Hoist the Colours, Me Hearties!

We're flying the Jolly Roger today because Pirates of the Caribbean opens tonight. Granted the second installment, Dead Man's Chest, was a disappointment, but Pirates 3: At World's End is just as epic and just as witty at the first one. Just what you need to tide you over until National Talk Like a Pirate Day (Sept. 19).

5000 Darwin letters go online!

From their press release:
"Welcome to the Darwin Correspondence Project’s new web site. The main feature of the site is an Online Database with the complete, searchable, texts of around 5,000 letters written by and to Charles Darwin up to the year 1865. This includes all the surviving letters from the Beagle voyage - online for the first time - and all the letters from the years around the publication of Origin of species in 1859.

The letter texts, and the contextual notes which help make them accessible, are taken from the first thirteen volumes of the Correspondence of Charles Darwin (Burkhardt et al., Cambridge University Press 1985-). Letters from later volumes will be added on a rolling programme following behind publication of the print edition. Volumes 14 (1866) and 15 (1867) are already published and Volume 16 will be published in 2008.

The database also includes summaries of a further 9,000 letters still to be published. There will be 30 volumes of the print edition in total. Previously unknown letters continue to come to light.

Darwin’s letters are a rich source of information on many aspects of 19th century science and history; they are also very readable, and we hope they will be used and enjoyed by a wide audience."

Find out more about the letters and Darwin's correspondents here.

Parent Survey on Acceleration from the Belin-Blank Center

"A Survey of the Prevalence and Practices of Acceleration in Schools

Conducted by the Institute for Research and Policy on Acceleration (IRPA)
Belin-Blank Center for Gifted Education and Talent Development
The University of Iowa

We invite you to participate in a research study being conducted by investigators from the University of Iowa.
In 2004, The John Templeton Foundation sponsored a report titled A Nation Deceived: How Schools Hold Back America's Brightest Students. This report highlighted the disparity between the research on acceleration and educational beliefs and practices that often run contrary to the research.

An outcome of the report A Nation Deceived was the establishment of the Institute for Research and Policy on Acceleration (IRPA) at the University of Iowa’s Belin-Blank Center for Gifted Education. The purpose of IRPA is to provide educators, parents, and the general public with current information on the many aspects of acceleration. In addition, IRPA conducts research studies on acceleration and provides consultation on policy issues for schools.

The purpose of this study is to estimate the prevalence of acceleration in our nation’s schools and to gather information on the attitudes of parents, policy makers, and educators toward acceleration as a curriculum intervention for gifted students."

The study takes about five minutes. To participate, click here.

Summer Scholarship Opportunity, due June 1

Board of Trustees Scholarships Fund from the National Society for the Gifted and Talented

Program Year 2007

2 Scholarships totaling $1100 ($550 each)


NSGT scholarships are awarded to NSGT members to support their academic, intellectual, and cognitive development. Funds can be used to help pay tuition for various academic programs, such as after-school, weekend, summer, and distance learning. Funds can also be used to support independent projects, paying for equipment, supplies, and mentors. The funds may be used for up to one year.

Students need to complete the one-page application. Call 800-572-6748 to request a form. In addition, students need to submit a detailed description (one page) of how they propose to use the funding. This description should include:

The purpose of the program or project
A description of the program or project
The expected outcome
How the program or project will be evaluated
What resources will be used
A budget

Beside the description, applicants need to submit one letter of recommendation from a teacher or administrator. If the project includes a mentor, that person must also submit a letter of support and agreement to participate in the project.

Students may submit additional materials to support their application, such as school projects or papers, listings of honors or awards won, or any other evidence of their academic creativity and success.

A team of educators in the field of gifted education will review the applications and choose the scholarship winners.

Deadline for applications is June 1st, 2007.

Winners will be notified by June 20th, 2007.

Intelligent Life in the Classroom

A review from Teacher Magazine written by David Lee Carlson:

Intelligent Life in the Classroom: Smart Kids & Their Teachers
by Karen Isaacson and Tamara Fisher
(Great Potential, 213 pages, $16.95)

"As schools scramble to meet the standards associated with No Child Left Behind, it’s good to know there are still individuals who take the time to appreciate the qualities of accomplished students. The authors of Intelligent Life use anecdotes of their own and others’ interactions with gifted children to illustrate these characteristics.

