Students Best Quotes

The Paradoxical Commandments People are illogical, unreasonable, and self-centered. Love them anyway. If you do good, people will accuse you of selfish ulterior motives. Do good anyway. If you are successful, you will win false friends and true enemies. Succeed anyway. The good you do today will be forgotten tomorrow. Do good anyway. Honesty and frankness make you vulnerable. Be honest and frank anyway. The biggest men and women with the biggest ideas can be shot down by the smallest men and women with the smallest minds. Think big anyway. People favor underdogs but follow only top dogs. Fight for a few underdogs anyway. What you spend years building may be destroyed overnight. Build anyway. People really need help but may attack you if you do help them. Help people anyway. Give the world the best you have and you'll get kicked in the teeth. Give the world the best you have anyway.

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 best teachers are those who show you where to look, but don't tell you what to see.

It is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success. It’s the rich who get the biggest tax breaks. It’s the best students who get the best teaching and most attention. And it’s the biggest nine- and ten-year-olds who get the most coaching and practice. Success is the result of what sociologists like to call “accumulative advantage.

Everyone wanted to be the best. Best student. Best servant. Best Christian. They got caught up in it, pressing and pushing until they forgot whom it was they were trying to please.

My own experience is that a certain kind of genius among students is best brought out in bed.

Every time we make jokes about how jologs someone's school is, we are not insulting the poor student's intellectual abilities but their parents' financial capacity.

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.

Every beginner possesses a great potential to be an expert in his or her chosen field.

educators best serve students by helping them be more self-reflective. The only way any of us can improve—as Coach Graham taught me—is if we develop a real ability to assess ourselves. If we can’t accurately do that, how can we tell if we’re getting better or worse?

What if we realized the best way to ensure an effective educational system is not by standardizing our curricula and tests but by standardizing the opportunities available to all students?

The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.

It’s better to be a master of one than a student of all.

Reading the very best writers—let us say Homer, Dante, Shakespeare, Tolstoy—is not going to make us better citizens. Art is perfectly useless, according to the sublime Oscar Wilde, who was right about everything. He also told us that all bad poetry is sincere. Had I the power to do so, I would command that these words be engraved above every gate at every university, so that each student might ponder the splendor of the insight.

...the best things in science are both beautiful and simple, a fact that all too many teacher conceal from their students, by accident or design.

Albus Dumbledore had gotten to his feet. He was beaming at the students, his arms opened wide, as if nothing could have pleased him more than to see them all there. "Welcome!" he said. "Welcome to a new year at Hogwarts! Before we begin our banquet, I would like to say a few words. And here they are: Nitwit! Blubber! Oddment! Tweak!" "Thank you!" He sat back down. Everybody clapped and cheered. Harry didn't know whether to laugh or not. “Is he — a bit mad?” he asked Percy uncertainly. "Mad?" said Percy airily. "He's a genius! Best wizard in the world! But he is a bit mad, yes. Potatoes, Harry?

Even with no manager watching to give me a gold star, it was important to do my best. Who cares if a tree falls in a forest and no one hears it? The tree still falls. If you believe that what you’re doing will have positive results, it will—even if it’s not immediately obvious. When you hold yourself to the same standard in your work that you do as a friend, girlfriend, student, or otherwise, it pays off.

Almost all the students who make it to Caltech, one of the best scientific universities in the world, come from public schools. So it can be done.

You know you're having a crappy morning when the best that can be said for it is that at least you're not a Smurf.

The italian nanny was attempting to answer the teachers latest question when the moroccan student interupted, shouting "Excuse me, What is an easter?" it would seem that depsite having grown up in a muslim country, she would have heard it mentioned once or twice, but no. "I mean it," She said. " I have no idea what you people are talking about." The teacher called upon the rest of us to explain. The poles led the charge to the best of their ability. It is," said one, "a party for the little boy of god who call his self jesus and... oh shit." She faltered and her fellow country man came to her aid. He call his self Jesus and then he die one day on two... morsels of... lumber." The rest of the class jumped in, offering bits of information that would have given the pope an aneurysm. he die one day and then he go above of my head to live with your father." he weared of himself the long hair and after he die. the first day he come back here for to say hello to the peoples." he Nice the jesus." he make the good things, and on the easter we be sad because somebody makes him dead today.

Picture this, Olive. Early two thousands. Preppy, ridiculously expensive all-male DC school. Two gay students in grade twelve. Well, two of us that were out, anyway. Richie Muller and I date for the entirety of senior year - and then he dumps me three days before prom for some guy he’d been having a thing with for months.” “He was a prick,” Adam muttered. “I have three choices. Not go to the dance and mope at home. Go alone and mope at school. Or, have my best friend - who was planning on staying home and moping over gamma-aminobutyric acids - come as my date. Guess which?” Olive gasped. “How did you convince him?” “That’s the thing, I didn’t. When I told him about what Richie did, he offered!

The very best thing you can be in life is a teacher, provided you are crazy in love with what you teach, and that your classes consist of eighteen students or fewer. Classes of eighteen students or fewer are a family, and feel and act like one.

No, I'm not the best writer in the world, my grammar skills won't please every English literature student and I refuse to use the thesaurus on my laptop to make out I'm a writer who has swallowed a dictionary, but I do offer love and loyalty to those people who enjoy what I do.

The best teachers become the best teachers by being their own best students.

Makikilala rin tayo sa kinds of books and other reading materials that we read. Our reading is the outward expression of our inner hungers and aspirations.

Time is the best teacher, but unfortunately, it kills all of its students.

Everyone had a story he believed was worthy of a best-seller; for me, reality was rarely interesting enough to take the place of fiction.

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher --- a situation in which the student discusses the ideas, thinks about the things, and talks about the things.

He didn't want to have to be the Gay Best Friend providing life lessons for liberal straight people. He just wanted to get laid.

