Otrzymane w mejlu, dla poprawy humoru:

Due to current economic conditions the light at the end of the tunnel has been turned  off.  

TEACHER:  Now, Simon , tell me frankly, do you say prayers before eating?

SIMON: No sir, I don't have to, my Mom is a good cook.

TEACHER: Millie, give me a sentence starting with ' I. '

MILLIE: I is..

TEACHER: No, Millie..... Always say, 'I am.'

MILLIE: All right... 'I am the ninth letter of the alphabet.' 

TEACHER:  Donald, what is the chemical formula for water?

DONALD: H I J K L M N O.

TEACHER: What are you talking about?

DONALD: Yesterday you said it's H to O.

TEACHER: Clyde , your composition on 'My Dog' is exactly the same as your brother's.. Did you copy his?

CLYDE : No, sir. It's the same dog.

TEACHER: Glenn, how do you spell 'crocodile?' GLENN: K-R-O-K-O-D-I-A-L'

TEACHER: No, that's wrong

GLENN: Maybe it is wrong, but you asked me how I spell it. 

TEACHER: John,  why are you doing your math multiplication on the floor?

JOHN: You told me to do it without using tables. 

Ogloszenia (ponoc prawdziwe):

FOR SALE BY OWNER. Complete set of Encyclopaedia Britannica, 45 volumes.

Excellent condition, £200 or best offer.

No longer needed, got married, wife knows everything. 

WEDDING DRESS FOR SALE.

Worn once by mistake.

Call Stephanie. 

FREE YORKSHIRE TERRIER.

8 years old, Hateful little bastard. Bites! 

JOINING NUDIST COLONY!

Must sell washer and dryer £100.

Szkola jest sprzeczna z natura.

Takie wnioski ostatnio wyciagam, jak prowadzajac najmlodsze pachole do szkoly ogladam placzace dzieci. Gdyby porownac tragedie dziecka tego w szkole z tragedia dziecka tego odrywanego od rodziny w obozach niemieckich, zeby porownac sile krzyku i ilosc wylanych lez, to dochodze do tego samego wniosku: jest to barbarzynskie okrucienstwo. Jedna dziewczynka tak mocno przylgnela do nogi babci, ze sila nie mozna jej bylo oderwac.
Dzieci czuja podswiadomie, ze cos tu jest nie tak. No bo dlaczego kochajaca mama i tato pozbywaja sie malucha, ktoremu trzeba czesto jeszcze tylek wycierac, do tego wielkiego budynku, gdzie duzi biegaja, jakas obca pani mysli ze moze go brac za reke i czasem jeszcze krzyczec, gdzie sto innych dzieci cos chce i uczy sie, ze nie moze chciec, gdzie jak placzesz, to nikogo to nie obchodzi, a jak masz smarki, to caly dzien chodzisz z tym pod nosem i nawet nie wiesz, ze leci, chyba ze przypadkiem uzyjesz rekawa... Dlaczego? No dlaczego???

Szkola jest sprzeczna z natura, a po przejrzeniu ogromu materialu na internecie dochodze do wniosku ze to diabelski wynalazek.
Prosze posluchac:

"Mandatory kindergarten was necessary because it served to break the influence of the mother over the child thus making the child more responsive to government influence."
http://nj.npri.org/nj98/05/prussian.htm

 Gatto emphasizes how the Prussian model set the standard for educational systems right up to the present. "The whole system was built on the premise that isolation from first-hand information and fragmentation of the abstract information presented by teachers would result in obedient and subordinate graduates, properly respectful of arbitrary orders," he writes. He says the American educationists imported three major ideas from Prussia. The first was that the purpose of state schooling was not intellectual training but the conditioning of children "to obedience, subordination, and collective life." Thus, memorization outranked thinking. Second, whole ideas were broken into fragmented "subjects" and school days were divided into fixed periods "so that self-motivation to learn would be muted by ceaseless interruptions." Third, the state was posited as the true parent of children. All of this was done in the name of a scientific approach to education, although, Gatto says, "no body of theory exists to accurately define the way children learn, or what learning is of most worth."  
 http://www.sntp.net/education/school_state_3.htm

 In summary, the public schools have from the beginning been antagonists of liberty and the spontaneous order of liberal market society. In such an order, individuals choose their own ends and engage in peaceful means, competitive and cooperative, to achieve them. They also raise their children according to their own values and by their own judgment. In contrast, public schools have been intended to interfere with that free development and to mold youth into loyal, compliant servants of the state. Their objectives have required a rigidity and authoritarianism that is inconsistent with the needs of a growing rational being seeking knowledge about the world. Thus, the schools are a source of immense frustration for many children. It should surprise no one that those schools produce children who are passive, bored, aimless, and even worse: self-destructive and violent.  
http://www.sntp.net/education/school_state_3.htm 

i na koniec kilka slow od Alberta Einsteina (wychowanka pruskiej szkoly): 
 One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.... It is in fact nothing short of a miracle that the modem methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe that it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry - especially if the food, handed out under such coercion, were to be selected accordingly.
 http://www.sntp.net/education/school_state_3.htm 

