buildings with its gossiping kitchen maids and eccentric professors and clever students.

On the second floor was the office in which Houston pounded an ancient typewriter with two fingers, always setting an example of unceasing hard work for his admiring students. They had no hint of the fact that their hard-driving dean had contracted tuberculosis while serving as a GI in France in Word War I. Houstan always seemed vibrant and impassioned in the chase for justice as he tried to expose his students to everything relating to the law that might give them an advantage. . . . "I never worked hard until I got to the Howard Law School and met Charlie Houston," Marshal told me. "I saw this man's dedication, his vision, his willingness to sacrifice, and I told myself, 'You either shape up or ship out.' When you are being challenged by a great human being, you know that you can't ship out." So Houston rescued Marshall and launched him into a career as one of the greatest lawyers in American history.

It's a situation doomed enough to laugh at, but he thinks of what he used to tell his students. Imagine being a planet. Don't laugh, he'd tell them. Try to imagine it. Eons of loneliness, and then one day your ellipsis peaks toward that of another planet and there is a gasp of nearness. Wouldn't you try to make the most of it? Wouldn't you, too, combust and flare and explode if you had to?

No one ever said your life would be easy. The nature of being human makes life for all of us a challenge. The most important thing to consider here is this. Your life is only as challenging as you think it is. Think of challenge as a teacher and yourself the student. It's up to you to figure out what the lesson is to be learned. To learn that lesson and build the strength and courage to face other challenges….

Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity-- to pose their own problems, to make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs-- you deny them mathematics itself.

Alongside the liberating relief of the veteran who tells us his story, I now felt in the writing a complex, intense, and new pleasure, similar to that I felt as a student when penetrating the solemn order of differentials calculus. It was exalting to search and find, or create, the right word, that is, commensurate, concise, and strong; to dredge up events from my memory and describe them with the greatest rigor and the least clutter.

Let me tell you a story. There was a student who asked his teacher, what is love? The teacher said go into the field and bring me the most beautiful flower. The student returned with no flower at hand and said, “I found the most beautiful flower in the field but I didn't pick it up for I might find a better one, but when I returned to the place, it was gone.” We always look for the best in life. When we finally see it, we take it for granted and after some time start expecting a better one, not knowing that it's the best for us.

The only road to freedom is self-education in art. Art is not a luxury for any advanced civilization; it is a necessity, without which creative intelligence will wither and die. Even in economically troubled times, support for the arts should be a national imperative. Dance, for example, requires funding not only to secure safe, roomy rehearsal space but to preserve the indispensible continuity of the teacher-student link. American culture has become unbalanced by its obsession with the blood sport of politics, a voracious vortex consuming everything in its path. History shows that, for both individuals and nations, political power is transient. America's true legacy is its ideal of liberty, which has inspired insurgencies around the world. Politicians and partisans of both the Right and the Left must recognize that art too is a voice of liberty, requiring nurture without intrusion. Art unites the spiritual and material realms. In an age of alluring, magical machines, the society that forgets art risks losing its soul.

As Tim followed me up the narrow stairwell, he playfully pinched my butt with every step, a pleasant (and painful--in a black-and-blue sort of way) reminder that all I had yearned for as a student twenty-five years before had come true, even if I hadn't taken the time to notice it until now: I was happy. At twenty years old, had I articulated what I thought I needed in life, I would have probably said a big house, a successful husband, and a great career. Yet all I really needed for true happiness was the homeless, unemployed bus driver right behind me, pinching my butt every step of the way.

philosophical inquiries (the reflections of specially trained observers on the nature of their own patterns of thought) or the insights of great novelists, such as Jane Austen, Charles Dickens, Fyodor Dostoevsky, and Leo Tolstoy. Those are the readings that inspired my first years at Harvard. But, as I learned from Ernst Kris, neither trained introspection nor creative insights would lead to the systematic accretion of knowledge needed for the foundation of a science of mind. That sort of foundation requires more than insight, it requires experimentation. Thus, it was the remarkable successes of experimental science in astronomy, physics, and chemistry that spurred students of mind to devise experimental

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

As humans, we have invented lots of useful kinds of lie. As well as lies-to-children ('as much as they can understand') there are lies-to-bosses ('as much as they need to know') lies-to-patients ('they won't worry about what they don't know') and, for all sorts of reasons, lies-to-ourselves. Lies-to-children is simply a prevalent and necessary kind of lie. Universities are very familiar with bright, qualified school-leavers who arrive and then go into shock on finding that biology or physics isn't quite what they've been taught so far. 'Yes, but you needed to understand that,' they are told, 'so that now we can tell you why it isn't exactly true.' Discworld teachers know this, and use it to demonstrate why universities are truly storehouses of knowledge: students arrive from school confident that they know very nearly everything, and they leave years later certain that they know practically nothing. Where did the knowledge go in the meantime? Into the university, of course, where it is carefully dried and stored.

