The Teacher Will Appear Quotes

When the student is ready the teacher will appear. When the student is truly ready... The teacher will Disappear.

When one does a thing, it appears good, otherwise one would not write it. Only later comes reflection, and one discards or accepts the thing. Time is the best censor, and patience a most excellent teacher.

Written in ink, in German, in a small, hopelessly sincere handwriting, were the words "Dear God, life is hell." Nothing led up to or away from it. Alone on the page, and in the sickly stillness of the room, the words appeared to have the stature of an uncontestable, even classic indictment. X stared at the page for several minutes, trying, against heavy odds, not to be taken in. Then, with far more zeal than he had done anything in weeks, he picked up a pencil stub and wrote down under the inscription, in English, "Fathers and teachers, I ponder, 'What is Hell?' I maintain that it is the suffering of being unable to love.

When the pupil is ready, the teacher will appear. I was your teacher.

To a teacher of languages there comes a time when the world is but a place of many words and man appears a mere talking animal not much more wonderful than a parrot.

Dispassionately, reasonably, he contemplated the failure that his life must appear to be. He had wanted friendship and the closeness of friendship that might hold him in the race of mankind; he had had two friends, one of whom had died senselessly before he was known, the other of whom had now withdrawn so distantly into the ranks of the living that... He had wanted the singleness and the still connective passion of marriage; he had had that, too, and he had not known what to do with it, and it had died. He had wanted love; and he had had love, and had relinquished it, had let it go into the chaos of potentiality. Katherine, he thought. "Katherine." And he had wanted to be a teacher, and he had become one; yet he knew, he had always known, that for most of his life he had been an indifferent one. He had dreamed of a kind of integrity, of a kind of purity that was entire; he had found compromise and the assaulting diversion of triviality. He had conceived wisdom, and at the end of the long years he had found ignorance. And what else? he thought. What else? What did you expect? he asked himself.

I KNOW THE WAY YOU CAN GET I know the way you can get When you have not had a drink of Love: Your face hardens, Your sweet muscles cramp. Children become concerned About a strange look that appears in your eyes Which even begins to worry your own mirror And nose. Squirrels and birds sense your sadness And call an important conference in a tall tree. They decide which secret code to chant To help your mind and soul. Even angels fear that brand of madness That arrays itself against the world And throws sharp stones and spears into The innocent And into one's self. O I know the way you can get If you have not been drinking Love: You might rip apart Every sentence your friends and teachers say, Looking for hidden clauses. You might weigh every word on a scale Like a dead fish. You might pull out a ruler to measure From every angle in your darkness The beautiful dimensions of a heart you once Trusted. I know the way you can get If you have not had a drink from Love's Hands. That is why all the Great Ones speak of The vital need To keep remembering God, So you will come to know and see Him As being so Playful And Wanting, Just Wanting to help. That is why Hafiz says: Bring your cup near me. For all I care about Is quenching your thirst for freedom! All a Sane man can ever care about Is giving Love!

Always remember, wherever you are, whether near or far, you had a mother who really, really loved you. The original mother. Once you've found your true inner guru you can never again be divided. Perfect union with the divine, through the grace of your real teacher, transcends time, space, death and all worldly limitations. Your real teacher is the original mother - regardless in which manifest or non-manifest form, or gender, she appears. The one who nurtures you and the one who also, out of wisdom and compassion, corrects you if you are misguided.

It’s the chemicals in our brains, they say. I got the wrong chemicals, Ma. Or rather, I don’t get enough of one or the other. They have a pill for it. They have an industry. They make millions. Did you know people get rich off of sadness? I want to meet the millionaire of American sadness. I want to look him in the eye, shake his hand, and say, “it’s been an honor to serve my country.” The thing is, I don’t want my sadness to be othered from me just as I don’t want my happiness to be othered. They’re both mine. I made them, dammit. What if the elation I feel is not another “bipolar episode” but something I fought hard for? Maybe I jump up and down and kiss you too hard on the neck when I learn, upon coming home, that it’s pizza night because sometimes pizza night is more than enough, is my most faithful and feeble beacon. What if I’m running outside because the moon tonight is children’s-book huge and ridiculous over the pines, the sight of it a strange sphere of medicine? It’s like when all you’ve been seeing before you is a cliff and then this bright bridge appears out of nowhere, and you run fast across it knowing, sooner or later, there’ll be another cliff on the other side. What if my sadness is actually my most brutal teacher? And the lesson is always this: you don’t have to be like the buffaloes. You can stop.

Not only will your teachers appear, but they will cook new foods for you.

I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value.

The basic fact is that Christianity as it was born in the mind of this Jewish thinker and teacher appears as a technique of survival for the oppressed. That it became, through the intervening years, a religion of the powerful and the dominant, used sometimes as an instrument of oppression, must not tempt us into believing that it was thus in the mind and life of Jesus. 'In him was life; and the life was the light of men.' Wherever his spirit appears, the oppressed gather fresh courage; for he announced the good news that fear, hypocrisy, and hatred, the three hounds of hell that track the trail of the disinherited, need have no dominion over them.

When the student is ready, the teacher will appear.

When the student is ready, the teacher will appear.” Chinese Proverb

When the student is ready, the teacher will appear. Sometimes the teacher is inside us.

Islanzadi sighed, and suddenly appeared tired. “Ormomis may have been your proper teacher, but you have proved yourself to be Brom’s heir, not Oromis’s. Brom is the only person who managed to entangle himself in as many predicaments as you. Like him, you seem compelled to find the deepest patch of quicksand and then dive into it.” Eragon hid a smile, pleased by the comparison.

It’s like when all you’ve been seeing before you is a cliff and then this bright bridge appears out of nowhere, and you run fast across it knowing, sooner or later, there’ll be another cliff on the other side. What if my sadness is actually my most brutal teacher? And the lesson is always this: you don’t have to be like the buffaloes. You can stop.

In actual fact. The manifold sexualities - those which appear with the different ages (sexualities of the infant or the child), those which become fixated on particular tastes or practices (the sexuality of the invert, the gerontophile, the fetishist), those which, in a diffuse manner, invest relationships (the sexuality of doctor and patient, teacher and student, psychiatrist and mental patient), those which haunt spaces (the sexuality of the home, the school, the prison)- all form the correlate of exact procedures of power.

If the path has been laid down, why the successive appearance of different teachers? Why would anyone reinvent the wheel, if everything were as cosy and sequential as primitive longing so easily convinces us?

When the student is ready the teacher appears. When the question is asked then the answer is heard. When we are truly ready to receive then what we need will become available.

When the student is ready, the teacher will appear.

When the student is ready, the teacher will appear.

And it’s like that Zen saying: ‘When the student is ready, the teacher will appear.

