Subject Teacher Quotes

When asked "What do we need to learn this for?" any high-school teacher can confidently answer that, regardless of the subject, the knowledge will come in handy once the student hits middle age and starts working crossword puzzles in order to stave off the terrible loneliness.

A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.

The same old dumb teachers teaching the same old dumb subjects in the same old dumb school. I seem to be kind of losing interest in everything. At first I thought high school would be fun but it's just dull. Everything's dull. Maybe it's because I'm growing up and life is becoming more blase.

The library in summer is the most wonderful thing because there you get books on any subject and read them each for only as long as they hold your interest, abandoning any that don't, halfway or a quarter of the way through if you like, and store up all that knowledge in the happy corners of your mind for your own self and not to show off how much you know or spit it back at your teacher on a test paper.

As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.

The judges of normality are present everywhere. We are in the society of the teacher-judge, the doctor-judge, the educator-judge, the social worker-judge; it is on them that the universal reign of the normative is based; and each individual, wherever he may find himself, subjects to it his body, his gestures, his behavior, his aptitudes, his achievements.

Before I started (college), that's the advice my dad gave me. He said to pick classes based on the teacher whenever you can, not the subject...his point was that good teachers are priceless. They inspire you, they entertain you, and you end up learning a ton even when you don't know it.

Oh. My. God. You're Rose Hathaway aren't you?" "Yeah." I said with surprise. "Do you know me?" "Everyone knows you. I mean, everyone heard about you. You're the one who ran away. And then you came back and killed the Strigoi. That is so cool! Did you get molnija marks?" Her words came out in one long string. She hardly took a breath. "Yeah. I have two." Thinking about the tiny tattoos on the back of my neck made my skin itch. Her pale green eyes—if possible—grew wider. "Oh my God. Wow." I usually grew irate when people made a big deal about molnija marks. After all, the circumstances had not been cool. But this girl was young, and there was something appealing about her. "What's your name?" I asked. "Jillian—Jill. I mean, just Jill. Not both. Jillian's my full name. Jill's what everyone calls me." "Right." I said, hiding a smile. "I figured it out." "I heard Moroi used magic on that trip to fight. Is that true? I would love to do that. I wish someone would teach me. I use air. Do you think i could fight Strigoi with that? Everyone says I'm crazy!" For centuries, Moroi using magic to fight had been viewed as a sin. Everyone believed it should be used peacefully. Recently, some had started to question that, particularly after Christian had proved useful in the Spokane escape. "I don't know." I said. "You should talk to Christian Ozera." She gaped. "Would he talk to me?" "If you bring up fighting the establishment, yeah he'll talk to you." "Okay, cool. Was that Guardian Belikov?" she asked, switching subjects abruptly. "Yeah." I swore I thought she might faint then and there. "Really? He's even cuter then I heard. He's your teacher right? Like, your own personal teacher?" "Yeah." I wondered where he was. Talking to Jill was exhausting. "Wow. You know you guys don't even act like teacher and student. You seem like friends. Do you hang out when you're not training?" "Er, well, kind of. Sometimes." I remembered my earlier thoughts, about how I was one of the few people Dimitri was social with outside of his guardian duties. "I knew it! I can't even imagine that—I'd be freaking out all the time around him. I'd never get anything done, but your so cool about it all, kind of like, 'Yeah. I'm with this totally hot guy, but whatever it doesn't matter!'" I laughed in spite of myself. "I think you're giving me more credit than I deserve." "No way. And I don't believe any of those stories, you know." "Um, stories?" "Yeah about you beating up Christian Ozera." "Thanks." I said.

Intelligent men do not decide any subject until they have carefully examined both or all sides of it. Fools, cowards, and those too lazy to think, accept blindly, without examination, dogmas and doctrines imposed upon them in childhood by their parents, priests, and teachers, when their minds were immature and they could not reason.

Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.

No doubt there are some who, when confronted with a line of mathematical symbols, however simply presented, can only see the face of a stern parent or teacher who tried to force into them a non-comprehending parrot-like apparent competence--a duty and a duty alone--and no hint of magic or beauty of the subject might be allowed to come through.

How to be a great teacher: Know your students. Know your subject. Make it relevant. Teach in an organized place, in an organized way. Encourage curiosity. Ask the questions: Who? What? When? Where? Why? How? Time is priceless. Care.

The world is a classroom - life is the teacher and the subjects are learned everyday from the successes, failures, changes twists, turns, surprises and contradictions - some brought about through choices and others pre-ordained by destiny.

Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators.

Teachers, you don't teach a subject, you teach a child.

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

life is a classroom. we are both student and teacher. each day is a test. and each day we receive a passing or failing grade in one particular subject: grace. grace is compassion, gratitude, surrender, faith, forgiveness, good manners, reverence, and the list goes on. it's something money can't buy and credentials rarely produce. being the smartest, the prettiest, the most talented, the richest, or even the poorest, can't help. being a humble person can and being a helpful person can guide you through your days with grace and gratitude.

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.

First figure out why you want the students to learn the subject and what you want them to know, and the method will result more or less by common sense.

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

Not long ago, I advertised for perverse rules of grammar, along the lines of "Remember to never split an infinitive" and "The passive voice should never be used." The notion of making a mistake while laying down rules ("Thimk," "We Never Make Misteaks") is highly unoriginal, and it turns out that English teachers have been circulating lists of fumblerules for years. As owner of the world's largest collection, and with thanks to scores of readers, let me pass along a bunch of these never-say-neverisms: * Avoid run-on sentences they are hard to read. * Don't use no double negatives. * Use the semicolon properly, always use it where it is appropriate; and never where it isn't. * Reserve the apostrophe for it's proper use and omit it when its not needed. * Do not put statements in the negative form. * Verbs has to agree with their subjects. * No sentence fragments. * Proofread carefully to see if you any words out. * Avoid commas, that are not necessary. * If you reread your work, you will find on rereading that a great deal of repetition can be avoided by rereading and editing. * A writer must not shift your point of view. * Eschew dialect, irregardless. * And don't start a sentence with a conjunction. * Don't overuse exclamation marks!!! * Place pronouns as close as possible, especially in long sentences, as of 10 or more words, to their antecedents. * Writers should always hyphenate between syllables and avoid un-necessary hyph-ens. * Write all adverbial forms correct. * Don't use contractions in formal writing. * Writing carefully, dangling participles must be avoided. * It is incumbent on us to avoid archaisms. * If any word is improper at the end of a sentence, a linking verb is. * Steer clear of incorrect forms of verbs that have snuck in the language. * Take the bull by the hand and avoid mixed metaphors. * Avoid trendy locutions that sound flaky. * Never, ever use repetitive redundancies. * Everyone should be careful to use a singular pronoun with singular nouns in their writing. * If I've told you once, I've told you a thousand times, resist hyperbole. * Also, avoid awkward or affected alliteration. * Don't string too many prepositional phrases together unless you are walking through the valley of the shadow of death. * Always pick on the correct idiom. * "Avoid overuse of 'quotation "marks."'" * The adverb always follows the verb. * Last but not least, avoid cliches like the plague; seek viable alternatives." (New York Times, November 4, 1979; later also published in book form)