The stories in the book give clear examples of each gifted-child trait. As the pair points out, a student may be intense, creative, and curious in one subject or on one assignment, but not another. Gifted children are not “better” than other students, but they learn differently, (“faster,” according to the authors), and they “like to learn more about things.” They’re caring, curious, intense, persistent, and sensitive, to name a few characteristics—sometimes in ways that can both please and annoy teachers. ..."

Size Does Matter

Many people are contemplating early kindergarten entrance for their gifted and/or late-birthday children. Conventional wisdom seems to be that leaving these kids back a year has no down-side. "Give them another year to just be a kid!" they say. "Boys mature socially/emotionally more slowly than girls, anyway. If he can't sit still, they'll give him Ritalin!" "He'll be bigger and stronger than all the other children, so they'll look up to him!"

Klaus has an early October birthday, so missed the kindergarten cutoff by a couple weeks. We decided to leave him back a year for all of the above reasons, plus the fact that he was in a good preschool situation that would grow with him. But there is a downside to red-shirting kindergarteners.

Size does matter. Yes, your son will be bigger and stronger than all the other children. Remember those older, bigger kids when you were in school? Were they the smart ones? Or the ones called "Moose" who may have been left back a year? Being older and bigger isn't a ticket to popularity. For gifted kids who may already have trouble relating to their agemates, being physically as well as intellectually different only compounds the socialization issue.

I Can Read This, So I Thank My Mother

Normally I'm not a big fan of the Dobsons, but Linda Dobson has a great Mother's Day column in this month's Home Education Magazine:
I Can Read This, So I Thank My Mother

An Oldie but a Goodie

Purely by coincidence, both Wolfie and Xavier are studying plants in science at the moment. (Xavier's still whizzing through 7th grade science but he's at least interested enough to try some of the activities--I hesitate to call them "experiments--which is more than I could say about 6th grade science.)

Anyway, yesterday's activity required an emergency trip to the store for celery, so he could put a stalk in colored water to watch it to "demonstrate how water is transported to the leaves," (read: "To watch it change color"). A classic elementary school project, although we always did it with carnations. Celery is cheaper, I suppose. I now have a stalk of celery that is both green and a disgusting shade of purple.

I ordinarily wouldn't consider this blog-worthy, but the boys got all excited about the purple celery and decided to extend the experiment. We now have three carnations--white, yellow and pink--in three vases of water in the front window. They're trying to see if the already colored carnations will take up the color in the water and whether the color will mix, i.e. will the yellow carnation in the blue water turn green or yellow with blue edges? Will the dyed pink carnation take up the blue water and turn purple?

The second and third experiments are with houseplants. Will watering a plant with colored water make variegated leaves or white flowers turn color? We're using a diffenbachia and a Japanese peace lily for this experiment. Xavier is watering the diffenbachia with purple water and Wolfie is watering the lily with pink/red water. This is clearly a longer term experiment and we may end up testing different strengths of color as well (stronger color = more likely to be taken up into the leaves?) Stay tuned...

I'm excited about this mostly because I hope this means we're beginning to revive their love of learning. Maybe "projects" is no longer a dirty word. I'd been disappointed lately because they had zero interest in developing 4H projects to enter in the county fair. Not that they're not participating in 4H and enjoying it, just that they refuse to compete. And in the meantime, we're looking at scholarships and college apps for Klaus and they all want to know "when have you competed?" and "did you win?" One step at a time.

If anyone else tries these experiments at home, let me know how they go? Maybe we can compare results.

UNO Attack - Chemistry Style

I wrote a year ago about Chemistry Trumps, a set of playing cards from England that allowed you to have fun while learning about the periodic table of elements. My only complaint was that there were only 28 cards.

Never fear, American Science and Surplus has found double decks of Elemental Cards. Like Chemistry Trumps, the cards are printed with boiling point, melting point, atomic number, (approximate) atomic weight, series, standard state and abbreviation. Unlike Chemistry Trumps, they are also printed with the standard suits and numbers of regular playing cards. There are two decks, so 104 elements are represented instead of only 28.

What we did this morning was load the element cards into our UNO Attack card shooter. Oh, so much fun! The rules are still evolving, but we've decided cards can be matched by elemental series (transition metal, lanthanide, halogen, noble gas, etc.) or by suit (hearts, spades, clubs or diamonds). Radioactive elements can also be matched to each other. We tried matching by standard state, but there were too many solids.

