“I remember one clear example of the problem of communicating what is to be learned. You may have heard of or gone through a similar experience with a student or your child. Years ago, the child of a friend whom I was visiting arrived home from his day at school, all excited about something he had learned. He was in the first grade and his teacher had started the class on reading lessons. The child, Gary, announced that he had learned a new word. "That's great, Gary," his mother said. "What is it?" He thought for a moment, then said, "I'll write it down for you." On a little chalkboard the child carefully printed, HOUSE. "That's fine, Gary," his mother said. "What does it say?" He looked at the word, then at his mother and said matter-of-factly, "I don't know."The child apparently had learned what the word looked like — he had learned the visual shape of the word perfectly. The teacher, however, was teaching another aspect of reading — what words mean, what words stand for or symbolize. As often happens, what the teacher had taught and what Gary had learned were strangely incongruent.As it turned out, my friend's son always learned visual material best and fastest, a mode of learning consistently preferred by a number of students. Unfortunately, the school world is mainly a verbal, symbolic world, and learners like Gary must adjust, that is, put aside their best way of learning and learn the way the school decrees. My friend's child, fortunately, was able to make this change, but how many other students are lost along the way?”

Boring answers to Powell's questions, Dominus, Mark Jason, October 19, 2006, 2006-11-30 http://blog.plover.com/book/Powells.html,

Source: The Art of Racing in the Rain

Source: Gormenghast (1950), Chapter 68, section 3 (p. 737)

As quoted by Eugene Wolters, " Professor of the Year: 'If You Don't Give Me Any of Your Shitty Papers You Get an A http://www.critical-theory.com/professor-of-the-year-if-you-dont-give-me-any-of-your-shitty-papers-you-get-an-a/'", Critical-Theory.com, May 26 2014; square brackets and lack of accent marks as in orginal

From Dare to Discipline discussed on Good-Natured Child Needs His Share of Parents' Attention, Focus on the Family, 11/21/2004
2004

The Uttarpara Address (1909)
Context: I waited day and night for the voice of God within me, to know what He had to say to me, to learn what I had to do. In this seclusion the earliest realisation, the first lesson came to me. I remembered then that a month or more before my arrest, a call had come to me to put aside all activity, to go in seclusion and to look into myself, so that I might enter into closer communion with Him. I was weak and could not accept the call. My work was very dear to me and in the pride of my heart I thought that unless I was there, it would suffer or even fail and cease; therefore I would not leave it. It seemed to me that He spoke to me again and said, "The bonds you had not the strength to break, I have broken for you, because it is not my will nor was it ever my intention that that should continue. I have had another thing for you to do and it is for that I have brought you here, to teach you what you could not learn for yourself and to train you for my work." Then He placed the Gita in my hands. His strength entered into me and I was able to do the sadhana of the Gita. I was not only to understand intellectually but to realise what Sri Krishna demanded of Arjuna and what He demands of those who aspire to do His work, to be free from repulsion and desire, to do work for Him without the demand for fruit, to renounce self-will and become a passive and faithful instrument in His hands, to have an equal heart for high and low, friend and opponent, success and failure, yet not to do His work negligently. I realised what the Hindu religion meant. We speak often of the Hindu religion, of the Sanatan Dharma, but few of us really know what that religion is. Other religions are preponderatingly religions of faith and profession, but the Sanatan Dharma is life itself; it is a thing that has not so much to be believed as lived. This is the Dharma that for the salvation of humanity was cherished in the seclusion of this peninsula from of old. It is to give this religion that India is rising. She does not rise as other countries do, for self or when she is strong, to trample on the weak. She is rising to shed the eternal light entrusted to her over the world. India has always existed for humanity and not for herself and it is for humanity and not for herself that she must be great.

2010s, Hard Truths: Law Enforcement (2015)

Source: 1960's, The Bride and the Bachelors, (1962), p. 198