As in the political sphere, the child is taught that he is free, a democrat, with a free will and a free mind, lives in a free country, makes his own decisions. At the same time he is a prisoner of the assumptions and dogmas of his time, which he does not question, because he has never been told they exist. By the time a young person has reached the age when he has to choose (we still take it for granted that a choice is inevitable) between the arts and the sciences, he often chooses the arts because he feels that here is humanity, freedom, choice. He does not know that he is already moulded by a system: he does not know that the choice itself is the result of a false dichotomy rooted in the heart of our culture. Those who do sense this, and who don't wish to subject themselves to further moulding, tend to leave, in a half-unconscious, instinctive attempt to find work where they won't be divided against themselves. With all our institutions, from the police force to academia, from medicine to politics, we give little attention to the people who leave—that process of elimination that goes on all the time and which excludes, very early, those likely to be original and reforming, leaving those attracted to a thing because that is what they are already like. A young policeman leaves the Force saying he doesn't like what he has to do. A young teacher leaves teaching, here idealism snubbed. This social mechanism goes almost unnoticed—yet it is as powerful as any in keeping our institutions rigid and oppressive.

Is everything all right? Is everything all right? Hmm, hold on a minute, let me see . . . my mom is going out with my Algebra teacher, a subject I’m flunking, by the way; my best friend hates me; I’m fourteen years old and I’ve never been asked out; I don’t have any breasts; and oh, I just found out I’m the princess of Genovia.

Stupid English." "English isn't stupid," I say. "Well, my English teacher is." He makes a face. "Mr. Franklin assigned an essay about our favorite subject, and I wanted to write about lunch, but he won't let me." "Why not?" "He says lunch isn't a subject." I glance at him. "It isn't." "Well," Jacob says, "it's not a predicate, either. Shouldn't he know that?

Teachers of subjects that this person wasn't even good at are kissing this person and renouncing the very subjects they taught. Math teachers are saying that math was just a funny way of saying "I love you.

Throughout history the exemplary teacher has never been just an instructor in a subject; he is nearly always its living advertisement.

Traditional consultants see themselves as advisors. But at Mayflower-Plymouth we see ourselves as teachers, and the subject we teach is business. We're not here to just give advice - anyone can do that. We're here to teach business leaders how to ensure that their business thrives.

How do we change the way science is taught? Ask anybody how many teachers truly made a difference in their life, and you never come up with more than the fingers on one hand. You remember their names, you remember what they did, you remember how they moved in front of the classroom. You know why you remember them? Because they were passionate about the subject. You remember them because they lit a flame within you. They got you excited about a subject you didn't previously care about, because they were excited about it themselves. That's what turns people on to careers in science and engineering and mathematics. That's what we need to promote. Put that in every classroom, and it will change the world.

There is nothing wrong with entertainment. As some psychiatrist once put it, we all build castles in the air. The problems come when we try to live in them. The communications media of the late nineteenth and early twentieth centuries, with telegraphy and photography at their center, called the peek-a-boo world into existence, but we did not come to live there until television. Television gave the epistemological biases of the telegraph and the photograph their most potent expression, raising the interplay of image and instancy to an exquisite and dangerous perfection. And it brought them into the home. We are by now well into a second generation of children for whom television has been their first and most accessible teacher and, for many, their most reliable companion and friend. To put it plainly, television is the command center of the new epistemology. There is no audience so young that it is barred from television. There is no poverty so abject that it must forgo television. There is no education so exalted that it is not modified by television. And most important of all, there is no subject of public interest—politics, news, education, religion, science, sports—that does not find its way to television. Which means that all public understanding of these subjects is shaped by the biases of television.

One of my Swiss ancestors was the first teacher of the deaf in Zurich and wrote a book on the subject of their education-rather a singular coincidence; though it is true that there is no king who has not had a slave among his ancestors, and no slave who has not had a king among his.

The important thing for you to remember is that it does not matter in the least how you got the idea or where it came from. You may never have met a professional hypnotist. You may never have been formally hypnotized. But if you have accepted an idea - from yourself, your teachers, your parents, friends, advertisements, from any other source - and further, if you are firmly convinced that idea is true, it has the same power over you as the hypnotist's words have over the hypnotized subject.

A true Master is not the one with the most students, but one who creates the most Masters. A true leader is not the one with the most followers, but one who creates the most leaders. A true king is not the one with the most subjects, but one who leads the most to royalty. A true teacher is not the one with the most knowledge, but one who causes the most others to have knowledge. And a true God is not One with the most servants, but One who serves the most, thereby making Gods of all others. For this is both the goal and the glory of God: that His subjects shall be no more, and that all shall know God not as the unattainable, but as the unavoidable.

We would talk about chemistry for hours at end, for I liked complex benzene rings with methyl groups hanging here and there, and she liked the thirty-something teacher who taught us the subject. Little did I know that we wouldn’t last long. For, I was like an inert gas, unlikeable and uninteractive, while she was like an alkali, combustible and excitable.

For a good wife contains so many persons in herself. What was H. not to me? She was my daughter and my mother, my pupil and my teacher, my subject and my sovereign; and always, holding all these in solution, my trusty comrade, friend, shipmate, fellow-soldier. My mistress; but at the same time all that any man friend (and I have good ones) has ever been to me. Perhaps more.

He was my teacher, and he had wrapped himself, his elaborate historical self, into this package, and stood in front of the high windows, to teach me my little lesson, which turned out to be not about Poland or fascism or war, borderlines or passion or loyalty, but just about the sentence: the importance of, the sweetness of. And I did long for it, to say one true sentence of my own, to leap into the subject, that sturdy vessel traveling upstream through the axonal predicate possibility; into what little we know of the future, of eternity.

I am not and will never again be a young writer, a young homeowner, a young teacher. I was never a young wife. The only thing I could do now for which my youth would be a truly notable feature would be to die. If I died now, I’d die young. Everything else, I’m doing middle-aged.

Every teacher should have real world experience in the subject they teach. To teach science, you should now be or have been a scientist or been in a job that uses science a lot. To teach business, you should now be or have been an entrepreneur or worked in the corporate world. This way, we can teach for real life and not for tests or abstractions.

Hereby we may understand that God, of His special grace, maketh the teachers of the gospel subject to the Cross, and to all kinds of afflicitons, for the salvation of themselves and of the people; for otherwise they could by no means beat down this beast which is called vain-glory.