"Again, often meditate how swiftly all things that subsist, and all things that are done in the world, are carried away, and as it were conveyed out of sight: for both the substance themselves, we see as a flood, are in a continual flux; and all actions in perpetual change; and the causes themselves, subject to thousand alterations, neither is there anything almost, that may ever be said to be now settled and constant Next unto this, and which follows upon it, consider both the infiniteness of the time already past, and the immense vastness of that which is to come, wherein all things are to be resolved and annihilated. Art not thou then a very fool, who for these things, art either puffed up with pride, or distracted with cares, or canst find in thy heart to make such moans as for  a thing that would trouble thee for a very long time? Consider the whole universe, whereof thou art but a very little part, and the whole age of the world together, whereof but a short and very momentary portion is alloted unto thee, and all the fates and destinies together, of which how much is it that comes to thy part and share!"

Fragmenty "Medytacji" Marka Aureliusza, ktore wlasnie zaladowalam z internetu z Otwartej Biblioteki (Open Library) do Kobo. Pierwsze strony sa zeskanowane, i widac numer biblioteczny pisany recznie, oryginalne pierwsze strony, ex libris. Jest to pierwsza edycja z 1906 roku, z lutego.
I znalazla sie ta ksiazka, pisana tak dawno temu, przez internet tu na moim e-readerze (a jaki jest polski odpowiednik tego slowa?).
Otwieram prawie usta z podziwu, bo wlasnie przejrzalam jakie ogromne ilosci ksiazek (e-ksiazek) jest dostepnych przez internet - za darmo.
Moja biblioteka wzbogacila sie o Marka Aureliusza, jak widac powyzej, Hrabiego Monte Christo, Eseje Emersona, Walden and On the Duty of Civil Disobedience Thoreau, Maszyne czasu Wellsa, Podroz do srodka ziemi J. Verne'a, Piotrusia Pana J.M. Barriego oprocz sciagnietych wczesniej z biblioteki Sorosa Financial Turmoil in Europe and the United States.
I jakos mlodz tez uzywa Kobo. Chyba najbardziej im sie podoba, ze ekran jest na dotyk (a nasze dzieci sa trzymane z daleka od ostatnich nowinek technicznych), wiec fakt ze moga przewracac kartki w ten sposob zdecydowanie dodaje uroku.
Pozdrowienia z ogromnej biblioteki!

CONCERNING MIKE TEAVEE
from Charlie and the Chocolate Factory by Roald Dahl

The most important thing we've learned,
So far as children are concerned,
Is never, NEVER, NEVER let
Them near your television set -
Or better still, just don't install
The idiotic thing at all.
(...)
But did you ever stop to think,
To wonder just exactly what
This does to your beloved tot?
IT ROTS THE SENSES IN THE HEAD!
IT KILLS IMAGINATION DEAD!
IT CLOGS AND CLUTTERS UP THE MIND!
IT MAKES A CHILD SO DULL AND BLIND
HE CAN NO LONGER UNDERSTAND
A FANTASY, A FAIRYLAND!
HIS BRAIN BECOMES AS SOFT AS CHEESE!
HIS POWERS OF THINKING RUST AND FREEZE!
HE  CANNOT THINK - HE ONLY SEES!

Poemat o Miku Teavee oczywiscie na tym sie nie konczy, ale -
wziawszy sobie do serca nauki zabronilismy chlopakom uzywac komputera.
I tak juz chyba od trzech tygodni. Rezultaty sa widoczne, np. dzis bylismy uraczeni kasynem!

na scianach pojawily sie tego typu ulotki

Mozna bylo probowac szczescia w gry w kosci...

 Mozna sie bylo cieszyc z wygranej!

misie do ustrzelenia...

 Oczywiscie gwozdz programu twister!

Gabrys probuje mnie obegrac...

Rzucanie kulkami do miski wywolalo mnostwo emocji.

A nagroda byly maliny z cukrem!!!
Wygralam jedna...

Ciiiiii....

 

 

Bo jeszcze mnie zauwaza... Nic nie mowcie... Schowalam sie miedzy pralka, praniem, suszarka i pojemnikiem na brudne ubrania, zeby w spokoju poczytac na nowo zakupionej maszynie do czytania Wayna Dyera. Oni sobie chodza po korytarzu, zaslona mnie zaslania, i na pewno sie nie zorientuja ze tu jestem... Wiec nic nie mowcie...

 A z przeczytanych madrosci np:
"Remind yourself daily that there's no way to happiness; rather, happines is the way."


I jeszcze zdjecie Fizzy, bo zdalam sobie sprawe ze nasz kot nie zostal nawet sfotografowany, i gdyby przyszlo sie ja zgubic, to na slupie musielibysmy zawiesic ogloszenie bez zdjecia. Tak troche glupio.
Wiec Fizzy: