What are American high schools like? Well, I'm happy to tell you what I know.

    When I started school here, it had already been a week since the school opened. At this school, freshmen usually go on a trip for about three days at the beginning of school. Unfortunately I missed that wonderful trip, which would have been the best time to get to know my classmates. I was really sad. I wished I'd known about it earlier.

    Despite the disappointment, however, I gradually adapted to my new life and school.

    There is a space in the basement of the teaching building where students chat and meet each other. As we do not always have the same classrooms and classmates, the school wants us to get to know each other there. Students usually come to school early, sit in that space and have fun. Around the space, there are many lockers for students to leave their books in, so that students do not have to carry a heavy schoolbag everywhere.

    It really surprises me that we have almost no textbooks. We only have textbooks for World History and Algebra 2 and they are big and heavy, like bricks. For other classes, we only need binders (活页夹) with paper in them. Without textbooks, students learn things freely and actively. For example, my humanities teacher just teaches us what is in her mind at the time. We never know what we will learn.

    Another difference between American schools and Chinese schools is that American schools care about students' morality more than their academic studies. For example, if you do not finish your homework, you will just be asked to do it later, but if you cheat or lie, you will get a warning or even be kicked out.

    I think that most students here are good at schoolwork as well, but compared to Chinese students, they can make learning a more joyful experience. I think we should take the good points from our two different kinds of education to perfect our approach to studying.

    Not long ago, a good friend of mine asked me to help him in a halfway house in Nashville. I agreed and made my way there one evening.

    When I got there, I sat with my friend and talked about how he ended up there. As we talked, another man came up, lighting up his cigarette as he sat down. He had dark, leather skin, and looked like he had endured the sun, the rain, and the wind for long, long time. I couldn't tell how old he was, but I was sure that he was younger than he looked.

    Through a bit of conversation, I found out that he had been on the streets for many, many years.

    Without my asking, he started describing life as a homeless man. How he got food; how he stayed warm; how he got money. And he told me something that caught my attention.

    He said, "You want to know how I keep my stuff safe at night?"

    "Sure," I replied.

    "I put it up in the trees."

    "Why is it safe in the trees?" I asked.

"The homeless are always looking for treasure on the ground— coins, something someone's dropped, half-smoked cigarettes. I know if I put my stuff in the trees, they'll never find it because they never look up. Never. "

    Profound words from an unexpected place. And his message is for all of us.

We all have our particular search. We're looking for treasure on this earth. But what we are REALLY looking for is right there above us. There's really nothing we need on the ground.

    In fact, it's surrounding us.

Earth Day Photo Contest

    A picture is worth a thousand words! Enter the TFK photo contest and show us: Why is Earth Day important to our planet?

    To enter the contest online, visit timeforkids.com and get details below.

    TIME

    ●The contest begins on January 9, 2017.

    ●The contest ends on April 20, 2017.

    INSTRUCTIONS

    ●An original and previously unpublished photograph that answers the Earth Day question "Why is Earth Day important to our planet?" and that was photographed by the entrant (参赛者) between June 1, 2016, and April 20, 2017.

    ●A brief description describing the picture: what is happening, where the photo was taken, the date the photo was taken and why the entrant chose to enter this image.

    ●Entrant's first name only; entrant's e-mail address; and parent's, teacher's or guardian's e-mail address. Limit one work per person. Sponsors are not responsible for lost, late, or incomplete entries, or entries not received for any reason. Works belong to sponsors, and none will be acknowledged (承认) or returned.

    ●By entering, the entrant ensures that the work is first made and has not been published in any medium or won an award.

    ELIGIBILITY

    Open to the elementary school students at age 8-13 at the time of entry in the USA.

    WINNERS' LIST AND PRIZES

    Judges will select 10 semifinalists (半决赛选手) from whom one grand prize winner and nine finalists will be chosen. The grand prize winner will receive a digital camera—approximate retail (零售) value: $300. The photograph entry of the grand prize winner will be published in the April 22 Earth Day issue of TIME For Kids. The photograph entries of all semifinalists will be published in the gallery of timeforkids.com. Winners will be informed by e-mail, and must respond within five days.

    From Antigua to Zanzibar, these spots promise an incredible trip for 2019.

    Antigua, Guatemala

    "Antigua is worth every penny, but that doesn't mean you'll have to empty your wallet," says Hudson. There are plenty of budget-conscious activities. It won't cost you a coin to visit Santo Domingo del Cerro, an outdoor sculpture park. Wanting something sweet? Head to ChocoMuseo. Admission is free and so are the samples!

    Odessa, Ukraine

    Odessa is having a bit of a tourism boom nationwide-not that we're surprised, given its sandy beaches and pastel-colored buildings-but it's still fairly under the order for international audiences. You can also count on this port city for affordable fun. Tickets to the Odessa Opera House start at a mere $ 2!

