Capable Education Quotes

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.

Because I trust in the ever-changing climate of the heart. (At least, today I feel that way.) I think it is necessary to have many experiences for the sake of feeling something; for the sake of being challenged, and for the sake of being expressive, to offer something to someone else, to learn what we are capable of.

They don't want an educated populace capable of critical thought, sitting around the kitchen table realizing how badly they're getting fucked!

Nobody is capable of of free speech unless he knows how to use language, and such knowledge is not a gift: it has to learned and worked at. [p.93]

Forget the politicians. The politicians are put there to give you the idea you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land, they own and control the corporations that've long since bought and paid for, the senate, the congress, the state houses, the city halls, they got the judges in their back pocket, and they own all the big media companies so they control just about all of the news and the information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying to get what they want. Well, we know what they want. They want more for themselves and less for everybody else. But I'll tell you what they don't want. They don't want a population of citizens capable of critical thinking. They don't want well informed, well educated people capable of critical thinking. They're not interested in that. That doesn't help them.

Let me tell you about love, that silly word you believe is about whether you like somebody or whether somebody likes you or whether you can put up with somebody in order to get something or someplace you want or you believe it has to do with how your body responds to another body like robins or bison or maybe you believe love is how forces or nature or luck is benign to you in particular not maiming or killing you but if so doing it for your own good. Love is none of that. There is nothing in nature like it. Not in robins or bison or in the banging tails of your hunting dogs and not in blossoms or suckling foal. Love is divine only and difficult always. If you think it is easy you are a fool. If you think it is natural you are blind. It is a learned application without reason or motive except that it is God. You do not deserve love regardless of the suffering you have endured. You do not deserve love because somebody did you wrong. You do not deserve love just because you want it. You can only earn - by practice and careful contemplations - the right to express it and you have to learn how to accept it. Which is to say you have to earn God. You have to practice God. You have to think God-carefully. And if you are a good and diligent student you may secure the right to show love. Love is not a gift. It is a diploma. A diploma conferring certain privileges: the privilege of expressing love and the privilege of receiving it. How do you know you have graduated? You don't. What you do know is that you are human and therefore educable, and therefore capable of learning how to learn, and therefore interesting to God, who is interested only in Himself which is to say He is interested only in love. Do you understand me? God is not interested in you. He is interested in love and the bliss it brings to those who understand and share the interest. Couples that enter the sacrament of marriage and are not prepared to go the distance or are not willing to get right with the real love of God cannot thrive. They may cleave together like robins or gulls or anything else that mates for life. But if they eschew this mighty course, at the moment when all are judged for the disposition of their eternal lives, their cleaving won't mean a thing. God bless the pure and holy. Amen.

As for myself, I always willingly acknowledge my own self as the principal cause of every good and of every evil which may befall me; therefore, I have always found myself capable of being my own pupil, and ready to love my teacher.

The aim of all Christian education, moreover, is to train the believer in an adult faith that can make him a "new creation", capable of bearing witness in his surroundings to the Christian hope that inspires him.

Equality of opportunity is not enough. Unless we create an environment where everyone is guaranteed some minimum capabilities through some guarantee of minimum income, education, and healthcare, we cannot say that we have fair competition. When some people have to run a 100 metre race with sandbags on their legs, the fact that no one is allowed to have a head start does not make the race fair. Equality of opportunity is absolutely necessary but not sufficient in building a genuinely fair and efficient society.

Well, Diotallevi and I are planning a reform in higher education. A School of Comparative Irrelevance, where useless or impossibe courses are given. The school's aim is to turn out scholars capable of endlessly increasing the number of unnecessary subjects.

I learned not to trust people; I learned not to believe what they say but to watch what they do; I learned to suspect that anyone and everyone is capable of 'living a lie'. I came to believe that other people - even when you think you know them well - are ultimately unknowable.

Act as if it was, and it will be.

The world that I should wish to see would be one freed from the virulence of group hostilities and capable of realizing that happiness for all is to be derived rather from co-operation than from strife. I should wish to see a world in which education aimed at mental freedom rather than imprisoning the minds of the young in rigid armor of dogma calculated to protect them through life against the shafts of impartial evidence.

Nobody can decide for himself whether he is going to be a human being. The only question open to him is whether he will be an ignorant undeveloped one or one who has sought to reach the highest point he is capable of attaining.

(We) consist of everything the world consists of, each of us, and just as our body contains the genealogical table of evolution as far back as the fish and even much further, so we bear everything in our soul that once was alive in the soul of men. Every god and devil that ever existed, be it among the Greeks, Chinese, or Zulus, are within us, exist as latent possibilities, as wishes, as alternatives. If the human race were to vanish from the face of the earth save for one halfway talented child that had received no education, this child would rediscover the entire course of evolution, it would be capable of producing everything once more, gods and demons, paradises, commandments, the Old and New Testament.

I have an unshaken conviction that democracy can never be undermined if we maintain our library resources and a national intelligence capable of utilizing them." [Letter to Herbert Putnam; in: Waters, Edward N.: Herbert Putnam: the tallest little man in the world; Quarterly Journal of the Library of Congress 33:2 (April 1976), p. 171]

There is a kind of listening with half an ear that presumes already to know what the other person has to say. It is an impatient, inattentive listening, that despises the brother and is only waiting for a chance to speak and thus get rid of the other person. This is no fulfillment of our obligation, and it is certain that here too our attitude toward our brother only reflects our relationship to God. It is little wonder that we are no longer capable of the greatest service of listening that God has committed to us, that of hearing our brother's confession, if we refuse to give ear to our brother on lesser subjects. Secular education today is aware that often a person can be helped merely by having someone who will listen to him seriously, and upon this insight it has constructed its own soul therapy, which has attracted great numbers of people, including Christians. But Christians have forgotten that the ministry of listening has been committed to them by Him who is Himself the great listener and whose work they should share. We should listen with the ears of God that we may speak the Word of God.

