“There’s probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,” she writes in Teach Your Children Well. “Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.”

“Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.”

“A tulip doesn’t strive to impress anyone. It doesn’t struggle to be different than a rose. It doesn’t have to. It is different. And there’s room in the garden for every flower. You didn’t have to struggle to make your face different than anyone else’s on earth. It just is. You are unique because you were created that way. Look at little children in kindergarten. They’re all different without trying to be. As long as they’re unselfconsciously being themselves, they can’t help but shine. It’s only later, when children are taught to compete, to strive to be better than others, that their natural light becomes distorted.”

“Sophia was asked to speak to the students of a local medical school. “Sophia, what do we need to be better doctors?” the students asked. “Doctors,” Sophia said, “need strong stomachs and strong powers of observation.” Then she opened a canister. The putrid smell quickly moved through the classroom. Sophia stuck a finger in the jar, pulled it up, and then licked it. She passed the jar around encouraging each doctor in training to do the same. Each did, and though many felt nauseas, no one got sick. “You all have very strong stomachs,” she said. “But your powers of observation need some work.” “What do you mean?” they asked. “We did just what you did.” “There is one difference,” she replied. “The finger I dipped in the jar was not the finger I licked.”

“We do not need to attend classroom training programmes for everything. Observation opens the windows of knowledge around us”

“I observed you in pain, lad. Pain’s merely the axis of the test. Your mother’s told you about our ways of observing. I see the signs of her teaching in you. Our test is crisis and observation.”