When the student is ready the teacher will appear

One of my favorite Zen sayings is “When the student is ready, the teacher will appear.

Your perception is riveting, Amal," he says in a bored and sarcastic tone, dropping the note down on my desk. "It's comforting to know that there are people in my class who have the maturity and intelligence to make derogatory comments about other people's external appearances." Now what am I supposed to say to that? "What do you have to say for yourself?" Friggin' mind reader.

Teachers can make such a profound impact on our lives and should be honored as heroes, I believe. They’re working for so little money, under such difficult circumstances, usually for the love of the service to the children. Many of us owe who we are to certain teachers who appeared at just the right time, in the right place, and had just the right words to say to propel us on our journey. (ACTIVITY ALERT: Take this opportunity, partway through this ridiculous book, to reach out to a teacher who made an impact on you and THANK THEM. You’ll be so glad you did. And so will they!)

I remember discussing this dynamic with my Russian teacher one day, and he had an interesting theory. Having lived under communism for so many generations, with little to no economic opportunity and caged by a culture of fear, Russian society found the most valuable currency to be trust. And to build trust you have to be honest. That means when things suck, you say so openly and without apology. People’s displays of unpleasant honesty were rewarded for the simple fact that they were necessary for survival—you had to know whom you could rely on and whom you couldn’t, and you needed to know quickly. But, in the “free” West, my Russian teacher continued, there existed an abundance of economic opportunity—so much economic opportunity that it became far more valuable to present yourself in a certain way, even if it was false, than to actually be that way. Trust lost its value. Appearances and salesmanship became more advantageous forms of expression. Knowing a lot of people superficially was more beneficial than knowing a few people closely. This is why it became the norm in Western cultures to smile and say polite things even when you don’t feel like it, to tell little white lies and agree with someone whom you don’t actually agree with. This is why people learn to pretend to be friends with people they don’t actually like, to buy things they don’t actually want. The economic system promotes such deception. The downside of this is that you never know, in the West, if you can completely trust the person you’re talking to. Sometimes this is the case even among good friends or family members. There is such pressure in the West to be likable that people often reconfigure their entire personality depending on the person they’re dealing with. Rejection

Desire, when it stems from the heart and spirit, when it is pure and intense, possesses awesome electromagnetic energy. This energy is released into the ether each night, as the mind falls into the sleep state. Each morning it returns to the conscious state reinforced with the cosmic currents. That which has been imaged will surely and certainly be manifested. You can rely, young man, upon this ageless promise as surely as you can rely upon the eternally unbroken promise of sunrise... and of Spring. When the student is ready, the teacher will appear—How

When the student is ready, the teacher appears.

The teacher is one who abandons ceremonial and religious display and social appearances, and concentrates on real development.

I do not ignore the theological and metaphysical interpretation of the Christian doctrine of salvation. But the underprivileged everywhere have long since abandoned any hope that this type of salvation deals with the crucial issues by which their days are turned into despair without consolation. The basic fact is that Christianity as it was born in the mind of this Jewish teacher and thinker appears as a technique of survival for the oppressed. That it became, through the intervening years, a religion of the powerful and the dominant, used sometimes as an instrument of oppression, must not tempt us into believing that it was thus in the mind and life of Jesus. “In him was life; and the life was the light of men.” Wherever his spirit appears, the oppressed gather fresh courage; for he announced the good news that fear, hypocrisy, and hatred, the three hounds of hell that track the trail of the disinherited, need have no dominion over them.

I’ve often cited the Buddhist proverb “When the student is ready, the teacher will appear.” Although it is not always evident at the time, all of our experiences in this life, even those that are painful, have a true and necessary purpose in our soul’s journey.

You aren’t actually a someone, a person, who is conscious. You are the awake space of awareness itself, within which all the “thought up” entities in your world appear. Out of all these imagined entities, you have simply made the mistake of thinking that one of them is you.

Dr. Kunkel’s teacher, Dr. Jung, believed that archetypes are blueprints of the basic human qualities we all share. The archetypes themselves are undefinable natural patterns or forces that shape life in all ages and places. They cannot be known directly, but archetypal themes and images appear in myth, fairy tales, dreams, and fantasies. We tend to think of ourselves as unique individuals, and to a great extent we are. But just as there are shared patterns that shape our physical existence, such as having two arms and legs, two eyes, ten fingers and toes, so there are underlying patterns that shape our psychic existence.

All teachers of Scripture conclude that the essence of prayer is simply the lifting up of the heart to God. But if this is so, it follows that everything else that doesn’t lift up the heart to God is not prayer. Therefore, singing, talking, and whistling without this lifting up of your heart to God are as much like prayer as scarecrows in the garden are like people. The name and appearance might be there, but the essence is missing.

The wise teacher appears, not for the structure of the student; but for the freedom of the people.

When the student is ready, the teacher appears,

When the student is ready, the old Zen saying goes, the teacher appears.

Rejecting Christianity because it’s associated with a teacher like Gothard may give the appearance of freedom, but it will not lead to true freedom.

If you are willing to travel around the world to meet a teacher, one will appear next door

I never realized, you know, how much we rely on appearances," he said. "It's not that we're so smart, it's just that we don't look like we did it. We might as well be a bunch of Sunday-school teachers as far as everyone else is concerned. But these guys won't be taken in by that.

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.

Inteligente. For years it had been enough to be the intelligent one. All that had meant, in the beginning, was that you could answer the kinds of questions that your teachers asked. The whole world appeared to be fact-based, and that had been a relief to Greer, who could dredge up facts with great ease, a magician pulling coins from behind any available ear. Facts appeared before her, and the she simply articulated them, and in this way she became known as the smartest one in her glass.

I still have an overwhelming wish to see him the way that I first saw him: as the wise old man who appeared to me out of nowhere on a desolate strip of road, with a bewitching offer to make all my dreams come true.

they determine you without you understanding their language.53 One would like to learn this language, but who can teach and learn it? Scholarliness alone is not enough; there is a knowledge of the heart that gives deeper insight.54 The knowledge of the heart is in no book and is not to be found in the mouth of any teacher, but grows out of you like the green seed from the dark earth. Scholarliness belongs to the spirit of this time, but this spirit in no way grasps the dream, since the soul is everywhere that scholarly knowledge is not. But how can I attain the knowledge of the heart? You can attain this knowledge only by living your life to the full. You live your life fully if you also live what you have never yet lived, but have left for others to live or to think.55 You will say: “But I cannot live or think everything that others live or think.” But you should say: “The life that I could still live, I should live, and the thoughts that I could still think, I should think.” It appears as

Vanity. It’s possible that one of the reasons you got on the path of mastery was to look good. But to learn something new of any significance, you have to be willing to look foolish. Even after years of practice, you still take pratfalls. When a Most Valuable Player candidate misjudges a ball and falls on his duff, he does it in the sight of millions. You should be willing to do it before your teacher and a few friends or fellow students. If you’re always thinking about appearances, you can never attain the state of concentration that’s necessary for effective learning and top performance.

