15 August 2006
                                                  {HRI 20060815-V3.0}

                                                        (Version 3.0
                                                      on 20 Aug 2006)

                                          'Pride only breeds quarrels,
                                                  but wisdom is found
                                             in those who take advice.'

                                                         King Solomon

'

                  You live on Earth, remember? (see below)

                        Most people don't realize that - especially
                        after they have been "educated," as children,

                        educated not about life, educated not about
                        people, but about going to school and about
                        sitting in a class room and about going home
                        from the class room, and

                        how to keep up this system in which your
                        natural desire and intense curiosity to learn,

                        is in most cases quite irreparably destroyed
                        for the rest of your life, the destruction
                        already accomplished in primary school, in
                        most cases, or else they finish it off in high
                        school:

                             "Do not be curious or interested,

                              UNLESS and UNTIL you are told to

                              - and then ONLY AS MUCH AS you are
                                told to."

'

                  There are some sixty million most severely Criminal
                  psychopaths alive and on the loose, here, on Earth,

                        and you have to learn how to live with that -
                        which, in my experience and opinion, is not
                        taught by addressing children as "morons" who
                        "know nothing, feel nothing, perceive nothing,
                        and can remember nothing."

                              We did have a teacher - a kind man, at
                              college, Mr. Brommer was his name, if
                              you want to know - who said that to us.

                              He said that about pupils, when he
                              observed it in them and was annoyed
                              about it - observing, that many pupils
                              reacted as morons who "know nothing,
                              feel nothing, perceive nothing, and
                              remember nothing;" and he was annoyed
                              that it was being so, without that he
                              could change it in his pupils.

                                    In his younger years, he had been
                                    the director of the school.

                              What he FAILED to observe, was, that
                              actually the whole class - of some
                              thirty pupils - and EACH class, was MADE
                              into that

                                    BY the school itself:

                              All interest and curiosity was almost
                              wholly destroyed in almost all of the
                              pupils in almost all of the subjects
                              taught.

'

                              Neither the teachers, nor the pupils,
                              nor the parents, understood anything
                              about THAT being the case.

                              Instead, each child, each teacher and
                              each parent had all kind of "reasons"
                              why things did indeed not go well at
                              all.

                              I was, you can imagine, the best of the
                              class:

                                    Curious, participating, interested,
                                    perfect memory and perfect
                                    understanding, while the other
                                    pupils were, well, being pupils,
                                    you know - sitting there because
                                    they have to, and answering the
                                    minimum and the worst they could
                                    still get away with.

                                    I found it very strange, that they
                                    did not show interest and joy and
                                    enthusiasm, but somehow 'did what
                                    they were told.'

'

'

                              Thus one teacher, in all aspects an
                              extremely ugly woman, dressed as a
                              tasteless, self-righteous and old woman
                              would dress, stiffly, having a mouth like
                              a dried prune, and the eyes of a joyful
                              sadist, *(3)

                                          and Energies to match those
                                          qualities, emanating from
                                          between her legs, she

                              made it her task, to have my Beauty and
                              my Intelligence and Interest

                                    in the subject she taught, in
                                    which I was by far the best of the
                                    class, to have that

                              destroyed, at least to have it NOT shown
                              by me in HER class room or in HER
                              presence.

                                         'Tut' van Eck was her name,
                                          for those who want to know;
                                          teaching the Dutch language
                                          to the pupils, was what she
                                          was paid for.

                              I did not know what struck me, you know
                              - "I had to figure out" - how it OFFENDED
                              her, to be very interested in the subject
                              she taught, AND the best of her class.

                                          And (I did not know) what
                                          she at the same time

                                                - which was apparently
                                                  a main part of her
                                                  strategy to prevent
                                                  me from looking at
                                                  her soul - what she

                                          started to emanate at me
                                          from between her legs,

                                          an Extreme Ugliness of
                                          sexuality - that, at that
                                          time, I had no way of
                                          understanding

                                         (of understanding, that
                                          anyone could or would
                                          possibly WANT to create
                                          and project anything
                                          like it, at anyone,

                                          nor what it actually was,
                                          except that it was Extreme
                                          Ugliness and intending to
                                          destroy life)

                                                already the concept,
                                                that "normal" people
                                                intentionally create
                                                Ugliness and ENJOY
                                                to destroy life,

                                                was a subject, that my
                                                parents - for good
                                                reason - did not bring
                                                up or discuss with
                                                their children,

                                                good "reasons" for
                                                them, as it would have
                                                all too easily opened
                                                our eyes to seeing
                                                their own nature and
                                                intentions,

                                                seeing which, had to be
                                                avoided and prevented
                                                at all cost, or else
                                                had to be distorted,

                                                supposedly "to protect
                                                us from experiencing
                                                Ugliness and evil:"

                                                      Criminal Minds
                                                      have everything
                                                      in reverse.