If chemistry is not your thing, I'd still recommend UNO Attack as the best way to play UNO. :D

Merlin Science: For the Alchemist in You

Thanks to my friend, Gina, for posting this link! Merlin Science offers distance learning classes in Alchemy (Chemistry), Astronomy, and Genetics. The program consists of a hypertextbook (you read it off the screen) with a notes section, question & answer section and an online quiz at the end of each unit. The really cool part is that the textbook covers high school and beginning college level chemistry in dialogue format, so it's much more interesting to read than your average textbook.

I think this is a terrific resource, mostly because it mimics exactly how I teach. ;-) I prefer to tell stories rather than give lectures. DH teaches science by asking probing, open-ended questions. And we teach for mastery--if the boys don't do so well on the text, we teach them again until they've mastered everything. Merlin does all these things. The Q&A questions are open-ended, requiring critical thought, and answers are fully explained. The quiz questions give you instant feedback (correct or incorrect) and explain the questions you've missed. Once you've gotten a perfect score, you get a certificate of completion for that section.

The Merlin curricula are not accredited, so not eligible for high school credit except through homeschooling, or perhaps through the SAT II subject test. Some schools do use the Merlin program to help prepare for AP tests (genetics for AP Bio, for example. I ran it the introductions section by Xavier this morning and he was suitably impressed, so I guess we're not going to run out of science for him to do when he finished 8th grade sci next year, after all. Yay!

It's the Cheesiest!

Got some time on your hands? So does this cheese. The link takes you to Cheddarvision.tv, where you can watch a cheese wheel ripen in real time! Wow!

Okay, even in America's Dairyland, we don't think this is very exciting. It is an interesting example of guerilla/internet marketing, however. Click on "the red button" and you're taken to an "About us" screen about the cheesemakers and how to buy their products. According to the New York Times (registration required), they've had 900,000 hits so far (presumably more since the NYT article came out). Also check out the time-lapse video on You-Tube, where you can watch the label fall off and be replaced several times.

This cracks me up!

Attn: College-Bound High Schoolers!

According to EdWeek.org, "a study released today highlights the gap between what high schools are teaching in the college-preparatory courses and what colleges want incoming students to know." The survey, by ACT, Inc. (the testing people) "found that college professors generally want incoming students to have a deeper understanding of a selected number of topics and skills, while high school teachers in all content areas tend to rate a far broader array of content and skills as 'important' or 'very important.'"

Specifically, "In writing, postsecondary instructors tended to value the basic mechanics of writing (such as sentence structure and punctuation) more highly than high school teachers did. High school English teachers rated topic and idea development as the most important set of skills.

In mathematics, postsecondary instructors rated being able to understand and rigorously apply fundamental skills and processes as more important than exposure to more advanced math topics. High school math teachers tended to view the latter as important. Postsecondary instructors also placed far more emphasis on being able to understand new material by reading a textbook.

In reading, the survey found a general lack of reading courses in high school and a decline in the teaching of targeted reading strategies after the 9th grade. In contrast, college instructors of remedial courses rated such strategies as very important and reported devoting a large percentage of time to teaching them.

In science, high school teachers consistently rated content as more important to student success than science process or inquiry skills, in direct contrast to both middle school and postsecondary science teachers."

What does this mean for homeschoolers? I believe it gives us an edge over public school students in that we can more easily tailor our kids' education to what the colleges want, without having to overcome institutional bias.

Curriculum notes to myself:

Make sure the boys can write a grammatical sentence, create an outline with a strong thesis and write a persuasive essay following that outline, preferably in less than an hour. (Yes, I know that is a run-on sentence. ;-)

Make sure they can read and understand challenging literature.

Focus on fundamental math skills, no matter how much Wolfie complains. (Learning on their own from a textbook is pretty much standard procedure, isn't it?)

Continue to skip the make-work labs and "activities" in the science texts in favor of cramming more information into their little brains. Only do experiments when we genuinely don't know the results.

The Latest Horrible Book Order

"If you're in for some more Horrible Books from the UK, I'll be doing another Horrible Books Order on 4/29/07.

Enjoy your Horrible Day!