Respect for the dignity of others includes treating them as rational creatures capable of being persuadad by rational argument, even in the face of frequent evidence to the contrary.

It was ANC policy to try to educate all people, even our enemies: we believed that all men, even prison service warders, were capable of change, and we did our utmost to try to sway them.

But there’s a reason. There’s a reason. There’s a reason for this, there’s a reason education sucks, and it’s the same reason that it will never, ever, ever be fixed. It’s never gonna get any better. Don’t look for it. Be happy with what you got. Because the owners of this country don't want that. I'm talking about the real owners now, the real owners, the big wealthy business interests that control things and make all the important decisions. Forget the politicians. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They’ve long since bought and paid for the senate, the congress, the state houses, the city halls, they got the judges in their back pockets and they own all the big media companies so they control just about all of the news and information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying, lobbying, to get what they want. Well, we know what they want. They want more for themselves and less for everybody else, but I'll tell you what they don’t want: They don’t want a population of citizens capable of critical thinking. They don’t want well informed, well educated people capable of critical thinking. They’re not interested in that. That doesn’t help them. Thats against their interests. Thats right. They don’t want people who are smart enough to sit around a kitchen table to figure out how badly they’re getting fucked by a system that threw them overboard 30 fucking years ago. They don’t want that. You know what they want? They want obedient workers. Obedient workers. People who are just smart enough to run the machines and do the paperwork, and just dumb enough to passively accept all these increasingly shittier jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it, and now they’re coming for your Social Security money. They want your retirement money. They want it back so they can give it to their criminal friends on Wall Street, and you know something? They’ll get it. They’ll get it all from you, sooner or later, 'cause they own this fucking place. It's a big club, and you ain’t in it. You and I are not in the big club. And by the way, it's the same big club they use to beat you over the head with all day long when they tell you what to believe. All day long beating you over the head in their media telling you what to believe, what to think and what to buy. The table is tilted folks. The game is rigged, and nobody seems to notice, nobody seems to care. Good honest hard-working people -- white collar, blue collar, it doesn’t matter what color shirt you have on -- good honest hard-working people continue -- these are people of modest means -- continue to elect these rich cocksuckers who don’t give a fuck about them. They don’t give a fuck about you. They don’t give a fuck about you. They don't care about you at all -- at all -- at all. And nobody seems to notice, nobody seems to care. That's what the owners count on; the fact that Americans will probably remain willfully ignorant of the big red, white and blue dick that's being jammed up their assholes everyday. Because the owners of this country know the truth: it's called the American Dream, because you have to be asleep to believe it.

The great bulk of the legal voters of the South were men who owned no slaves; their homes were generally in the hills and poor country; their facilities for educating their children, even up to the point of reading and writing, were very limited; their interest in the contest was very meagre--what there was, if they had been capable of seeing it, was with the North; they too needed emancipation. Under the old regime they were looked down upon by those who controlled all the affairs in the interest of slave-owners, as poor white trash who were allowed the ballot so long as they cast it according to direction.

The tenth plank in Karl Marx's Manifesto for destroying our kind of civilization advocated the establishment of "free education for all children in public schools." There were several reasons why Marx wanted government to run the schools.…one of them [was that] ‘It is capable of exact demonstration that if every party in the State has the right of excluding from public schools whatever he does not believe to be true, then he that believes most must give way to him that believes least, and then he that believes least must give way to him that believes absolutely nothing, no matter in how small a minority the atheists or agnostics may be.’ It is self-evident that on this scheme, if it is consistently and persistently carried out in all parts of the country, the United States system of national popular education will be the most efficient and widespread instrument for the propagation of atheism which the world has ever seen.

You may encounter many disappointments. Be strong. Tell yourself, “I am good enough, I will try again.

Learning, at its core, is a broadening of horizons, of seeing things that were previously invisible and of recognizing capabilities within yourself that you didn't know existed

Why don't we want our children to learn to do mathematics? Is it that we don't trust them, that we think it's too hard? We seem to feel that they are capable of making arguments and coming to their own conclusions about Napoleon. Why not about triangles?

In the Reggio Emilia preschools, however, each child is viewed as infinitely capable, creative, and intelligent. The job of the teacher is to support these qualities and to challenge children in appropriate ways so that they develop fully.

Children nurtured in kindness learn the value of understanding. Children taught to be self-sufficient, to respect others, to value education and to build life up rather than to tear it down will become adults capable of leading us to a brighter future. For (as Karl Menninger noted) what's done to children, they will do to society.

She didn't need a Taser; she was more than capable of defending herself without electricity. She'd had an unusual education.

Make plans for your new goals. And press towards achieving the goals with all your strength.

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

This need for humans to enhance their capabilities to become AAA is relevant in the context of machines learning faster, with increasingly higher-level human functions.

Humans need to enhance their capabilities, as machines are learning fast, gaining increasingly higher-level human functions.

Read to find life treasures

First find out what you are capable of, then decide what you are.

There is no limit to life. The only limit is the limit you put into life.

Instead of the concrete individual, you have the names of organizations and, at the highest point, the abstract idea of the State as the principle of political reality. The moral responsibility of the individual is then inevitably replaced by the policy of the State (raison d’etat). Instead of moral and mental differentiation of the individual, you have public welfare and the raising of the living standard. The goal and meaning of individual life (which is the only real life) no longer lie in the individual development but in the policy of the State, which is thrust upon the individual from outside and consists in the execution of an abstract idea which ultimately tends to attract all life to itself. The individual is increasingly deprived of the moral decision as to how he should live his own life, and instead is ruled, fed, clothed, and educated as a social unit, accommodated in the appropriate housing unit, and amused in accordance with the standards that give pleasure and satisfaction to the masses. The rulers, in their turn, are just as much social units as the ruled, and are distinguished only by the fact they are specialized mouthpieces of State doctrine. They do not need to be personalities capable of judgment, but thoroughgoing specialists who are unusable outside their line of business. State policy decides what shall be taught and studied.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

Students need to be continually exposed to content that is slightly more advanced than their comprehension. This is how minds grow - by having to reach beyond present capability. This is how everything grows - by having to reach beyond.