                                                      They want to
                                                      "protect"
                                                      children by
                                                      hiding evil
                                                      from them.

                                                Translated in
                                                understandable
                                                language:

                                               "DO NOT LOOK at the
                                                cars that might kill
                                                you" -

                                               "JUST CROSS THE STREET."

'

                              All things, that the school did not, and
                              would certainly not teach me or anyone
                              about.

'

                              So after about a month

                                    - while this very ugly woman
                                      teacher was working very hard, to
                                      try and make me wholly unaware
                                      of the very simple fact that
                                      would have resolved everything,

                                      namely, that she had no other
                                      intention than to bring me
                                      PERSONALLY somehow down, and that
                                      she ENJOYED to destroy people:
                                      *(3)

                                         'Why would anybody want to
                                          bring ME down, I had done
                                          nothing at all to her or to
                                          anyone, to annoy her or
                                          anyone, let alone to merit
                                          anything like that,'

                                          was the reasoning, that I
                                          was supposed to use, to
                                          justify my having been made
                                          blind to evil -

                              however, she, the ugly woman teacher,
                              found out somehow, that I refuse to
                              mindlessly memorize things

                                    - one might think, that she had
                                      heard that from another teacher,
                                      where I ALSO was the best in the
                                      class, his English class,

                                      in which I was the best BECAUSE
                                      I refused to memorize word lists,
                                      and instead I, in my own time,
                                      did read English books,

                                      which gave me an UNDERSTANDING
                                      of the words,

                                      and the ability to use these
                                      easily, also in the translation
                                      examinations at school, of
                                      course.

                              And this other teacher, a very nice man
                              - his name, if you like to know, was
                              Vermeulen - HE allowed me NOT to study
                              (NOT to memorize) the word lists, and to
                              NOT have to be checked out each week
                              on the blunt memorizing of those word
                              lists.

                                    With the result, that I was the
                                    best of his English class.

'

                              In any case, the woman,

                                    if you like to call her that:

                                    the 'dried-prune-lipped' vulva,
                                    whose nickname in school was
                                    indeed 'Tut'

                                       - ask any Dutch person some
                                         time, what that rhymes with,
                                         or, you may yourself have a
                                         shameless guess  -

                              this 'woman' teacher 'clinched her deal,'
                              she finalized the task, that she had set
                              out to accomplish,

                              by demanding that I memorize a long
                              and dull poem - after finding out, that
                              I refuse to mindlessly memorize things,
                              certainly including dull poems,

                                    I like to be the master of my own
                                    mind, which, on the other hand,
                                    ill-minded people will object to
                                    and try to nullify,

                              and she was completing the job by
                              demanding, each day that we came to
                              her class, that I stand in front of the
                              class to recite that whole poem,

                                    while she was 'implicitly' not
                                    tolerating any discussion about
                                    her demand, nor any possibility
                                    and conditions of non-compliance,
                                    *(3)

                              while she apparently saw her - very
                              sick-minded - "victory" near,

                                    as I had neither a desire nor
                                    intention to memorize that whole
                                    poem.

                              Me thus "changed" from being the very
                              best in class, from being alive and
                              highly interested in the subject she
                              taught,

                              she considered that now she could, and
                              indeed she did give me an 'insufficient'
                              note.

'

                                    And you can imagine, that that same
                                    school did not teach me how to
                                    understand such intentions and
                                    practices,

                                    let alone how to complain about
                                    such things, and how to defend
                                    myself against such intentions and
                                    against similar actions,

                                          in this case coming from a
                                          Criminally Minded teacher,

                                          who - being a Criminal Mind -
                                          has the intention to destroy,
                                          to bring down, in particular
                                          the best pupils.

'

                        While this school was "the best" - teaching
                        'the classic' foundation of culture, with
                        Latin and Greek,

                        we were NOT given Cicero's orations, to read,

                              but the completely useless war ramblings
                              of a Criminal Mind:

                                   'De Bello Gallico,' by Mr. Julius
                                    Ceasar himself.