Horrible Ray



New Horrible Titles

Murderous Maths : Codes : How to Make Them and Break Them (2007 New Book)
Horrible Geography : Freaky Peaks & Perishing Poles (2007 New Book)
Horrible Science : Evil Inventions (2007 New Book)
Horrible Science : Fatal Forces & Fight for Flight (2007 New Book)
Horrible Science : Seriously Squishy Science Book (2007 New Book)
Horrible Histories : Barmy British Empire & Blitzed Brits (2007 New Book)
Horrible Histories : Oxford (2007 New Book)
Horrible Histories : Warriors (2007 New Book)
Dead Famous : Pirates and Their Caribbean Capers (2007 New Book)
Terry Deary : Terribly True Detective Stories (2007 New Book)
Terry Deary : Terribly True UFO Stories (2007 New Book)



--
Horrible Books
6574 Edmonton Avenue, San Diego, CA 92122
Tel : 858-202-0235
Fax : 858-202-0265
ray@horriblebooks.com
www.horriblebooks.com

Let's Abolish High School

Interesting commentary in EdWeek questioning the need for high school by Robert Epstein, a former editor in chief of Psychology Today, a contributing editor for Scientific American Mind, a visiting scholar at the University of California, San Diego, and the host of “Psyched!” on Sirius Satellite Radio. His latest book, The Case Against Adolescence: Rediscovering the Adult in Every Teen, was published last week by Quill Driver Books.

He concludes:

"A careful look at these issues yields startling conclusions: The social-emotional turmoil experienced by many young people in the United States is entirely a creation of modern culture. We produce such turmoil by infantilizing our young and isolating them from adults. Modern schooling and restrictions on youth labor are remnants of the Industrial Revolution that are no longer appropriate for today’s world; the exploitative factories are long gone, and we have the ability now to provide mass education on an individual basis.

Teenagers are inherently highly capable young adults; to undo the damage we have done, we need to establish competency-based systems that give these young people opportunities and incentives to join the adult world as rapidly as possible."

[EdWeek is having an "open house" until April 15, 2007, so anyone can read this online through that date.]

Thomas G. West Online Conference March 23-25

FYI--The next Gifted Online Conference is taking place this weekend. The guest speaker is Thomas G. West. From the conference announcement:

"Thomas G. West is the author of the award-winning book In the Mind's Eye-- Visual Thinkers, Gifted People with Dyslexia and Other Learning Difficulties, Computer Images and the Ironies of Creativity. Now in its 14th printing, the book was awarded a gold seal in 1998 by the Association of College and Research Libraries of the American Library Association as "an outstanding academic title" and, later, in 1999, as one of the "best of the best" for the year (one of only 12 books in their broad psychology and neuroscience category). The book was published in Japanese translation as Geniuses Who Hated School. A Chinese translation was published in 2004. According to one reviewer: "Every once in a while a book comes along that turns one's thinking upside down. In the Mind's Eye is just such a book."

The book covers brain research, computer graphic technologies and profiles of 11 famous people who have shown evidence of great visual and non-visual talents along with dyslexia or other learning difficulties. One of the main arguments of the book is that we need to better understand the great diversity of human brains--including the hidden learning difficulties that often come along with superior talents and capabilities- -as well as the hidden talents that often coexist with various learning problems. The profiles include: Michael Faraday, James Clerk Maxwell. Albert Einstein, Rev. Charles L. Dodgson, Henri Poincaré, Thomas Alva Edison, Nikola Tesla, Leonardo da Vinci, Winston S. Churchill, Gen. George S. Patton and William Butler Yeats. ...

More information can be located here.

Also if you would like to order the book, In The Mind's Eye, before during, or after the conference, if you visit Hoagies and click on the Amazon link you will help support the awesome Hoagies website."

These conferences take place entirely by email. Consider it the busiest e-list you've ever been on (I recommend daily digest). You can sign up for the conferences by visiting http://www.giftedonlineconferences.com/index.html

What Guys Read in the UK

There's a story on the BBC News site today calling for more reading support, particularly for working class boys.

"Boys like books which depict them in powerful roles, often as sporting, spying or fighting heroes - not just Jane Austen, but a necessary dose of Anthony Horowitz as well," [Education Secretary Alan Johnson] said.

"To help get boys reading we need a boys' bookshelf in every secondary school library in the country, containing positive, modern, relevant role models for working class boys."