Contemplations on the belly When pregnant with our first, Dean and I attended a child birth class. There were about 15 other couples, all 6-8 months pregnant, just like us. As an introduction, the teacher asked us to each share what had been our favorite part of pregnancy and least favorite part. I was surprised by how many of the men and women there couldn't name a favorite part. When it was my turn, I said, "My least favorite has been the nausea, and my favorite is the belly." We were sitting in the back of the room, so it was noticeable when several heads turned to get a look at me. Dean then spoke. "Yeah, my least favorite is that she was sick, and my favorite is the belly too." Now nearly every head turned to gander incredulously at the freaky couple who actually liked the belly. Dean and I laughed about it later, but we were sincere. The belly is cool. It is one of the Seven Natural Wonders of the World, an unmistakable sign of what's going on inside, the wigwam for our little squirmer, the mark of my undeniable superpower of baby-making. I loved the belly and its freaky awesomeness, and especially the flutters, kicks, and bumps from within. Twins belly is a whole new species. I marvel at the amazing uterus within and skin without with their unceasing ability to stretch (Reed Richards would be impressed). I still have great admiration for the belly, but I also fear it. Sometimes I wonder if I should build a shrine to it, light some incense, offer up gifts in an attempt both to honor it and avoid its wrath. It does seem more like a mythic monstrosity you'd be wise not to awaken than a bulbous appendage. It had NEEDS. It has DEMANDS. It will not be taken lightly (believe me, there's nothing light about it). I must give it its own throne, lying sideways atop a cushion, or it will CRUSH MY ORGANS. This belly is its own creature, is subject to different laws of growth and gravity. No, it's not a cute belly, not a benevolent belly. It would have tea with Fin Fang Foom; it would shake hands with Cthulhu. It's no wonder I'm so restless at night, having to sleep with one eye open. Nevertheless, I honor you, belly, and the work you do to protect and grow my two precious daughters inside. Truly, they must be even more powerful than you to keep you enslaved to their needs. It's quite clear that out of all of us, I'm certainly not the one in control. I am here to do your bidding, belly and babies. I am your humble servant.

Readers, teachers, and editors told me in so many words that I should write whatever felt true to my heart but that since I was Asian, I might as well stick to the subject of Asians, even though no one cared about Asians, but what choice did I have since if I wrote about, say, nature, no one would care because I was an Asian person writing about nature?

Although failure is a great teacher, we cannot afford the time to learn from our failures. Human societies cannot be subjected to such a process.

For weeks Octavio returned to the shelter of the trees. The woman would appear as the sun reached midday. She would walk to the edge of the trees, find her chair and drag it to the boat pond. Every Sunday the same chair, the same spot. Every Sunday a book. He needed only one word to imagine a hundred stories: she - was a dancer; cooling her feet after a morning of twists and leaps. was the daughter of a sea captain, remembering her childhood as the toy boats crossed the pond. was an empress hiding among her subjects, shielding her face with a scarf made from the silk of ten thousand worms. Five thousand green, five thousand blue. was a teacher, a lover of learning, patient and gentle with her students. She - was a reader. He had a library.

While Calvin is in the classroom TEACHER: Yes, Calvin? CALVIN: Miss Wormwood, I'm a fierce advocate of the separation of church and state. CALVIN: Nevertheless, I feel the need for spiritual guidance and comfort as I face the day's struggles. CALVIN: So I was wondering if I could strip down, smear myself withg paste, and set fire to this little effigy of you in a non-denominational sort of way. CALVIN (After being sent to the Principal's office): Boy, what a touchy subject!

I want to say to the literature teacher who remains wilfully, even boastfully ignorant of a major element of contemporary fiction: you are incompetent to teach or judge your subject. Readers and students who do know the field, meanwhile, have every right to challenge your ignorant prejudice. Rise, undergraduates of the English departments! You have nothing to lose but your A on the midterm!

In his book In This Very Life, the Burmese meditation teacher Sayadaw U Pandita, wrote, "In their quest for happiness, people mistake excitement of the mind for real happiness." We get excited when we hear good news, start a new relationship, or ride a roller coaster. Somewhere in human history, we were conditioned to think that the feeling we get when dopamine fires in our brain equals happiness. Don't forget, this was probably set up so that we would remember where food could be found, not to give us the feeling "you are now fulfilled." To be sure, defining happiness is a tricky business, and very subjective. Scientific definitions of happiness continue to be controversial and hotly debated. The emotion doesn't seem to be something that fits into a survival-of-the-fittest learning algorithm. But we can be reasonably sure that the anticipation of a reward isn't happiness.

Here’s a good rule of thumb: Your own rituals are okay as long as they don’t interfere with your responsibilities in daily life, or make you the subject of teasing or ridicule. Rituals become a problem whenever they prevent you from doing the stuff you’re supposed to do, or when they get you in trouble.

Once the government can demand of a publisher the names of the purchasers of his publications, the free press as we know it disappears. Then the spectre of a government agent will look over the shoulder of everyone who reads. The purchase of a book or pamphlet today may result in a subpoena tomorrow. Fear of criticism goes with every person into the bookstall. The subtle, imponderable pressures of the orthodox lay hold. Some will fear to read what is unpopular, what the powers-that-be dislike. When the light of publicity may reach any student, any teacher, inquiry will be discouraged. The books and pamphlets that are critical of the administration, that preach an unpopular policy in domestic or foreign affairs, that are in disrepute in the orthodox school of thought will be suspect and subject to investigation. The press and its readers will pay a heavy price in harassment. But that will be minor in comparison with the menace of the shadow which government will cast over literature that does not follow the dominant party line. If the lady from Toledo can be required to disclose what she read yesterday and what she will read tomorrow, fear will take the place of freedom in the libraries, book stores, and homes of the land. Through the harassment of hearings, investigations, reports, and subpoenas government will hold a club over speech and over the press." [United States v. Rumely, 345 U.S. 41 (1953)]

A school superintendent once told me that most educators define "a Christian teacher" as strictly in terms of personal behavior: things like setting a good example and showing concern for the students. Almost none define it in terms of conveying a biblical worldview on the subjects they teach, whether literature, science, social studies, or the arts. In other words, they are concerned about being a Christian *in* their work, but they don't think in terms of having a biblical framework *on* the work itself.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

Teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see I have a chance to gain self knowledge and knowing myself is as crucial to good teaching as knowing my students and my subject. In fact, knowing my students and my subject depends heavily on self knowledge.

Anthropologist and teacher Margaret Mead said in Redbook magazine in 1963, “If one cannot state a matter clearly enough so that an intelligent twelve-year-old can understand it, one should remain within the cloistered walls of the University and laboratory until one gets a better grasp of one’s subject matter.

He liked to imagine that if he hadn’t been a minor, and she his teacher and subject to abuse charges, she’d have been gnawing her way through his bedroom walls to sink her avid fingers into his youthful flesh.

Soon she noted that teachers in subjects besides gym didn't report her if she cut. They were happy not to have her there: her intelligence made her a problem. It demanded attention and rushed their lesson plans forward.

The world is a classroom - life is the teacher and the subjects are learned everyday from the successes, failures, changes, twists, turns, surprises and contradictions - some brought about through choices and others pre-ordained by destiny.

When teachers are fully successful, they are successful beyond any of their conscious intentions about particular subjects: they make converts, they make souls that have been turned around to face a given way of being and moving in the world.

