His meals were always punctual. Whether she cooked well or badly he did not know; it was a matter of total indifference to him. During his meals, which he ate at his writing desk, he was busy with important considerations. As a rule he would not have been able to say what precisely he had in his mouth. He reserved consciousness for real thoughts; they depend upon it; without consciousness, thoughts are unthinkable. Chewing and digestion happen of themselves.

Personality begins where comparison leaves off. Be unique. Be memorable. Be confident. Be proud.

[T]his readiness to assume the guilt for the threats to our environment is deceptively reassuring: We like to be guilty since, if we are guilty, it all depends on us. We pull the strings of the catastrophe, so we can also save ourselves simply by changing our lives. What is really hard for us (at least in the West) to accept is that we are reduced to the role of a passive observer who sits and watches what our fate will be. To avoid this impotence, we engage in frantic, obsessive activities. We recycle old paper, we buy organic food, we install long-lasting light bulbs__hatever__ust so we can be sure that we are doing something. We make our individual contribution like the soccer fan who supports his team in front of a TV screen at home, shouting and jumping from his seat, in the belief that this will somehow influence the game's outcome.

How you feel after watching something indicates not what you watched but where you are at.

When it was cooler, Trazada made a simple meal of sausage, cheese, and bread. She had schooled herself to wait dinner until hunger urged her to eat; it gave seasoning to poor food that no spice could furnish.("The Generalissimo's Butterfly")

Poverty is a great educator. Having no boundaries and refusing to be ignored, it mostly teaches hopelessness. But not always. Politics is also a great educator. Mostly it teaches, I am afraid, cynicism. But not always. Television is a great educator as well. Mostly it teaches consumerism. But not always. It is the "not always" that keeps the romantic spirit alive in those who write about schooling. The faith is that despite some of the more debilitating teachings of culture itself, something can be done in school that will alter the lenses through which one sees the world; which is to say, that nontrivial schooling can provide a point of view from which what IS can be seen clearly, what WAS as a living present, and what WILL BE as filled with possibility