Thinking and writing at the same time is feeling. Feelings of the moment without any memory. Most writing is a description of thinking that was done before the writing was written and not a realization of the thinking that goes on at the moment of writing. This is the crux of the writing of GS and almost all of it is writing and thinking done at the same time. Writing and thinking about the process of writing.

EVERYBODY’S AUTOBIOGRAPHY is a combination of writing as a description of thinking that was done before the writing and of the thinking and writing that went together as it was being written. Example.

It takes a lot of time to be a genius, you have to sit around so much doing nothing really doing nothing. If a bird or birds fly into the room is it good luck or bad luck we will say it is good luck. (EA 70)

Definition of a genius. “An exceptional natural capacity of intellect especially as shown in creative and original work in art, music, science etc.” She was right. She was.

The earth is covered all over with people but geniuses are very few. Interesting if true and it is true. (EA 164)

And so I do know what a genius is, a genius is some one who does not have to remember the two hundred years that everybody else has to remember. (EA 121)

To begin again as GS would say.

The thing one gradually comes to find out is that one has no identity that is when one is in the act of doing anything. Identity is recognition, you know who you are because you and others remember anything about yourself but essentially you are not that when you are doing anything. I am I because my little dog knows me but creatively speaking the little dog knowing that you are you and your recognizing that he knows, that is what destroys creation. That is what makes school. (WAM 84)

If only we didn’t teach children art. Ever. If there could be only learning and no teaching except for how to do it. What to do in art is a personal affair between the artist and the thing done and directly there are teachers who teach you what to do there is no possibility of a master-piece. How to do it is another matter. Anybody can and should learn how to do anything they want to do but what to do is a personal decision and has nothing to do with anyone. At school the two things get all mixed up and the child is taught what to do and how to do it at the same time so that when he is old enough to choose what to do he can’t he mostly can’t because most often he was already taught all the answers.

. . . and pretty soon we were all talking about epic poetry and what it was, it was exciting we found out a good deal . . . Well we all came out and they liked it and Hutchins said to me as he and I were walking, you did make them all talk more than we can make them and a number of them talked who never talked before and it was very nice of him to say it and he added and if you will come back I will be glad to have you do some teaching and I said I would and he said he would let me know and then I said you see why they talk to me is that I am like them I do not know the answer, you you say you do not know but you do know if you did not know the answer you could not spend your life in teaching but I I really do not know, I really do not, I do not even know whether there is a question let alone having an answer for a question. To me when a thing is really interesting it is when there is no question and no answer, if there is then already the subject is not interesting and it is so, that is the reason that anything for which there is a solution is not interesting that is the trouble with governments and utopias and teaching, the things not that can be learnt but that can be taught are not interesting.