It’s loneliness. Even though I’m surrounded by loved ones who care about me and want only the best, it’s possible they try to help only because they feel the same thing—loneliness—and why, in a gesture of solidarity, you’ll find the phrase “I am useful, even if alone” carved in stone. Though the brain says all is well, the soul is lost, confused, doesn’t know why life is being unfair to it. But we still wake up in the morning and take care of our children, our husband, our lover, our boss, our employees, our students, those dozens of people who make an ordinary day come to life. And we often have a smile on our face and a word of encouragement, because no one can explain their loneliness to others, especially when we are always in good company. But this loneliness exists and eats away at the best parts of us because we must use all our energy to appear happy, even though we will never be able to deceive ourselves. But we insist, every morning, on showing only the rose that blooms, and keep the thorny stem that hurts us and makes us bleed hidden within. Even knowing that everyone, at some point, has felt completely and utterly alone, it is humiliating to say, “I’m lonely, I need company. I need to kill this monster that everyone thinks is as imaginary as a fairy-tale dragon, but isn’t.” But it isn’t. I wait for a pure and virtuous knight, in all his glory, to come defeat it and push it into the abyss for good, but that knight never comes. Yet we cannot lose hope. We start doing things we don’t usually do, daring to go beyond what is fair and necessary. The thorns inside us will grow larger and more overwhelming, yet we cannot give up halfway. Everyone is looking to see the final outcome, as though life were a huge game of chess. We pretend it doesn’t matter whether we win or lose, the important thing is to compete. We root for our true feelings to stay opaque and hidden, but then … … instead of looking for companionship, we isolate ourselves even more in order to lick our wounds in silence. Or we go out for dinner or lunch with people who have nothing to do with our lives and spend the whole time talking about things that are of no importance. We even manage to distract ourselves for a while with drink and celebration, but the dragon lives on until the people who are close to us see that something is wrong and begin to blame themselves for not making us happy. They ask what the problem is. We say that everything is fine, but it’s not … Everything is awful. Please, leave me alone, because I have no more tears to cry or heart left to suffer. All I have is insomnia, emptiness, and apathy, and, if you just ask yourselves, you’re feeling the same thing. But they insist that this is just a rough patch or depression because they are afraid to use the real and damning word: loneliness. Meanwhile, we continue to relentlessly pursue the only thing that would make us happy: the knight in shining armor who will slay the dragon, pick the rose, and clip the thorns. Many claim that life is unfair. Others are happy because they believe that this is exactly what we deserve: loneliness, unhappiness. Because we have everything and they don’t. But one day those who are blind begin to see. Those who are sad are comforted. Those who suffer are saved. The knight arrives to rescue us, and life is vindicated once again. Still, you have to lie and cheat, because this time the circumstances are different. Who hasn’t felt the urge to drop everything and go in search of their dream? A dream is always risky, for there is a price to pay. That price is death by stoning in some countries, and in others it could be social ostracism or indifference. But there is always a price to pay. You keep lying and people pretend they still believe, but secretly they are jealous, make comments behind your back, say you’re the very worst, most threatening thing there is. You are not an adulterous man, tolerated and often even admired, but an adulterous woman, one who is ...

It is harrowing for me to try to teach 20-year-old students, who earnestly want to improve their writing. The best I can think to tell them is: Quit smoking, and observe posted speed limits. This will improve your odds of getting old enough to be wise

Wolf's wool is the best wool, but it cannot be sheared, because the wolf will not comply. With knowledge as with wolves' surliness, the student studies voluntarily, refusing to be less than individual. He "gives his opinion and then rests upon it"; he renders service when there is no reward, and is too reclusive for some things to seem to touch him; not because he has no feeling but because he has so much.

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.

A word of advice. If, as a young man, student, you are tormented by a desire for women, it is best to get out into the fresh air as much as possible.

I put my hands flat on the table. Lean in to look her in the eye. “So she was a student when we met. She was also schlepping coffee. Best damn coffee I’ve ever had. One look at her and I was a goner. Done. Since that day, I’ve never had it so good. So don’t try and put her down because you can’t. She’s everything you never were. Everything you’ll never be.

Students of public speaking continually ask, "How can I overcome self-consciousness and the fear that paralyzes me before an audience?" Did you ever notice in looking from a train window that some horses feed near the track and never even pause to look up at the thundering cars, while just ahead at the next railroad crossing a farmer's wife will be nervously trying to quiet her scared horse as the train goes by? How would you cure a horse that is afraid of cars—graze him in a back-woods lot where he would never see steam-engines or automobiles, or drive or pasture him where he would frequently see the machines? Apply horse-sense to ridding yourself of self-consciousness and fear: face an audience as frequently as you can, and you will soon stop shying. You can never attain freedom from stage-fright by reading a treatise. A book may give you excellent suggestions on how best to conduct yourself in the water, but sooner or later you must get wet, perhaps even strangle and be "half scared to death." There are a great many "wetless" bathing suits worn at the seashore, but no one ever learns to swim in them. To plunge is the only way.

I tell my students that when you write, you should pretend you’re writing the best letter you ever wrote to the smartest friend you have. That way, you’ll never dumb things down. You won’t have to explain things that don’t need explaining. You’ll assume an intimacy and a natural shorthand, which is good because readers are smart and don’t wish to be condescended to. I think about the reader. I care about the reader. Not “audience.” Not “readership.” Just the reader.

Failing to make it to the list of the best 5 students in class or not being named the team captain should not make anyone feel like they have failed.

People who are ready to learn are those who will be the best to lead.

I'm crying for the little girl whose mother divorced her father, the girl who wanted to fall in love for the first time but wasn't ready for sex, the girl who dated a boy just because he wasn't the first one, the girl who fell hard for the guy with the easy smile and the green eyes, the girl who needed to prove she could hook up on a class trip, the girl who rand for student council just to impress a guy, the girl who lost her best friend, the girl whose father doesn't care anymore, the girl who doesn't have the money for college, the girl who just wants her grandma to fix everything, the girl who doesn't talk to anyone about anything, the girl who just can't fall in love again - even if a sweet guy folds a thousand paper cranes. Just for her.

rest of my teachers maybe did the best they could, but they just needed a lot of help making their best better. There were so many things we needed in those classrooms, in our city, in our state, in our country that our teachers could have provided if they would have gone home and really done their homework. They never once said the words: “economic inequality,” “housing discrimination,” “sexual violence,” “mass incarceration,” “homophobia,” “empire,” “mass eviction,” “post traumatic stress disorder,” “white supremacy,” “patriarchy,” “neo-confederacy,” “mental health,” or “parental abuse,” yet every student and teacher at that school lived in a world shaped by those words.

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

Let me guess, law student conference?" I started to walk around him, but stopped when I heard the clearly condescending nickname and the amusement in his voice. “Yes, actually. Is there something wrong with that?” “No, not at all. Looks like we’re both here to learn how to be the best at getting people off.

In the best classrooms, grades are only one of many types of feedback provided to students.

The best students always are flunking. Every good teacher knows that.

If we really want our students to become wild readers, independent of our support and oversight, sometimes the best thing we can do is get out of the way.

In the grim, dark hellscape of academia, graduate students were the lowliest of creatures and therefore had to convince themselves that they were the best.

The highest form of morality is not to feel at home in ones own home." Most great works of the imagination were meant to make you feel like a stranger in your own home. The best fiction always forced us to question what we took for granted. It questioned traditions and expectations when they seemed too immutable. I told my students I wanted them in their readings to consider in what ways these works unsettled them, made them a little uneasy, made them look around and consider the world, like Alice in Wonderland, through different eyes.

A sense of responsibility in teaching pushes us constantly to think about and promote the best interests of our students. In contrast, the demand for accountability often induces mere compliance.

One of the most painful parts of teaching mathematics is seeing students damaged by the cult of the genius. The genius cult tells students it’s not worth doing mathematics unless you’re the best at mathematics, because those special few are the only ones whose contributions matter. We don’t treat any other subject that way! I’ve never heard a student say, “I like Hamlet, but I don’t really belong in AP English—that kid who sits in the front row knows all the plays, and he started reading Shakespeare when he was nine!” Athletes don’t quit their sport just because one of their teammates outshines them. And yet I see promising young mathematicians quit every year, even though they love mathematics, because someone in their range of vision was “ahead” of them.

Young women are not putting themselves in danger. The people around them are doing the real damage. Who? you might wonder. The abstinence teacher who tells her students that they'll go to jail if they have premarital sex. The well-founded organization that tells girls on college campuses that they should be looking for a husband, not taking women's studies classes. The judge who rules against a rape survivor because she didn't meet whatever standard for a victim he had in mind. The legislator who pushes a bill to limit young women's access to abortion because he doesn't think they're smart enough to make their own decisions. These are the people who are making the world a worse place, and a more dangerous one, at that, for girls and young women. We're just doing our best to live in it.

I'm no military expert, and these figures might not be exactly right,' I said. 'But as best I can tell, we've launched 114 Tomahawk cruise missiles into Afghanistan so far. Now take the cost of one of those missiles, tipped with a Raytheon guidance system, which I think is about $840,000. For that much money, you could build dozens of schools that could provide tens of thousands of students with a balanced, non extremist education over the course of a generation. Which do you think will make us more secure?

With perfection comes pressure. Students here are some of the best in the country, and sometimes, they have to let off a little steam. What five girls don’t know, though, is that steam can scald just as badly as an open flame.

The best learning is achieved through experience, not by instruction. Though instruction is sometimes necessary and helpful, it is often best to foster conditions and allow conditions whereby students learn through experience.

What advice would you give to a smart, driven college student about to enter the “real world”? What advice should they ignore? I’m probably hopelessly out of date but my advice is get real-world experience: Be a cowboy. Drive a truck. Join the Marine Corps. Get out of the hypercompetitive “life hack” frame of mind. I’m 74. Believe me, you’ve got all the time in the world. You’ve got ten lifetimes ahead of you. Don’t worry about your friends “beating” you or “getting somewhere” ahead of you. Get out into the real dirt world and start failing. Why do I say that? Because the goal is to connect with your own self, your own soul. Adversity. Everybody spends their life trying to avoid it. Me too. But the best things that ever happened to me came during the times when the shit hit the fan and I had nothing and nobody to help me. Who are you really? What do you really want? Get out there and fail and find out.

I’m no military expert, and these figures might not be exactly right. But as best as I can tell, we’ve launched 114 Tomahawk cruise missiles into Afghanistan so far. Now take the cost of one of those missiles tipped with a Raytheon guidance system, which I think is about $840,000. For that much money, you could build dozens of schools that could provide tens of thousands of students with a balanced nonextremist education over the course of a generation. Which do you think will make us more secure?” (295)

I am thinking of the everyday ways that conscientious, well-to-do parents help their kids. Even the best, most inclusive educational system would be hard pressed to equip students from poor backgrounds to compete on equal terms with children from families that bestow copious amounts of attention, resources, and connections

Even the most motivated and intelligent student will advance more quickly under the tutelage of someone who knows the best order in which to learn things, who understands and can demonstrate the proper way to perform various skills, who can provide useful feedback, and who can devise practice activities designed to overcome particular weaknesses.

What I ask my white students to do, and what I ask of you, my dear friends, is to try, the best you can, to surrender your innocence, to reject the willful denial of history and to live fully in our complicated present with all of the discomfort it brings. Many

All good teachers will tell you that the most important quality they bring to their teaching is their love for the children. But what does that mean? It means that before we can teach them, we need to delight in them. Someone once said that children need one thing in order to succeed in life: someone who is crazy about them. We need to find a way to delight in all our students. We may be the only one in their lives to do so. We need to look for the best, expect the best, find something in each child that we can truly treasure.... If children recognize that we have seen their genius, who they really are, they will have the confidence and resilience to take risks in learning. I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to develop.

25. Whenever two human beings spend time together, sooner or later they will probably irritate one another. This is true of best friends, married couples, parents and children, or teachers and students. The question is: How do they respond when friction occurs? There are four basic ways they can react: • They can internalize the anger and send it downward into a memory bank that never forgets. This creates great pressure within and can even result in disease and other problems. • They can pout and be rude without discussing the issues. This further irritates the other person and leaves him or her to draw his or her own conclusions about what the problem may be. • They can blow up and try to hurt the other person. This causes the death of friendships, marriages, homes, and businesses. • Or they can talk to one another about their feelings, being very careful not to attack the dignity and worth of the other person. This approach often leads to permanent and healthy relationships.

When our children are old enough, and if we can afford to, we send them to college, where despite the recent proliferation of courses on 'happiness' and 'positive psychology,' the point is to acquire the skills not of positive thinking but of *critical* thinking, and critical thinking is inherently skeptical. The best students -- and in good colleges, also the most successful -- are the ones who raise sharp questions, even at the risk of making a professor momentarily uncomfortable. Whether the subject is literature or engineering, graduates should be capable of challenging authority figures, going against the views of their classmates, and defending novel points of view.