As you progress with your sadhana you may find it necessary to change your occupation. Or you may find that it is only necessary to change the way in which you perform your current occupation in order to bring it into line with your new understanding of how it all is. The more conscious that a being becomes, the more he can use any occupation as a vehicle for spreading light. The next true being of Buddha-nature that you meet may appear as a bus driver, a doctor, a weaver, an insurance salesman, a musician, a chef, a teacher, or any of the thousands of roles that are required in a complex society—the many parts of Christ’s body. You will know him because the simple dance that may transpire between you—such as handing him change as you board the bus—will strengthen in you the faith in the divinity of man. It’s as simple as that.

Teachers can make such a profound impact on our lives and should be honored as heroes, I believe. They’re working for so little money, under such difficult circumstances, usually for the love of the service to the children. Many of us owe who we are to certain teachers who appeared at just the right time, in the right place, and had just the right words to propel us on our journey.

Few teachers realize that the purpose of teaching history is not the memorizing of some dates and facts, that the student is not interested in knowing the exact date of a battle or the birthday of some marshal or other, and not at all—or at least only very insignificantly—interested in knowing when the crown of his fathers was placed on the brow of some monarch. These are certainly not looked upon as important matters. To study history means to search for and discover the forces that are the causes of those results which appear before our eyes as

Independence and unvarying reliability, and to pay attention to nothing, no matter how fleetingly, except the logos. And to be the same in all circumstances—intense pain, the loss of a child, chronic illness. And to see clearly, from his example, that a man can show both strength and flexibility. His patience in teaching. And to have seen someone who clearly viewed his expertise and ability as a teacher as the humblest of virtues. And to have learned how to accept favors from friends without losing your self-respect or appearing ungrateful. On Apolonius

In our relationships, weatherproofing typically plays itself out like this: You meet someone and all is well. You are attracted to his or her appearance, personality, intellect, sense of humor, or some combination of these traits. Initially, you not only approve of your differences with this person, you actually appreciate them. You might even be attracted to the person, in part because of how different you are. You have different opinions, preferences, tastes, and priorities. After a while, however, you begin to notice little quirks about your new partner (or friend, teacher, whoever), that you feel could be improved upon. You bring it to their attention. You might say, “You know, you sure have a tendency to be late.” Or, “I’ve noticed you don’t read very much.” The point is, you’ve begun what inevitably turns into a way of life—looking for and thinking about what you don’t like about someone, or something that isn’t quite right. Obviously, an occasional comment, constructive criticism, or helpful guidance isn’t cause for alarm. I have to say, however, that in the course of working with hundreds of couples over the years, I’ve met very few people who didn’t feel that they were weatherproofed at times by their partner. Occasional harmless comments have an insidious tendency to become a way of looking at life. When you are weatherproofing another human being, it says nothing about them—but it does define you as someone who needs to be critical. Whether you have a tendency to weatherproof your relationships, certain aspects of your life, or both, what you need to do is write off weatherproofing as a bad idea. As the habit creeps into your thinking, catch yourself and seal your lips. The less often you weatherproof your partner or your friends, the more you’ll notice how super your life really is.

The only acceptable hobby, throughout all stages of life, is cookery. As a child: adorable baked items. Twenties: much appreciated spag bol and fry-ups. Thirties and forties: lovely stuff with butternut squash and chorizo from the Guardian food section. Fifties and sixties: beef wellington from the Sunday Telegraph magazine. Seventies and eighties: back to the adorable baked items. Perfect. The only teeny tiny downside of this hobby is that I HATE COOKING. Don't get me wrong; I absolutely adore the eating of the food. It's just the awful boring, frightening putting together of it that makes me want to shove my own fists in my mouth. It's a lovely idea: follow the recipe and you'll end up with something exactly like the pretty picture in the book, only even more delicious. But the reality's rather different. Within fifteen minutes of embarking on a dish I generally find myself in tears in the middle of what appears to be a bombsite, looking like a mentally unstable art teacher in a butter-splattered apron, wondering a) just how I am supposed to get hold of a thimble and a half of FairTrade hazelnut oil (why is there always the one impossible-to-find recipe ingredient? Sesame paste, anyone?) and b) just how I managed to get flour through two closed doors onto the living-room curtains, when I don't recall having used any flour and oh-this-is-terrible-let's-just-go-out-and-get-a-Wagamama's-and-to-hell-with-the-cost, dammit.

Coming back to America was, for me, much more of a cultural shock than going to India. The people in the Indian countryside don’t use their intellect like we do, they use their intuition instead, and their intuition is far more developed than in the rest of the world. Intuition is a very powerful thing, more powerful than intellect, in my opinion. That’s had a big impact on my work. Western rational thought is not an innate human characteristic; it is learned and is the great achievement of Western civilization. In the villages of India, they never learned it. They learned something else, which is in some ways just as valuable but in other ways is not. That’s the power of intuition and experiential wisdom. Coming back after seven months in Indian villages, I saw the craziness of the Western world as well as its capacity for rational thought. If you just sit and observe, you will see how restless your mind is. If you try to calm it, it only makes it worse, but over time it does calm, and when it does, there’s room to hear more subtle things—that’s when your intuition starts to blossom and you start to see things more clearly and be in the present more. Your mind just slows down, and you see a tremendous expanse in the moment. You see so much more than you could see before. It’s a discipline; you have to practice it. Zen has been a deep influence in my life ever since. At one point I was thinking about going to Japan and trying to get into the Eihei-ji monastery, but my spiritual advisor urged me to stay here. He said there is nothing over there that isn’t here, and he was correct. I learned the truth of the Zen saying that if you are willing to travel around the world to meet a teacher, one will appear next door.

The development of objective thinking by the Greeks appears to have required a number of specific cultural factors. First was the assembly, where men first learned to persuade one another by means of rational debate. Second was a maritime economy that prevented isolation and parochialism. Third was the existence of a widespread Greek-speaking world around which travelers and scholars could wander. Fourth was the existence of an independent merchant class that could hire its own teachers. Fifth was the Iliad and the Odyssey, literary masterpieces that are themselves the epitome of liberal rational thinking. Sixth was a literary religion not dominated by priests. And seventh was the persistence of these factors for 1,000 years.

It was not enough that the Son of God should come down from the heavens and appear as the Son of Man, for then He would have been only a great teacher and a great example, but not a Redeemer. It was more important for Him to fulfill the purpose of the coming, to redeem man from sin while in the likeness of human flesh. Teachers change men by their lives; Our Blessed Lord would change men by His death. The poison of hate, sensuality, and envy which is in the hearts of men could not be healed simply by wise exhortations and social reforms. The wages of sin is death, and therefore it was to be by death that sin would be atoned for.

