“We teach everything in the world to people, except the most essential thing. And that is life. Nobody teaches you about life. You’re supposed to know about it. Nobody teaches you how to be a human being and what it means to be a human being, and the dignity that it means when you say, “I am a human being.”
–Leo Buscaglia, “The Art of Being Fully Human

About a month ago my students seemed unengaged during a lecture about literary terms. I sat down and was quiet for several minutes. Few things can grab the attention of a disinterested student like a professor’s sudden silence.
I told this story:
When I was a freshman, we had orientation where we broke into small groups and were led by a couple of seniors and a guidance counselor or other such school official, and we did various activities together from the obvious, like a school tour of where everything is that you could possibly need, to the ludicrous, like a swimming competition where we all had to wear pantyhose and do laps in the college pool.
At some point each group gathered in the library and watched a video called, “The Art of Being Fully Human,” by the late Leo Buscaglia, a philosophy professor at USC, and a bestselling author/lecturer. In the video he tells of how when teaching he finds “friendly eyes,” someone in class who is mentally present, and he talks to them. He found them in the eyes of an alert young woman in the third row. She didn’t always agree with him, he says, but she was there. So he was looking forward to her showing up to his request of everyone to stop by his office and introduce themselves. She didn’t show, and several classes went by without her being present. So he went to the dean to inquire about her, and it turns out she had driven up to Pacific Palisades, got out of her car, and in front of many witnesses, jumped off the cliff.
I sat silently for a moment more.
Buscaglia says it changed his life, because that was the moment he became fully aware that we teach everything in the world to people, from calculus to literature to engineering to chemistry, but we don’t spend one moment teaching the art, the absolute art and beauty, of being alive. We leave that lecture off the syllabus. We’re supposed to just “know” how to deal with troubles and bullying and failure and insecurity and disappointment. No one teaches us the value of being ourselves, of being alive and human.
I then asked my students a familiar question to anyone who has ever taken one of my classes: What are you doing here? Why did you decide in your life that right now out of all the options available to you, you chose to sit here, now, with me, and learn about Melville? Because we need to remind ourselves of two things: one, we chose to be here instead of anywhere else; and two, while this class, or this semester even, may not be what you enjoy, we need to keep the big picture in mind; that this might be the slow part of an exciting life ahead.
End of story. That was in October.
Last night one of my students who had not been in class in a few weeks waited until everyone else had left and she stopped me. We’ve had discussions before as she is transitioning and it has been more than a little difficult with family, friends, and her own confidence. She had told me her depression can spin out of control.
She apologized for not being in class and asked if it was okay to still turn in the writing that had been due. I assured her it was absolutely fine, and I’d read it first to make suggestions before she turns it in for a grade. Then she reminded me of the Buscaglia lecture.
“I’m the girl in the third row,” she said. “If she were here she’d look around the room and recognize me as herself.”
I was quiet.
“I had written letters to everyone I know apologizing for what I planned to do. Again. I was completely at peace with the decision to die.” She was visibly shaking as she talked. “But then I searched online everywhere for who you were talking about, and I didn’t even know how to spell his name, but my mother knew who I meant, and I read a few of his books. I’m still alive now because of that.”
“How are you feeling?”
“Different. I feel different. I’m back in counseling.”
We talked a bit more and then walked outside. “You’re an engineering major, right?”
“I was. I am switching it for next semester.”
“To?”
“Philosophy.”
I laughed. “Leo Buscaglia would be very happy!”
She was crying a bit, and then said she feels like being in college, finally.
I nodded. “But you know, as a philosophy major, you’re never going to get a job, right?”
She laughed. “I’ll teach.”
I started my very long drive home up the bay and realized, quite clearly and positively, had she been in my class thirty years ago, my entire career would have been different. I’m so glad she showed up now.
***
A school principal gave this to Haim Ginott. She said:
“I am a survivor of a concentration camp. My eyes saw what no person should witness. Gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and children shot and killed by high school and college graduates. So I’m suspicious of education. My request is: help your students to be human. Your efforts must never produce learned monsters, skilled psychopaths, or educated Eichmanns. Reading and writing and spelling and history and arithmetic are only important if they serve to make our students human.”
The Full Lecture:
https://www.pbs.org/video/kvie-public-television-leo-buscaglia-art-being-fully-human/