Establishing yourself as a scientist takes an awfully long time. The riskiest part is learning what a true scientist is and then taking the first shaky steps down that path, which will become a road, which will become a highway, which will maybe someday lead you home. A true scientist doesn’t perform prescribed experiments; she develops her own and thus generates wholly new knowledge. This transition between doing what you’re told and telling yourself what to do generally occurs midway through a dissertation. In many ways, it is the most difficult and terrifying thing that a student can do, and being unable or unwilling to do it is much of what weeds people out of Ph.D. programs.

And many years later, as an adult student of history, Knecht was to perceive more distinctly that history cannot come into being without the substance and the dynamism of this sinful world of egoism and instinctuality, and that even such sublime creations as the Order were born in this cloudy torrent and sooner or later will be swallowed up by it again...Nor was this ever merely an intellectual problem for him. Rather, it engaged his innermost self more than any other problem, and he felt it as partly his responsibility. His was one of those natures which can sicken, languish, and die when they see an ideal they have believed in, or the country and community they love, afflicted with ills.

I regularly tell our seminary students that if I happen to visit the church in which one of them serves, I will not ask first, “Is this man a good preacher?” Rather, first of all I will ask the secretaries, office staff, janitors, and cleaners what it is like to work for this pastor. I will ask, “What kind of man is he? Is he a servant? Is he demanding and harsh, or his he patient, kind, and forbearing as a man in authority?” One of our graduates may preach great sermons, but if he is a pain to work for, then you know he will cause major problems in any congregation. Leaders in the church are required by Scripture to set an example in the areas of love, kindness, gentleness, patience, and forbearance before they are appointed to preach, teach, and rule. If we obediently require these attitudes and character traits of our leaders, what will our “new community” look like

I asked Hillary why she had chosen Yale Law School over Harvard. She laughed and said, "Harvard didn't want me." I said I was sorry that Harvard turned her down. She replied, "No, I received letters of acceptance from both schools." She explained that a boyfriend had then invited her to the Harvard Law School Christmas Dance, at which several Harvard Law School professors were in attendance. She asked one for advice about which law school to attend. The professor looked at her and said, "We have about as many woen as we need here. You should go to Yale. The teaching there is more suited to women." I asked who the professor was, and she told me she couldn't remember his name but that she thought it started with a B. A few days later, we met the Clintons at a party. I came prepared with yearbook photos of all the professors from that year whose name began with B. She immediately identified the culprit. He was the same professor who had given my A student a D, because she didn't "think like a lawyer." It turned out, of course, that it was this professor -- and not the two (and no doubt more) brilliant women he was prejudiced against - who didn't think like a lawyer. Lawyers are supposed to act on the evidence, rather than on their prejudgments. The sexist professor ultimately became a judge on the International Court of Justice. I told Hillary that it was too bad I wasn't at that Christmas dance, because I would have urged her to come to Harvard. She laughed, turned to her husband, and said, "But then I wouldn't have met him... and he wouldn't have become President.

The popular image of the lone (and possibly slight mad) genius-who ignores the literature and other conventional wisdom and manages by some inexplicable inspiration (enhanced, perhaps, with a liberal dash of suffering) to come up with a breathtakingly original solution to a problem that confounded all the experts-is a charming and romantic image, but also a wildly inaccurate one, at least in the world of modern mathematics. We do have spectacular, deep and remarkable results and insights in this subject, of course, but they are the hard-won and cumulative achievement of years, decades, or even centuries of steady work and progress of many good and great mathematicians; the advance from one stage of understanding to the next can be highly non-trivial, and sometimes rather unexpected, but still builds upon the foundation of earlier work rather than starting totally anew....Actually, I find the reality of mathematical research today-in which progress is obtained naturally and cumulatively as a consequence of hard work, directed by intuition, literature, and a bit of luck-to be far more satisfying than the romantic image that I had as a student of mathematics being advanced primarily by the mystic inspirations of some rare breed of "geniuses.