                        We were NOT given Plato's discourses to read,
                        not even Euclid's Elements of Geometry, but

                              Homer's fairy tales instead.

'

                        I was deeply offended, and highly disappointed.

                        And it did not stop there, it was similar in
                        all the other subjects taught,

                              I will spare the school my talking about
                              their "art" classes or about their
                              "music" classes,

                              subjects that can be taught VERY WELL,
                              *(a)

                              or their "history" *(b) classes, or their
                              "sports" classes, *(c)

                              also subjects that can be taught with
                              intense interest and to great joy and
                              enormous, life-long benefit.

'

'

                        Yet the director of the school, the 'rector,'
                        Mr. Nederlof, was a very nice and very kind
                        man, with love for his pupils and for people in
                        general.

                        The teachers - except for the one mentioned -
                        were not evil, not stupid, not ugly, not
                        unwilling.

                              The same applied to the pupils, except
                              for a few usual exceptions.

'

                        BUT they did not go out and look where
                        teaching WAS being done:

                        No, 'they were a school, so "by definition,
                        they were teaching",' isn't it:

                             'School' (noun) - 'A place where teaching
                              done.'

                        and

                             "They were the best school around, so BY
                              DEFINITION they were teaching best."

'

                                    I had become thoroughly convinced,
                                    that - also at my school -

                                    my being curious and alive and
                                    intelligent, and my really being
                                    interested, and desiring full
                                    understanding, and my also bringing
                                    that understanding about in myself,

                                    was not appreciated at all, was
                                    not desired or appreciated in ANY
                                    pupil,

                                          neither by any of the
                                          classmates, the pupils,

                                          nor by any of the teachers,

                                    at this 'highest quality school.'

'

                                    Instead, things had to be thought
                                    of as being "difficult to learn and
                                    understand," and "you had to study
                                    hard and do a lot of 'homework',"

                                         "before you could even begin
                                          to grasp a subject, let alone
                                          be good in it."

                                   "And it was so difficult," that
                                    "some people could not even
                                    grasp it at all, and had to leave
                                    school."
                                    "They were 'not intelligent enough'
                                    for this great school," so I was
                                    told.

'

                                          There is not anything at all
                                          taught on that school, that
                                          is difficult:

                                                Even the most stupid
                                                person

                                                - provided he is able
                                                  to talk about and is
                                                  willing to discuss
                                                  all of the subjects
                                                  taught -

                                                can easily complete the
                                                classes, and that, in
                                                half the time (the six
                                                years) that the school
                                                takes for it, now,

                                                and completing it
                                                WITHOUT doing any
                                                'homework.'

                                          That is, if one does simply
                                          understand, what learning and
                                          teaching IS, *(1)(2)

                                                which is NOT what
                                                current schools or
                                                any 'study courses'
                                                say "it is."

'

                  It was MADE difficult:

                        This elevated the teachers above the pupils,
                        and it elevated the teachers above the parents,

                        and it was hiding the fact, and it made it
                        acceptable, that NONE of the teachers could
                        teach,

                        nor did they know anything about the nature
                        and functioning of teaching itself,

                              other than intuitively, which however,
                              as with my teacher for English, was
                              opposed to the methods, instructions
                              and text-books that all teachers had to
                              use and follow.

'

                              There was one teacher, however, and, as
                              you might ask for his name, I will give
                              it to you right now,

                              Mr. Doornik taught biology lessons to
                              the first and second year classes of the
                              school,

                                    and he largely contributed to the
                                    illusion in me, that our curiosity
                                    and desire for learning and
                                    observing and creating WAS wanted,
                                    WAS desired, and WAS APPRECIATED:

                              He gave us things, plants mainly, which
                              he brought for each of us, to observe,
                              and to make drawings of.

                              He gave each of us what he jokingly
                              called 'peer-tubes,' (a magnifying
                              pocket lense, to peer through) to see
                              the wondrous world of living things with.

                                    But there was something else,
                                    that also only HE did, which again
                                    established more firmly the idea
                                    in my mind (and in his mind too)

                                    that the school actually was for
                                    learning:

'

                              This teacher actually placed the most
                              eager and most interested pupils IN THE
                              FRONT OF THE CLASS.

                              And at the same time, he put those who
                              refused to learn or showed no interest,
                              IN THE BACK OF THE CLASS.