Yes, I know, because schools are cruel, illogical, and unfair. But the thing is, life is cruel, illogical, and unfair. That is why the education system works so well. If schools and teachers did a good job and inspired children and made them enthusiastic about every subject, they would only be sadly disappointed when they got out into the real world. Better to disappoint them when they're young. It is more important to learn to cope with disappointment than learn how to do long division." - Nanny Piggins

Since the alternatives to war remain roads largely not taken in the United States, however, they are tricky subjects for historians. As Edward Carr notes, "History is, by and large, a record of what people did, not what people failed to do." On the other hand, making the present seem inevitable robs history of all its life and much of its meaning. History is contingent on the actions of people.

In order to penetrate the subject matter there must be, in addition, the love of teaching and the love of learning, the give and take between teacher and student, example and imitation. Beyond the technical problem, there is a personal encounter similar to that of a savage training his sons in the use of bow and arrow, or of an animal guiding its young. I am firmly convinced that one of the high orders of the universe is a pedagogical order.

As a boy, I never knew where my mother was from---where she was born, who her parents were. When I asked she'd say, "God made me." When I asked if she was white, she'd say, "I'm light-skinned," and change the subject. She raised twelve black children and sent us all to college and in most cases graduate school. Her children became doctors, professors, chemists, teachers---yet none of us even knew her maiden name until we were grown. It took me fourteen years to unearth her remarkable story---the daughter of an Orthodox Jewish rabbi, she married a black man in 1942---and she revealed it more as a favor to me than out of any desire to revisit her past. Here is her life as she told it to me, and betwixt and between the pages of her life you will find mine as well.

It was these Prussian schools that introduced many of the features we now take for granted. There was teaching by year group rather than by ability, which made sense if the aim was to produce military recruits rather than rounded citizens. There was formal pedagogy, in which children sat at rows of desks in front of standing teachers, rather than, say, walking around together in the ancient Greek fashion. There was the set school day, punctuated by the ringing of bells. There was a predetermined syllabus, rather than open-ended learning. There was the habit of doing several subjects in one day, rather than sticking to one subject for more than a day. These features make sense, argues Davies, if you wish to mould people into suitable recruits for a conscript army to fight Napoleon.

The norms of femininity suppress the body potential of women. We grow up learning that the feminine body is soft, not muscular, passive, incapable, vulnerable. Our parents, teachers and friends suppress our natural urges to run, jump, risk, by cries that we should not act so boldly and move so daringly. . . . Developing a sense of our bodies as beautiful objects to be gazed at and decorated requires suppressing a sense of our bodies as strong, active subjects moving out to meet the world's risk and confront the resistances of matter and motion.

You know those high school teachers who so quintessentially and stereotypically embody their subject matter that it is as if they were cast by a director? Mr. Carter was like that. I did not know they still made glasses like his glasses. He told us his dog was named “Dooty,” short for Dooty Dexy, which is a phoneticized version of the calculus formula for second derivatives.

...The spiritual Oriental teachers say a person has three forms of mind,'' Beatrice was explaining to him once, while they were on break between one lesson and another at university, ''which are the dense mind, the subtle level and the ultra-subtle mind. Primary Consciousness, or the dense mind, is that existential, Sartrean mind which is related to our senses and so it is guided directly by human primitive instincts; in Sanskrit, this is referred to as ālaya-vijñāna which is directly tied to the brain. The subtle mind comes into effect when we begin to be aware of our true nature or that which in Sanskrit is called Ātman or self-existent essence that eventually leads us to the spiritual dimension. Ultimately there is the Consciousness-Only or the Vijñapti-Mātra, an ultra-subtle mind which goes beyond what the other two levels of mind can fabricate, precisely because this particular mind is not a by-product of the human brain but a part of the Cosmic Consciousness of the Absolute, known in Sanskrit as Tathāgatagarbha, and it is at this profound level of Consciousness that we are able to achieve access to the Divine Wisdom and become one with it in an Enlightened State.'' ''This spiritual subject really fascinates me,'' the Professor would declare, amazed at the extraordinary knowledge that Beatrice possessed.'' ''In other words, a human being recognises itself from its eternal essence and not from its existence,'' Beatrice replied, smiling, as she gently touched the tip of his nose with the tip of her finger, as if she was making a symbolic gesture like when children are corrected by their teachers. ''See, here,'' she had said once, pulling at the sleeve of his t-shirt to make him look at her book. ''For example, in the Preface to the 1960 Notes on Dhamma, the Buddhist philosopher from the University of Cambridge, Ñāṇavīra Thera, maintains those that have understood Buddhist teachings have gone way beyond Existential Thought. And on this same theme, the German scholar of Buddhist texts, Edward Conze, said that the possible similarity that exists between Buddhist and Existential Thought lies only on the preliminary level. He said that in terms of the Four Noble Truths, or in Sanskrit Catvāri Āryasatyāni, the Existentialists have only the first, which teaches everything is ill. Of the second - which assigns the origin of ill to craving - they have a very imperfect grasp. As for the third and fourth, which consist of letting go of craving, and the Noble Eightfold Path that leads to liberation from the cycle of rebirth in the form of Nirvāṇa - these are unheard of. Knowing no way out, the Existentialists are manufacturers of their own woes...

But to what extent has computer technology been an advantage to the masses of people? To steelworkers, vegetable-store owners, teachers, garage mechanics, musicians, bricklayers, dentists, and most of the rest into whose lives the computer now intrudes? Their private matters have been made more accessible to powerful institutions. They are more easily tracked and controlled; are subjected to more examinations; are increasingly mystified by the decisions made about them; are often reduced to mere numerical objects. They are inundated by junk mail. They are easy targets for advertising agencies and political organizations. The schools teach their children to operate computerized systems instead of teaching things that are more valuable to children. In a word, almost nothing that they need happens to the losers. Which is why they are losers.

Mrs. HOWE (Julia Ward)–Wife of Dr. Howe, of Boston, famous as a teacher of the deaf and dumb. This lady is here, giving a course of private lectures, on quaint subjects—e. g. “moral triganometry [sic]” alias “practical ethics.” I dined with her, by special invitation, at Mr. Eames’—She is a smart, educated, traveled lady, a little touched, ‘tis thought, with strong-mindedness. Complacent, and well satisfied with her peculiar theories.

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

The rationalistic faith of the Enlightenment has a view of God (Deism), revelation (general, not special), truth (known by reason alone), sin (Pelagianism), Christ (teacher of morality and example of love), atonement (via subjective theories only), salvation (through education and technology), the church (the scientific community), and eschatology (utopia on earth through progress). But most modern people who live their lives as though this set of beliefs were true dislike admitting that they follow a religion. They would rather it was a choice between religion and reason, which is why the myth of the warfare between science and religion was invented in the nineteenth century.

What makes a good teacher today is what has always made a good teacher: command of a subject, a critical mind, a demanding nature, and an ability to inspire students to pursue knowledge for some end beyond mere financial rewards. A good teacher might be entertaining and funny, but shouldn’t set out to be. A good teacher may have broad experience with and skills using technology, but the mere possession of such experience and skills doesn’t make one a good teacher.

