Teaching Reading Quotes

I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn't be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.

Don’t just teach your children to read… Teach them to question what they read. Teach them to question everything.

We shouldn't teach great books; we should teach a love of reading. Knowing the contents of a few works of literature is a trivial achievement. Being inclined to go on reading is a great achievement.

But the first lesson reading teaches is how to be alone.

When I am king they shall not have bread and shelter only, but also teachings out of books, for a full belly is little worth where the mind is starved.

Nobody listens anymore. I can't talk to the walls because they're yelling at me, I can't talk to my wife; she listens to the walls. I just want someone to hear what I have to say. And maybe if I talk long enough it'll make sense. And I want you to teach me to understand what I read.

Usually when we hear or read something new, we just compare it to our own ideas. If it is the same, we accept it and say that it is correct. If it is not, we say it is incorrect. In either case, we learn nothing.

The trick is to teach yourself to read in small sips as well as long swallows.

School made us 'literate' but did not teach us to read for pleasure.

A truly good book…teaches me better than to read it. I must soon lay it down and commence living on its hint. When I read an indifferent book, it seems the best thing I can do, but the inspiring volume hardly leaves me leisure to finish its latter pages. It is slipping out of my fingers while I read…What I began by reading I must finish by acting.

Once she knows how to read there's only one thing you can teach her to believe in and that is herself.

When I was little and running on the race track at school, I always stopped and waited for all the other kids so we could run together even though I knew (and everybody else knew) that I could run much faster than all of them! I pretended to read slowly so I could "wait" for everyone else who couldn't read as fast as I could! When my friends were short I pretended that I was short too and if my friend was sad I pretended to be unhappy. I could go on and on about all the ways I have limited myself, my whole life, by "waiting" for people. And the only thing that I've ever received in return is people thinking that they are faster than me, people thinking that they can make me feel bad about myself just because I let them and people thinking that I have to do whatever they say I should do. My mother used to teach me "Cinderella is a perfect example to be" but I have learned that Cinderella can go fuck herself, I'm not waiting for anybody, anymore! I'm going to run as fast as I can, fly as high as I can, I am going to soar and if you want you can come with me! But I'm not waiting for you anymore.

It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations- something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.

I have advice for people who want to write. I don't care whether they're 5 or 500. There are three things that are important: First, if you want to write, you need to keep an honest, unpublishable journal that nobody reads, nobody but you. Where you just put down what you think about life, what you think about things, what you think is fair and what you think is unfair. And second, you need to read. You can't be a writer if you're not a reader. It's the great writers who teach us how to write. The third thing is to write. Just write a little bit every day. Even if it's for only half an hour — write, write, write.

Please try to remember that books aren’t always an escape; sometimes books teach us things. They show us the world; they don’t hide it.

....a good book can teach you about the world and about yourself. You learn more than how to read better; you also learn more about life. You become wiser. Not just more knowledgeable - books that provide nothing but information can produce that result. But wiser, in the sense that you are more deeply aware of the great and enduring truths of human life.

Especially among Christians in positions of wealth and power, the idea of reading the Gospels and keeping Jesus' commandments as stated therein has been replaced by a curious process of logic. According to this process, people first declare themselves to be followers of Christ, and then they assume that whatever they say or do merits the adjective "Christian".

What literature can and should do is change the people who teach the people who don't read the books.

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

All you have to do to educate a child is leave him alone and teach him to read. The rest is brainwashing.

We read the Golden Rule and judge it to be a brilliant distillation of many of our ethical impulses. And then we come across another of God’s teachings on morality: if a man discovers on his wedding night that his bride is not a virgin, he must stone her to death on her father’s doorstep (Deuteronomy 22:13-21).

Writers and artists build by hand little worlds that they hope might effect change in real minds, in the real world where stories are read. A story can make us cry and laugh, break our hearts, or make us angry enough to change the world.

The first action to be taken is to pull ourselves together. If we are going to be destroyed by an atomic bomb, let that bomb, when it comes, find us doing sensible and human things -- praying, working, teaching, reading, listening to music, bathing the children, playing tennis, chatting to our friends over a pint and a game of darts -- not huddled together like frightened sheep and thinking about bombs.

Historical novels are, without question, the best way of teaching history, for they offer the human stories behind the events and leave the reader with a desire to know more.

I do not mean to object to a thorough knowledge of the famous works we read. I object only to the interminable comments and bewildering criticisms that teach but one thing: there are as many opinions as there are men.

There are two answers to the things they will teach you about our land: the real answer and the answer you give in school to pass. You must read books and learn both answers.

Imaginative literature primarily pleases rather than teaches. It is much easier to be pleased than taught, but much harder to know why one is pleased. Beauty is harder to analyze than truth.

Teach a child to read and he/she will pass a literary test.

People who’ve never read fairy tales, the professor said, have a harder time coping in life than the people who have. They don’t have access to all the lessons that can be learned from the journeys through the dark woods and the kindness of strangers treated decently, the knowledge that can be gained from the company and example of Donkeyskins and cats wearing boots and steadfast tin soldiers. I’m not talking about in-your-face lessons, but more subtle ones. The kind that seep up from your sub¬conscious and give you moral and humane structures for your life. That teach you how to prevail, and trust. And maybe even love.

You learn best by reading a lot and writing a lot, and the most valuable lessons of all are the ones you teach yourself.

I is reading it hundreds of times,' the BFG said. 'And I is still reading it and teaching new words to myself and how to write them. It is the most scrumdiddlyumptious story.' Sophie took the book out of his hand. 'Nicholas Nickleby,' she read aloud. 'By Dahl's Chickens,' the BFG said.

