Tell me, gentle flowers Tell me, gentle flowers, teardrops of the stars, standing in the garden, nodding your heads to the bees as they sing of the dews and the sunbeams, are you aware of the fearful doom that awaits vou? Dream on, sway and frolic while you may in the gentle breezes of summer. Tomorrow a ruthless hand will close around your throats. Okakura Kakuzō, The Book of Tea flowers
The man of the pot In the West the display of flowers seems to be a part of the pageantry of wealth—the fancy of a moment. Whither do they all go, these flowers, when the revelry is over? Nothing is more pitiful than to see a faded flower remorselessly flung upon a dung heap. ...Much may be said in favor of him who cultivates plants. The man of the pot is far more humane than he of the scissors. ...Anyone acquainted with the ways of our tea and Flower Masters must have noticed the religious veneration with which they regard flowers. They do not cull at random, but carefully select each branch or spray with an eye to the artistic composition they have in mind. They would be ashamed should they chance to cut more than were absolutely necessary. It may be remarked in this connection that they always associate the leaves, if there be any, with the flower, for their object is to present the whole beauty of plant life. In this respect, as in many others, their method differs from that pursued in Western countries. Here we are apt to see only the flower stems, heads as it were, without body, stuck promiscuously into a vase. Okakura Kakuzō, The Book of Tea flowersgardens
If removed from the place for which it was intended A flower arrangement by a tea master loses its significance if removed from the place for which it was originally intended, for its lines and proportions have been specially worked out with a view to its surroundings. Okakura Kakuzō, The Book of Tea Conditional art flowers
Ambitions for someone else's mind "One of the first things I learned about teaching is that you have to respond to each student individually. You don't start with any idea of what they should be doing, who they're supposed to be, or what their performance level is, and you don't compare them to one another. You simply start with each one of them wherever they are and develop the process from there. "...I would think that the most immoral thing one can do is have ambitions for someone else's mind." Lawrence Wechler & Robert Irwin, Seeing Is Forgetting the Name of the Thing One Sees Student's future, not teacher's pastI can only conceive for you teaching