    Bogotá, Colombia

    "Travelers on budget will find Colombia's vast capital, far more of a bargain and every bit as fascinating," says Hudson. "It's free to visit Museo de Oro and on Sundays many of the big roads are closed to accommodate food carts, street entertainers, and pedestrians."

    Zanzibar

    Zanzibar attracts vacationers with its white sand beaches, greenish-blue tides, colorful coral reefs, and oceanfront seaside. Of course, wandering in historic Stone Town is pretty appealing too. Either way, you needn't spend a penny in this amazing place. It's also worth noting that Jozani Forest is the only place in the world you can see endangered red colobus monkeys.

WISH YOU WERE MORE CREATIVE?

    I want to ask you a favor. I have a pair of pants. Tell me: How many different ways can I put a pair of pants to use? Now imagine you're an architect. Same question. Now imagine you're Bill Gates. A scuba diver. A medieval knight. You still have the pants. What alternative uses come to mind?

    What you just practiced--the conscious act of "wearing" another self-is an exercise that, according to psychiatrist SriniPillay, MD, is essential to being creative.

    One great irony (讽刺) about our collective addiction to creativity is that we tend to frame it in uncreative ways. That is to say, most of us marry creativity to our concept of self: Either we're "creative" or we aren't, without much of a middle ground. "I'm just not a creative person!" a discouraged student might say in art class, while another might blame her talent at painting for her difficulties in math, making a comment "I'm very right-brained."

    Dr.Pillay, an assistant professor at Harvard University, has spent years overturning these ideas. He believes that the key to unlocking your creative potential is to challenge the stereotyped (陈词滥调的) advice that urges you to "believe in yourself." In fact, you should do the opposite: Believe you are someone else.

    He points to a study showing the impact of stereotype on one's behavior. The authors, psychologists Denis Dumas and Kevin Dunbar, divided their college student subjects into two groups, instructing one group to think of themselves as "eccentric poets" and the other to imagine they were "rigid librarians". The researchers then presented them all with ordinary objects, including a fork, a carrot, and a pair of pants, and asked them to come up with as many different uses as possible for each one. The former group came up with the widest range of ideas, whereas the latter had the fewest.

    These results suggest that creativity is not an individual characteristic but a "product of context and perspective". Everyone can be creative, as long as he or she feels like a creative person.

    Dr. Pillay's work takes this a step further: He argues that simply identifying yourself as creative is less powerful than taking the brave, creative step of imagining you are somebody else. This exercise, which he calls psychological Halloweenism, refers to the conscious action of "wearing" another self. An actor may employ this technique to get into character, but anyone can use it. According to Dr. Pillay, it works because it is an act of conscious unfocus, a collection of brain regions that spring into action when you're not focused on a specific task or thought. Most people spend nearly half of their days in a state of "unfocus." This doesn't make us lazy; it makes us human.

    Imagining yourself in a new situation, or an entirely new identity, never felt so productive. You're making yourself more creative, and you're giving yourself permission to do something you'd otherwise feel guilty about.

My acquaintance, who never excelled in scholastic pursuits, possessed an innate acuity for aesthetic appreciation. On one occasion, I was engaged in the task of arranging a collection of floral blooms within a container, yet was unable to achieve a visually pleasing arrangement. She approached and, with a few deft motions of her hand, metamorphosed the ensemble into an arresting arrangement of blossoms. Upon receiving commendation for this remarkable proficiency, she dismissed the praise with a nonchalant gesture, perceiving her imaginative prowess as unremarkable.

Frequently, we tend to undervalue our innate competencies, perhaps because we are conditioned to regard only those attributes such as superior intellectual capacity, a proclivity for numerical computation, or an extensive lexicon as possessing intellectual merit. I was graced with the opportunity to discern a different perspective at an early stage of my life.

Upon my commencement of secondary education, a vocational advisor informed my parent that I was not suited for higher education due to my lackluster performance in a spelling component of a standardized assessment. Fortunately, my parent recognized the breadth of my intellectual endowments and advocated on my behalf, demanding that I be included in an academically rigorous curriculum. This episode fundamentally shaped the trajectory of my existence, illustrating the significance of not succumbing to the categorizations imposed by others and enabling me to reach my fullest intellectual capacity.

In the nascent years of the 1980s, Howard Gardner, an eminent scholar from Harvard, introduced the groundbreaking notion of "multiple intelligences." In his seminal work, "Frames of Mind: The Theory of Multiple Intelligences," he posited that intelligence transcends the conventional definition and encompasses a diverse spectrum of cognitive faculties.

What captivates me about the theory of multiple intelligences is its capacity to reconceptualize one's own capabilities and innate skills, particularly those that may not conform to the structured confines of academic paradigms. While it is acknowledged that a threshold of intellectual capability is necessary for success, the analytical competencies gauged by I.Q. assessments do not encompass the complete narrative. Hence, we ought to extol all of our talents and competencies, for they constitute the essence of what renders your individual cognitive capacity so extraordinary and distinctive.