I armed her against the censures of the world, shewed her that books were sweet unreproaching companions to the miserable, and that if they could not bring us to enjoy life, they would at least teach us to endure it.

The first thing that reading teaches us is how to be alone.

I learned to dream through reading, learned to create dreams through writing, and learned to develop dreamers through teaching. I shall always be a dreamer.

In all the works on pedagogy that ever I read — and they have been many, big, and heavy — I don't remember that any one has advocated a system of teaching by practical jokes, mostly cruel. That, however, describes the method of our great teacher, Experience.

But if I do know more than most, it's because I read. Books will teach you anything you want to know, and they tend to be more honest than people.

WESLEY AYERS is the stranger in the halls of the Coronado. He is the Keeper in the garden who shares my secret. He is the boy who reads me books. He is the one who teaches me how to touch.

Where is the book in which the teacher can read about what teaching is? The children themselves are this book. We should not learn to teach out of any book other than the one lying open before us and consisting of the children themselves.

Seven actors have played Batman on the big screen, and if you can name all seven without reading any further, your youth has been wasted.

If you want to learn something, read about it. If you want to understand something, write about it. If you want to master something, teach it.

Millions of books written on every conceivable subject by all these great minds and in the end, none of them knows anything more about the big questions of life than I do … I read Socrates. This guy knocked off little Greek boys. What the Hell’s he got to teach me? And Nietzsche, with his theory of eternal recurrence. He said that the life we lived we’re gonna live over again the exact same way for eternity. Great. That means I’ll have to sit through the Ice Capades again. It’s not worth it. And Freud, another great pessimist. I was in analysis for years and nothing happened. My poor analyst got so frustrated, the guy finally put in a salad bar. Maybe the poets are right. Maybe love is the only answer.

An oncology ward is a battlefield, and there are definite hierarchies of command. The patients, they're the ones doing the tour of duty. The doctors breeze in and out like conquering heroes, but they need to read your child's chart to remember where they've left off from the previous visit. It is the nurses who are the seasoned sergeants -- the ones who are there when your baby is shaking with such a high fever she needs to be bathed in ice, the ones who can teach you how to flush a central venous catheter, or suggest which patient floor might still have Popsicles left to be stolen, or tell you which dry cleaners know how to remove the stains of blood and chemotherapies from clothing. The nurses know the name of your daughter's stuffed walrus and show her how to make tissue paper flowers to twine around her IV stand. The doctors may be mapping out the war games, but it is the nurses who make the conflict bearable.

Give someone a book, they'll read for a day. Teach someone how to write a book, they'll experience a lifetime of paralyzing self doubt.

I think that pretty much every form of fiction (I’d include fantasy, obviously) can actually be a real escape from places where you feel bad, and from bad places. It can be a safe place you go, like going on holiday, and it can be somewhere that, while you’ve escaped, actually teaches you things you need to know when you go back, that gives you knowledge and armour and tools to change the bad place you were in. So no, they’re not escapist. They’re escape.

... The person who, at any stage of a conversation, disagrees, should at least hope to reach agreement in the end. He should be as much prepared to have his own mind changed as seek to change the mind of another ... No one who looks upon disagreement as an occasion for teaching another should forget that it is also an occasion for being taught.

Scott Waldron.' 'What?' Robbie's lip curled in a glimace of disgust. 'The jockstrap? Why, does he need you to teach him how to read?' I scowled at him. 'Just because he's captain of the football team doesn't mean you can be a jerk. Or are you jealous?' 'Oh, of course, that's it,' Robbie said with a sneer. 'I've always wanted the IQ of a rock. No, wait. That would be an insult to the rock...

And I realized that some things just don't work that way. Life isn't a fairy tail. And the person you fall in love with doesn't always love you back. But that's ok, because at the very least it makes you stronger. And brings you to a place where you can fall in love with yourself. And that to me is more important than finding someone that only makes you complete when they are around, It's really about Finding the person that will teach you ALL the lessons you need to know ...so that you feel complete all by yourself. 

the quote that i liked is"The moment of the baby boy is born is taught to be tough" i really liked this quote from the book that am reading because i think its the same in UAE,we teach our baby boy to be strong and to get up without crying and to depend on him self.

Giving birth does not make you a mother. Being there daily in good times and bad to provide, care, comfort, teach, sing, feed, clothe, encourage, discipline, clean, hug, pray, listen, cry, experience, protect, kiss, read, advocate, bandage, educate, coach, cheer, laugh, play and love unconditionally...well, that's a mother.

Escapism isn't good or bad of itself. What is important is what you are escaping from and where you are escaping to. I write from experience, since in my case I escaped to the idea that books could be really enjoyable, an aspect of reading that teachers had not hitherto suggested.

I believe that this corporate machinery of scripted programs, comprehension worksheets (reproducibles, handouts, printables, whatever you want to call them), computer-based incentive packages, and test practice curriculum facilitates a solid bottom-line for the companies that sell them, and give schools proof they can point to that they are using every available resource to teach reading, but these efforts are doomed to fail a large number of students because they leave out the most important factor. When you take a forklift and shovel off the programs, underneath it all is a child reading a book.

This Beloved of ours is merciful and good. Besides, he so deeply longs for our love that he keeps calling us to come closer. This voice of his is so sweet that the poor soul falls apart in the face of her own inability to instantly do whatever he asks of her. And so you can see, hearing him hurts much more than not being able to hear him… For now, his voice reaches us through words spoken by good people, through listening to spiritual talks, and reading sacred literature. God calls to us in countless little ways all the time. Through illnesses and suffering and through sorrow he calls to us. Through a truth glimpsed fleetingly in a state of prayer he calls to us. No matter how halfhearted such insights may be, God rejoices whenever we learn what he is trying to teach us.