I wish you believe, not for myprofit, but for yours. I daily pray the true God give you light, that you may believe. Whether you will ever believe in tis world I do not know, but when you die I know you will believe what I now say. You will then appear before God you now deny. - Adorinam Judson to his Burman teacher.

Gansey appeared in the doorway. He was speaking to a teacher in the hall, thumb poised on his lower lip, eyebrows furrowed handsomely, uniform worn with confident ease. He stepped into the classroom, shoulders square, and for just a second, it was like he was a stranger again — once more that lofty, unknowable Virginia princeling.

What you call the personality is an inflexible accumulation of emotive images. The real personality appears in your stillness only when you need it and disappears when the situation no longer calls for it. It is flexible without a periphery. It is multidimensional, free from psychological interference. When you are called upon to be a mother, a father, a lover, a student, a teacher, a fighter, you are these temporarily, but they do not remain as a state you identify with. Then there is love, there is affection without affectivity.

The One that experiences itself as your body-mind is the same One that experiences itself in every other body-mind, form, or appearance that exists.

Few teachers realize that the purpose of teaching history is not the memorizing of certain dates and facts that the student is not interested in knowing: the exact date of a battle, or the birthday of some marshal or other... To study history means to search for and discover the forces that are the causes of those results that appear to us as historical events.

I have encountered pets in hundreds of readings, and they always appear as happy bundles of light and energy. While they’re with us, they are our teachers, sharing profound lessons about unconditional love—lessons they are uniquely suited to teach. And when they cross, they remain connected to us in real and powerful ways, providing hope and comfort and support and, of course, everlasting love.

Written in ink, in German, in a small, hopelessly sincere handwriting, were the words, “Dear God, life is hell.” Nothing led up to or away from it. Alone on the page, and in the sickly stillness of the room, the words appeared to have the statue of an uncontestable, even classic indictment. X stared at the page for several minutes, trying, against heavy odds, not to be taken in. Then, with far more zeal than he had done anything in weeks, he picked up a pencil stub and wrote down under the inscription, in English, “Fathers and teachers, I ponder, ‘What is hell?’ I maintain that it is the suffering of being unable to love.” He started to write Dostoevski’s name under the inscription, but saw—with fright that ran through his whole body—that what he had written was almost entirely illegible. He shut the book.

I remember hearing a talk from a very famous Tibetan teacher, a man who had spent many years in a small, stone hut in the Himalayas. He was crippled, and so he couldn’t use either one of his legs. He told a story of how a big boulder fell on his legs and broke them, and he spent many years in a stone hut, because there was really nothing that he could do. It was hard for someone with broken legs to get around much in the Himalayas. He told the story of being in this small hut, and he said, “To be locked in that small hut for so many years was the greatest thing that ever happened to me. It was a great grace, because if it wasn’t for that, I would never have turned within, and I would never have found the freedom that revealed itself there. So I look back at the losing of my legs as one of the most profound and lucky events of my whole life.” Normally, most of us wouldn’t think that losing the use of our legs would be grace. We have certain ideas about how we want grace to appear. But grace is simply that which opens our hearts, that which has the capacity to come in and open our perceptions about life.

When the moral history of the 1990s is written, it might be titled Desperately Seeking Satan. With peace and harmony ascendant, Americans seemed to be searching for substitute villains. We tried drug dealers (but then the crack epidemic waned) and child abductors (who are usually one of the parents). The cultural right vilified homosexuals; the left vilified racists and homophobes. As I thought about these various villains, including the older villains of communism and Satan himself, I realized that most of them share three properties: They are invisible (you can’t identify the evil one from appearance alone); their evil spreads by contagion, making it vital to protect impressionable young people from infection (for example from communist ideas, homosexual teachers, or stereotypes on television); and the villains can be defeated only if we all pull together as a team. It became clear to me that people want to believe they are on a mission from God, or that they are fighting for some more secular good (animals, fetuses, women’s rights), and you can’t have much of a mission without good allies and a good enemy.

I find nothing in the Gospel of Thomas that contradicts any of Jesus’s teachings in the canonical gospels. Rather, it rounds them out metaphysically and creates a newfound sense of awe as we see just how original and subtle his understanding really is. He is the first truly integral teacher to appear on this planet. As we take a fresh look at these teachings at once familiar and strange, we’re catapulted forward again along a path that rings with the power of truth.

Anything that appears and disappears cannot actually be you because it is being observed by you. By removing the attention from these things and noticing what remains, you are left only with what is permanent — the truth of who you are.

The faculty member is the student’s natural enemy and if he lets down his guard he is sorry for it later, has a conscience crisis, and feels he has to turn you in. Unless he has prejudiced his own case so badly that he doesn’t wish to call administrative attention to what now appears to be a mutual folly; in this case sullen silence ensues. You may have been teacher’s pet before the weekend, but try to get an A in the course after Monday. Just try it. This is known as academic integrity.

They say addiction might be linked to bipolar disorder. It’s the chemicals in our brains, they say. I got the wrong chemicals, Ma. Or rather, I don’t get enough of one or the other. They have a pill for it. They have an industry. They make millions. Did you know people get rich off of sadness? I want to meet the millionaire of American sadness. I want to look him in the eye, shake his hand, and say, “It’s been an honor to serve my country.” The thing is, I don’t want my sadness to be othered from me just as I don’t want my happiness to be othered. They’re both mine. I made them, dammit. What if the elation I feel is not another “bipolar episode” but something I fought hard for? Maybe I jump up and down and kiss you too hard on the neck when I learn, upon coming home, that it’s pizza night because sometimes pizza night is more than enough, is my most faithful and feeble beacon. What if I’m running outside because the moon tonight is children’s-book huge and ridiculous over the line of pines, the sight of it a strange sphere of medicine? It’s like when all you’ve been seeing before you is a cliff and then this bright bridge appears out of nowhere, and you run fast across it knowing, sooner or later, there’ll be yet another cliff on the other side. What if my sadness is actually my most brutal teacher? And the lesson is always this: You don’t have to be like the buffaloes. You can stop. There was a war, the man on TV said, but it’s “lowered” now. Yay, I think, swallowing my pills.

The Gospel of Philip takes up the same theme: Jesus took them all by stealth, for he did not reveal himself in the manner [in which] he was, but in the manner in which [they would] be able to see him. He revealed himself to [them all. He revealed himself] to the great as great … (and) to the small as small.69 To the immature disciple, Jesus appears as a child; to the mature, as an old man, symbol of wisdom. As the gnostic teacher Theodotus says, “each person recognizes the Lord in his own way, not all alike.