Fichte, Schelling, and Hegel are in my opinion not philosophers; for they lack the first requirement of a philosopher, namely a seriousness and honesty of inquiry. They are merely sophists who wanted to appear to be rather than to be something. They sought not truth, but their own interest and advancement in the world. Appointments from governments, fees and royalties from students and publishers, and, as a means to this end, the greatest possible show and sensation in their sham philosophy-such were the guiding stars and inspiring genii of those disciples of wisdom. And so they have not passed the entrance examination and cannot be admitted into the venerable company of thinkers for the human race. Nevertheless they have excelled in one thing, in the art of beguiling the public and of passing themselves off for what they are not; and this undoubtedly requires talent, yet not philosophical.

When life hands you questions, answer them. When life hands you mysteries, unravel them. When life hands you enigmas, decipher them. When life hands you tasks, accomplish them. When life hands you problems, tackle them. When life hands you skills, develop them. When life hands you talents, sharpen them. When life hands you friends, cherish them. When life hands you family, value them. When life hands you acquaintances, treasure them. When life hands you opponents, confront them. When life hands you acquaintances, celebrate them. When life hands you allies, support them. When life hands you riches, multiply them. When life hands you possessions, protect them. When life hands you pleasures, ration them. When life hands you experiences, relish them. When life hands you students, instruct them. When life hands you mentors, study them. When life hands you teachers, esteem them. When life hands you disciples, inspire them. When life hands you gurus, honor them. When life hands you lessons, remember them. When life hands you teachings, impart them. When life hands you demands, tackle them. When life hands you obstacles, challenge them. When life hands you troubles, overcome them. When life hands you burdens, conquer them. When life hands you titles, cherish them. When life hands you degrees, employ them. When life hands you medals, welcome them. When life hands you awards, appreciate them. When life hands you blessings, count them.

Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined! I stand for a different education: a different education where students will not just learn books but life! I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles. I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding! I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly! I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence! I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life! I stand for a different education: a different education where students will learn with inspiration even in their desperations! I stand for a different education: a different education where teachers are seen as true epitome of education! I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure! I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn! I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such! I stand for a different education: a different education where education means creativity! Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!

When he was in college, a famous poet made a useful distinction for him. He had drunk enough in the poet's company to be compelled to describe to him a poem he was thinking of. It would be a monologue of sorts, the self-contemplation of a student on a summer afternoon who is reading Euphues. The poem itself would be a subtle series of euphuisms, translating the heat, the day, the student's concerns, into symmetrical posies; translating even his contempt and boredom with that famously foolish book into a euphuism. The poet nodded his big head in a sympathetic, rhythmic way as this was explained to him, then told him that there are two kinds of poems. There is the kind you write; there is the kind you talk about in bars. Both kinds have value and both are poems; but it's fatal to confuse them. In the Seventh Saint, many years later, it had struck him that the difference between himself and Shakespeare wasn't talent - not especially - but nerve. The capacity not to be frightened by his largest and most potent conceptions, to simply (simply!) sit down and execute them. The dreadful lassitude he felt when something really large and multifarious came suddenly clear to him, something Lear-sized yet sonnet-precise. If only they didn't rush on him whole, all at once, massive and perfect, leaving him frightened and nerveless at the prospect of articulating them word by scene by page. He would try to believe they were of the kind told in bars, not the kind to be written, though there was no way to be sure of this except to attempt the writing; he would raise a finger (the novelist in the bar mirror raising the obverse finger) and push forward his change. Wailing like a neglected ghost, the vast notion would beat its wings into the void. Sometimes it would pursue him for days and years as he fled desperately. Sometimes he would turn to face it, and do battle. Once, twice, he had been victorious, objectively at least. Out of an immense concatenation of feeling, thought, word, transcendent meaning had come his first novel, a slim, pageant of a book, tombstone for his slain conception. A publisher had taken it, gingerly; had slipped it quietly into the deep pool of spring releases, where it sank without a ripple, and where he supposes it lies still, its calm Bodoni gone long since green. A second, just as slim but more lurid, nightmarish even, about imaginary murders in an imaginary exotic locale, had been sold for a movie, though the movie had never been made. He felt guilt for the producer's failure (which perhaps the producer didn't feel), having known the book could not be filmed; he had made a large sum, enough to finance years of this kind of thing, on a book whose first printing was largely returned.