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Scandinavian folklore (special focus on Norway)

Nøkken, Valemon, and Draugen by Theodor Kittelsen
Dragon, Huldra, Trolls, Elves, (first picture), by John Bauer
Fossegrimen by
Kraken by Bob Eggleton

Our next wizard rock song will feature lots of Celtic mythos!

Poetry relics…

The white then black and stripes of brown. The colors just keep coming and I must let them pass on their silently spinning orbit. Themes from a certain light, dangle in my mind, revealing a relative passion. Sometimes they speak of men and beliefs we would not want to know of. Their voices turned blue and orange, as the great spheres collided in a thunderous out roar. In a voluptuous drop with a splash that floods me with a strawberry taste, why am I the one that must paint the rhyme? Alas…

The Outsiders

This is a primer on my entire life with a STRONG emphasis on number 3!

One of the problems faced by all gifted persons is learning to focus their efforts for prolonged periods of time. Since so much comes easily to them, they may never acquire the self-discipline necessary to use their gifts to the fullest. Hollingworth describes how the habit begins.

Where the gifted child drifts in the school unrecognized, working chronically below his capacity (even though young for his grade), he receives daily practice in habits of idleness and daydreaming. His abilities never receive the stimulus of genuine challenge, and the situation tends to form in him the expectation of an effortless existence [3, p. 258].

But if the “average” gifted child tends to acquire bad adjustment habits in the ordinary schoolroom, the exceptionally gifted have even more problems. Hollingworth continues:


Children with IQs up to 150 get along in the ordinary course of school life quite well, achieving excellent marks without serious effort. But children above this mental status become almost intolerably bored with school work if kept in lockstep with unselected pupils of their own age. Children who rise above 170 IQ are liable to regard school with indifference or with positive dislike, for they find nothing in the work to absorb their interest. This condition of affairs, coupled with the supervision of unseeing and unsympathetic teachers, has sometimes led even to truancy on the part of gifted children [3, p. 258].

A second adjustment problem faced by all gifted persons is due to their uncommon versatility. Hollingworth says:

Another problem of development with reference to occupation grows out of the versatility of these children. So far from being one-sided in ability and interest, they are typically capable of so many different kinds of success that they may have difficulty in confining themselves to a reasonable number of enterprises. Some of them are lost to usefulness through spreading their available time and energy over such a wide array of projects that nothing can be finished or done perfectly. After all, time and space are limited for the gifted as for others, and the life-span is probably not much longer for them than for others. A choice must be made among the numerous possibilities, since modern life calls for specialization [3, p. 259].

A third problem faced by the gifted is learning to suffer fools gladly. Hollingworth notes:

A lesson which many gifted persons never learn as long as they live is that human beings in general are inherently very different from themselves in thought, in action, in general intention, and in interests. Many a reformer has died at the hands of a mob which he was trying to improve in the belief that other human beings can and should enjoy what he enjoys. This is one of the most painful and difficult lessons that each gifted child must learn, if personal development is to proceed successfully. It is more necessary that this be learned than that any school subject be mastered. Failure to learn how to tolerate in a reasonable fashion the foolishness of others leads to bitterness, disillusionment, and misanthropy [3, p. 259].

The single greatest adjustment problem faced by the gifted, however, is their tendency to become isolated from the rest of humanity. This problem is especially acute among the exceptionally gifted. Hollingworth says:

This tendency to become isolated is one of the most important factors to be considered in guiding the development of personality in highly intelligent children, but it does not become a serious problem except at the very extreme degrees of intelligence. The majority of children between 130 and 150 find fairly easy adjustment, because neighborhoods and schools are selective, so that like-minded children tend to be located in the same schools and districts. Furthermore, the gifted child, being large and strong for his age, is acceptable to playmates a year or two older. Great difficulty arises only when a young child is above 160 IQ. At the extremely high levels of 180 or 190 IQ, the problem of friendships is difficult indeed, and the younger the person the more difficult it is. The trouble decreases with age because as persons become adult, they naturally seek and find on their own initiative groups who are like-minded, such as learned societies [3, p. 264].

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