I hurried out of the lobby and turned the corner into the English hall, so I didn’t see the guy in front of me until it was too late. “Oh!” I exclaimed as we bumped shoulders. “Sorry!” Then I realized who I’d bumped into, and I immediately regretted my apologetic tone. If I’d known it was David Stark, I would have tried to hit him harder, or maybe stepped on his foot with the spiky heel of my new shoes for good measure. I did my best to smile at him, though, even as I realized my stomach was jumping all over the place. He must have scared me more than I’d thought. David scowled at me over the rims of his ridiculous hipster glasses, the kind with the thick black rims. I hate those. I mean, it’s the 21st century. There are fashionable options for eyewear. “Watch where you’re going,” he said. Then his lips twisted in a smirk. “Or could you not see through all that mascara?” I would’ve loved nothing more than the tell him to kiss my ass, but one of the responsibilities of being a student leader at The Grove is being polite to everyone, even if he is a douchebag who wrote not one, but three incredibly unflattering articles in the school paper about what a crap job you’re doing as SGA president. And you especially needed to be polite to said douchebag when he happened to be the nephew of Saylor Stark, President of the Pine Grove Junior League, head of the Pine Grove Betterment Society, Chairwoman of the Grove Academy School Board, and, most importantly, Founder and Organizer of Pine Grove’s Annual Cotillion. So I forced myself to smile even bigger at David and said, “Nope, just in a hurry. Are you, uh… are you here for the dance?” He snorted. “Um, no. I’d rather slam my testicles in a locker door. I have some work to do on the paper.

In my contact with people I find that, as a rule, it is only the little, narrow people who live for themselves, who never read good books, who do not travel, who never open up their souls in a way to permit them to come into contact with other souls -- with the great outside world. No man whose vision is bounded by colour can come into contact with what is highest and best in the world. In meeting men, in many places, I have found that the happiest people are those who do the most for others; the most miserable are those who do the least. I have also found that few things, if any, are capable of making one so blind and narrow as race prejudice. I often say to our students, in the course of my talks to them on Sunday evenings in the chapel, that the longer I live and the more experience I have of the world, the more I am convinced that, after all, the one thing that is most worth living for -- and dying for, if need be -- is the opportunity of making some one else more happy and more useful.

Rules and consequences are not the best tools for classroom management. Giving students goals and rewards is more effective. It’s about putting systems in place that actively incentivize good behavior and passively decentivize bad behavior. In this way, as a teacher you can spend less time on managing behaviors and more time on educating and leading.

As if I didn't have enough to worry about. My kingdom is threatened by war, extinction, or both, and the only way to solve it is to give up the only thing I've ever really wanted. Then Toraf pulls something like this. Betrays me and my sister. Galen cant imagine how things could get worse. So he's not expecting it when Emma giggles. He turns on her. "What could be funny?" She laughs so hard she has to lean into him for support. He stiffens against the urge to wrap his arms around her. Wiping tears from her eyes, she says, "He kissed me!" The confession makes her crack up all over again. "And you think that's funny?" "You don't understand, Galen," she says, the beginnings of hiccups robbing her of breath. "Obviously." "Don't you see? It worked!" "All I saw was Toraf, my sister's mate, my best friend, kissing my...my..." "Your what?" "Student." Obsession. "Your student. Wow." Emma shakes her head then hiccups. "Well, I know you're mad about what he did to Rayna, but he did it to make her jealous." Galen tries to let that sink in, but it stays on the surface like a bobber. "You're saying he kissed you to make Rayna jealous?" She nods, laugher bubbling up again. "And it worked! Did you see her face?" "You're saying he set Rayna up." Instead of me? Galen shakes his head. "Where would he get an idea like that?" "I told him to do it." Galen's fists ball against his will. "You told him to kiss you?" "No! Sort of. Not really though." "Emma-" "I told him to play hard to get. You know, act uninterested. He came up with kissing me all on his own. I'm so proud of him!" She thinks Toraf is a genius for kissing her. Great. "Did...did you like it?" "I just told you I did, Galen." "Not his plan. The kiss." The delight leaves her face like a receding tide. "That's none of your business, Highness." He runs a hand through his hair to keep from shaking her. And kissing her. "Triton's trident, Emma. Did you like it or not?" Taking several steps back, she throws her hands on her hips. "Do you remember Mr. Pinter, Galen? World history?" "What does that have to do with anything?" "Tomorrow is Monday. When I walk into Mr. Pinter's class, he won't ask me how I liked Toraf's kiss. In fact, he won't care what I did for the entire weekend. Because I'm his student. Just like I'm your student, remember?" Her hair whips to the side as she turns and walks away with that intoxicating saunter of hers. She picks up her towel and steps into her flip-flops before heading up the hill to the house. "Emma, wait." "I'm tired of waiting, Galen. Good night.

…I’d let those entering (grad) students in on my secret—higher education is all about perseverance. It has nothing to do with smarts or creativity or anything else. It’s about cultivating the willingness and stamina for hoop jumping. Jump through the hoops, I’d say. Do it well. Do it relentlessly. And in a few years you can join the elite of the American education system secure in the knowledge that you too can endure with the best of them.

Funny thing about lessons: the idiot student thinks when he is given a little fact that he owns it—that two and two is always four no matter the circumstance. Just as it was not true for Orwell, it is not true for anyone. True lessons require not only knowing, but that the student practices his knowledge again and again. Thus knowledge becomes us, and we become more than the animal and the machine. That is why the best teachers are students always, and the best students are never fully educated. I had forgotten Gibson’s lesson for a moment, but stood a little straighter, shouldering as a pack my grief, my regret and self-loathing.

A remarkably consistent finding, starting with elementary school students, is that males are better at math than females. While the difference is minor when it comes to considering average scores, there is a huge difference when it comes to math stars at the upper extreme of the distribution. For example, in 1983, for every girl scoring in the highest percentile in the math SAT, there were 11 boys. Why the difference? There have always been suggestions that testosterone is central. During development, testosterone fuels the growth of a brain region involved in mathematical thinking and giving adults testosterone enhances their math skills. Oh, okay, it's biological. But consider a paper published in science in 2008. The authors examined the relationship between math scores and sexual equality in 40 countries based on economic, educational and political indices of gender equality. The worst was Turkey, United States was middling, and naturally, the Scandinavians were tops. Low and behold, the more gender equal the country, the less of a discrepancy in math scores. By the time you get to the Scandinavian countries it's statistically insignificant. And by the time you examine the most gender equal country on earth at the time, Iceland, girls are better at math than boys. Footnote, note that the other reliable sex difference in cognition, namely better reading performance by girls than by boys doesn't disappear in more gender equal societies. It gets bigger. In other words, culture matters. We carry it with us wherever we go.

