But so far he is vague and uncertain, because of the feebleness of youth, and does not always know what he wants to say. What he does want to, however, he says very nobly and beautifully. So it frequently happens that there falls from him some poem that is not only pleasing to the ear but dignified and graceful and well-considered, the sort of work that you would ascribe, if you were ignorant of the author, to some writer of long experience. I am confident that he will develop vigour of thought and expression, and work out, as the result of his experiments, a style of his own, and learn to avoid imitation, or, better, to conceal it, so as to give the impression not of copying but rather of bringing to Italy from the writers of old something new. Now, however, imitation actually is his greatest joy, as is usual at his time of life. Sometimes his delight in another's genius seems to lend to his spirit wings, and he defies all the restraints of his art and soars aloft, so high that he cannot continue his flight as he should, and has to descend in a fashion that betrays him.
Sara Wilkie on 23 Apr 14"LEARNing Landscapes | Vol. 6, No. 2, Spring 2013 23 Michael Fullan , University of Toronto ABSTRACT There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull fac - tor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innova - tive responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years. T here is currently a volatile push-pull dynamic intensifying in public schools. The push factor is that students are increasingly bored in school"