The subject of karma is of great fascination to many cultural explorers, philosophers and mystics. Essentially the word karma means 'action' which includes both negative and positive effects. On the positive slant, when you help another, you help yourself. This is cause and effect, from attitudes, motivations and behavior. That which you do, you get back. And so, in the everyday world, when one exercises (action) and builds up muscle tone, this too is karma. Yes, this does not seem so esoteric. Studying is also action, and by focusing on a topic or skill one improves; Mental muscles are built up, and one graduates from the student to become a journeyman, and then an expert, and eventually a teacher.

You want me to teach you all the dirty words?” I looked up at him and wiggled my eyebrows. Aaron gave me a lopsided smile that would have made my panties drop to the floor had they been resting on my hips. “Well, you are in luck; I’m a wonderful teacher.” “And I’m a highly dedicated student.” He winked. And that goddamn wink disrupted the beating of my heart. “Although I might get a little distracted every now and then.” “I see.” I placed my index finger against his chest, watching Aaron’s eyes dive down quickly before returning to my face. “Maybe you need the right kind of motivation to keep your attention on the subject.” I trailed that finger up, traveling across his pec and then up his neck, following the line of his jaw until reaching his lips. They parted with a shallow breath. “This …” I pushed myself up and kissed his lips gently. “This is a six-letter word in Spanish. Labios. Tus labios. Your lips.” The only answer he gave me was taking my mouth in his again. As if the only way he’d learn the word was tasting it. “And this,” I said before parting his lips and making the kiss deeper, our tongues dancing together, “is another six-letter word. Lengua—tongue.” “I think I really like that one.” Aaron’s head dipped low, his new favorite word reaching my breast. “And this? What do you call this?” he said, grazing his mouth over the peak. A giggle that soon turned into a moan left my mouth before I was able to answer. “That’s a five-letter word. Pezón. Nipple.

We may observe that the teaching of Our Lord Himself, in which there is no imperfection, is not given us in that cut-and-dried, fool-proof, systematic fashion we might have expected or desired. He wrote no book. We have only reported sayings, most of them uttered in answer to questions, shaped in some degree by their context. And when we have collected them all we cannot reduce them to a system. He preaches but He does not lecture. He uses paradox, proverb, exaggeration, parable, irony; even (I mean no irreverence) the 'wisecrack'. He utters maxims which, like popular proverbs, if rigorously taken, may seem to contradict one another. His teaching therefore cannot be grasped by the intellect alone, cannot be 'got up' as if it were a 'subject'. If we try to do that with it, we shall find Him the most elusive of teachers. He hardly ever gave a straight answer to a straight question. He will not be, in the way we want, 'pinned down'. The attempt is (again, I mean no irreverence) like trying to bottle a sunbeam.

I asked my dad once if his high school teachers began treating kids differently during Vietnam, when they knew some of their students would be drafted and sent to war. I was curious because for sure we’d started treating our military kids differently after 9/11. He just shrugged and changed the subject, like he always did. And that was okay with me. He’d go back and change a lot of things if he could; and like everyone else, I’d give anything to go back to the day before 9/11—but all we can do is move forward.

The teachers introduced a program that explicitly trained the students to construct coherent arguments, with a focus on the connections between successive ideas. It was a radical shift from the kind of assignment that dominates high school writing instruction today, in which students are asked to write memoirs and personal reflections. The students showed dramatic improvements in their test scores in several subjects, and many more of them graduated from high school and applied to college. It’s no coincidence that

It often happens that two schoolboys can solve difficulties in their work for one another better than the master can. When you took the problem to a master, as we all remember, he was very likely to explain what you understood already, to add a great deal of information which you didn’t want, and say nothing at all about the thing that was puzzling you. I have watched this from both sides of the net; for when, as a teacher myself, I have tried to answer questions brought me by pupils, I have sometimes, after a minute, seen that expression settle down on their faces that assured me that they were suffering exactly the same frustration which I had suffered from my teachers. The fellow-pupil can help more than the master because he knows less. The difficulty we want him to explain is one he has recently met. The expert met it so long ago he has forgotten. He sees the whole subject, by now, in a different light that he cannot conceive what is really troubling the pupil; he sees a dozen other difficulties which ought to be troubling him but aren’t.

Academic training actively deprives you of the qualities that make for good teaching. A good teacher speaks plainly, in vivid, accessible language, because she is addressing what amounts to a general audience. But the kind of jargon academics learn to use is designed to repel the uninitiated. A good teacher ranges widely, making connections among subjects as well as from learning to life. But academics are constrained to specialize, and increasingly, to hyperspecialize, looking neither left nor right as they plow their little corner of the field.

Math. It’s your favorite subject. Which surprises you. Last year your teacher tried to convince you that you had a real “aptitude” for math, but all you got in the end was a B minus. The truth is you weren’t even trying. But then you got low Cs and Ds in all your other classes and you weren’t trying there, either, so maybe you are good at math after all. You like it because either you’re right or you’re wrong. Not like social studies and definitely not like English, where you always have to explain your answers and support your opinions. With math it’s right or it’s wrong and you’re done with it. But even that’s changing, my teacher said now you have to explain how you solved the problem and support your answer, saying that having the right answer isn’t as important as explaining how you got it and bam, just like that, you hate math.

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

His oldest child from his second marriage, Matthew, stayed up all the night before he was buried, putting his father’s history on a wooden tombstone. He began with his father’s name on the first line, and on the next, he put the years ofhis father’s coming and going. Then all the things he knew his father had been. Husband. Father. Farmer. Grandfather. Patroller. Tobacco Man. Tree Maker. The letters ofthe words got smaller and smaller as the boy, not quite twelve, neared the bottom ofthe wood because he had never made a headstone for anyone before so he had not compensated for all that he would have to put on it. The boy filled up the whole piece ofwood and at the end of the last line he put a period. His father’s grave would remain, but the wooden marker would not last out the year. The boy knew better than to put a period at the end ofsuch a sentence. Something that was not even a true and proper sentence, with subject aplenty, but no verb to pull it all together. A sentence, Matthew’s teacher back in Virginia had tried to drum into his thick Kinsey head, could live without a subject, but it could not live without a verb.

The lower middle class is petty bourgeois. These people seek their security in status; status in an organizational structure. They try to find a place for themselves in an organization which has a hierarchy in which they can count on moving up automatically simply by surviving. Some people still think that most Americans are active, assertive, aggressive, self-reliant people who need no help from anyone, especially the Government, and achieve success as individuals by competing freely with each other. That may have been true 100 years ago. It isn’t true today. Today more and more of us are petty bourgeois who snuggle down in a hierarchical bureaucracy where advancement is assured merely by keeping the body warm and not breaking the rules; it doesn’t matter whether it is education or the Armed Services or a big corporation or the Government. Notice that high school teachers are universally opposed to merit pay. They are paid on the basis of their degrees and years of teaching experience. Or consider the professor. He gets his Ph. D. by writing a large dissertation on a small subject, and he hopes to God he never meets anyone else who knows anything about that subject. If he does, they don’t talk about it; they talk about the weather or baseball. So our society is becoming more and more a society of white-collar clerks on many levels, including full professors. They live for retirement and find their security through status in structures.

Weinberg said: "The more the universe seems comprehensible, the more it also seems pointless." I must disagree with my old teacher. To me the universe seems quite the opposite of pointless. It seems that the more we learn, the more we see how it all fits together. As we study the universe as a whole, we realize that microcosm and macrocosm are, increasingly, the same subject. By unifying them, we are learning that nature is as it is not because it is the chance consequence of a random series of meaningless events; quite the opposite. More and more, the universe appears to be as it is because it must be that way.

I was perplexed by the failure of teachers at school to address what seemed the most urgent matter of all: the bewildering, stomach-churning insecurity of being alive. The standard subjects of history, geography, mathematics, and English seemed perversely designed to ignore the questions that really mattered. As soon as I had some inkling of what 'philosophy' meant, I was puzzled as to why we were not taught it. And my skepticism about religion only grew as I failed to see what the vicars and priests I encountered gained from their faith. They struck me either as insincere, pious, and aloof or just bumblingly good-natured. (p. 10)

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.

Over the years I have read many, many books about the future, my ‘we’re all doomed’ books, as Connie liked to call them. ‘All the books you read are either about how grim the past was or how gruesome the future will be. It might not be that way, Douglas. Things might turn out all right.’ But these were well-researched, plausible studies, their conclusions highly persuasive, and I could become quite voluble on the subject. Take, for instance, the fate of the middle-class, into which Albie and I were born and to which Connie now belongs, albeit with some protest. In book after book I read that the middle-class are doomed. Globalisation and technology have already cut a swathe through previously secure professions, and 3D printing technology will soon wipe out the last of the manufacturing industries. The internet won’t replace those jobs, and what place for the middle-classes if twelve people can run a giant corporation? I’m no communist firebrand, but even the most rabid free-marketeer would concede that market-forces capitalism, instead of spreading wealth and security throughout the population, has grotesquely magnified the gulf between rich and poor, forcing a global workforce into dangerous, unregulated, insecure low-paid labour while rewarding only a tiny elite of businessmen and technocrats. So-called ‘secure’ professions seem less and less so; first it was the miners and the ship- and steel-workers, soon it will be the bank clerks, the librarians, the teachers, the shop-owners, the supermarket check-out staff. The scientists might survive if it’s the right type of science, but where do all the taxi-drivers in the world go when the taxis drive themselves? How do they feed their children or heat their homes and what happens when frustration turns to anger? Throw in terrorism, the seemingly insoluble problem of religious fundamentalism, the rise of the extreme right-wing, under-employed youth and the under-pensioned elderly, fragile and corrupt banking systems, the inadequacy of the health and care systems to cope with vast numbers of the sick and old, the environmental repercussions of unprecedented factory-farming, the battle for finite resources of food, water, gas and oil, the changing course of the Gulf Stream, destruction of the biosphere and the statistical probability of a global pandemic, and there really is no reason why anyone should sleep soundly ever again. By the time Albie is my age I will be long gone, or, best-case scenario, barricaded into my living module with enough rations to see out my days. But outside, I imagine vast, unregulated factories where workers count themselves lucky to toil through eighteen-hour days for less than a living wage before pulling on their gas masks to fight their way through the unemployed masses who are bartering with the mutated chickens and old tin-cans that they use for currency, those lucky workers returning to tiny, overcrowded shacks in a vast megalopolis where a tree is never seen, the air is thick with police drones, where car-bomb explosions, typhoons and freak hailstorms are so commonplace as to barely be remarked upon. Meanwhile, in literally gilded towers miles above the carcinogenic smog, the privileged 1 per cent of businessmen, celebrities and entrepreneurs look down through bullet-proof windows, accept cocktails in strange glasses from the robot waiters hovering nearby and laugh their tinkling laughs and somewhere, down there in that hellish, stewing mess of violence, poverty and desperation, is my son, Albie Petersen, a wandering minstrel with his guitar and his keen interest in photography, still refusing to wear a decent coat.

Secondly, it is the very nature of spiritual life to grow. Wherever they principle of this life is to be found, it can be no different for it must grow. "But the path of the just is as the shining light, that shineth more and more unto the perfect day" (Prov. 4:18); "The righteous also shall hold on his way, and he that hath clean hands shall be stronger and stronger" (Job 17:9). This refers to the children of GOd, who are compared to palm and cedar trees (Psa. 92:12). As natural as it is for children and trees to grow, so natural is growth for the regenerated children of God. Thirdly, the growth of His children is the goal and objective God has in view by administering the means of grace to them. "And He gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; for the perfecting of the saints...that we henceforth be no more children...but speaking the truth in love, may grow up into Him in all things, which is the Head" (Eph. 4:11-15). This is also to be observed in 1 Peter 2:2: "as newborn babes, desire the sincere milk of the word, that ye may grow thereby, " God will reach His goal and His word will not return to Him void; thus God's children will grow in grace. Fourthly, is is the duty to which God's children are continually exhorted, and their activity is to consist in a striving for growth. That it is their duty is to be observed in the following passages: "But grow in grace, and in the knowledge of our Lord and Saviour Jesus Christ" (2 Peter 3:18); "He that is righteous, let him be righteous still: and he that is holy, let him be holy still" (Rev. 22:11). The nature of this activity is expressed as follows: "Not as though I had already attained, either were already perfect: but I follow after" (Phil. 3:12). If it were not necessary for believers to grow the exhortations to that end would be in vain. Some remain feeble, having but little life and strength. this can be due to a lack of nourishment, living under a barren ministry, or being without guidance. It can also be that they naturally have a slow mind and a lazy disposition; that they have strong corruptions which draw them away; that they are without much are without much strife; that they are too busy from early morning till late evening, due to heavy labor, or to having a family with many children, and thus must struggle or are poverty-stricken. Furthermore, it can be that they either do not have the opportunity to converse with the godly; that they do not avail themselves of such opportunities; or that they are lazy as far as reading in God's Word and prayer are concerned. Such persons are generally subject to many ups and downs. At one time they lift up their heads out of all their troubles, by renewal becoming serious, and they seek God with their whole heart. It does not take long, however , and they are quickly cast down in despondency - or their lusts gain the upper hand. Thus they remain feeble and are, so to speak, continually on the verge of death. Some of them occasionally make good progress, but then grieve the Spirit of God and backslide rapidly. For some this lasts for a season, after which they are restored, but others are as those who suffer from consumption - they languish until they die. Oh what a sad condition this is! (Chapter 89. Spiritual Growth, pg. 140, 142-143)

Can writing ever be taught? The best answer to that was given obliquely by the rock musician David Lee Roth. When asked if money could buy happiness he said, no, but with money you could buy the big boat and go right up to where the people were happy. With a teacher you can go right up to where the writing is done; the leap is made alone with vision, subject, passion, and instinct. So a writer comes to the page with vision in her heart and craft in her hands and a sense of what a story might be in her head. How do the three come together? My thesis is the old one: they merge in the physical writing—inside the act of writing, not from the outside. The process is the teacher.