Another example of how a metaphor can create new meaning for us came about by accident. An Iranian student, shortly after his arrival in Berkeley, took a seminar on metaphor from one of us. Among the wondrous things that he found in Berkeley was an expression that he heard over and over and understood as a beautifully sane metaphor. The expression was “the solution of my problems”—which he took to be a large volume of liquid, bubbling and smoking, containing all of your problems, either dissolved or in the form of precipitates, with catalysts constantly dissolving some problems (for the time being) and precipitating out others. He was terribly disillusioned to find that the residents of Berkeley had no such chemical metaphor in mind. And well he might be, for the chemical metaphor is both beautiful and insightful. It gives us a view of problems as things that never disappear utterly and that cannot be solved once and for all. All of your problems are always present, only they may be dissolved and in solution, or they may be in solid form. The best you can hope for is to find a catalyst that will make one problem dissolve without making another one precipitate out. [...] The CHEMICAL metaphor gives us a new view of human problems. It is appropriate to the experience of finding that problems which we once thought were “solved” turn up again and again. The CHEMICAL metaphor says that problems are not the kind of things that can be made to disappear forever. To treat them as things that can be “solved” once and for all is pointless. [...] To live by the CHEMICAL metaphor would mean that your problems have a different kind of reality for you.

If life is a movie most people would consider themselves the star of their own feature. Guys might imagine they're living some action adventure epic. Chicks maybe are in a rose-colored fantasy romance. And homosexuals are living la vida loca in a fabulous musical. Still others may take the indie approach and think of themselves as an anti-hero in a coming of age flick. Or a retro badass in an exploitation B movie. Or the cable man in a very steamy adult picture. Some people's lives are experimental student art films that don't make any sense. Some are screwball comedies. Others resemble a documentary, all serious and educational. A few lives achieve blockbuster status and are hailed as a tribute to the human spirit. Some gain a small following and enjoy cult status. And some never got off the ground due to insufficient funding. I don't know what my life is but I do know that I'm constantly squabbling with the director over creative control, throwing prima donna tantrums and pouting in my personal trailor when things don't go my way. Much of our lives is spent on marketing. Make-up, exercise, dieting, clothes, hair, money, charm, attitude, the strut, the pose, the Blue Steel look. We're like walking billboards advertising ourselves. A sneak peek of upcoming attractions. Meanwhile our actual production is in disarray--we're over budget, doing poorly at private test screenings and focus groups, creatively stagnant, morale low. So we're endlessly tinkering, touching up, editing, rewriting, tailoring ourselves to best suit a mass audience. There's like this studio executive in our heads telling us to cut certain things out, make it "lighter," give it a happy ending, and put some explosions in there too. Kids love explosions. And the uncompromising artist within protests: "But that's not life!" Thus the inner conflict of our movie life: To be a palatable crowd-pleaser catering to the mainstream... or something true to life no matter what they say?

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

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

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 desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

But first the student must learn to think creatively, to innovate, and to do the things that will most quickly seek out the enemy’s weak spots and undo him. Learning to think in that fashion is fundamental. That is what this course is about: the fundamentals. Once these fundamentals are learned, that is, once the student has begun to think clearly about how best to undo his adversary, once he has been rewarded in the classroom or the field for creative thought, the careful weighing of alternatives and risks followed by boldness in decision-making, he will then be ready to study definitions, control measures and formats. He will grasp their meaning more rapidly, for he will have a context in which to place them. They will be more than mere words and symbols.

I find it wholesome to be alone in the greater part of the time. To be in company, even with the best, is soon wearisome and dissipating. I love to be alone. i never found the companion that was so companionable as solitude. We are for the most part more lonely when we go abroad among men then when we stay in our chambers. A man thinking or working is always alone, let him be where he will. Solitude is not measured by the miles of space that intervene between a man and his fellows. The really diligent student in one of the crowded hives of Cambridge College is as solitary as a dervis in the desert. The farmer can work alone in the field or the woods all day, hoeing or chopping and not feel lonesome, because he is employed; but when he comes home at night he cannot sit down in a room alone, at the mercy of his thoughts, but must be where he can "see the folks," and recreate, and as he thinks remunerate, himself for his day's solitude; and hence he wonders how the student can sit alone in the house all night and most of the day without ennui and "the blues;" but he does not realize that the student, though in the house, is still at work in his field, and chopping in his woods, as the farmer in his, and in turn seeks the same recreation and society that the latter does, though it may be a more condensed form of it.

I had a pupil who turned in a couple of well-crafted essays on Descartes, subjecting "cogito ergo sum" to effective and damaging criticism...This was the sort of thing the best students did, and it was thought to be Oxford intellectual training at its most sophistocated. But I said to him, "If all the criticisms you've made of Descartes are valid-- and on the whole I think they are-- why are we spending our time here now discussing him? Why have you just devoted a fortnight of your life to reading his main works and writing two essays about them? ...More to the point: if all these things are wrong with his ideas--and I think they are-- why is his name known to every educated person in the Western world today, three and a half centuries after his death? ...[text].. The pupil saw my point straight away but was at a loss to answer...[text].. Along such lines as these I made it a conscious principle of my teaching, whatever the subject, to get the pupil first of all to do the necessary learning, and the detailed work of analysis and criticism, and then to raise "Yes, but what is the point of all this-- why are we doing it?" questions. And students almost invariably found that it was only when that stage was reached that the really exciting interest and importantance of what it was they were doing opened up before their eyes.

The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.