Often the circumstances in which we lost our self-esteem were relationships distinguished by a steeply unequal power balance. Our spellcasters were parents. Teachers. Bullies. So-called friends. Strangers. Romantic partners. Cliques. Coworkers. Your spellcaster was the mean first grader. Or the psycho in the dark. Or the town, school, Scout troop, spiritual community, family, neighborhood that did not understand your type, whatever that type was. Your spellcaster could even be society at large, that nameless, faceless "them" with boundless power and a thousand biases. And it became unbearable to be the bullied one, the hounded one, the outcast and excluded one. If you can't beat 'em, join 'em, the old saying goes. Others hated us, or appeared to. We joined 'em.

Let a Stoic open the resources of man, and tell men they are not leaning willows, but can and must detach themselves; that with the exercise of self-trust, new powers shall appear; that a man is the word made flesh, born to shed healing to the nations, that he should be ashamed of our compassion, and that the moment he acts from himself, tossing the laws, the books, idolatries, and customs out of the window, we pity him no more, but thank and revere him, — and that teacher shall restore the life of man to splendor, and make his name dear to all history.

Most such criticism and confrontation, usually made impulsively in anger or annoyance, does more to increase the amount of confusion in the world than the amount of enlightenment. For the truly loving person the act of criticism or confrontation does not come easily; to such a person it is evident that the act has great potential for arrogance. To confront one’s beloved is to assume a position of moral or intellectual superiority over the loved one, at least so far as the issue at hand is concerned. Yet genuine love recognizes and respects the unique individuality and separate identity of the other person. (I will say more about this later.) The truly loving person, valuing the uniqueness and differentness of his or her beloved, will be reluctant indeed to assume, “I am right, you are wrong; I know better than you what is good for you.” But the reality of life is such that at times one person does know better than the other what is good for the other, and in actuality is in a position of superior knowledge or wisdom in regard to the matter at hand. Under these circumstances the wiser of the two does in fact have an obligation to confront the other with the problem. The loving person, therefore, is frequently in a dilemma, caught between a loving respect for the beloved’s own path in life and a responsibility to exercise loving leadership when the beloved appears to need such leadership. The dilemma can be resolved only by painstaking self-scrutiny, in which the lover examines stringently the worth of his or her “wisdom” and the motives behind this need to assume leadership. “Do I really see things clearly or am I operating on murky assumptions? Do I really understand my beloved? Could it not be that the path my beloved is taking is wise and that my perception of it as unwise is the result of limited vision on my part? Am I being self-serving in believing that my beloved needs redirection?” These are questions that those who truly love must continually ask themselves. This self-scrutiny, as objective as possible, is the essence of humility or meekness. In the words of an anonymous fourteenth-century British monk and spiritual teacher, “Meekness in itself is nothing else than a true knowing and feeling of

The development of objective thinking by the Greeks appears to have required a number of specific cultural factors. First was the assembly, where men first learned to persuade one another by means of rational debate. Second was a maritime economy that prevented isolation and parochialism. Third was the existence of a widespread Greek-speaking world around which travelers and scholars could wander. Fourth was the existence of an independent merchant class that could hire its own teachers. Fifth was the Iliad and the Odyssey, literary masterpieces that are themselves the epitome of liberal rational thinking. Sixth was a literary religion not dominated by priests. And seventh was the persistence of these factors for 1,000 years. That all these factors came together in one great civilization is quite fortuitous; it didn’t happen twice.

Suddenly Sheikh Kharraqani appears, riding a lion, firewood stacked behind him. His whip, a live serpent. Every sheikh rides a fierce lion, whether you see it or not. Know this with your other eyes: There are thousands of lions under your teacher's thighs and all of them stacked with wood!

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

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've thought of myself a girl on several occasions because I like to polish shoes and find household tasks amusing. There was once even a time when I insisted on mending a torn suit with my own hands. And in winter I always light the heating stoves myself, as though this were the natural course of things. But of course I'm not a real girl. Please give me a moment to consider all this would entail. The first thing that comes to mind is the question of whether I might possibly be a girl has never, never, not for a single moment, troubled me, rattled my bourgeois composure or made me unhappy. An absolutely by no means unhappy person stands before you, I'd like to put quite special emphasis on this, for I have never experienced sexual torment or distress, for I was never at a loss for quite simple methods of freeing myself from pressures. A rather curious, that is to say, important discovery for me was that it filled me with the most delightful gaiety to imagine myself someone's servant.... My nature, then, merely inclines me to treat people well, to be helpful and so forth. Not long ago I carried with flabbergasting zeal a shopping bag full of new potatoes for a petit bourgeoise. She's have been perfectly able to tote it herself. Now my situation is this: my particular nature also sometimes seeks, I've discovered, a mother, a teacher, that is, to express myself better, an unapproachable entity, a sort of goddess. At times I find the goddess in an instant, whereas at others it takes time before I'm able to imagine her, that is, find her bright, bountiful figure and sense her power. And to achieve a moment of human happiness, I must always first think up a story containing an encounter between myself and another person, whereby I am always the subordinate, obedient, sacrificing, scrutinized, and chaperoned party. There's more to it, of course, quite a lot, but this still sheds light on a few things. Many conclude it must be terribly easy to carry out a course of treatment, as it were, upon my person, but they're all gravely mistaken. For, the moment anyone seems ready to start lording and lecturing it over me, something within me begins to laugh, to jeer, and then, of course, respect is out of the question, and within the apparently worthless individual arises a superior one whom I never expel when he appears in me....

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 . . .

The truth is that we never know from whom we originally get the ideas and beliefs that shape us, those that make a deep impression on us and which we adopt as a guide, those we retain without intending to and make our own. From a great-grandparent, a grandparent, a parent, not necessarily ours? From a distant teacher we never knew and who taught the one we did know? From a mother, from a nursemaid who looked after her as a child? From the ex-husband of our beloved, from a ġe-bryd-guma we never met? From a few books we never read and from an age through which we never lived? Yes, it's incredible how much people say, how much they discuss and recount and write down, this is a wearisome world of ceaseless transmission, and thus we are born with the work already far advanced but condemned to the knowledge that nothing is ever entirely finished, and thus we carry-like a faint booming in our heads-the exhausting accumulated voices of the countless centuries, believing naively that some of those thoughts and stories are new, never before heard or read, but how could that be, when ever since they acquired the gift of speech people have never stopped endlessly telling stories and, sooner or later, everything is told, the interesting and the trivial, the private and the public, the intimate and the superfluous, what should remain hidden and what will one day inevitably be broadcast, sorrows and joys and resentments, certainties and conjectures, the imagined and the factual, persuasions and suspicions, grievances and flattery and plans for revenge, great feats and humiliations, what fills us with pride and what shames us utterly, what appeared to be a secret and what begged to remain so, the normal and the unconfessable and the horrific and the obvious, the substantial-falling in love-and the insignificant-falling in love. Without even giving it a second thought, we go and we tell.