Understand: your mind is weaker than your emotions. But you become aware of this weakness only in moments of adversity--precisely the time when you need strength. What best equips you to cope with tthe heat of battle is neither more knowledge nor more intellect. What makes your mind stronger, and more able to control your emotions, is internal discipline and toughness.No one can teach you this skill; you cannot learn it by reading about it. Like any discipline, it can come only through practice, experience, even a little suffering. The first step in building up presence of mind is to see the need for ii -- to want it badly enough to be willing to work for it.

I suppose she chose me because she knew my name; as I read the alphabet a faint line appeared between her eyebrows, and after making me read most of My First Reader and the stock-market quotations from The Mobile Register aloud, she discovered that I was literate and looked at me with more than faint distaste. Miss Caroline told me to tell my father not to teach me any more, it would interfere with my reading.

I think we should sometimes read stories where everything's different from our world, don't you agree? There's nothing's like it for teaching us to wonder why trees are green and not red, and why we have five fingers rather than six.' --spoken by The Bluejay, aka Mo the Bookbinder, from 'Inkdeath

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

To my mind there is nothing so beautiful or so provocative as a secondhand book store...To me it is astonishing and miraculous to think that any one of us can poke among the stalls for something to read overnight--and that this something may be the sum of a lifetime of sweat, tears, and genius that some poor, struggling, blessed fellow expended trying to teach us the truth.

The visitor from outer space made a serious study of Christianity, to learn, if he could, why Christians found it so easy to be cruel. He concluded that at least part of the trouble was slipshod storytelling in the New Testament. He supposed that the intent of the Gospels was to teach people, among other things, to be merciful, even to the lowest of the low. But the Gospels actually taught this: Before you kill somebody, make absolutely sure he isn’t well connected. So it goes. The flaw in the Christ stories, said the visitor from outer space, was that Christ, who didn’t look like much, was actually the Son of the Most Powerful Being in the Universe. Readers understood that, so, when they came to the crucifixion, they naturally thought, and Rosewater read out loud again: Oh, boy–they sure picked the wrong guy to lynch _that_ time! And that thought had a brother: “There are right people to lynch.” Who? People not well connected. So it goes. The visitor from outer space made a gift to the Earth of a new Gospel. In it, Jesus really was a nobody, and a pain in the neck to a lot of people with better connections than he had. He still got to say all the lovely and puzzling things he said in the other Gospels. So the people amused themselves one day by nailing him to a cross and planting the cross in the ground. There couldn’t possibly be any repercussions, the lynchers thought. The reader would have to think that, too, since the new Gospel hammered home again and again what a nobody Jesus was. And then, just before the nobody died, the heavens opened up, and there was thunder and lightning. The voice of God came crashing down. He told the people that he was adopting the bum as his son, giving him the full powers and privileges of The Son of the Creator of the Universe throughout all eternity. God said this: From this moment on, He will punish horribly anybody who torments a bum who has no connections.

If you taught me to read and provided for me the same computer system as someone has provided for Stephen Hawking, I, too, would write great books. And yet you don't teach me to read, and you don't give me a computer stick I can push around with my nose to point at the next letter I wish typed. So whose fault is it that I am what I am?

If it is written and read with serious attention, a novel, like a myth or any great work of art, can become an initiation that helps us to make a painful rite of passage from one phase of life, one state of mind, to another. A novel, like a myth, teaches us to see the world differently; it shows us how to look into our own hearts and to see our world from a perspective that goes beyond our own self-interest.

We are sometimes told that we are not a biblical church. We are a biblical church. This wonderful testament of the Old World, this great and good Holy Bible is one of our standard works. We teach from it. We bear testimony of it. We read from it. It strengthens our testimony. And we add to that this great second witness, the Book of Mormon, the testament of the New World, for as the Bible says, "In the mouth of two or three witnesses shall [all things] be established" (2 Cor. 13:1)

Under the plan of heaven, the husband and the wife walk side by side as companions, neither one ahead of the other, but a daughter of God and a son of God walking side by side. Let your families be families of love and peace and happiness. Gather your children around you and have your family home evenings, teach your children the ways of the Lord, read to them from the scriptures, and let them come to know the great truths of the eternal gospel as set forth in these words of the Almighty.

The main reason I became a teacher is that I like being the first one to introduce kids to words and music and people and numbers and concepts and idea that they have never heard about or thought about before. I like being the first one to tell them about Long John Silver and negative numbers and Beethoven and alliteration and "Oh, What a Beautiful Morning" and similes and right angles and Ebenezer Scrooge. . . Just think about what you know today. You read. You write. You work with numbers. You solve problems. We take all these things for granted. But of course you haven't always read. You haven't always known how to write. You weren't born knowing how to subtract 199 from 600. Someone showed you. There was a moment when you moved from not knowing to knowing, from not understanding to understanding. That's why I became a teacher.

Those who read books cannot understand the teachings and, what's more, may even go astray. But those who try to observe the things going on in the mind, and always take that which is true in their own minds as their standard, never get muddled. They are able to comprehend suffering, and ultimately will understand Dharma. Then, they will understand the books they read.

Self-regulation can be taught to many kids who cycle between frantic activity and immobility. In addition to reading, writing, and arithmetic, all kids need to learn self-awareness, self-regulation, and communication as part of their core curriculum. Just as we teach history and geography, we need to teach children how their brains and bodies work. For adults and children alike, being in control of ourselves requires becoming familiar with our inner world and accurately identifying what scares, upsets, or delights us.