When I got to school the next morning I had stepped only one foot in the quad when he spotted me and nearly tackled me to the ground. “Jamie!” he hollered, rushing across the lawn without caring the least bit about the scene he was creating. The next thing I knew, my feet were off the ground and I was squished so tightly in Ryan’s arms that I could barely breathe. “Okay, Ryan?” I coughed in a hushed tone. “This is exactly the kind of thing that can get you killed.” “I don’t care, I’m not letting go. Don’t ever disappear like that again!” he scolded, but his voice was more relieved than angry. “It’s been days! You had your mother worried sick!” “My mother?” I questioned sarcastically. Ryan laughed as he finally set me back on my feet. “Okay, fine, me too.” He still wouldn’t let go of me, though. He was gripping my arms while he looked at me with those eyes, and that smile… You know, being all Ryan-ish. And then, when I got lost in the moment, he totally took advantage of how whipped I was and he kissed me. The jerk. He just pulled my face to his right then and there, in the middle of a crowded quad full of students, where I could have accidentally unleashed an electrical storm at any moment. And okay, maybe I liked it, and maybe I even needed it, but still! You can’t just go kissing Jamie Baker whenever you want, even if you are Ryan Miller! “Ryan!” I yelled as soon as I was able to pull away from him—which admittedly took a minute. “I’m sorry.” Ryan laughed with this big dopey grin on his face and then kissed me some more. I had to push him away from me. “Don’t be sorry, just stop!” I realized I was screaming at him when I felt a hundred different pairs of eyes on me. I tried to ignore the audience that Ryan seemed oblivious to and dropped the audio a few decibels. “I wasn’t kidding when I said this has to stop. Look, I will be your friend. I want to be your friend. But that’s it. We can’t be anything more. It’ll never work.” Ryan watched me for a minute and then whispered, “Don’t do that.” I was shocked to hear the sudden emotion in his voice. “Don’t give up.” It was hopeless. “Fine!” I snapped. “I’ll be your stupid girlfriend!” Big shocker, me giving Ryan his way, I know. But let’s face it—it’s just what I do best. I had to at least act a little tough, though. “But!” I said in the harshest voice I was capable of. “You can’t ever touch me unless I say. No more tackling me, and especially no more surprise kissing.” He actually laughed at my request. “No promises.” Stupid, cocky boyfriend. “You’re crazy. You know that, right?” Ryan got this big cheesy smile on his face and said, “Crazy about you.” “Ugh,” I groaned. “Would you be serious for a minute? Why do you insist on putting your life in danger?” “Because I like you.” His stupid grin was infectious. I wanted to be angry, but how could I with him looking at me like that? “I’m not worth it, you know,” I said stubbornly. “I have issues. I’m unstable.” “You’re cute when you’re unstable,” Ryan said, “and I like your issues.” The stupid boy was straight-up giddy now. But he was so cute that I cracked a smile despite myself. “You really are crazy,” I muttered.

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

Though the brain says all is well, the soul is lost, confused, doesn’t know why life is being unfair to it. But we still wake up in the morning and take care of our children, our husband, our lover, our boss, our employees, our students, those dozens of people who make an ordinary day come to life. And we often have a smile on our face and a word of encouragement, because no one can explain their loneliness to others, especially when we are always in good company. But this loneliness exists and eats away at the best parts of us because we must use all our energy to appear happy, even though we will never be able to deceive ourselves. But we insist, every morning, on showing only the rose that blooms, and keep the thorny stem that hurts us and makes us bleed hidden within.

But here’s my little trade secret that I put into every All Is Lost moment just for added spice, and it’s something that many hit movies have. I call it the whiff of death. I started to notice how many great movies use the All Is Lost point to kill someone. Obi Wan in Star Wars is the best example — what will Luke do now?? All Is Lost is the place where mentors go to die, presumably so their students can discover “they had it in them all along.” The mentor’s death clears the way to prove that. But what if you don’t have an Obi Wan character? What if death isn’t anywhere near your story? Doesn’t matter. At the All Is Lost moment, stick in something, anything that involves a death. It works every time. Whether it’s integral to the story or just something symbolic, hint at something dead here. It could be anything. A flower in a flower pot. A goldfish. News that a beloved aunt has passed away. It’s all the same.

Oh, wow. Thank you.” She smiled. “Now I’m actually a bit sorry that I can’t have you on my dissertation committee. Perhaps rumors of your cruelty have been greatly exaggerated.” His mouth twitched. “Maybe you just pull out the best in me?” She grinned. “Then maybe I should stick around. Just, you know, to save the department from your terrible moods?” He glanced at the picture of the failed Western blot in her hand. “Well, it doesn’t look like you’re going to graduate anytime soon.” She half laughed, half gasped. “Oh my God. Did you just—?” “Objectively—” “This is the rudest, meanest thing—” She was laughing. Holding her stomach as she waved her finger at him. “—based on your blotting—” “—that anyone could ever say to a Ph.D. student. Ever.” “I think I can find meaner things. If I really put myself to it.” “We’re done.” She wished she weren’t smiling. Then maybe he’d take her seriously instead of just looking at her with that patient, amused expression. “Seriously. It was nice while it lasted.” She made to stand and leave indignantly, but he grabbed the sleeve of her shirt and gently tugged at it until she was sitting down again, next to him on the narrow couch—maybe even a little closer than before. She continued glaring, but he regarded her blandly, clearly unperturbed. “There’s nothing bad about taking more than five years to graduate,” he offered in a conciliatory tone. Olive huffed. “You just want me to stay around forever. Until you have the biggest, fattest, strongest Title IX case to ever exist.

That first day I asked my students what they thought fiction should accomplish, why one should bother to read fiction at all. It was an odd way to start, but I did succeed in getting their attention. I explained that we would in the course of the semester read and discuss many different authors, but that one thing these authors all had in common was their subversiveness. Some, like Gorky or Gold, were overtly subversive in their political aims; others, like Fitzgerald and Mark Twain, were in my opinion more subversive, if less obviously so. I told them we would come back to this term, because my understanding of it was somewhat different from its usual definition. I wrote on the board one of my favorite lines from the German thinker Theodor Adorno: “The highest form of morality is not to feel at home in one’s own home.” I explained that most great works of the imagination were meant to make you feel like a stranger in your own home. The best fiction always forced us to question what we took for granted. It questioned traditions and expectations when they seemed too immutable. I told my students I wanted them in their readings to consider in what ways these works unsettled them, made them a little uneasy, made them look around and consider the world, like Alice in Wonderland, through different eyes.