Then it occurred to her (Elizabeth Keckley) that if Tad (Lincoln’s son) had been a colored boy rather than the son of a president, and a teacher had found him so difficult to instruct, he would have been ridiculed as a dunce and held up as evidence of the inferiority of the entire race. Tad was bright; Elizabeth knew that well, and she was sure that with proper instruction and hard work, a glimmer of his father’s genius would show in him too. But Elizabeth knew many black boys Tad’s age who could read and write beautifully, and yet the myth of inferiority persisted. The unfairness of the assumptions stung. If a white child appeared dull, the entire race was deemed unintelligent. It seemed to Elizabeth that if one race should not judged by a single example, then neither should any other.

Harvard Law School professor Jannie Suk writes about how hard it is to teach rape law in an era of trigger warnings. She explains how women's organizations now 'routinely advise students that they should not feel pressured to attend or participate in class sessions that focus on the law of sexual violence, and which might therefore be traumatic' as they might "trigger" traumatic memories'. She describes the way many students appear to equate 'the risk . . . of traumatic injury' incurred while discussing sexual misconduct as 'analogous to sexual assault itself'. As a consequence, more and more teachers of criminal law are not including rape law in their courses: 'it's not worth the risk of complaints of discomfort by students' and they fear being accused of inflicting 'emotional injuries' in classroom conversation.

The parables of Jesus have long been revered as earthly stories with heavenly meanings. They have been viewed in this way because Jesus was thought to be a teacher of spiritual truth and divine wisdom. However, this view of Jesus stands in some tension with the account of his final trial and execution. If Jesus was a teacher of heavenly truths dispensed through literary gems called parables, it is difficult to understand how he could have been executed as a political subversive and crucified between two social bandits. It appears that Jerusalem elites collaborating with their Roman overlords executed Jesus because he was a threat to their economic and political interests. Unless they perceived him to be a threat, they would not have publicly degraded and humiliated him before executing him in as ignominious a way as possible.

During my stay in London I resided for a considerable time in Clapham Road in the neighbourhood of Clapham Common... One fine summer evening I was returning by the last bus 'outside' as usual, through the deserted streets of the city, which are at other times so full of life. I fell into a reverie (Träumerei), and 10, the atoms were gambolling before my eyes! Whenever, hitherto, these diminutive beings had appeared to me, they had always been in motion: but up to that time I had never been able to discern the nature of their motion. Now, however, I saw how, frequently, two smaller atoms united to form a pair: how the larger one embraced the two smaller ones: how still larger ones kept hold of three or even four of the smaller: whilst the whole kept whirling in a giddy dance. I saw how the larger ones formed a chain, dragging the smaller ones after them but only at the ends of the chain. I saw what our past master, Kopp, my highly honoured teacher and friend has depicted with such charm in his Molekular-Welt: but I saw it long before him. The cry of the conductor 'Clapham Road', awakened me from my dreaming: but I spent part of the night in putting on paper at least sketches of these dream forms. This was the origin of the 'Structural Theory'.

Hyper-aroused youth can look hyperactive or inattentive because what they are attending to is the teacher’s tone of voice or the other children’s body language, not the content of their lessons. The aggression and impulsivity that the fight or flight response provokes can also appear as defiance or opposition, when in fact it is the remnants of a response to some prior traumatic situation that the child has somehow been prompted to recall. The “freezing” response that the body makes when stressed—sudden immobility, like a deer caught in the headlights—is also often misinterpreted as defiant refusal by teachers because, when it occurs, the child literally cannot respond to commands. While not all ADD, hyperactivity and oppositional-defiant disorder are trauma-related, it is likely that the symptoms that lead to these diagnoses are trauma-related more often than anyone has begun to suspect.

Keller, who devoted much of her later life to raising funds for the American Foundation for the Blind, never wavered in her belief that our society needed radical change. Having herself fought so hard to speak, she helped found the American Civil Liberties Union to fight for the free speech of others. She sent $100 to the NAACP with a letter of support that appeared in its magazine The Crisis—a radical act for a white person from Alabama in the 1920s. She supported Eugene V. Debs, the Socialist candidate, in each of his campaigns for the presidency. She composed essays on the women’s movement, on politics, on economics. Near the end of her life, she wrote to Elizabeth Gurley Flynn, leader of the American Communist Party, who was then languishing in jail, a victim of the McCarthy era: “Loving birthday greetings, dear Elizabeth Flynn! May the sense of serving mankind bring strength and peace into your brave heart!

Still, the tendency to scramble for security will try to reassert itself and gain some ground. We can’t underestimate the very real (and very fleeting) comfort it provides. The meditation teacher Tara Brach, in her book Radical Acceptance, describes a practice she uses at such times. It’s based on the Buddha’s encounters with his nemesis, Mara, a demon who kept appearing to tempt the Buddha to give up his spiritual resolve and go back to his old unaware ways. Psychologically, Mara represents the false promise of happiness and security offered by our habitual responses. So whenever Mara appeared, often with beautiful women or other temptations in tow, the Buddha would say, “I see you, Mara. I know you’re a trickster. I know what you’re trying to do.” And then he’d invite his nemesis to sit down for tea. When we’re tempted to go back to our habitual ways of avoiding groundlessness, we can look temptation in the eye and say, “I see you, Mara,” then sit down with the fundamental ambiguity of being human without any judgment of right or wrong.

Dispassionately, reasonably, he contemplated the failutre that his life must appear to be. He had wanted friendship and the closeness of friendship that might hold him in the race of mankind; he had had two friends, one of whom had died senselessly before he was known, the other of whom had now withdrawn so distantly into the ranks of the living that... He had wanted the singleness and the still connective passion of marriage; he had had that, too, and he had not known what to do with it, and it had died. He had wanted love; and he had had love, and had relinquished it, had let it go into the chaos of potentiality. Katherine, he thought. "Katherine." And he had wanted to be a teacher, and he had become one; yet he knew, he had always known, that for most of his life he had been an indifferent one. He had dreamed of a kind of integrity, of a kind of purity that was entire; he had found compromise and the assaulting diversion of triviality. He had conceived wisdom, and at the end of the long years he had found ignorance. And what else? he thought. What else? What did you expect? he asked himself.