To read these books, in this way, as an exercise in self-knowledge, carries certain risks. Risks that are both personal and political. Risks that every student of Political Philosophy has known. These risks spring from the fact that philosophy teaches us, and unsettles us, by confronting us with what we already know. There is an irony: the difficulty of this course consists in the fact that it teaches what you already know. It works by taking what we know from familiar unquestioned settings, and making it strange. [...] Philosophy estranges us from the familiar, not by supplying new information, but by inviting and provoking a new way of seeing. But, and here is the risk, once the familiar turns strange, it is never quite the same again. Self-knowledge is like lost innocence; however unsettling you find it, it can never be 'unthought' or 'unknown'. What makes this enterprise difficult, but also revetting, is that Moral and Political Philosophy is a story, and you don't know where the story would lead, but you do know that the story is about You.

I want a proper school, sir, to teach reading and writing, and most of all thinking, sir, so people can find out what they are good at, because someone doing what they really like is always an asset to any country, and too often people never find out until it is too late. There have been times, lately, when I dearly wished that I could change the past. Well, I can't, but I can change the present, so that when it becomes the past it will turn out to be a past worth having....Learning is about finding out who you are, what you are, where you are and what you are standing on and what you are good at and what's over the horizon and, well, everything. Its about finding the place where you fit. I found the place where I fit, and I would like everybody else to find theirs." - Tiffany Aching

Week before last I went to Wesleyan and read “A Good Man Is Hard to Find.” After it I went to one of the classes where I was asked questions. There were a couple of young teachers there and one of them, an earnest type, started asking the questions. “Miss O’Connor,” he said, “why was the Misfit’s hat black?” I said most countrymen in Georgia wore black hats. He looked pretty disappointed. Then he said, “Miss O’Connor, the Misfit represents Christ, does he not?” “He does not,” I said. He looked crushed. “Well, Miss O’Connor,” he said, “what is the significance of the Misfit’s hat?” I said it was to cover his head; and after that he left me alone. Anyway, that’s what’s happening to the teaching of literature.

...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]

As I have explained in earlier chapters, abusiveness has little to do with psychological problems and everything to do with values and beliefs. Where do a boy’s values about partner relationships come from? The sources are many. The most important ones include the family he grows up in, his neighborhood, the television he watches and books he reads, jokes he hears, messages that he receives from the toys he is given, and his most influential adult role models. His role models are important not just for which behaviors they exhibit to the boy but also for which values they teach him in words and what expectations they instill in him for the future. In sum, a boy’s values develop from the full range of his experiences within his culture.

By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of the Human Resources Research Organization phrases it simply: ‘The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction—how to teach himself. Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.

Who Am I? I’m a creator, a visionary, a poet. I approach the world with the eyes of an artist, the ears of a musician, and the soul of a writer. I see rainbows where others see only rain, and possibilities when others see only problems. I love spring flowers, summer’s heat on my body, and the beauty of the dying leaves in the fall. Classical music, art museums, and ballet are sources of inspiration, as well as blues music and dim cafes. I love to write; words flow easily from my fingertips, and my heart beats rapidly with excitement as an idea becomes a reality on the paper in front of me. I smile often, laugh easily, and I weep at pain and cruelty. I'm a learner and a seeker of knowledge, and I try to take my readers along on my journey. I am passionate about what I do. I learned to dream through reading, learned to create dreams through writing, and learned to develop dreamers through teaching. I shall always be a dreamer. Come dream with me.

I'm pretty good at inventing phrases- you know, the sort of words that suddenly make you jump, almost as though you'd sat on a pin, they seem so new and exciting even though they're about something hypnopaedically obvious. But that doesn't seem enough. It's not enough for the phrases to be good; what you make with them ought to be good too...I feel I could do something much more important. Yes, and more intense, more violent. But what? What is there more important to say? And how can one be violent about the sort of things one's expected to write about? Words can be like X-rays, if you use them properly-they'll go through anything. You read them and you're pierced. That's one of the things I try to teach my students-how to write piercingly. But what on earth's the good of being pierced by an article about a Community Sing, or the latest improvement in scent organs? Besides, can you make words really piercing-you know, like the very hardest X-rays when you're writing about that sort of thing? Can you say something about nothing?

When you read as many books as Klaus Baudelaire, you are going to learn a great deal of information that might not become useful for a long time. You might read a book that would teach you all about the exploration of outer space, even if you do not become an astronaut until you are eighty years old. You might read a book about how to preform tricks on ice skates, and then not be forced to preform these tricks for a few weeks. You might read a book on how to have a successful marriage, when the only women you will ever love has married someone else and then perished one terrible afternoon.

You teach the reader that he’s way smarter than he thought he was. I think one of the insidious lessons about TV is the meta-lesson that you’re dumb. This is all you can do. This is easy, and you’re the sort of person who really just wants to sit in a chair and have it easy. When in fact there are parts of us, in a way, that are a lot more ambitious than that. And what we need… is seriously engaged art that can teach again that we’re smart. And that’s the stuff that TV and movies — although they’re great at certain things — cannot give us. But that have to create the motivations for us to want to do the extra work, to get those other kinds of art… Which is tricky, because you want to seduce the reader, but you don’t want to pander or manipulate them. I mean, a good book teaches the reader how to read it.