Simpson, the student of divinity, it was who arranged his conclusions probably with the best, though not most scientific, appearance of order. Out there, in the heart of unreclaimed wilderness, they had surely witnessed something crudely and essentially primitive. Something that had survived somehow the advance of humanity had emerged terrifically, betraying a scale of life monstrous and immature. He envisaged it rather as a glimpse into prehistoric ages, when superstitions, gigantic and uncouth, still oppressed the hearts of men: when the forces of nature were still untamed, the Powers that may have haunted a primeval universe not yet withdrawn. To this day he thinks of what he termed years later in a sermon 'savage and formidable Potencies lurking behind the souls of men, not evil perhaps in themselves, yet instinctively hostile to humanity as it exists.' ("The Wendigo")

The safest course for an Infinite Way student to follow is to admit freely that he does not know how to pray, how to go out or come in, or what to pray for, and then open himself in receptivity to that still small Voice which is within, closer than breathing, and let It pray through him, let It utter Its voice, let It have Its way. If you are praying for someone else, let It inform you, let It inform your patient or your student. Do not try to be Omniscience yourself in your praying, because you can be Omniscience only when you are completely absent from the personal sense of self, when you are absent from any knowledge, when you have attained that place of unknowing in which you definitely know that you do not know, and do not even want to know, but are willing and open to receive spiritual wisdom, spiritual guidance, spiritual strength. When you are praying or meditating for someone else, do not try to transfer thoughts to him, do not try to know what is right for him or best for him, but sit in a state of complete receptivity, and then let the Father function as your consciousness. You may not receive any message for your patient or student, but you do not need any. He will receive it, and he will receive it not from you, but from the Source of you. Your consciousness acts only as the instrument of contact, and you yourself may never know what the message is, or even whether any message has been received

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

The Student" “In America,” began the lecturer, “everyone must have a degree. The French do not think that all can have it, they don’t say everyone must go to college.” We incline to feel, here, that although it may be unnecessary to know fifteen languages. one degree is not too much. With us, a school—like the singing tree of which the leaves were mouths that sang in concert— is both a tree of knowledge and of liberty— seen in the unanimity of college mottoes, lux et veritas, Christo et ecclesiae, sapiet felici. It may be that we have not knowledge, just opinions, that we are undergraduates, not students; we know we have been told with smiles, by expatriates of whom we had asked, “When will your experiment be finished?” “Science is never finished.” Secluded from domestic strife, Jack Bookworm led a college life, says Goldsmith; and here also as in France or Oxford, study is beset with dangers—with bookworms, mildews, and complaisancies. But someone in New England has known enough to say that the student is patience personified, a variety of hero, “patient of neglect and of reproach,"—who can "hold by himself.” You can’t beat hens to make them lay. Wolf’s wool is the best of wool, but it cannot be sheared, because the wolf will not comply. With knowledge as with wolves’ surliness, the student studies voluntarily, refusing to be less than individual. He “gives him opinion and then rests upon it”; he renders service when there is no reward, and is too reclusive for some things to seem to touch him; not because he has no feeling but because he has so much.

Reading is like skiing. When done well, when done by an expert, both reading and skiing are graceful, harmonious, activities. When done by a beginner, both are awkward, frustrating, and slow. Learning to ski is one of the most humiliating experiences an adult can undergo (that is one reason to start young). After all, an adult has been walking for a long time; he knows where his feet are; he knows how to put one foot in front of the other in order to get somewhere. But as soon as he puts skis on his feet, it is as though he had to learn to walk all over again. He slips and slides, falls down, has trouble getting up, gets his skis crossed, tumbles again, and generally looks- and feels- like a fool. Even the best instructor seems at first to be of no help. The ease with which the instructor performs actions that he says are simple but that the student secretly believes are impossible is almost insulting. How can you remember everything the instructors says you have to remember? Bend your knees. Look down the hill Keep your weight on the downhill ski. Keep your back straight, but nevertheless lean forward. The admonitions seem endless-how can you think about all that and still ski? The point about skiing, of course, is that you should not be thinking about the separate acts that, together, make a smooth turn or series of linked turns- instead, you should merely be looking ahead of you down the hill, anticipating bumps and other skiers, enjoying the feel of the cold wind on your cheeks, smiling with pleasure at the fluid grace of your body as you speed down the mountain. In other words, you must learn to forget the separate acts in order to perform all of them, and indeed any of them, well. But in order to forget them as separate acts, you have to learn them first as separate acts. only then can you put them together to become a good skier.

Much of Chinese society still expected its women to hold themselves in a sedate manner, lower their eyelids in response to men's stares, and restrict their smile to a faint curve of the lips which did not expose their teeth. They were not meant to use hand gestures at all. If they contravened any of these canons of behavior they would be considered 'flirtatious." Under Mao, flirting with./bre/gners was an unspeakable crime. I was furious at the innuendo against me. It had been my Communist parents who had given me a liberal upbringing. They had regarded the restrictions on women as precisely the sort of thing a Communist revolution should put an end to. But now oppression of women joined hands with political repression, and served resentment and petty jealousy. One day, a Pakistani ship arrived. The Pakistani military attache came down from Peking. Long ordered us all to spring-clean the club from top to bottom, and laid on a banquet, for which he asked me to be his interpreter, which made some of the other students extremely envious. A few days later the Pakistanis gave a farewell dinner on their ship, and I was invited. The military attache had been to Sichuan, and they had prepared a special Sichuan dish for me. Long was delighted by the invitation, as was I. But despite a personal appeal from the captain and even a threat from Long to bar future students, my teachers said that no one was allowed on board a foreign ship. "Who would take the responsibility if someone sailed away on the ship?" they asked. I was told to say I was busy that evening. As far as I knew, I was turning down the only chance I would ever have of a trip out to sea, a foreign meal, a proper conversation in English, and an experience of the outside world. Even so, I could not silence the whispers. Ming asked pointedly, "Why do foreigners like her so much?" as though there was something suspicious in that. The report filed on me at the end of the trip said my behavior was 'politically dubious." In this lovely port, with its sunshine, sea breezes, and coconut trees, every occasion that should have been joyous was turned into misery. I had a good friend in the group who tried to cheer me up by putting my distress into perspective. Of course, what I encountered was no more than minor unpleasantness compared with what victims of jealousy suffered in the earlier years of the Cultural Revolution. But the thought that this was what my life at its best would be like depressed me even more. This friend was the son of a colleague of my father's. The other students from cities were also friendly to me. It was easy to distinguish them from the students of peasant backgrounds, who provided most of the student officials.

And how easy it was to leave this life, after all - this life that could feel so present and permanent that departing from it must seem to require a tear into a different dimension. There the bunch of them were, young hopefuls, decorating their annually purged dorm rooms with postcards and prints and favorite photographs of friends, filling them with hot pots and dried flowers, throw rugs and stereos. Houseplants, a lamp, maybe some furniture brought up by encouraging parents. They nested there like miniature grownups. As if this provisional student life - with its brushfire friendships and drink-addled intimacies, its gorging on knowledge and blind sexual indulgences - could possibly last. As if it were a home, of any kind at all: someplace to gather one's sense of self. Flannery had never felt for a minute that these months of shared living took place on anything other than quicksand, and it had given this whole year (these scant seven or eight months, into which an aging decade or so had been condensed) a sliding, wavery feel. She came from earthquake country and knew the dangers of building on landfill. That was, it seemed to Flannery, the best description of this willed group project of freshman year: construction on landfill. A collective confusion of impressions and tendencies, mostly castoffs with a few keepers. What was there to count on in any of it? What structure would remain, founded on that?

