Some people like you, some people don't. In the end you just have to be yourself.
I firmly believe that all human beings have access to extraordinary energies and powers. Judging from accounts of mystical experience, heightened creativity, or exceptional performance by athletes and artists, we harbor a greater life than we know. There we go beyond those limited and limiting patterns of body, emotions, volition, and understanding that have been keeping us in dry-dock. Instead we become available to our capacity for a larger life in body, mind, and spirit. In this state we know great torrents of delight.
Every part of this soil is sacred in the estimation of my people. Every hillside, every valley, every plain and grove, has been hallowed by some sad or happy event in days long vanished. Even the rocks, which seem to be dumb and dead as the swelter in the sun along the silent shore, thrill with memories of stirring events connected with the lives of my people, and the very dust upon which you now stand responds more lovingly to their footsteps than yours, because it is rich with the blood of our ancestors, and our bare feet are conscious of the sympathetic touch. Our departed braves, fond mothers, glad, happy hearted maidens, and even the little children who lived here and rejoiced here for a brief season, will love these somber solitudes and at eventide they greet shadowy returning spirits. And when the last Red Man shall have perished, and the memory of my tribe shall have become a myth among the White Men, these shores will swarm with the invisible dead of my tribe, and when your children's children think themselves alone in the field, the store, the shop, upon the highway, or in the silence of the pathless woods, they will not be alone. In all the earth there is no place dedicated to solitude. At night when the streets of your cities and villages are silent and you think them deserted, they will throng with the returning hosts that once filled them and still love this beautiful land.This text appeared in the Seattle Sunday Star on Oct. 29, 1887, in a column by Dr. Henry A. Smith. Smith took notes as Seattle spoke and created this text in English from those notes.
If I were seriously ill and in desperate need of a physician, and if by some miracle I could secure either Hippocrates, the Father of Medicine, or a young doctor fresh from the Johns Hopkins School of Medicine, with his equipment comprising the latest developments in the technologies and techniques of medicine, I should, of course, take the young doctor. On the other hand, if I were commissioned to find a teacher for a group of adolescent boys and if, by some miracle, I could secure either Socrates or the latest Ph.D. from Teachers College, with his equipment of the latest technologies and techniques of teaching, with all due respect to the College that employs me and to my students, I am fairly certain that I would jump at the chance to get Socrates.
It will be said that the joy of mental adventure must be rare, that there are few who can appreciate it, and that ordinary education can take no account of so aristocratic a good. I do not believe this. The joy of mental adventure is far commoner in the young than in grown men and women. ...It is rare in later life because everything is done to kill it during education.
Times have changed, and science has made great progress, and so has our work; but our principles have only been confirmed, and along with them our conviction that mankind can hope for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation.
If school success were a reliable index of human capacity, we should be able to go a step further and say that the intelligence test is a general measure of human capacity. But of course no such claim can be made for school success, for that would be to say that the purpose of the schools is to measure capacity. It is impossible to admit this. The childÂ’s success with school work cannot be a measure of a childÂ’s success in life. On the contrary, his success in life must be a significant measure of the schoolÂ’s success in developing the capacities of the child. If a child fails in school and then fails in life, the school cannot sit back and say: you see how accurately I predicted this. Unless we are to admit that education is essentially impotent, we have to throw back the childÂ’s failure at the school, and describe it as a failure not by the child but by the school.http://historymatters.gmu.edu/d/5172/