Can't you understand? That if you take a law like evolution and you make it a crime to teach it in the public schools, tomorrow you can make it a crime to teach it in the private schools? And tomorrow you may make it a crime to read about it. And soon you may ban books and newspapers. And then you may turn Catholic against Protestant, and Protestant against Protestant, and try to foist your own religion upon the mind of man. If you can do one, you can do the other. Because fanaticism and ignorance is forever busy, and needs feeding. And soon, your Honor, with banners flying and with drums beating we'll be marching backward, BACKWARD, through the glorious ages of that Sixteenth Century when bigots burned the man who dared bring enlightenment and intelligence to the human mind -Henry Drummond, a character in Inherit The Wind

If you want to help someone move on, you don’t label people as good, bad, worst or best. This categorizes people, rather than experiences with that person. People are not all evil or all good. You don’t teach compassion by categorizing people. Empathy and honest open communication are the only way to live your life. If you’re blaming someone then you haven’t let go of your pain long enough to really try on theirs. However, if you must believe that the only type of person that brings you difficult lessons or experiences in life are those that are bad or worse, then take the time to read the bible a little closer. Christ, put a few people in their place, in order to make point.

In this course I have tried to reveal the mechanism of those wonderful toys — literary masterpieces. I have tried to make of you good readers who read books not for the infantile purpose of identifying oneself with the characters, and not for the adolescent purpose of learning to live, and not for the academic purpose of indulging in generalizations. I have tried to teach you to read books for the sake of their form, their visions, their art. I have tried to teach you to feel a shiver of artistic satisfaction, to share not the emotions of the people in the book but the emotions of its author — the joys and difficulties of creation. We did not talk around books, about books; we went to the center of this or that masterpiece, to the live heart of the matter.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

Listen! Here’s all you need to know to become enlightened: Sit down, shut up, and ask yourself what’s true until you know. That’s it. That’s the whole deal; a complete teaching of enlightenment, a complete practice. If you ever have any questions or problems—no matter what the question or problem is—the answer is always exactly the same: Sit down, shut up, and ask yourself what’s true until you know. In other words, go jump off a cliff. Don’t go near the cliff and contemplate jumping off. Don’t read a book about jumping off. Don’t study the art and science of jumping off. Don’t join a support group for jumping off. Don’t write poems about jumping off. Don’t kiss the ass of someone else who jumped off. Just jump.

Understand: your mind is weaker than your emotions. But you become aware of this weakness only in moments of adversity--precisely the time when you need strength. What best equips you to cope with tthe heat of battle is neither more knowledge nor more intellect. What makes your mind stronger, and more able to control your emotions, is internal discipline and toughness. No one can teach you this skill; you cannot learn it by reading about it. Like any discipline, it can come only through practice, experience, even a little suffering.

Let's say that the consensus is that our species, being the higher primates, Homo Sapiens, has been on the planet for at least 100,000 years, maybe more. Francis Collins says maybe 100,000. Richard Dawkins thinks maybe a quarter-of-a-million. I'll take 100,000. In order to be a Christian, you have to believe that for 98,000 years, our species suffered and died, most of its children dying in childbirth, most other people having a life expectancy of about 25 years, dying of their teeth. Famine, struggle, bitterness, war, suffering, misery, all of that for 98,000 years. Heaven watches this with complete indifference. And then 2000 years ago, thinks 'That's enough of that. It's time to intervene,' and the best way to do this would be by condemning someone to a human sacrifice somewhere in the less literate parts of the Middle East. Don't lets appeal to the Chinese, for example, where people can read and study evidence and have a civilization. Let's go to the desert and have another revelation there. This is nonsense. It can't be believed by a thinking person. Why am I glad this is the case? To get to the point of the wrongness of Christianity, because I think the teachings of Christianity are immoral. The central one is the most immoral of all, and that is the one of vicarious redemption. You can throw your sins onto somebody else, vulgarly known as scapegoating. In fact, originating as scapegoating in the same area, the same desert. I can pay your debt if I love you. I can serve your term in prison if I love you very much. I can volunteer to do that. I can't take your sins away, because I can't abolish your responsibility, and I shouldn't offer to do so. Your responsibility has to stay with you. There's no vicarious redemption. There very probably, in fact, is no redemption at all. It's just a part of wish-thinking, and I don't think wish-thinking is good for people either. It even manages to pollute the central question, the word I just employed, the most important word of all: the word love, by making love compulsory, by saying you MUST love. You must love your neighbour as yourself, something you can't actually do. You'll always fall short, so you can always be found guilty. By saying you must love someone who you also must fear. That's to say a supreme being, an eternal father, someone of whom you must be afraid, but you must love him, too. If you fail in this duty, you're again a wretched sinner. This is not mentally or morally or intellectually healthy. And that brings me to the final objection - I'll condense it, Dr. Orlafsky - which is, this is a totalitarian system. If there was a God who could do these things and demand these things of us, and he was eternal and unchanging, we'd be living under a dictatorship from which there is no appeal, and one that can never change and one that knows our thoughts and can convict us of thought crime, and condemn us to eternal punishment for actions that we are condemned in advance to be taking. All this in the round, and I could say more, it's an excellent thing that we have absolutely no reason to believe any of it to be true.

We're all on our own, aren't we? That's what it boils down to. We come into this world on our own- in Hawaii, as I did, or New York, or China, or Africa or Montana- and we leave it in the same way, on our own, wherever we happen to be at the time- in a plane, in our beds, in a car, in a space shuttle, or in a field of flowers. And between those times, we try to connect along the way with others who are also on their own. If we're lucky, we have a mother who reads to us. We have a teacher or two along the way who make us feel special. We have dogs who do the stupid dog tricks we teach them and who lie on our bed when we're not looking, because it smells like us, and so we pretend not to notice the paw prints on the bedspread. We have friends who lend us their favorite books. Maybe we have children, and grandchildren, and funny mailmen and eccentric great-aunts, and uncles who can pull pennies out of their ears. All of them teach us stuff. They teach us about combustion engines and the major products of Bolivia, and what poems are not boring, and how to be kind to each other, and how to laugh, and when the vigil is in our hands, and when we have to make the best of things even though it's hard sometimes. Looking back together, telling our stories to one another, we learn how to be on our own.