A reflection on Robert Lowell Robert Lowell knew I was not one of his devotees. I attended his famous “office hours” salon only a few times. Life Studies was not a book of central importance for me, though I respected it. I admired his writing, but not the way many of my Boston friends did. Among poets in his generation, poems by Elizabeth Bishop, Alan Dugan, and Allen Ginsberg meant more to me than Lowell’s. I think he probably sensed some of that. To his credit, Lowell nevertheless was generous to me (as he was to many other young poets) just the same. In that generosity, and a kind of open, omnivorous curiosity, he was different from my dear teacher at Stanford, Yvor Winters. Like Lowell, Winters attracted followers—but Lowell seemed almost dismayed or a little bewildered by imitators; Winters seemed to want disciples: “Wintersians,” they were called. A few years before I met Lowell, when I was still in California, I read his review of Winters’s Selected Poems. Lowell wrote that, for him, Winters’s poetry passed A. E. Housman’s test: he felt that if he recited it while he was shaving, he would cut himself. One thing Lowell and Winters shared, that I still revere in both of them, was a fiery devotion to the vocal essence of poetry: the work and interplay of sentences and lines, rhythm and pitch. The poetry in the sounds of the poetry, in a reader’s voice: neither page nor stage. Winters criticizing the violence of Lowell’s enjambments, or Lowell admiring a poem in pentameter for its “drill-sergeant quality”: they shared that way of thinking, not matters of opinion but the matter itself, passionately engaged in the art and its vocal—call it “technical”—materials. Lowell loved to talk about poetry and poems. His appetite for that kind of conversation seemed inexhaustible. It tended to be about historical poetry, mixed in with his contemporaries. When he asked you, what was Pope’s best work, it was as though he was talking about a living colleague . . . which in a way he was. He could be amusing about that same sort of thing. He described Julius Caesar’s entourage waiting in the street outside Cicero’s house while Caesar chatted up Cicero about writers. “They talked about poetry,” said Lowell in his peculiar drawl. “Caesar asked Cicero what he thought of Jim Dickey.” His considerable comic gift had to do with a humor of self and incongruity, rather than wit. More surreal than donnish. He had a memorable conversation with my daughter Caroline when she was six years old. A tall, bespectacled man with a fringe of long gray hair came into her living room, with a certain air. “You look like somebody famous,” she said to him, “but I can’t remember who.” “Do I?” “Yes . . . now I remember!— Benjamin Franklin.” “He was a terrible man, just awful.” “Or no, I don’t mean Benjamin Franklin. I mean you look like a Christmas ornament my friend Heather made out of Play-Doh, that looked like Benjamin Franklin.” That left Robert Lowell with nothing to do but repeat himself: “Well, he was a terrible man.” That silly conversation suggests the kind of social static or weirdness the man generated. It also happens to exemplify his peculiar largeness of mind . . . even, in a way, his engagement with the past. When he died, I realized that a large vacuum had appeared at the center of the world I knew.

Fathers and teachers, what is hell? I think it is the suffering of one who can no longer love. Once, in the infinity of existence unmeasurable by time or space, a spiritual creature, upon its appearance on earth, is given the power to say: "I am and I love." Once, and only for a moment, is that creature given the knowledge of active, living love, and this is why that creature was given life on earth, and with it, time and space. And what happens? The privileged creature rejects that priceless gift, fails to appreciate it, does not even like it, sneers at it, and remains unmoved. When such a creature leaves the earth, sees Abraham, and talks with him as in the parable about Lazarus and the rich man--when he is already in sight of heaven and is allowed into the presence of the Lord, he is filled with suffering at the thought that he will appear before the Lord never having loved and will be brought into the presence of those who have loved him but whose love he has scorned. For now he sees clearly and says to himself: "I now have the knowledge and I am yearning for love; but now that my earthly life is over, there can be no self-abnegation, no sacrifice in love, and Abraham will not come to me again and bring me even a tiny drop of living water (that is, the gift of life on earth, the active life which I possessed before); since I will never again be given life and time, I will never be able to quench the fiery thirst for love that burns within me, because I scorned love while I was on earth. I would be glad to give my life for the love of others, but it is too late now because I no longer have the life to sacrifice, and there is a chasm between that life and this existence.

For the rest of Kat’s childhood, she moved from one relative’s house to another’s, up and down the East Coast, living in four homes before entering high school. Finally, in high school, she lived for a few years with her grandmother, her mom’s mom, whom she called “G-Ma.” No one ever talked about her mom’s murder. “In my family, my past was ‘The Big Unmentionable’—including my role in putting my own father in jail,” she says. In high school, Kat appeared to be doing well. She was an honor student who played four varsity sports. Beneath the surface, however, “I was secretly self-medicating with alcohol because otherwise, by the time everything stopped and it got quiet at night, I could not sleep, I would just lie there and a terrible panic would overtake me.” She went to college, failed out, went back, and graduated. She went to work in advertising, and one day, dissatisfied, quit. She went back to grad school, piling up debt. She became a teacher. Kat quit that job too, when a relationship she had formed with another teacher imploded. At the age of thirty-four, Kat went to stay with her brother and his family in Hawaii. She got a job as a valet, parking cars. “I’d come home from parking cars all day and curl up on my bed in the back bedroom of my brother’s house, and lie there feeling desperate and alone, my heart beating with anxiety.

They say addiction might be linked to bipolar disorder. It’s the chemicals in our brains, they say. I got the wrong chemicals, Ma. Or rather, I don’t get enough of one or the other. They have a pill for it. They have an industry. They make millions. Did you know people get rich off of sadness? I want to meet the millionaire of American sadness. I want to look him in the eye, shake his hand, and say, “It’s been an honor to serve my country.” The thing is, I don’t want my sadness to be othered from me just as I don’t want my happiness to be othered. They’re both mine. I made them, dammit. What if the elation I feel is not another “bipolar episode” but something I fought hard for? Maybe I jump up and down and kiss you too hard on the neck when I learn, upon coming home, that it’s pizza night because sometimes pizza night is more than enough, is my most faithful and feeble beacon. What if I’m running outside because the moon tonight is children’sbook huge and ridiculous over the line of pines, the sight of it a strange sphere of medicine? It’s like when all you’ve been seeing before you is a cliff and then this bright bridge appears out of nowhere, and you run fast across it knowing, sooner or later, there’ll be yet another cliff on the other side. What if my sadness is actually my most brutal teacher? And the lesson is always this: You don’t have to be like the buffaloes.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middle-class child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of “entitlement.” That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: “They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention…. It was common practice among middle-class children to shift interactions to suit their preferences.” They knew the rules. “Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires.” By contrast, the working-class and poor children were characterized by “an emerging sense of distance, distrust, and constraint.” They didn’t know how to get their way, or how to “customize”—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

Lareau calls the middle-class parenting style "concerted cultivation." It’s an attempt to actively "foster and assess a child’s talents, opinions and skills." Poor parents tend to follow, by contrast, a strategy of "accomplishment of natural growth." They see as their responsibility to care for their children but to let them grow and develop on their own. Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middleclass child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of "entitlement." That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: "They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention It was common practice among middle-class children to shift interactions to suit their preferences." They knew the rules. "Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires." By contrast, the working-class and poor children were characterized by "an emerging sense of distance, distrust, and constraint." They didn’t know how to get their way, or how to "customize"—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

Every church became a theatre, where orators, instead of church teachers, harangued, caring not to instruct the people, but striving to attract admiration, to bring opponents to public scorn, and to preach only novelties and paradoxes, such as would tickle the ears of their congregation. This state of things necessarily stirred up an amount of controversy, envy, and hatred, which no lapse of time could appease; so that we can scarcely wonder that of the old religion nothing survives but its outward forms (even these, in the mouth of the multitude, seem rather adulation than adoration of the Deity), and that faith has become a mere compound of credulity and prejudices—aye, prejudices too, which degrade man from rational being to beast, which completely stifle the power of judgment between true and false, which seem, in fact, carefully fostered for the purpose of extinguishing the last spark of reason! Piety, great God! and religion are become a tissue of ridiculous mysteries; men, who flatly despise reason, who reject and turn away from understanding as naturally corrupt, these, I say, these of all men, are thought, O lie most horrible! to possess light from on High. Verily, if they had but one spark of light from on High, they would not insolently rave, but would learn to worship God more wisely, and would be as marked among their fellows for mercy as they now are for malice; if they were concerned for their opponents’ souls, instead of for their own reputations, they would no longer fiercely persecute, but rather be filled with pity and compassion. Furthermore, if any Divine light were in them, it would appear from their doctrine. I grant that they are never tired of professing their wonder at the profound mysteries of Holy Writ; still I cannot discover that they teach anything but speculations of Platonists and Aristotelians, to which (in order to save their credit for Christianity) they have made Holy Writ conform; not content to rave with the Greeks themselves, they want to make the prophets rave also; showing conclusively, that never even in sleep have they caught a glimpse of Scripture’s Divine nature. The very vehemence of their admiration for the mysteries plainly attests, that their belief in the Bible is a formal assent rather than a living faith: and the fact is made still more apparent by their laying down beforehand, as a foundation for the study and true interpretation of Scripture, the principle that it is in every passage true and divine.

As Mollie said to Dailey in the 1890s: "I am told that there are five other Mollie Fanchers, who together, make the whole of the one Mollie Fancher, known to the world; who they are and what they are I cannot tell or explain, I can only conjecture." Dailey described five distinct Mollies, each with a different name, each of whom he met (as did Aunt Susan and a family friend, George Sargent). According to Susan Crosby, the first additional personality appeared some three years after the after the nine-year trance, or around 1878. The dominant Mollie, the one who functioned most of the time and was known to everyone as Mollie Fancher, was designated Sunbeam (the names were devised by Sargent, as he met each of the personalities). The four other personalities came out only at night, after eleven, when Mollie would have her usual spasm and trance. The first to appear was always Idol, who shared Sunbeam's memories of childhood and adolescence but had no memory of the horsecar accident. Idol was very jealous of Sunbeam's accomplishments, and would sometimes unravel her embroidery or hide her work. Idol and Sunbeam wrote with different handwriting, and at times penned letters to each other. The next personality Sargent named Rosebud: "It was the sweetest little child's face," he described, "the voice and accent that of a little child." Rosebud said she was seven years old, and had Mollie's memories of early childhood: her first teacher's name, the streets on which she had lived, children's songs. She wrote with a child's handwriting, upper- and lowercase letters mixed. When Dailey questioned Rosebud about her mother, she answered that she was sick and had gone away, and that she did not know when she would be coming back. As to where she lived, she answered "Fulton Street," where the Fanchers had lived before moving to Gates Avenue. Pearl, the fourth personality, was evidently in her late teens. Sargent described her as very spiritual, sweet in expression, cultured and agreeable: "She remembers Professor West [principal of Brooklyn Heights Seminary], and her school days and friends up to about the sixteenth year in the life of Mollie Fancher. She pronounces her words with an accent peculiar to young ladies of about 1865." Ruby, the last Mollie, was vivacious, humorous, bright, witty. "She does everything with a dash," said Sargent. "What mystifies me about 'Ruby,' and distinguishes her from the others, is that she does not, in her conversations with me, go much into the life of Mollie Fancher. She has the air of knowing a good deal more than she tells.

Ballad" Oh dream, why do you do me this way? Again, with the digging, again with the digging up. Once more with the shovels. Once more, the shovels full of dirt. The vault lid. The prying. The damp boards. Mother beside me. Like she’s an old hat at this. Like all she’s got left is curiosity. Like curiosity didn’t kill the red cat. Such a sweet, gentle cat it was. Here we go again, dream. Mother, wearing her take-out-the-garbage coat. I haven’t seen that coat in years. The coat she wore to pick me up from school early. She appeared at the back of the classroom, early. Go with your mother, teacher said. Diane, you are excused. I was a little girl. Already a famous actress. I looked at the other kids. I acted lucky. Though everyone knows what an early pick-up means. An early pick-up, dream. What’s wrong, I asked my mother. It is early spring. Bright sunlight. The usual birds. Air, teetering between bearable and unbearable. Cold, but not cold enough to shiver. Still, dream, I shiver. You know, my mother said. Her long garbage coat flying. There was a wind, that day. A wind like a scurrying grandmother, dusting. Look inside yourself, my mother said. You know why I have come for you. And still I acted lucky. Lucky to be out. Lucky to be out in the cold world with my mother. I’m innocent, I wanted to say. A little white girl, trying out her innocence. A white lamb, born into a cold field. Frozen almost solid. Brought into the house. Warmed all night with hair dryers. Death? I said. Smiling. Lucky. We’re barely to the parking lot. Barely to the car ride home. But the classroom already feels like the distant past. Long ago, my classmates pitying me. Arriving at this car full of uncles. Were they wearing suits? Death such a formal occasion. My sister, angry-crying next to me. Me, encountering a fragment of evil in myself. Evilly wanting my mother to say it. What? I asked, smiling. My lamb on full display at the fair. He’s dead! my sister said. Hit me in the gut with her flute. Her flute case. Her rental flute. He’s dead! Our father. Our father, who we were not supposed to know had been dying. He’s dead! The flute gleaming in its red case. Here, my mother said at home. She’d poured us each a small glass of Pepsi We normally couldn’t afford Pepsi. Lucky, I acted. He’s no longer suffering, my mother said. Here, she said. Drink this. The little bubbles flew. They bit my tongue. My evil persisted. What is death? I asked. And now, dream, once more you bring me my answer. Dig, my mother says. Pry, she says. I don’t want to see, dream. The lid so damp it crumbles under my hands. The casket just a drawerful of bones. A drawerful. Just bones and teeth. That one tooth he had. Crooked like mine.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005