Today at school I will learn to read at once; then tomorrow I will begin to write, and the day after tomorrow to cipher. Then with my acquirements I will earn a great deal of money, and with the first money I have in my pocket I will immediately buy for my papa a beautiful new cloth coat. But what am I saying? Cloth, indeed! It shall be all made of gold and silver, and it shall have diamond buttons. That poor man really deserves it; for to buy me books and to have me taught he has remained in his shirt sleeves... And in this cold! It is only fathers who are capable of such sacrifices!...

A man must know himself thoroughly if he is going to make a good job out of trading in the speculative markets. To know what I was capable of in the line of folly was a long educational step. I sometimes think that no price is too high for a speculator to pay to learn that which will keep him from getting the swelled head.

Perhaps,' said Darcy, 'I should have judged better, had I sought an introduction, but I am ill qualified to recommend myself to strangers.' 'Shall we ask your cousin the reason of this?' said Elizabeth, still addressing Colonel Fitzwilliam. 'Shall we ask him why a man of sense and education, and who has lived in the world, is ill qualified to recommend himself to strangers?' 'I can answer your question,' said Fitzwilliam, 'without applying to him. It is because he will not give himself the trouble.' 'I certainly have not the talent which some people possess,' said Darcy, 'of conversing easily with those I have never seen before. I cannot catch their tone of conversation, or appear interested in their concerns, as I often see done.' 'My fingers,' said Elizabeth, 'do not move over this instrument in the masterly manner which I see so many women's do. They have not the same force or rapidity, and do not produce the same expression. But then I have always supposed it to be my own fault -- because I would not take the trouble of practising. It is not that I do not believe my fingers as capable as any other woman's of superior execution.' Darcy smiled, and said, 'You are perfectly right. You have employed your time much better. No one admitted to the privilege of hearing you, can think any thing wanting. We neither of us perform to strangers.

It is by no means enough that an officer should be capable. . . . He should be as well a gentleman of liberal education, refined manners, punctilious courtesy, and the nicest sense of personal honor. . . . No meritorious act of a subordinate should escape his attention, even if the reward be only one word of approval. Conversely, he should not be blind to a single fault in any subordinate.

The great bulk of the legal voters of the South were men who owned no slaves; their homes were generally in the hills and poor country; their facilities for educating their children, even up to the point of reading and writing, were very limited; their interest in the contest was very meagre--what there was, if they had been capable of seeing it, was with the North; they too needed emancipation.

Our approach to consulting is to be more like educators. For us, it's not only about selling the transfer of knowledge... It's also about teaching and equipping businesses to utilize resources and evolve into the better version of themselves so that they can add more value in the world. Our goal is to help businesses to be more capable of adding value.

Encouragement is a fire of flame. It refreshes the soul and revives the spirit.

There is no need for comparison. Be happy with yourself and find satisfaction in your work.

We are all capable of being great dreamers. We must awaken the divinity within us.

If we can't start by seeing an autistic child as inherently capable, interesting, and valuable, no amount of education or therapy we layer on top is going to matter.

It is amazing how dispiriting it can be to enter a learning environment and to be made immediately to suppress your own exploratory inclinations. So many learning environments in the world are still like this. Don’t question what you are taught! Just listen and get good marks on the test! It conditions us to be slaves. The minute we abandon our inquisitive nature, we cede our consciences to the whims of tyrants. We are capable of better. We owe it to ourselves and each other to create better opportunities that enhance human potential. Education is the externality that allows for this, but our methods of education must promote self-guidance and self-reliance.

Thus if we know a child has had sufficient opportunity to observe and acquire a behavioral sequence, and we know he is physically capable of performing the act but does not do so, then it is reasonable to assume that it is motivation which is lacking. The appropriate countermeasure then involves increasing the subjective value of the desired act relative to any competing response tendencies he might have, rather than having the model senselessly repeat an already redundant sequence of behavior.

Business Education starts in Elementary School and continues through to High School and then to University. The sooner we teach students the essentials of business, the more capable they'll be at thriving in business when they're older.

Live beyond your capability, be an eccentric with focused sincerity.

Live within your ability but think beyond your capability.

Richness is not in wealth or earning capability, but it is in your perception.

The more we give of ourself, the more we find ourself.

I have only dwelt in my thoughts.

The right time is now, pursue you dreams!

A vigorous culture capable of making corrective,stabilizing changes depends heavily on its educated people, and especially upon their critical capacities and depth of understanding.

I'm not saying anything against the Modern side. Modern and Classical, they are equal, and each provides for a function in life. You must make  your free choice. Not everyone is capable of a Classical education. You must make your choice quite freely.

Music does not depend on being right, on having good taste and education and all that.” “Indeed. Then what does it depend on?” “On making music, Herr Haller, on making music as well and as much as possible and with all the intensity of which one is capable.

He hated them all. They didn’t understand his higher calling. Gerry was answerable only to God. God loved him and approved of his efforts with children. In fact, his first experiences with the children were encouraged by a visit from the Lord. In his vision, the Lord told him to “teach them diligently unto thy children.” He told him young boys needed encouragement near puberty to experience the physical pleasures their young bodies were capable of feeling. Shortly after that, Gerry ‘educated’ his first child . . .

We'll have to see," Belbo said. He rummaged in his drawer and took out some sheets of paper. "Potio-section..." He looked at me, saw my bewilderment. "Potio-section, as everybody knows, of course, is the art of slicing soup. No, no," he said to Diotallevi. "It's not the department, it's a subject, like Mechanical Avunculogratulation or Pylocatabasis. They all under the same heading of Tetrapyloctomy." "What's tetra...?" I asked. "The art of splitting hairs four ways. This is the department of useless techniques. Mechanical Avunculogratulation, for example, is how to build machines for greeting uncles. We're not sure, though, if Pylocatabasis belongs, since it's the art of being saved by a hair. Somehow that doesn't seem completely useless." "All right, gentlemen," I said, "I give up. What are you two talking about?" "Well, Diotallevi and I are planning a reform in higher education. A School of Comparative Irrelevance, where useless or impossible courses are given. The school's main is to turn out scholars capable of endlessly increasing the number of unnecessary subjects.

