42
" Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.
In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.
Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.
This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.
The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits. "
― Christopher Langan
46
" When I was twelve I was obsessed. Everything was sex. Latin was sex. The dictionary fell open at 'meretrix', a harlot. You could feel the mystery coming off the word like musk. 'Meretrix'! This was none of your mensa-a-table, this was a flash from a forbidden planet, and it was everywhere. History was sex, French was sex, art was sex, the Bible, poetry, penfriends, games, music, everything was sex except biology which was obviously sex but not really sex, not the one which was secret and ecstatic and wicked and a sacrament and all the things it was supposed to be but couldn't be at one and the same time - I got that in the boiler room and it turned out to be biology after all. "
47
" I don't know which is worse—to have a bad teacher or no teacher at all. In any case, I believe the teacher's work should be largely negative. He can't put the gift into you, but if he finds it there, he can try to keep it from going in an obviously wrong direction. We can learn how not to write, but this is a discipline that does not simply concern writing itself but concerns the whole intellectual life. A mind cleared of false emotion and false sentiment and egocentricity is going to have at least those roadblocks removed from its path. If you don't think cheaply, then there at least won't be the quality of cheapness in your writing, even though you may not be able to write well. The teacher can try to weed out what is positively bad, and this should be the aim of the whole college. Any discipline can help your writing: logic, mathematics, theology, and of course and particularly drawing. Anything that helps you to see, anything that makes you look. The writer should never be ashamed of staring. There is nothing that doesn't require his attention. "
― Flannery O'Connor , Mystery and Manners: Occasional Prose
49
" What marriage offers - and what fidelity is meant to protect - is the possibility of moments when what we have chosen and what we desire are the same. Such a convergence obviously cannot be continuous. No relationship can continue very long at its highest emotional pitch. But fidelity prepares us for the return of these moments, which give us the highest joy we can know; that of union, communion, atonement (in the root sense of at-one-ment)...To forsake all others does not mean - because it cannot mean - to ignore or neglect all others, to hide or be hidden from all others, or to desire or love no others. To live in marriage is a responsible way to live in sexuality, as to live in a household is a responsible way to live in the world. One cannot enact or fulfill one's love for womankind or mankind, or even for all the women or men to whom one is attracted. If one is to have the power and delight of one's sexuality, then the generality of instinct must be resolved in a responsible relationship to a particular person. Similarly, one cannot live in the world; that is, one cannot become, in the easy, generalizing sense with which the phrase is commonly used, a " world citizen." There can be no such think as a " global village." No matter how much one may love the world as a whole, one can live fully in it only by living responsibly in some small part of it. Where we live and who we live there with define the terms of our relationship to the world and to humanity. We thus come again to the paradox that one can become whole only by the responsible acceptance of one's partiality.(pg.117-118, " The Body and the Earth" ) "
60
" You're Nash's brother. And a grim reaper?" She blinked again, and I readied myself for hysterics, or fear, or laughter. But knowing emma, I should have known better. " So you, what? Kill people? Did you kill me that day in the gym?" She clenched the headrest, her expression an odd mix of anger, awe, and confusion. But there was no disbelief. She'd seen and heard enough of the bizarre following her own temporary death that Tod's admission obviously didn't come as that much of a surprise.Or maybe Nash's Influence was still affecting her a little." No," Tod shook his head firmly, but the corners of his mouth turned up in amusement. " I had nothing to do with that. I do kill people, then I reap their souls and take them to be recycled. But only people who are on my list." " So, you're not...dangerous?" His pouty grin deepened into something almost predatory, like the Tod I'd first met two months earlier. " Oh, I'm dangerous...." " Tod..." I warned, as Nash punched his brother in the arm, hard enough to actually hurt. " Just not to you," the reaper finished, shrugging at Emma. " I see you all the time, but you've never seen me, because Kaylee said if I got too close to you, I'd suffer eternity without my balls." " Jeez, Tod!" I shouted, my anger threatening to boil over and scald us all.The reaper leaned closer to Emma and spoke in a stage whisper. " She's not as scary as she thinks she is, but I respect her intent. "