When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone. My rapture was widely shared. Like many of my countrymen, I went out to buy the best liquors for a celebration with my family and friends, only to find the shops out of stock there was so much spontaneous rejoicing. There were official celebrations as well exactly the same kinds of rallies as during the Cultural Revolution, which infuriated me. I was particularly angered by the fact that in my department, the political supervisors and the student officials were now arranging the whole show, with unperturbed self-righteousness. The new leadership was headed by Mao's chosen successor, Hua Guofeng, whose only qualification, I believed, was his mediocrity. One of his first acts was to announce the construction of a huge mausoleum for Mao on Tiananmen Square. I was outraged: hundreds of thousands of people were still homeless after the earthquake in Tangshan, living in temporary shacks on the pavements. With her experience, my mother had immediately seen that a new era was beginning. On the day after Mao's death she had reported for work at her depas'uuent. She had been at home for five years, and now she wanted to put her energy to use again. She was given a job as the number seven deputy director in her department, of which she had been the director before the Cultural Revolution. But she did not mind. To me in my impatient mood, things seemed to go on as before. In January 1977, my university course came to an end. We were given neither examinations nor degrees. Although Mao and the Gang of Four were gone, Mao's rule that we had to return to where we had come from still applied. For me, this meant the machinery factory. The idea that a university education should make a difference to one's job had been condemned by Mao as 'training spiritual aristocrats.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

The list of correlations to that night is as long as the Jersey coast. And so is the list of reasons I shouldn't be looking forward to seeing him at school. But I can't help it. He's already texted me three times this morning: Can I pick you up for school? and Do u want 2 have breakfast? and R u getting my texts? My thumbs want to answer "yes" to all of the above, but my dignity demands that I don't answer at all. He called my his student. He stood there alone with me on the beach and told me he thinks of me as a pupil. That our relationship is platonic. And everyone knows what platonic means-rejected. Well, I might be his student, but I'm about to school, him on a few things. The first lesson of the day is Silent Treatment 101. So when I see him in the hall, I give him a polite nod and brush right by him. The zap from the slight contact never quite fades, which mean he's following me. I make it to my locker before his hand is on my arm. "Emma." The way he whispers my name sends goose bumps all the way to my baby toes. But I'm still in control. I nod to him, dial the combination to my locker, then open it in his face. He moves back before contact. Stepping around me, he leans his hand against the locker door and turns me around to face him. "That's not very nice." I raise my best you-started-this brow. He sighs. "I guess that means you didn't miss me." There are so many things I could pop off right now. Things like, "But at least I had Toraf to keep my company" or "You were gone?" Or "Don't feel bad, I didn't miss my calculus teacher either." But the goal is to say nothing. So I turn around. I transfer books and papers between my locker and backpack. As I stab a pencil into my updo, his breath pushes against my earlobe when he chuckles. "So your phone's not broken; you just didn't respond to my texts." Since rolling my eyes doesn't make a sound, it's still within the boundaries of Silent Treatment 101. So I do this while I shut my locker. As I push past him, he grabs my arm. And I figure if stomping on his toe doesn't make a sound... "My grandmother's dying," he blurts. Commence with the catching-Emma-off-guard crap. How can I continue Silent Treatment 101 after that? He never mentioned his grandmother before, but then again, I never mentioned mine either. "I'm sorry, Galen." I put my hand on his, give it a gentle squeeze. He laughs. Complete jackass. "Conveniently, she lives in a condo in Destin and her dying request is to meet you. Rachel called your mom. We're flying out Saturday afternoon, coming back Sunday night. I already called Dr. Milligan." "Un-freaking-believable.

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. Chanter, in his brilliant History of Human Thought in the Twentieth Century, has made the suggestion that only a very small proportion of people are capable of acquiring new ideas of political or social behaviour after they are twenty-five years old. On the other hand, few people become directive in these matters until they are between forty and fifty. Then they prevail for twenty years or more. The conduct of public affairs therefore is necessarily twenty years or more behind the living thought of the times. This is what Dr. Chanter calls the "delayed realisation of ideas". In the less hurried past this had not been of any great importance, but in the violent crises of the Revolutionary Period it became a primary fact. It is evident now that whatever the emergency, however obvious the new problem before our species in the nineteen-twenties, it was necessary for the whole generation that had learned nothing and could learn nothing from the Great War and its sequelae, to die out before any rational handling of world affairs could even begin. The cream of the youth of the war years had been killed; a stratum of men already middle-aged remained in control, whose ideas had already set before the Great War. It was, says Chanter, an inescapable phase. The world of the Frightened Thirties and the Brigand Forties was under the dominion of a generation of unteachable, obstinately obstructive men, blinded men, miseducating, misleading the baffled younger people for completely superseded ends. If they could have had their way, they would have blinded the whole world for ever. But the blinding was inadequate, and by the Fifties all this generation and its teachings and traditions were passing away, like a smoke-screen blown aside. Before a few years had passed it was already incredible that in the twenties and thirties of the twentieth century the whole political life of the world was still running upon the idea of competitive sovereign empires and states. Men of quite outstanding intelligence were still planning and scheming for the "hegemony" of Britain or France or Germany or Japan; they were still moving their armies and navies and air forces and making their combinations and alliances upon the dissolving chess-board of terrestrial reality. Nothing happened as they had planned it; nothing worked out as they desired; but still with a stupefying inertia they persisted. They launched armies, they starved and massacred populations. They were like a veterinary surgeon who suddenly finds he is operating upon a human being, and with a sort of blind helplessness cuts and slashes more and more desperately, according to the best equestrian rules. The history of European diplomacy between 1914 and 1944 seems now so consistent a record of incredible insincerity that it stuns the modern mind. At the time it seemed rational behaviour. It did not seem insincere. The biographical material of the period -- and these governing-class people kept themselves in countenance very largely by writing and reading each other's biographies -- the collected letters, the collected speeches, the sapient observations of the leading figures make tedious reading, but they enable the intelligent student to realise the persistence of small-society values in that swiftly expanding scene. Those values had to die out. There was no other way of escaping from them, and so, slowly and horribly, that phase of the moribund sovereign states concluded.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

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!

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.