I'm the first to agree it's very hard to find novels that boys, particularly in the 10+ age-group, will read. But if you put all the exciting books on the "boys only" bookshelf, what happens to the girls who like adventure stories or the Hardy Boys?

Perhaps a better approach than sorting library books by gender, is to make English/reading lessons more accessible for the underwhelmed by changing the way the subject is taught. Enter English teacher Gary Spina, author of The Mountain Man's Field Guide to Grammar. From the New York Times:

"What few of his teachers realized was that Gary was an avid reader before his teens, making his way through the shelf of Jack London in the local library, digging into copies of Robert Louis Stevenson at home. In seventh grade, he picked up Hemingway and began to realize there might be something manly in writing well.

Then, in high school, he applied for a job writing copy at an advertising agency in Hackensack and was rejected because he spelled the word “advertize.” Learning something about correct language and grammar, he realized, might prove useful in his goal of being self-sufficient.

Decades later, Mr. Spina used these insights to write a most unlikely reference book, “The Mountain Man’s Field Guide to Grammar,” which was released last year. In the crowded field of grammar books, his is probably the only one to include “grifter” and “pemmican” in its glossary and to teach the simple sentence with examples such as “Dirty Doris spit tobacco juice.”

Cool, huh? I've been looking for a grammar resource that won't put the boys to sleep. I'm going to check this one out right away!

Cool Little Resource for Visual Teens

I just picked up a copy of The High School Learning System. It's an interesting package--multimedia presentations on English (with ebook texts), history (US and World), math (pre-algebra through calculus) and science (mostly biology) with Q&A and quizzes assess learning (if you want to do that). The presentation on the French Revolution lasted about 20 minutes of narration with period background music and pictures. They included a good amount of detail, covered the various governments between 1789 and 1799 and offered a 101 question online "quiz" (sounds like a test to me!) at the end.

I was less impressed with the math section. I noticed on their website that they have a stand-alone math learning system product, so that may be why this section is less comprehensive.

I have the 2006 version, which I bought on ebay for $13 (2 DVDs and 1 Spanish-English online dictionary). The 2007 version costs $40 and includes:

"• All core subjects covered
• 86 integrated educational titles
• 54 hours of multimedia presentations & video
• 37 hours of audio books
• 101 Barron’s Book Notes
• Printable tests to monitor progress
• PLUS new educational material for your iPodTM"

I think this would be a great resource for younger gifted kids working at a high school level, for homeschooling teens and/or as a review for regular high school classes.

Wikipedia: Bane or Boon?

Let me first say that we use Wikipedia extensively at our house. "Let's ask Wiki" is a common answer to my boys' uncommon questions. It's not the only source we use, but it's a lot cheaper and more interactive than the Encyclopedia Britannica.

There's been some grumbling in education circles about Wiki's accuracy and whether it should be considered a source for college research. Middlebury College's History Department banned using Wiki as a source for research papers. Then there was some silly scandal about one of Wiki's editor claiming to be a theology professor when he was really a college dropout. Both these "scandals" miss the point, imho. Wikipedia is a collective source of knowledge. What you read there may or may not be entirely accurate, but in the aggregate, it's an excellent overview of some difficult topics or first source for arcane knowledge (Just what does the flag of Somalia look like?).

Maybe Wiki has an even greater part to play in education, simply because of the nebulousness of its information. At the University of East Anglia in the UK, masters degree students are required to write for Wiki. "Nicola Pratt, a lecturer in international relations, said she used to be "one of the disgruntled crown of academics who berate students for using Wikipedia in their essays" but is now convinced it can be a great opportunity for students to see at first hand how knowledge is produced.

Uniquely in the UK, her postgraduate students studying for a masters degree in international relations and development are assessed on editing eight Wikipedia articles to improve the quality and make them more balanced. They must also write one of their own.

They haven't found it easy, according to Dr Pratt, and soon discovered just how much reading around the subject was involved. "I've seen improvement with all the students - I think it's working," she said."

Maybe we should do less blaming Wiki for lazy research methods among undergraduates (citing an encyclopedia? Excuse me?) and do more to improve Wiki and improve our collective wealth of knowledge.

Web Site Launched for Students Keen on Math, Science

BALTIMORE, Feb. 26 (AScribe Newswire) -- Imagine if a teen-age Stephen Hawking could have sparred with Einstein over physics. For gifted teens in the United States and worldwide -- perhaps including future Einsteins and Hawkings -- it's now possible, through Cogito.org ( http://www.cogito.org ).