Many scholars forget, it seems to me, that our enjoyment of the great works of literature depends more upon the depth of our sympathy than upon our understanding. The trouble is that very few of their laborious explanations stick in the memory. The mind drops them as a branch drops its overripe fruit. ... Again and again I ask impatiently, "Why concern myself with these explanations and hypotheses?" They fly hither and thither in my thought like blind birds beating the air with ineffectual wings. I do not mean to object to a thorough knowledge of the famous works we read. I object only to the interminable comments and bewildering criticisms that teach but one thing: there are as many opinions as there are men.

There is so much I hope to teach you, little one. I hope that I may do so by example, but I feel the need to put the words to paper as well. It is a quirk of mine, one which I expect you will recognize and find amusing by the time you read this letter. Be strong. Be diligent. Be conscientious. There is never anything to be gained by taking the easy road. (Unless, of course, the road is an easy one to begin with. Roads sometimes are. If that should be the case, do not forge a new, more difficult one. Only martyrs go out looking for trouble.) Love your siblings. You have two already, and God willing, there will be more. Love them well, for they are your blood, and when you are unsure, or times are difficult, they will be the ones to stand by your side. Laugh. Laugh out loud, and laugh often. And when circumstances call for silence, turn your laugh into a smile. Don't settle. Know what you want and reach for it. And if you don't know what you want, be patient. The answers will come to you in time, and you may find that your heart s desire has been right under your nose all the while. And remember, always remember that you have a mother and a father who love each other and love you. I feel you growing restless. Your father is making strange gasping sounds and will surely lose his temper altogether if I do not move from my escritoire to my bed. Welcome to the world, little one. We are all so delighted to make your acquaintance.

Each person held aloft a single lit candle—the city’s traditional way to express its appreciation for that year’s peace prize winner. It was a magical sight, as if a pool of stars had descended from the sky; and as Michelle and I leaned out to wave, the night air brisk on our cheeks, the crowd cheering wildly, I couldn’t help but think about the daily fighting that continued to consume Iraq and Afghanistan and all the cruelty and suffering and injustice that my administration had barely even begun to deal with. The idea that I, or any one person, could bring order to such chaos seemed laughable; on some level, the crowds below were cheering an illusion. And yet, in the flickering of those candles, I saw something else. I saw an expression of the spirit of millions of people around the world: the U.S. soldier manning a post in Kandahar, the mother in Iran teaching her daughter to read, the Russian pro-democracy activist mustering his courage for an upcoming demonstration—all those who refused to give up on the idea that life could be better, and that whatever the risks and hardships, they had a role to play. Whatever you do won’t be enough, I heard their voices say. Try anyway.

A child's instinct is almost perfect in the matter of fighting; a child always stands for the good militarism as against the bad. The child's hero is always the man or boy who defends himself suddenly and splendidly against aggression. The child's hero is never the man or boy who attempts by his mere personal force to extend his mere personal influence. In all boys' books, in all boys' conversation, the hero is one person and the bully the other. That combination of the hero and bully in one, which people now call the Strong Man or the Superman, would be simply unintelligible to any schoolboy.... But really to talk of this small human creature, who never picks up an umbrella without trying to use it as a sword, who will hardly read a book in which there is no fighting, who out of the Bible itself generally remembers the "bluggy" [bloody] parts, who never walks down the garden without imagining himself to be stuck all over with swords and daggers--to take this human creature and talk about the wickedness of teaching him to be military, seems rather a wild piece of humour. He has already not only the tradition of fighting, but a far manlier and more genial tradition of fighting than our own. No; I am not in favour of the child being taught militarism. I am in favour of the child teaching it.

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.

Literature is a source of pleasure, he said, it is one of the rare inexhaustible joys in life, but it's not only that. It must not be disassociated from reality. Everything is there. That is why I never use the word fiction. Every subtlety in life is material for a book. He insisted on the fact. Have you noticed, he'd say, that I'm talking about novels? Novels don't contain only exceptional situations, life or death choices, or major ordeals; there are also everyday difficulties, temptations, ordinary disappointments; and, in response, every human attitude, every type of behavior, from the finest to the most wretched. There are books where, as you read, you wonder: What would I have done? It's a question you have to ask yourself. Listen carefully: it is a way to learn to live. There are grown-ups who would say no, that literature is not life, that novels teach you nothing. They are wrong. Literature performs, instructs, it prepares you for life.

Call the world, if you please, "the Vale of Soul Making". Then you will find out the use of the world.... There may be intelligences or sparks of the divinity in millions -- but they are not Souls till they acquire identities, till each one is personally itself. Intelligences are atoms of perception -- they know and they see and they are pure, in short they are God. How then are Souls to be made? How then are these sparks which are God to have identity given them -- so as ever to possess a bliss peculiar to each one's individual existence. How, but in the medium of a world like this? This point I sincerely wish to consider, because I think it a grander system of salvation than the Christian religion -- or rather it is a system of Spirit Creation... I can scarcely express what I but dimly perceive -- and yet I think I perceive it -- that you may judge the more clearly I will put it in the most homely form possible. I will call the world a school instituted for the purpose of teaching little children to read. I will call the human heart the hornbook used in that school. And I will call the child able to read, the soul made from that school and its hornbook. Do you not see how necessary a world of pains and troubles is to school an intelligence and make it a soul? A place where the heart must feel and suffer in a thousand diverse ways.... As various as the lives of men are -- so various become their souls, and thus does God make individual beings, souls, identical souls of the sparks of his own essence. This appears to me a faint sketch of a system of salvation which does not affront our reason and humanity...

