A Quote by Jacques Barzun
I can only think that the book is read because it deals with the difficulties of schooling, which do not change. Please note: the difficulties, not the problems. Problems are solved or disappear with the revolving times. Difficulities remain. It will always be difficult to teach well, to learn accurately; to read, write, and count readily and competently; to acquire a sense of history and start one's education or anothers.
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If I am facing problems and difficulties and I find an answer, I am very eager to share it with someone else. It kind of makes going through the problems or difficulties worthwhile.
Had the Hebrews not been disturbed in their progress a thousand and more years ago, they would have solved all the great problems of civilization which are being solved now under all the difficulties imposed by the spirit of the Middle Ages.
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.'
If you are going to write, say, fantasy - stop reading fantasy. You've already read too much. Read other things; read westerns, read history, read anything that seems interesting, because if you only read fantasy and then you start to write fantasy, all you're going to do is recycle the same old stuff and move it around a bit.
I didn't want to teach my kid how to read, so I used to read to him at night and close the book at the most interesting part. He said, “What happened then, daddy?” I said, “If you learn to read, you can find out. I'm too tired to read. I'll read to you tomorrow.” So, he had a need to want to learn how to read. Don't teach children how to read. Don't teach them mathematics. Give them a reason to want it. In school, they're working ass-backwards.
I was born in North London in 1947. I didn't learn to read until I was almost 8-partly bad schooling, and partly I suspect slight dyslexic problems. My father, driven mad by this, taught me to read. At 9 I began writing.
When children are very young, you read them books that are positive to help them go to sleep. But there comes a moment when they begin to understand the difficulties of the world. They know there are problems and the books they read should reflect that, not gloss over them.
When things go wrong in our life and we encounter difficult situations, we tend to regard the situation itself as our problem, but in reality whatever problems we experience come from the side of the mind. If we were to respond to difficult situations with a positive or peaceful mind they would not be problems for us; indeed, we may even come to regard them as challenges or opportunities for growth and development. Problems arise only if we respond to difficulties with a negative state of mind. Therefore, if we want to be free from problems, we must transform our mind.
Regardless of how much you enjoy your work, you must accept that everything won't come easily. No one has clear sailing on their voyage to success. You will always meet obstacles to overcome. The attainment of real success isn't based on the absence of problems, but the extraordinary ability to deal with problems. Indeed, you will find greatest satisfaction in overcoming the toughest of problems thrown your way. And only by overcoming great difficulties can you achieve greatness in this world.
Read. Read every chance you get. Read to keep growing. Read history. Read poetry. Read for pure enjoyment. Read a book called Life on a Little Known Planet. It's about insects. It will make you feel better.
I tended to write poems about both social and spiritual problems, and some problems one doesn't really want to solve, and so the problems themselves are solved. You certainly don't want to solve problems in poems that haven't been solved in the world.
One of the most difficult problems of our age is that leaders, and perhaps academics as well, cannot readily admit that things are out of control and that we do not know what to do. We have too much information, limited cognitive abilities to think in systemic terms and an unwillingness to appear to be in control and to have solutions for our problems. We are afraid that if we admit to our confusion, we will make our followers and students anxious and disillusioned. We know we must learn how to learn, but we are afraid to admit it.
Difficulties with material things often come to remind us that our concentration should be on spiritual things instead of material things. Sometimes difficulties of the body come to show that the body is just a transient garment, and that the reality is the indestructible essence which activates the body. But when we can say, 'Thank God for problems which are sent for our spiritual growth.' They are no longer problems. They then become opportunities.
I've only cried at one book, but I'm too embarrassed to tell you which. It wasn't terribly intellectual. I will admit, though, to crying when I've read books aloud to my elementary class. We read a biography of Gandhi once, and it was very difficult to read the part where Gandhi was killed, because they were waiting for a happy ending.
We can learn from history how past generations thought and acted, how they responded to the demands of their time and how they solved their problems. We can learn by analogy, not by example, for our circumstances will always be different than theirs were. The main thing history can teach us is that human actions have consequences and that certain choices, once made, cannot be undone. They foreclose the possibility of making other choices and thus they determine future events.
When I read out loud in class, it was a joy for everyone else because I would mispronounce things so badly. I used to try to count how many people were in front of me and then work out which paragraph I would have to read out and start trying to learn it. And I would sit there thinking, 'Please let the bell go so that it doesn't get round to me.'
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