Cogito.org, developed by the Johns Hopkins University Center for Talented Youth ( http://www.cty.jhu.edu ), offers a virtual home for the world's brightest students with strong interests and abilities in mathematics and science. The site offers free use to all visitors, who can access most of its resources and learn about everything from global warming to cold fusion.

Cogito's developers want the site to inspire its users to become the innovators, visionaries, and problem-solvers of the future. They also want Cogito.org to play a critical part in upgrading math, science, technology, and engineering education -- known as the STEM subjects -- for the estimated 1.5 million gifted middle and high school students in the United States and greater numbers worldwide.

These four areas are the subject of national efforts defined in President Bush's 2006 American Competitiveness Initiative. Improved education in STEM subjects is seen as critical to maintaining U.S. competitive advantage in science and technology.

The free, public-access section of Cogito.org is packed full of interviews with experts, profiles of young scientists, science news, Web resources and directories of summer programs, competitions and other academic opportunities.

Middle- and high-schoolers, for example, have interviewed a nanotechnologist, a scientist at the McMurdo Station in Antarctica, and a roboticist at Carnegie Mellon, to learn about research they would never hear about in science class.

The site also features a section that is open to membership by invitation. It is here that students can participate in online discussion forums with top math and science students worldwide -- where U.S. students can share math problems with their Chinese, Russian or Thai counterparts, for example. Membership is expected to expand rapidly as programs serving gifted students in programs around the world nominate their students for membership.

Early site activity is promising, with students using Cogito.org as developers had hoped. "For some of us, it's the first time we've been in contact with so many other gifted math and science kids in our lives," says Willow Smith, a senior from Palm Bay, Fla. "It's the first time we've been in a community with people who can stand up to our arguments and then return ones of their own that are just as convincing."

Expert participation in discussions is also important Cogito.org's members, according to Andrew Peters, a 14-year-old 10th grader from Rochester, Minn. "I especially liked it when an expert was brought in to discuss the issue of planet status for Pluto," he said. "The chance to hear an expert's opinion on a current event is a rare and excellent opportunity."

To that end, a key goal and need, say CTY's Cogito.org developers, is to attract and retain adult scientists and mathematicians who can serve as discussion leaders and mentors. "Along with the benefits the site holds for young people, we think this is a wonderful opportunity for scientists and others to offer their knowledge to students," said Lea Ybarra, executive director of CTY.

The name Cogito.org, which was chosen with input from gifted students, was taken from the Latin translation of Descartes' famous maxim Cogito, ergo sum or "I think; therefore, I am." The site was developed by CTY in partnership with these other leading centers serving gifted students: the Talent Identification Program at Duke University, the Center for Talent Development at Northwestern University, the Rocky Mountain Talent Search at the University of Denver, C-MITES at Carnegie Mellon University, the Belin-Blank Center at the University or Iowa, the Center for Excellence in Education, the Davidson Institute for Talent Development, and Science Service.

A $1.7 million grant from the John Templeton Foundation provided initial funding to develop and launch the site, and additional funds are being sought to sustain and expand it.

- - - -

CONTACT: Amy Lunday, JHU Media Relations, 443-287-9960, acl@jhu.edu

Not on the Test

*Not On The Test *
by John Forster & Tom Chapin
(c) 2007 Limousine Music Co. & The Last Music Co. (ASCAP)

Go on to sleep now, third grader of mine.
The test is tomorrow but you'll do just fine.
It's reading and math. Forget all the rest.
You don't need to know what is not on the test.

Each box that you mark on each test that you take,
Remember your teachers. Their jobs are at stake.
Your score is their score, but don't get all stressed.
They'd never teach anything not on the test.

The School Board is faced with no child left behind
With rules but no funding, they're caught in a bind.
So music and art and the things you love best
Are not in your school 'cause they're not on the test.
Sleep, sleep, and as you progress
You'll learn there's a lot that is not on the test.

Debate is a skill that is useful to know,
Unless you're in Congress or talk radio,
Where shouting and spouting and spewing are blessed
'Cause rational discourse was not on the test.

Thinking's important. It's good to know how.
And someday you'll learn to, but someday's not now.
Go on to sleep, now. You need your rest.
Don't think about thinking. It's not on the test.