Je suis ce que je suis.” – Death “Is that a spell?” – Nick “It’s French, Nick. Means ‘I am what I am.’ Sheez, kid. Get educated. Read a book. I promise you it’s not painful.” – Death “I would definitely argue that. Have you seen my summer reading list? It’s nothing but girl books about them getting body parts and girl things I don’t want to discuss in class with my female English teacher. Maybe in the boys’ locker room and maybe with a coach, but not with a woman teacher in front of other girls who already won’t go out with me. Or worse, they’re about how bad all of us men reek and how we need to be taken out and shot ‘cause we’re an affront to all social and natural orders. Again – thanks, Teach. Give the girls even more reason to kick us down when we talk to one. Not like it’s not hard enough to get up the nerve to ask one out. Can you say inappropriate content? And then they tell me my manga’s bad. Riiight…Is it too much to ask that we have one book, just one, on the required reading list that says, ‘Hey, girls. Guys are fun and we’re okay. Really. We’re not all mean psycho-killing, bloodsucking animals. Most of us are pretty darn decent, and if you’ll just give us a chance, you’ll find out we’re not so bad.’” – Nick

Accepting the fact that she did indeed have Alzheimer's, that she could only bank on two unacceptably effective drugs available to treat it, and that she couldn't trade any of this in for some other, curable disease, what did she want? Assuming the in vitro procedure worked, she wanted to live to hold Anna's baby and know it was her grandchild. She wanted to see Lydia act in something she was proud of. She wanted to see Tom fall in love. She wanted one more sabbatical year with John. She wanted to read every book she could before she could no longer read. She laughed a little, surprised at what she'd just revealed about herself. Nowhere in that list was anything about linguistics, teaching, or Harvard. She ate her last bite of cone. She wanted more sunny, seventy-degree days and ice-cream cones.

In one way we think a great deal too much of the atomic bomb. ‘How are we to live in an atomic age?’ I am tempted to reply: Why, as you would have lived in the sixteenth century when the plague visited London almost every year, or as you would have lived in a Viking age when raiders from Scandinavia might land and cut your throat any night; or indeed, as you are already living in an age of cancer, an age of syphilis, an age of paralysis, an age of air raids, an age of railway accidents, an age of motor accidents.’ In other words, do not let us begin by exaggerating the novelty of our situation. Believe me, dear sir or madam, you and all whom you love were already sentenced to death before the atomic bomb was invented: and quite a high percentage of us were going to die in unpleasant ways. We had, indeed, one very great advantage over our ancestors—anesthetics; but we have that still. It is perfectly ridiculous to go about whimpering and drawing long faces because the scientists have added one more chance of painful and premature death to a world which already bristled with such chances… and in which death itself was not a chance at all, but a certainty. This is the first point to be made: and the first action to be taken is to pull ourselves together. If we are all going to be destroyed by an atomic bomb, let that bomb when it comes find us doing sensible and human things—praying, working, teaching, reading, listening to music, bathing the children, playing tennis, chatting to our friends over a pint and a game of darts—not huddled together like frightened sheep and thinking about bombs. They may break our bodies (a microbe can do that) but they need not dominate our minds.

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

I knew that the languages which one learns there are necessary to understand the works of the ancients; and that the delicacy of fiction enlivens the mind; that famous deeds of history ennoble it and, if read with understanding, aid in maturing one's judgment; that the reading of all the great books is like conversing with the best people of earlier times; it is even studied conversation in which the authors show us only the best of their thoughts; that eloquence has incomparable powers and beauties; that poetry has enchanting delicacy and sweetness; that mathematics has very subtle processes which can serve as much to satisfy the inquiring mind as to aid all the arts and diminish man's labor; that treatises on morals contain very useful teachings and exhortations to virtue; that theology teaches us how to go to heaven; that philosophy teaches us to talk with appearance of truth about things, and to make ourselves admired by the less learned; that law, medicine, and the other sciences bring honors and wealth to those who pursue them; and finally, that it is desirable to have examined all of them, even to the most superstitious and false in order to recognize their real worth and avoid being deceived thereby

Something, somewhere, somewhen, must have happened differently... PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn't know what a logarithm was. He's read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who's met him seems to fear, he doesn't want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what's going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain't guessin' where this one's going.