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

The actual consumers of knowledge are the children—who can’t pay, can’t vote, can’t sit on the committees. Their parents care for them, but don’t sit in the classes themselves; they can only hold politicians responsible according to surface images of “tough on education.” Politicians are too busy being re-elected to study all the data themselves; they have to rely on surface images of bureaucrats being busy and commissioning studies—it may not work to help any children, but it works to let politicians appear caring. Bureaucrats don’t expect to use textbooks themselves, so they don’t care if the textbooks are hideous to read, so long as the process by which they are purchased looks good on the surface. The textbook publishers have no motive to produce bad textbooks, but they know that the textbook purchasing committee will be comparing textbooks based on how many different subjects they cover, and that the fourth-grade purchasing committee isn’t coordinated with the third-grade purchasing committee, so they cram as many subjects into one textbook as possible. Teachers won’t get through a fourth of the textbook before the end of the year, and then the next year’s teacher will start over. Teachers might complain, but they aren’t the decision-makers, and ultimately, it’s not their future on the line, which puts sharp bounds on how much effort they’ll spend on unpaid altruism . . .

Except for my net, everything I have need of in the world is contained in that bag—including a second hat and a rather sizable jar of cold cream of roses. Do not tell me you couldn’t travel with as little. I have faith that men can be as reasonable and logical as women if they but try.” He shook his head. “I cannot seem to formulate a clear thought in the face of such original thinking, Miss Speedwell. You have a high opinion of your sex.” I pursed my lips. “Not all of it. We are, as a gender, undereducated and infantilized to the point of idiocy. But those of us who have been given the benefit of learning and useful occupation, well, we are proof that the traditional notions of feminine delicacy and helplessness are the purest poppycock.” “You have large opinions for so small a person.” “I daresay they would be large opinions even for someone your size,” I countered. “And where did you form these opinions? Either your school was inordinately progressive or your governess was a Radical.” “I never went to school, nor did I have a governess. Books were my tutors, Mr. Stoker. Anything I wished to learn I taught myself.” “There are limits to an autodidactic education,” he pointed out. “Few that I have found. I was spared the prejudices of formal educators." “And neither were you inspired by them. A good teacher can change the course of a life,” he said thoughtfully. “Perhaps. But I had complete intellectual freedom. I studied those subjects which interested me—to the point of obsession at times—and spent precious little time on things which did not.” “Such as?” “Music and needlework. I am astonishingly lacking in traditional feminine accomplishments.” He cocked his head. “I am not entirely astonished.” But his tone was mild, and I accepted the statement as nothing like an insult. In fact, it felt akin to a compliment. “And I must confess that between Jane Austen and Fordyce’s Sermons, I have developed a general antipathy for clergymen. And their wives,” I added, thinking of Mrs. Clutterthorpe. “Well, in that we may be agreed. Tell me, do you find many people to share your views?” “Shockingly few,” I admitted.

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

Europeans believed in a transportable, proselytizing religion that rationalized conquest. (Followers of Islam share this characteristic.) Typically, after “discovering” an island and encountering a tribe of American Indians new to them, the Spaniards would read aloud (in Spanish) what came to be called “the Requirement.” Here is one version: I implore you to recognize the Church as a lady and in the name of the Pope take the King as lord of this land and obey his mandates. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience to the Church and to his majesty. I will take your women and children and make them slaves. . . . The deaths and injuries that you will receive from here on will be your own fault and not that of his majesty nor of the gentlemen that accompany me.13 Having thus satisfied their consciences by offering the Native Americans a chance to convert to Christianity, the Spaniards then felt free to do whatever they wanted with the people they had just “discovered.

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

We may observe that the teaching of Our Lord Himself, in which there is no imperfection, is not given us in that cut-and-dried, fool-proof, systematic fashion we might have expected or desired. He wrote no book. We have only reported sayings, most of them uttered in answer to questions, shaped in some degree by their context. And when we have collected them all we cannot reduce them to a system. He preaches but He does not lecture. He uses paradox, proverb, exaggeration, parable, irony; even (I mean no irreverence) the 'wisecrack'. He utters maxims which, like popular proverbs, if rigorously taken, may seem to contradict one another. His teaching therefore cannot be grasped by the intellect alone, cannot be 'got up' as if it were a 'subject'. If we try to do that with it, we shall find Him the most elusive of teachers. He hardly ever gave a straight answer to a straight question. He will not be, in the way we want, 'pinned down'. The attempt is (again, I mean no irreverence) like trying to bottle a sunbeam.

Twenty years of being in the classroom have taught me that 90% of ‘emotional problems’ in the classroom are manipulation tactics. Why is it that so many students who exhibit emotional problems in other classes are miraculously able to make them disappear in mine? Well, either I have eight advanced psychology degrees I haven’t told you about, or the student knows they have to face a consequence they don’t want. 4. Self-esteem is not built by pow-wows in class about connections and cultural understanding, but by honest, hard work. Education theorists and other ‘professionals’ whose salaries are dependent on a dysfunctional system will tell you a teacher’s job is part psychologist, part parent, blah blah blah. This is opinion, not fact. The truth is, the best teachers spend their time doing their job—teaching. The best thing you can do for your students is to teach them your subject matter—and the best way to do that is with a classroom that is quiet, attentive, focused, and on task. To achieve that you need leverage—consequences that count for those who do not comply with your behavior standards.

But if my father could stand up to schoolmasters and if he inherited some of his own father's gifts as a teacher, he himself could never have become one. He could teach and loved teaching. He could radiate enthusiasm, but he could never impose discipline. He could never have taught a dull subject to a dull boy, never have said: "Do this because I say so." Enthusiasm spread knowledge sideways, among equals. Discipline forced it downwards from above. My father's relationships were always between equals, however old or young, distinguished or undistinguished the other person. Once, when I was quite little, he came up to the nursery while I was having my lunch. And while he was talking I paused between mouthfuls, resting my hands on the table, knife and fork pointing upwards. "You oughtn't really to sit like that," he said, gently. "Why not?" I asked, surprised. "Well..." He hunted around for a reason he could give. Because it's considered bad manners? Because you mustn't? Because... "Well," he said, looking in the direction my fork was pointing, "Suppose somebody suddenly fell through the ceiling. They might land on your fork and that would be very painful." "I see," I said, though I didn't really. It seemed such an unlikely thing to happen, such a funny reason for holding your knife and fork flat when you were not using them... But funny reason or not, it seems I have remembered it. In the same sort of way I learned about the nesting habits of starlings. I had been given a bird book for Easter (Easter 1934: I still have the book) and with its help I had made my first discovery. "There's a blackbird's nest in the hole under the tiles just outside the drawing-room window," I announced proudly. "I've just seen the blackbird fly in." "I think it's probably really a starling," said my father. "No, it's a blackbird," I said firmly, hating to be wrong, hating being corrected. "Well," said my father, realizing how I felt but at the same time unable to allow an inaccuracy to get away with it, "Perhaps it's a blackbird visiting a starling." A blackbird visiting a starling. Someone falling through the ceiling. He could never bear to be dogmatic, never bring himself to say (in effect): This is so because I say it is, and I am older than you and must know better. How much easier, how much nicer to escape into the world of fantasy in which he felt himself so happily at home.

Working on my Ph.D. at the University of Wyoming, I was required to take an advanced statistics course. I had completed the beginning courses several years earlier, but could remember very little. I had no idea how I was going to manage the requirements of an advanced class. Several weeks into the semester, I was floundering. I approached the chair of my committee, Louise Jackson, and said, “This is really over my head. Usually I at least know enough about a subject to follow along. This time I am totally lost.” “Good!” she said. “You don’t know how happy that news makes me.” Her response took me totally by surprise. Teachers are not usually glad when you announce that you are failing. Dr. Jackson continued: “Remember how this feels. Memorize this moment. Don’t ever forget this lesson. This is how many of your future students will feel, and you must be able to relate to them in order to understand and be effective in helping them.” She then gave me some suggestions, including the names of a few possible tutors. She also arranged to meet with me regularly to review my progress—things she assured me she would never have done had she not also once struggled through a few difficult classes of her own.

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

ED ABBEY’S FBI file was a thick one, and makes for engrossing reading. The file begins in 1947, when Abbey, just twenty and freshly back from serving in the Army in Europe, posts a typewritten notice on the bulletin board at the State Teachers College in Pennsylvania. The note urges young men to send their draft cards to the president in protest of peacetime conscription, exhorting them to “emancipate themselves.” It is at that point that Abbey becomes “the subject of a Communist index card” at the FBI, and from then until the end of his life the Bureau will keep track of where Abbey is residing, following his many moves. They will note when he heads west and, as acting editor of the University of New Mexico’s literary magazine, The Thunderbird, decides to print an issue with a cover emblazoned with the words: “Man will never be free until the last king is strangled with the entrails of the last priest!” The quote is from Diderot, but Abbey thinks it funnier to attribute the words to Louisa May Alcott. And so he quickly loses his editorship while the FBI adds a few more pages to his file. The Bureau will become particularly intrigued when Mr. Abbey attends an international conference in defense of children in Vienna, Austria, since the conference, according to the FBI, was “initiated by Communists in 1952.” Also quoted in full in his files is a letter to the editor that he sends to the New Mexico Daily Lobo, in which he writes: “In this day of the cold war, which everyday [sic] shows signs of becoming warmer, the individual who finds himself opposed to war is apt to feel very much out of step with his fellow citizens” and then announces the need to form a group to “discuss implications and possibilities of resistance to war.

The fashion now is to think of universities as industries or businesses. University presidents, evidently thinking of themselves as CEO's, talk of "business plans" and "return on investment," as if the industrial economy could provide an aim and a critical standard appropriate either to education or to research. But this is not possible. No economy, industrial or otherwise, can supply an appropriate aim or standard. Any economy must be either true or false to the world and to our life in it. If it is to be true, then it must be made true, according to a standard that is not economic. To regard the economy as an end or as the measure of success is merely to reduce students, teachers, researchers, and all they know or learn to merchandise. It reduces knowledge to "property" and education to training for the "job market." If, on the contrary, [Sir Albert] Howard was right in his belief that health is the "one great subject," then a unifying aim and a common critical standard are clearly implied. Health is at once quantitative and qualitative; it requires both sufficiency and goodness. It is comprehensive (it is synonymous with "wholeness"), for it must leave nothing out. And it is uncompromisingly local and particular; it has to do with the sustenance of particular places, creatures, human bodies, and human minds. If a university began to assume responsibility for the health of its place and its local constituents, then all of its departments would have a common aim, and they would have to judge their place and themselves and one another by a common standard. They would need one another's knowledge. They would have to communicate with one another; the diversity of specialists would have to speak to one another in a common language. And here again Howard is exemplary, for he wrote, and presumably spoke, a plain, vigorous, forthright English-- no jargon, no condescension, no ostentation, no fooling around.

Members who listen to the voice of the Church need not be on guard against being misled. They have no such assurance for what they hear from alternate voices. Local Church leaders also have a responsibility to review the content of what is taught in classes or presented in worship services, as well as the spiritual qualifications of those they use as teachers or speakers. Leaders must do all they can to avoid expressed or implied Church endorsement for teachings that are not orthodox or for teachers who will use their Church position or prominence to promote something other than gospel truth. . . . In any case, volunteers do not speak for the Church. As long as Church leaders feel they should not participate in an event where the Church or its doctrines are discussed, the overall presentation will be incomplete and unbalanced. In such circumstances, no one should think that the Church’s silence constitutes an admission of facts asserted in that setting. . . . I have seen some persons attempt to understand or undertake to criticize the gospel or the Church by the method of reason alone, unaccompanied by the use or recognition of revelation. When reason is adopted as the only—or even the principal—method of judging the gospel, the outcome is predetermined. One cannot find God or understand his doctrines and ordinances by closing the door on the means He has prescribed for receiving the truths of his gospel. That is why gospel truths have been corrupted and gospel ordinances have been lost when left to the interpretation and sponsorship of scholars who lack the authority and reject the revelations of God. . . . In our day we are experiencing an explosion of knowledge about the world and its people. But the people of the world are not experiencing a comparable expansion of knowledge about God and his plan for his children. On that subject, what the world needs is not more scholarship and technology but more righteousness and revelation.

We must become what we wish to teach. As an aside to parents, teachers, psychotherapists, and managers who may be reading this book to gain insight on how to support the self-esteem of others, I want to say that the place to begin is still with oneself. If one does not understand how the dynamics of self-esteem work internally—if one does not know by direct experience what lowers or raises one’s own self-esteem—one will not have that intimate understanding of the subject necessary to make an optimal contribution to others. Also, the unresolved issues within oneself set the limits of one’s effectiveness in helping others. It may be tempting, but it is self-deceiving to believe that what one says can communicate more powerfully than what one manifests in one’s person. We must become what we wish to teach. There is a story I like to tell psychotherapy students. In India, when a family encounters a problem, they are not likely to consult a psychotherapist (hardly any are available); they consult the local guru. In one village there was a wise man who had helped this family more than once. One day the father and mother came to him, bringing their nine-year-old son, and the father said, “Master, our son is a wonderful boy and we love him very much. But he has a terrible problem, a weakness for sweets that is ruining his teeth and health. We have reasoned with him, argued with him, pleaded with him, chastised him—nothing works. He goes on consuming ungodly quantities of sweets. Can you help us?” To the father’s surprise, the guru answered, “Go away and come back in two weeks.” One does not argue with a guru, so the family obeyed. Two weeks later they faced him again, and the guru said, “Good. Now we can proceed.” The father asked, “Won’t you tell us, please, why you sent us away for two weeks. You have never done that before.” And the guru answered, “I needed the two weeks because I, too, have had a lifelong weakness for sweets. Until I had confronted and resolved that issue within myself, I was not ready to deal with your son.” Not all psychotherapists like this story.