Education is an opportunity, nothing more. It will not guarantee success, or happiness, or contentment, or riches. Everything depends upon what development is produced by it and what use is made of it. It does not mean morality or usefulness. It may make a man more capable of doing harm in the world, for an educated scoundrel is clearly more dangerous than an ignorant one.

Experience alone, that supreme educator of peoples, will be at pains to show us our mistake. It alone will be powerful enough to prove the necessity of replacing our odious text-books and our pitiable examinations by industrial instruction capable of inducing our young men to return to the fields, to the workshop, and to the colonial enterprise which they avoid to-day at all costs.

When I asked Afghans to describe to me the difference between men and women, over the years interesting responses came back. While Afghan men often begin to describe women as more sensitive, caring, and less physically capable than men, Afghan women tend to offer up only one difference, which had never entered my mind before. Want to take a second and guess what that one difference may be? Here is the answer: Regardless of who they are, whether they are rich or poor, educated or illiterate, Afghan women often describe the difference between men and women in just one word: freedom. As in: Men have it, women do not.

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

Well," he said with equanimity, "you see, in my opinion there is no point at all in talking about music. I never talk about music. What reply, then, was I to make to your very able and just remarks? You were perfectly right in all you said. But, you see, I am a musician, not a professor, and I don't believe that, as regards music, there is the least point in being right. Music does not depend on being right, on having good taste and education and all that." "Indeed. Then what does it depend on?" "On making music, Herr Haller, on making music as well and as much as possible and with all the intensity of which one is capable. That is the point, Monsieur. Though I carried the complete works of Bach and Haydn in my head and could say the cleverest things about them, not a soul would be the better for it. But when I take hold of my mouthpiece and play a lively shimmy, whether the shimmy be good or bad, it will give people pleasure. It gets into their legs and into their blood. That's the point and that alone. Look at the faces in a dance hall at the moment when the music strikes up after a longish pause, how eyes sparkle, legs twitch and faces begin to laugh. That is why one makes music.

Human nature with all its infirmities and deprivation is still capable of great things. It is capable of attaining to degrees of wisdom and goodness, which we have reason to believe, appear as respectable in the estimation of superior intelligences. Education makes a greater difference between man and man, than nature has made between man and brute. The virtues and powers to which men may be trained, by early education and constant discipline, are truly sublime and astonishing. Isaac Newton and John Locke are examples of the deep sagacity which may be acquired by long habits of thinking and study.

No intelligent radical can fail to realize the need of the rational education of the young. The rearing of the child must become a process of liberation by methods which shall not impose ready-made ideas, but which should aid the child's natural self-unfoldment. The purpose of such an education is not to force the child's adaptation to accepted concepts. but to give free play to his [and her] originality, initiative, and individuality. Only by freeing education from compulsion and restraint can we create the environment for the manifestation of the spontaneous interest and inner incentives on the part of the child. Only thus can we supply rational conditions favorable to the development of the child's natural tendencies and his latent emotional and mental faculties. Such methods of education, essentially aiding the child's imitative quality and ardor for knowledge, will develop a generation of healthy intellectual independence. It will produce men and women capable, in the words of Francisco Ferrer, “of evolving without stopping, of destroying and renewing their environment without cessation; of renewing themselves also; always ready to accept what is best, happy in the triumph of new ideas, aspiring to live multiple lives in one life.

I will even go out on a limb and say that we mistakenly may have been putting all our educational eggs into one basket only, while shortchanging other truly valuable capabilities of the human brain, namely perception, intuition, imagination, and creativity. Perhaps Albert Einstein put it best: “The intuitive mind is a sacred gift, and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift.

We inculcate in our children the sensibilities of raccoons, a fascination with shiny objects and an appetite for garbage, and then carp about 'the texting generation' as if thirteen- and fourteen-year-olds who couldn't boil an egg are capable of creating a culture. They grow on what we feed them. It has never been otherwise. The only thing that changes is the food.

Looking back upon my career, I see myself as a person capable of undertaking almost any task, any vocation. It was the monotony and sterility of the other outlets which drove me to desperation. I demanded a realm in which I should be both master and slave at the same time: the world of art is the only such realm. I entered it without any apparent talent, a thorough novice, incapable, awkward, tongue-tied, almost paralyzed by fear and apprehensiveness. I had to lay one brick on another, set millions of words to paper before writing one real, authentic word dragged up from my own guts. The facility of speech which I possessed was a handicap; I had all the vices of the educated man. I had to learn to think, feel, and see in a totally new fashion, in an uneducated way, in my own way, which is the hardest thing in the world.

Then there are families for whom education was not the focus at all. Instead children were expected to go into the family business, join the military, marry and have children, enter the clergy, or grow up to be a contributing member of one’s racial, religious, or cultural group—something some African, Latino, Native, and Asian Americans refer to as “collective success.

Education, human education, is the leading out and lifting up of the soul into the ripe, full enjoyment of all its powes potential. To educate men and women is to put them in full command of themselves, to completely possess them of their faculties, which are only half possessed until they are educated. Education imparts nothing but discipline and development. It does not increase the number of man's original talents; it adds nothing to the sum of his inherent capabilities; but it improves those talents, it develops and strengthens those capabilities, brightening what is dull, making the crude fine, the clumsy skillful, the small great, and the great still greater. Education supplements creation, and moves next to it in the order of infinite progression.