Fiction has two uses. Firstly, it’s a gateway drug to reading. The drive to know what happens next, to want to turn the page, the need to keep going, even if it’s hard, because someone’s in trouble and you have to know how it’s all going to end … that’s a very real drive. And it forces you to learn new words, to think new thoughts, to keep going. To discover that reading per se is pleasurable. Once you learn that, you’re on the road to reading everything. And reading is key. There were noises made briefly, a few years ago, about the idea that we were living in a post-literate world, in which the ability to make sense out of written words was somehow redundant, but those days are gone: words are more important than they ever were: we navigate the world with words, and as the world slips onto the web, we need to follow, to communicate and to comprehend what we are reading. People who cannot understand each other cannot exchange ideas, cannot communicate, and translation programs only go so far. The simplest way to make sure that we raise literate children is to teach them to read, and to show them that reading is a pleasurable activity. And that means, at its simplest, finding books that they enjoy, giving them access to those books, and letting them read them. I don’t think there is such a thing as a bad book for children. Every now and again it becomes fashionable among some adults to point at a subset of children’s books, a genre, perhaps, or an author, and to declare them bad books, books that children should be stopped from reading. I’ve seen it happen over and over; Enid Blyton was declared a bad author, so was RL Stine, so were dozens of others. Comics have been decried as fostering illiteracy. It’s tosh. It’s snobbery and it’s foolishness. There are no bad authors for children, that children like and want to read and seek out, because every child is different. They can find the stories they need to, and they bring themselves to stories. A hackneyed, worn-out idea isn’t hackneyed and worn out to them. This is the first time the child has encountered it. Do not discourage children from reading because you feel they are reading the wrong thing. Fiction you do not like is a route to other books you may prefer. And not everyone has the same taste as you. Well-meaning adults can easily destroy a child’s love of reading: stop them reading what they enjoy, or give them worthy-but-dull books that you like, the 21st-century equivalents of Victorian “improving” literature. You’ll wind up with a generation convinced that reading is uncool and worse, unpleasant. We need our children to get onto the reading ladder: anything that they enjoy reading will move them up, rung by rung, into literacy. [from, Why our future depends on libraries, reading and daydreaming]

Sometimes, we expect life to work a certain way and when it doesn’t we blame others or see it as a sign, rather than face the pain of the choices we should or shouldn’t have made. Real healing won’t begin until we stop saying, “God prevented this or that.” Often in our attempt to protect ourselves from pain, we leave things to fate and don’t take chances. Or, we don’t work hard enough to keep the blessings we are given. Maybe, we didn't recognize a blessing, until it was too late. Often, it is the lies we tell ourselves that keeps us stuck in a delusion of not being responsible for our lives. We leave it all up to God. The truth is we are not leaves blowing toward our destiny without any control. To believe this is to take away our freedom of choice and that of others. The final stage of grief is acceptance. This can’t be reached through always believing God willed the outcomes in our lives, despite our inaction or actions. To think so is to take the easy escape from our accountability. Sometimes, God has nothing to do with it. Sometimes, we just screwed up and guarded our heart from accepting it, by putting our outcome on God as the reason it turned out the way it did. Faith is a beautiful thing, but without work we can give into a mysticism of destiny that really doesn't teach us lessons or consequences for our actions. Life then becomes a distorted delusion of no accountability with God always to blame for battles we walked away from, won or loss.

I will never be a brain surgeon, and I will never play the piano like Glenn Gould. But what keeps me up late at night, and constantly gives me reason to fret, is this: I don’t know what I don’t know. There are universes of things out there — ideas, philosophies, songs, subtleties, facts, emotions — that exist but of which I am totally and thoroughly unaware. This makes me very uncomfortable. I find that the only way to find out the fuller extent of what I don’t know is for someone to tell me, teach me or show me, and then open my eyes to this bit of information, knowledge, or life experience that I, sadly, never before considered. Afterward, I find something odd happens. I find what I have just learned is suddenly everywhere: on billboards or in the newspaper or SMACK: Right in front of me, and I can’t help but shake my head and speculate how and why I never saw or knew this particular thing before. And I begin to wonder if I could be any different, smarter, or more interesting had I discovered it when everyone else in the world found out about this particular obvious thing. I have been thinking a lot about these first discoveries and also those chance encounters: those elusive happenstances that often lead to defining moments in our lives. […] I once read that the definition of insanity is doing the same thing over and over and expecting different results. I fundamentally disagree with this idea. I think that doing the same thing over and over and expecting different results is the definition of hope. We might keep making mistakes but the struggle gives us a sense of empathy and connectivity that we would not experience otherwise. I believe this empathy improves our ability to see the unseen and better know the unknown. Lives are shaped by chance encounters and by discovering things that we don’t know that we don’t know. The arc of a life is a circuitous one. … In the grand scheme of things, everything we do is an experiment, the outcome of which is unknown. You never know when a typical life will be anything but, and you won’t know if you are rewriting history, or rewriting the future, until the writing is complete. This, just this, I am comfortable not knowing.

Secularism should not be equated with Stalinist dogmatism or with the bitter fruits of Western imperialism and runaway industrialisation. Yet it cannot shirk all responsibility for them, either. Secular movements and scientific institutions have mesmerised billions with promises to perfect humanity and to utilise the bounty of planet Earth for the benefit of our species. Such promises resulted not just in overcoming plagues and famines, but also in gulags and melting ice caps. You might well argue that this is all the fault of people misunderstanding and distorting the core secular ideals and the true facts of science. And you are absolutely right. But that is a common problem for all influential movements. For example, Christianity has been responsible for great crimes such as the Inquisition, the Crusades, the oppression of native cultures across the world, and the disempowerment of women. A Christian might take offence at this and retort that all these crimes resulted from a complete misunderstanding of Christianity. Jesus preached only love, and the Inquisition was based on a horrific distortion of his teachings. We can sympathise with this claim, but it would be a mistake to let Christianity off the hook so easily. Christians appalled by the Inquisition and by the Crusades cannot just wash their hands of these atrocities – they should rather ask themselves some very tough questions. How exactly did their ‘religion of love’ allow itself to be distorted in such a way, and not once, but numerous times? Protestants who try to blame it all on Catholic fanaticism are advised to read a book about the behaviour of Protestant colonists in Ireland or in North America. Similarly, Marxists should ask themselves what it was about the teachings of Marx that paved the way to the Gulag, scientists should consider how the scientific project lent itself so easily to destabilising the global ecosystem, and geneticists in particular should take warning from the way the Nazis hijacked Darwinian theories.