                                    This kept perfect order and respect
                                    in his class, because each pupil
                                    was respected as he actually was,

                                    and this brought about a calm,
                                    quiet atmosphere ideal for teaching
                                    and learning.

                                          The intelligent and faithful
                                          reader might recognize the
                                          proper definition and use of
                                          'respect,' here, at work.

'

                              He did NOT treat all people as 'equal,'
                              but, as they were - as very different,

                                    which is the only way of course
                                    to give them an equal, which must
                                    mean FAIR treatment.

                              This was his success in teaching, in
                              having interested, active pupils -
                              those in the front rows.

                                    The other teachers probably did
                                    not even appreciate his sense of
                                    humor,

                                    that his pupils however would not
                                    forget him for, his story, that
                                    told, that

                                   "Santa Claus, the Stork, AND the
                                    Giraffe, 'do not exist'."

                              After the summer holiday ended, I learned
                              to my dismay, that the other teachers
                              had gotten rid of him - he was, I assumed
                              not polished and smooth enough to "fit
                              in,"

                                    not "fitting in" with those who had
                                    'closed their eyes' and who 'kept
                                    their eyes closed,' who refused to
                                    see or name evil where it was, and
                                    who agreed, to 'call it something
                                    else.'

'

'

                  I repeat: Being curious and alive and intelligent,
                  and really being interested, and desiring full
                  understanding, and also bringing that understanding
                  about,

                  was not appreciated at all, was not desired or
                  appreciated in ANY pupil,

                        neither by any of the classmates (the other
                        pupils), nor by any of the teachers,

                  at this 'highest quality school.'

'

'

                              Well, feeling thoroughly betrayed, and
                              certainly not without reason, by the
                              school and by my parents,

                                    who "explained" it as "me being
                                    too young," having skipped one
                                    class in primary school, I was
                                    now "too young,"

                                          which translated to me, then,
                                          as: 'too interested, too
                                          intelligent, having too
                                          little agreement with making
                                          myself as stupid - AT A
                                          SCHOOL - as was expected
                                          and that all others did
                                          obviously comply with,'

                                          and as: 'refusing to see or
                                          admit, that any supposedly
                                          "normal" person, would want
                                          to be evil to ME,'

                                    and while I still was appreciated
                                    as the president of the school's
                                    student association,

                                          the board of which had
                                          merely the function of
                                          organizing the school
                                          parties,

                              I spent the rest of my school years
                              mainly staring out of the class room
                              windows,

                                    at the seasons going by

                                   (that is how you are using my
                                    abilities,

                                    that is what you do, to nurture
                                    my love for people; and there was

                                    no Master Verrocchio around, far
                                    and wide, to teach, and to nurture
                                    my talents;

                                    and you can imagine, what you are
                                    doing to the talents of others,
                                    and to the love of others for
                                    people - with such a school)

                              but I spent the time AFTER school and
                              during holidays,

                              to 'raid' the local town library,

                              and to build my electronics, at home,
                              and to take my motor bike apart, at home,
                              and to create a chemical laboratory, at
                              home, and to listen to music on my
                              home-built sound system, and to roam the
                              countryside to study plants and birds,
                              and doing my sailing sport during summer
                              and autumn weekends, or in the holidays.

'

'

                              Jokingly I might remark, that there were
                              a few times, though, that I did impose
                              upon the school:

                              When I found out, by accident, that they
                              had a well-equipped physics laboratory
                              stashed away behind doors usually locked,

                                    which was meant only, however,
                                    for the very ambitious teacher,

                                    and then only for the purpose of
                                    occasionally taking something
                                    out of it, to demonstrate it in
                                    front of the class.

                              I remember sneaking in there, at times,
                              during lunch break, after I discovered
                              it, and my clandestinely handling the
                              machinery for physical experiments,

                                    till it was found out by the
                                    'claviger amanuensis' - Mr.
                                    Waarsink, you certainly like to
                                    know his name -

                                    whose task it was, to keep those
                                    machines away from the pupils, and
                                    occasionally to prepare one (an
                                    apparatus) for the physics class,

                                    which allowed him to use the title
                                    of 'amanuensis,' here meaning 'the
                                    assistant to the (physics and
                                    chemistry) teachers.'

                                          'Claviger' translates as
                                           'key-bearer' - he was the
                                           janitor for the school
                                           building.

'

'

                              Well, un-intentionally I have given you
                              some more anecdotes, here, which should
                              connect to the subject of teaching, and

                              to the consequences of NOT teaching or
                              of pretending to teach, at school, as was
                              the case in my school time,

                              and which is still largely the case in
                              all schools, no matter what are the study
                              methods or the slogans that are in use,
                              about "learning for life," or "learning
                              for the job." *(2)

                                    It has not changed much, which
                                    is why I am talking about it to
                                    you.

                                    In my next life time, I wouldn't
                                    mind going to an actual school,
                                    you see,

                                          where pupils are ALLOWED to
                                          learn, and not only that,

                                          but also are NOT prevented
                                          from naturally being as they
                                          are, alive and curious and
                                          intelligent and inquisitive,

                                                being much more so
                                                than their teachers.

                                          Where pupils are not being
                                          forced to place themselves
                                          BELOW the teachers

                                                when the teachers have
                                                to claim and enforce
                                                and maintain, that
                                                "they, the teachers,
                                                know more."

                                                Every person does,
                                                on SOME subject, know
                                                vastly more than you
                                                do - about his own life
                                                and his own emotions
                                                for instance, even if
                                                subconsciously only.

'

                                    And it may dawn on you, that the
                                    whole idea of "a teacher is senior
                                    to his pupils," or "a guru is
                                    senior to his students,"

                                    is OPPOSED to the nature of
                                    teaching itself.

                  Instead, you DO know the correct concept of
                  seniority, because you know about COACHING:

                        the subject of coaching someone - TO FIND,
                        KINDLE AND BRING OUT, ONE OR MORE PARTICULAR
                        OR GENERAL TALENTS OR ABILITIES OF SOMEONE.

'

'

                        True teaching assumes, that it is not unlikely,
                        that the talent coached (for instance your
                        talent) is bigger than the talent of the coach.

                              That tells you ONE aspect - and a major
                              aspect at that - of teaching.  *(2)

                        Any teacher KNOWS (he can feel and he does
                        feel) that it is his purpose to bring out - to
                        touch and to develop - the TALENTS of his
                        pupils.

                              And talent is guided by curiosity, and
                              by joy - the JOY of learning something,
                              the JOY of acquiring some understanding
                              of something, and some ability to do
                              things, the JOY of

                                    etc. etc. etc. etc.

                              The whole idea (anything connected to
                              the idea) that "it is difficult," or,
                              that "you have do it to pass an exam,"
                              does not enter into it, at all.

                                   "It is difficult to play the
                                    violin" IF you do not really
                                    want to study playing it.

                                    But if you really WANT to learn to
                                    play it, then the whole concept of
                                    "it is difficult," has no meaning:

                                    It is your JOY to learn it, so what
                                    has that to do with anything, that
                                    "it is difficult."

                                         "It is difficult to operate
                                          a computer" - well, you tell
                                          that to a ten year old, and
                                          he or she just laughs in your
                                          face! "What do you mean,
                                          with 'it is difficult'!"

                              But at school, they tried to tell or
                              force onto you, at any opportunity they
                              saw fit for it, that "it is difficult" to
                              study.

                                   "Do your homework! This is a very
                                    difficult subject - work hard!"

'

                                    I think now, that what they meant
                                    but could not express, is, that
                                    THEY did not (and do not) know how
                                    to teach, meaning,

                                    that it was difficult FOR THEM, to
                                    be teaching, because

                                    TEACHING IS LIKE COACHING THE
                                    TALENTS AND INTERESTS OF OTHERS,
                                    OF THE PUPILS. (see 'Textnotes,'
                                    below)

'

                              For years, I used to have 'nightmares,'
                              dreams that all amounted to my appearing
                              at school (high school - college), my
                              appearing in classes and in front of
                              teachers, while I had ALREADY my final
                              school exam (passed and completed),

                              so, why all their stressing to me 'how
                              difficult,' or 'how important for my
                              future' the subjects were,

                                    while in those 'nightmares' I was
                                    returning to school, "as a pupil,"
                                    AFTER completing it,

                                          much like Heinz Ruhmann did,
                                          as an actor, in the German
                                          black-and-white movie 'Die
                                          Feuerzangen-bowle.'

                              Well, the faithful reader knows enough
                              about me to figure out that dream.

'

                              Another point quite worth mentioning, is,
                              that the night before the final exam,

                                    the last and verbal part of the