What we now call education is not education at all, because nobody talks to you about all these things. Your teachers prepare you to pass examinations, but they do not talk to you about living, which is most important; because very few know how to live. Most of us merely survive, we somehow drag along, and therefore life becomes a dreadful thing. Really to live requires a great deal of love, a great feeling for silence, a great simplicity with an abundance of experience; it requires a mind that is capable of thinking very clearly, that is not bound by prejudice or superstition, by hope or fear. All this is life, and if you are not being educated to live, then education has no meaning.

The mature fruit of mystagogy is an awareness that one's life is being progressively transformed by the holy mysteries being celebrated. The aim of all Christian education, moreover, is to train the believer in an adult faith that can make him a "new creation", capable of bearing witness in his surroundings to the Christian hope that inspires him.

...the multitudinous substitutes for indigenous culture cannot grow. Having no roots, they can only age and decay. Studious, sincere youth retires, defeated. American youth, capable of becoming serious competent artists, under such pressure as this on every side, confused, try not to give up--or "fall in line." This is the nature of about all that can be called American education in the arts and architecture at this time. As for religion true to the teaching of the great redeemer who said "The Kingdom of God is within you"--that religion is yet to come: the concept true not only for the new reality of building but for the faith we call democracy.

The nation state has taken the place of God. Responsibilities for education, healing and public welfare which had formerly rested with the Church devolved more and more upon the nation state ... National governments are widely assumed to be responsible for and capable of providing those things which former generations thought only God could provide - freedom from fear, hunger, disease and want - in a word: "happiness".

This fact has contributed greatly both to humankind’s extraordinary social abilities and to its unique social problems. Lone mothers could hardly forage enough food for their offspring and themselves with needy children in tow. Raising children required constant help from other family members and neighbours. It takes a tribe to raise a human. Evolution thus favoured those capable of forming strong social ties. In addition, since humans are born underdeveloped, they can be educated and socialised to a far greater extent than any other animal. Most mammals emerge from the womb like glazed earthenware emerging from a kiln – any attempt at remoulding will only scratch or break them. Humans emerge from the womb like molten glass from a furnace. They can be spun, stretched and shaped with a surprising degree of freedom. This is why today we can educate our children to become Christian or Buddhist, capitalist or socialist, warlike or peace-loving. We assume that a large brain, the use of

Animals are nothing else than the figures of our virtues and our vices, straying before our eyes, the visible phantoms of our souls. God shows them to us in order to induce us to reflect. Only since animals are mere shadows, God has not made them capable of education in the full sense of the word; what is the use? On the contrary, our souls being realities and having a goal which is appropriate to them, God has bestowed on them intelligence; that is to say, the possibility of education. Social education, when well done, can always draw from a soul, of whatever sort it may be, the utility which it contains.

Our sex need not primarily define who we are, what we are capable of, or what we can be expected to enjoy or engage in. In other words, the boy with the Barbie doll does not have a problem with identity. He simply has a Barbie doll. The full-time working mother and full-time stay-at-home father have not given up something essential to their identities by taking on those roles: they have negotiated their lives as it works for them. Likewise, a stay-at-home mum is not anti-feminist any more than a stay-at-home dad is. Other characteristics, such as individual ability, personal relationships, personal choice, past experience and education, are far more important than that box you tick defining yourself as M or F.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.

Many years later, my friend Cecilie Surasky, then one of the leaders of Jewish Voice for Peace, observed of these kinds of educational methods: “It’s re-traumatization, not remembering. There is a difference.” When she said it, I knew it was true. Remembering puts the shattered pieces of our selves back together again (re-member-ing); it is a quest for wholeness. At its best, it allows us to be changed and transmuted by grief and loss. But re-traumatization is about freezing us in a shattered state; it’s a regime of ritualistic reenactments designed to keep the losses as fresh and painful as possible. Our education did not ask us to probe the parts of ourselves that might be capable of inflicting great harm on others, and to figure out how to resist them. It asked us to be as outraged and indignant at what happened to our ancestors as if it had happened to us—and to stay in that state.

The students who feel alienated by current systems of standardization and testing may walk out the door, and it’s left to them and others to pay the price in unemployment benefits and other social programs. These problems are not accidental by-products of standardized education; they are a structural feature of these systems. They were designed to process people according to particular conceptions of talent and economic need and were bound to produce winners and losers in just those terms. And they do. Many of these “externalities” could be avoided if education genuinely gave all students the same opportunities to explore their real capabilities and create their best lives.

Sometimes I think Earth has got to be the insane asylum of the universe. . . and I'm here by computer error. At sixty-eight, I hope I've gained some wisdom in the past fourteen lustrums and it’s obligatory to speak plain and true about the conclusions I've come to; now that I have been educated to believe by such mentors as Wells, Stapledon, Heinlein, van Vogt, Clarke, Pohl, (S. Fowler) Wright, Orwell, Taine, Temple, Gernsback, Campbell and other seminal influences in scientifiction, I regret the lack of any female writers but only Radclyffe Hall opened my eyes outside sci-fi. I was a secular humanist before I knew the term. I have not believed in God since childhood's end. I believe a belief in any deity is adolescent, shameful and dangerous. How would you feel, surrounded by billions of human beings taking Santa Claus, the Easter Bunny, the tooth fairy and the stork seriously, and capable of shaming, maiming or murdering in their name? I am embarrassed to live in a world retaining any faith in church, prayer or a celestial creator. I do not believe in Heaven, Hell or a Hereafter; in angels, demons, ghosts, goblins, the Devil, vampires, ghouls, zombies, witches, warlocks, UFOs or other delusions; and in very few mundane individuals--politicians, lawyers, judges, priests, militarists, censors and just plain people. I respect the individual's right to abortion, suicide and euthanasia. I support birth control. I wish to Good that society were rid of smoking, drinking and drugs. My hope for humanity - and I think sensible science fiction has a beneficial influence in this direction - is that one day everyone born will be whole in body and brain, will live a long life free from physical and emotional pain, will participate in a fulfilling way in their contribution to existence, will enjoy true love and friendship, will pity us 20th century barbarians who lived and died in an atrocious, anachronistic atmosphere of arson, rape, robbery, kidnapping, child abuse, insanity, murder, terrorism, war, smog, pollution, starvation and the other negative “norms” of our current civilization. I have devoted my life to amassing over a quarter million pieces of sf and fantasy as a present to posterity and I hope to be remembered as an altruist who would have been an accepted citizen of Utopia.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

Over the years I have had much occasion to ponder this word, the intelligentsia. We are all very fond of including ourselves in it—but you see not all of us belong. In the Soviet Union this word has acquired a completely distorted meaning. They began to classify among the intelligentsia all those who don't work (and are afraid to) with their hands. All the Party, government, military, and trade union bureaucrats have been included. All bookkeepers and accountants—the mechanical slaves of Debit. All office employees. And with even greater ease we include here all teachers (even those who are no more than talking textbooks and have neither independent knowledge nor an independent view of education). All physicians, including those capable only of making doodles on the patients' case histories. And without the slightest hesitation all those who are only in the vicinity of editorial offices, publishing houses, cinema studios, and philharmonic orchestras are included here, not even to mention those who actually get published, make films, or pull a fiddle bow. And yet the truth is that not one of these criteria permits a person to be classified in the intelligentsia. If we do not want to lose this concept, we must not devalue it. The intellectual is not defined by professional pursuit and type of occupation. Nor are good upbringing and good family enough in themselves to produce and intellectual. An intellectual is a person whose interests in and preoccupation with the spiritual side of life are insistent and constant and not forced by external circumstances, even flying in the face of them. An intellectual is a person whose thought is nonimitative.

I answered that as a neurologist and a psychiatrist, of course, I am fully aware of the extent to which man is not at all free from conditions. But I added that along with being a professor in two fields (neurology and psychiatry) I am a survivor of four camps (that is, concentration camps), and as such I also bear witness to the unexpected extent to which man is, and always remains, capable of resisting and braving even the worst conditions. To detach oneself from even the worst conditions is a uniquely human capability. [...] By virtue of this capacity man is capable of detaching himself not only from a situation but also from himself. He is capable of choosing his attitude toward himself. By doing so he really takes a stand toward his own somatic and psychic conditions and determinants. Understandably this is a crucial issue for psychotherapy and psychiatry, education and religion. For, seen in this light, a person is free to shape his own character, and man is responsible for what he may have made out of himself.

Lots of people tried to be like Sly. Take Rick James: more than half of the shit he did was in direct imitation. But there were only two people who were capable of that kind of cool: Miles Davis and Sly. I didn’t know Miles as well, but watching Sly was a strange experience, both educational and disorienting. To me, crazy is a prerequisite for greatness. But it doesn’t have to be actual craziness. I play crazy, when in reality, I’m pretty close to sane. Sly wasn’t playing. He believed in his own abilities, but he also believed in his own legend. And while he was a real nice guy in most ways, he wouldn’t hesitate to misuse you when it came to money and drugs. Of course, he was so ahead of the game that he wouldn’t try to trick you. He’d come right out and ask you if he could misuse you.

It's common to think of people in the military as conformists. But that's far from the truth in our community. Some pretty capable and colorful types join the SEAL teams, looking for bigger challenges than their high-flying careers or other interesting backgrounds can offer. Whether doctors, lawyers, longshoreman, college dropout, engineer or NCAA Division I superathlete, they were more than just good special operators. They were a cohesive team whose strength came from their widely diverse talents, educational backgrounds, upbringings, perspectives, and capabilities. They're all-American and patriotic, with a combination of practical intelligence and willpower that you don't want to get crossways with. Streetwise, innovative, adaptable, and often highly intellectual--these are all words that apply to the community. And the majority are so nice that it can be hard to envision their capacity for violent mayhem. BUD/S filters out four of five aspirants, leaving behind only the hardest and most determined--the best. I was so proud and humbled to be part of the brotherhood.

To suggest that someone requires a hug is to say something potentially, but only potentially, demeaning. It’s suggesting that they are, at least for the moment, rather like a child. They have the same kinds of emotional needs that we come to think of as essentially childlike. To need a hug is to admit that one is incapable of coping on one’s own, that one requires protection, guidance, the help of someone wiser and more capable, that one needs to have one’s troubles and anxieties reinterpreted by a more mature mind. It is to say, in shorthand, ‘I am at the moment like a child and I need someone else to be, for a while, like a parent.’ Yet even if we don’t usually like to admit it, there are in fact many times when we should be able to revert to a childlike position. There are moments of adult life when one seems petulant, scared, shy and sure that everything suddenly feels totally unfair. One’s ability to look after oneself is terribly depleted. At such times, to get ourselves back together, we need someone else to take the burden from us. We require the equivalent of what the parent does for the child. We are in need of someone to pat us on the head, to put us to bed early, tuck us in and hold us tight.

Jealousy is a fever that arises from a stupid, baseless excitement in our unthinking brain. Jealousy is a phenomenon of auto-suggestion. The woman you love has gone to bed with X. You hate X, you hate her, and you have perpetually before your eyes the vision of your loved one and X embracing in an act that fills you with horror. But you too in your time have deceived the woman you love and have done with Y what X did in bed with woman you love. Well, what remains in your skin ,your mind of Mrs Y? Nothing whatever. No more than X left with your woman. In other words, auto suggestion. Do you want evidence of that? Well, then, if you don't know the man, you imagine him to be hateful, offensive, repulsive, and you feel that if you met him you'd kill him. But, if you happen to see his photograph, you begin to realize that it's possible to look at him without horror; and believe me, if you were actually introduced to him you'd approach him with a cordial smile on your lips, look him in the eye without trembling and, if you have reached my degree of perfection, you'd actually be capable of cheerfully patting him on the back and telling him he's a good chap. In a not too distant future, reason and education will have driven home the lesson of the futility of jealousy.

You see that God deems it right to take from me any claim to merit for what you call my devotion to you. I have promised to remain forever with you, and now I could not break my promise if I would. The treasure will be no more mine than yours, and neither of us will quit this prison. But my real treasure is not that, my dear friend, which awaits me beneath the somber rocks of Monte Cristo, it is your presence, our living together five or six hours a day, in spite of our jailers; it is the rays of intelligence you have elicited from my brain, the languages you have implanted in my memory, and which have taken root there with all of their philological ramifications. These different sciences that you have made so easy to me by the depth of the knowledge you possess of them, and the clearness of the principles to which you have reduced them – this is my treasure, my beloved friend, and with this you have made me rich and happy. Believe me, and take comfort, this is better for me than tons of gold and cases of diamonds, even were they not as problematical as the clouds we see in the morning floating over the sea, which we take for terra firma, and which evaporate and vanish as we draw near to them. To have you as long as possible near me, to hear your eloquent speech, -- which embellishes my mind, strengthens my soul, and makes my whole frame capable of great and terrible things, if I should ever be free, -- so fills my whole existence, that the despair to which I was just on the point of yielding when I knew you, has no longer any hold over me; this – this is my fortune – not chimerical, but actual. I owe you my real good, my present happiness; and all the sovereigns of the earth, even Caesar Borgia himself, could not deprive me of this.

To be loved by a pure young girl, to be the first to reveal to her the strange mystery of love, is indeed a great happiness, but it is the simplest thing in the world. To take captive a heart which has had no experience of attack, is to enter an unfortified and ungarrisoned city. Education, family feeling, the sense of duty, the family, are strong sentinels, but there are no sentinels so vigilant as not to be deceived by a girl of sixteen to whom nature, by the voice of the man she loves, gives the first counsels of love, all the more ardent because they seem so pure. The more a girl believes in goodness, the more easily will she give way, if not to her lover, at least to love, for being without mistrust she is without force, and to win her love is a triumph that can be gained by any young man of five-and-twenty. See how young girls are watched and guarded! The walls of convents are not high enough, mothers have no locks strong enough, religion has no duties constant enough, to shut these charming birds in their cages, cages not even strewn with flowers. Then how surely must they desire the world which is hidden from them, how surely must they find it tempting, how surely must they listen to the first voice which comes to tell its secrets through their bars, and bless the hand which is the first to raise a corner of the mysterious veil! But to be really loved by a courtesan: that is a victory of infinitely greater difficulty. With them the body has worn out the soul, the senses have burned up the heart, dissipation has blunted the feelings. They have long known the words that we say to them, the means we use; they have sold the love that they inspire. They love by profession, and not by instinct. They are guarded better by their calculations than a virgin by her mother and her convent; and they have invented the word caprice for that unbartered love which they allow themselves from time to time, for a rest, for an excuse, for a consolation, like usurers, who cheat a thousand, and think they have bought their own redemption by once lending a sovereign to a poor devil who is dying of hunger without asking for interest or a receipt. Then, when God allows love to a courtesan, that love, which at first seems like a pardon, becomes for her almost without penitence. When a creature who has all her past to reproach herself with is taken all at once by a profound, sincere, irresistible love, of which she had never felt herself capable; when she has confessed her love, how absolutely the man whom she loves dominates her! How strong he feels with his cruel right to say: You do no more for love than you have done for money. They know not what proof to give. A child, says the fable, having often amused himself by crying "Help! a wolf!" in order to disturb the labourers in the field, was one day devoured by a Wolf, because those whom he had so often deceived no longer believed in his cries for help. It is the same with these unhappy women when they love seriously. They have lied so often that no one will believe them, and in the midst of their remorse they are devoured by their love.

Philosophy is, by its very nature, something esoteric, neither made for the vulgar as it stands [für sich], nor capable of being got up to suit the vulgar taste; it only is philosophy in virtue of being directly opposed to the understanding and hence even more opposed to healthy common sense, under which label we understand the limitedness in space and time of a race of men; in its relationship to common sense the world of philosophy is in and for itself an inverted world .21 When Alexander, having heard that his teacher was publishing written essays on his philosophy, wrote to him from the heart of Asia that he ought not to have vulgarized the philosophizing they had done together, Aristotle defended himself by saying that his philosophy was published and yet also not published. In the same way philosophy [now] must certainly admit [erkennen] the possibility that the people can rise to it, but it must not lower itself to the people. But in these times of freedom and equality, in which such a large educated public has been formed, that will not allow anything to be shut away from it, but considers itself good for anything – or everything good enough for it – in these times even the highest beauty and the greatest good have not been able to escape the fate of being mishandled by the common mob which cannot rise to what it sees floating above it, until it has been made common enough to be fit for their possessing; so that vulgarization has forced its way into being recognized as a meritorious kind of labour. There is no aspect of the higher striving of the human spirit that has not experienced this fate. An Idea, in art or in philosophy, needs only to be glimpsed in order for the processing to start by which it is properly stirred up into material for the pulpit, for text books, and for the household use of the newspaper public.

One of them is a very familiar personage. Her name is “Mother Church.” She is, in many ways, an admirable and dedicated person, deeply concerned about her children, endlessly and tirelessly careful for every detail of their welfare. Her long experience has taught her to understand her family very well. She knows their capabilities and she knows their weakness even better. She is patient and imperturbable, quite unshockable (she has witnessed all of the considerable range of human wickedness in her time) and there are no lengths to which she ill not go to educate her family. She has a huge fund of stories, maxims and advice, all of them time-tested, and usually interesting as well. She is very talented, skilled din creating a beautiful home for her children; she can show them how to enrich their lives with the glory of music and art. And there is no doubt that she loves God, and wishes to guide her children according to his will. On the other hand, she is extremely inclined to feel that her will and God's are identical. In her eyes there can be no better, no other, way than hers. If she is unshockable, she is frequently cynical. She is shrewd, with a thoroughly earthy and often humorous shrewdness. She knows her children's limitations so well that she will not allow them to outgrow them. She will lie and cheat if she feels it is necessary to keep her charges safe; she uses her authority 'for their own good' but if it seems to be questioned she is ruthless in suppressing revolt. She is hugely self-satisfied, and her judgement, while experienced, is often insensitive and therefore cruel. She is suspicious of eccentricity and new ideas, since her own are so clearly effective, and non-conformists get a rough time, though after they are dead she often feels differently about them. This is Mother Church, a crude, domineering, violent, loving, deceitful, compassionate old lady, a person to whom one cannot be indifferent, whom may one may love much and yet fight against, whom one may hate and yet respect.

[At the British Museum] For it is a perennial puzzle why no woman wrote a word [in the time of Shakespeare] when every other man, it seemed, was capable of song or sonnet. What were the conditions in which women lived, I asked myself; (...) [In] Professor Trevelyan's History of England [one can read that] wife-beating [or daughter-beating] was a recognized right of man (...) [A woman] could hardly read, could scarcely spell, and was the property of her husband [or father]. Here I am asking why women did not write poetry in the Elisabethan age, and I am not sure how they were educated; whether they were taught to write; whether they had sitting-rooms to themselves; how many women had children before they were 21; what, in short, they did from eight in the morning till eight at night. They had no money evidently; (...) they were married whether they liked it or not (...) at fifteen or sixteen very likely... [Under these circumstances] It would have been extremely odd (...) for any woman to have written the plays of Shakespeare in the age of Shakespeare. (...) When, however, one reads of a witch being ducked, of a woman possessed by devils, of a wise woman selling herbs, or even of a very remarkable man who had a mother, then I think we are on the track of a lost novelist, a suppressed poet (...). Indeed, I would venture to guess that Anom, who wrote so many poems without signing them, was often a woman. (...) And undoubtedly, I thought, looking at the shelf where there are no plays by women, her work would have gone unsigned. That refuge she would have sought certainly.

When he was twenty-three years old, he (George Fox) saw the inner light in a vision. For him it symbolized the spirit against the letter, silence against chatter, experience against dogma, and equality against all who build inequality on authority and power, be it of the state or religion. His mistrust of the official Anglican Church was immense. He spoke with disdain of the "towered houses" and was tormented by the ringing of church bells. He frequently interrupted preachers, standing in the church's doorway, a hat covering his head, and uttering threatening words toward the pulpit, causing great excitement in the gathered congregation. It often resulted in Fox being beaten up, banished, and, later on, jailed for years. What aroused his ire, above all, were the priests who, without ever having experienced or even looked for illumination, presented themselves as servants of God but, in truth, comprised a "society of cannibals." It is "not enough to have been educated in Oxford or Cambridge in order to become capable for and efficient in the service of Christ. To this day it is difficult for many Friends to speak of "Quaker theology." The Friends believe in Scripture - George Fox knew it by heart - but they also believe that the Spirit transcends Scripture and that the inner light is experienced by all human beings without human mediation. "The inner light," "the inward teacher" are names that the early Quakers gave to their experiences of the Spirit. They believe that everyone can meet the "Christ within," even though he has different names in different ages and places and is not tied to any form of religion. This light is open to everyone and, yet, it is not simply the natural light of reason. In a conversation that Fox had with Lord Protector Oliver Cromwell, he vigorously resisted this rational interpretation. In every human being is "that of God," hidden, eclipsed, often forgotten. Linguistically a clumsy expression at best, "that of God in everyone" is the foundation of human dignity. In addition, it is the admonition to believe in it, to discover it in each and everyone and to respond to it. Fox said, "Walk joyfully on the earth and respond to that of God in every human being.

When I was growing up it was still acceptable—not to me but in social terms—to say that one was not interested in science and did not see the point in bothering with it. This is no longer the case. Let me be clear. I am not promoting the idea that all young people should grow up to be scientists. I do not see that as an ideal situation, as the world needs people with a wide variety of skills. But I am advocating that all young people should be familiar with and confident around scientific subjects, whatever they choose to do. They need to be scientifically literate, and inspired to engage with developments in science and technology in order to learn more. A world where only a tiny super-elite are capable of understanding advanced science and technology and its applications would be, to my mind, a dangerous and limited one. I seriously doubt whether long-range beneficial projects such as cleaning up the oceans or curing diseases in the developing world would be given priority. Worse, we could find that technology is used against us and that we might have no power to stop it. I don’t believe in boundaries, either for what we can do in our personal lives or for what life and intelligence can accomplish in our universe. We stand at a threshold of important discoveries in all areas of science. Without doubt, our world will change enormously in the next fifty years. We will find out what happened at the Big Bang. We will come to understand how life began on Earth. We may even discover whether life exists elsewhere in the universe. While the chances of communicating with an intelligent extra-terrestrial species may be slim, the importance of such a discovery means we must not give up trying. We will continue to explore our cosmic habitat, sending robots and humans into space. We cannot continue to look inwards at ourselves on a small and increasingly polluted and overcrowded planet. Through scientific endeavour and technological innovation, we must look outwards to the wider universe, while also striving to fix the problems on Earth. And I am optimistic that we will ultimately create viable habitats for the human race on other planets. We will transcend the Earth and learn to exist in space. This is not the end of the story, but just the beginning of what I hope will be billions of years of life flourishing in the cosmos. And one final point—we never really know where the next great scientific discovery will come from, nor who will make it. Opening up the thrill and wonder of scientific discovery, creating innovative and accessible ways to reach out to the widest young audience possible, greatly increases the chances of finding and inspiring the new Einstein. Wherever she might be. So remember to look up at the stars and not down at your feet. Try to make sense of what you see and wonder about what makes the universe exist. Be curious. And however difficult life may seem, there is always something you can do and succeed at. It matters that you don’t just give up. Unleash your imagination. Shape the future.

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.