Activities In School Quotes

This is what you shall do; Love the earth and sun and the animals, despise riches, give alms to every one that asks, stand up for the stupid and crazy, devote your income and labor to others, hate tyrants, argue not concerning God, have patience and indulgence toward the people, take off your hat to nothing known or unknown or to any man or number of men, go freely with powerful uneducated persons and with the young and with the mothers of families, read these leaves in the open air every season of every year of your life, re-examine all you have been told at school or church or in any book, dismiss whatever insults your own soul, and your very flesh shall be a great poem and have the richest fluency not only in its words but in the silent lines of its lips and face and between the lashes of your eyes and in every motion and joint of your body.

Sometimes I think high school is one long hazy activity: if you are tough enough to survive this, they'll let you become an adult. I hope it's worth it.

everyone in our school has afterschool activities. mine is going home.

Real reading is a lonely activity.

The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.

Most of us are not raised to actively encounter our destiny. We may not know that we have one. As children, we are seldom told we have a place in life that is uniquely ours alone. Instead, we are encouraged to believe that our life should somehow fulfill the expectations of others, that we will (or should) find our satisfactions as they have found theirs. Rather than being taugh to ask ourselves who we are, we are schooled to ask others. We are, in effect, trained to listen to others' versions of ourselves. We are brought up in our life as told to us by someone else! When we survey our lives, seeking to fulfill our creativity, we often see we had a dream that went glimmering because we believed, and those around us believed, that the dream was beyond our reach. Many of us would have been, or at least might have been, done, tried something, if... If we had known who we really were.

I’m a modern man, a man for the millennium. Digital and smoke free. A diversified multi-cultural, post-modern deconstruction that is anatomically and ecologically incorrect. I’ve been up linked and downloaded, I’ve been inputted and outsourced, I know the upside of downsizing, I know the downside of upgrading. I’m a high-tech low-life. A cutting edge, state-of-the-art bi-coastal multi-tasker and I can give you a gigabyte in a nanosecond! I’m new wave, but I’m old school and my inner child is outward bound. I’m a hot-wired, heat seeking, warm-hearted cool customer, voice activated and bio-degradable. I interface with my database, my database is in cyberspace, so I’m interactive, I’m hyperactive and from time to time I’m radioactive. Behind the eight ball, ahead of the curve, ridin the wave, dodgin the bullet and pushin the envelope. I’m on-point, on-task, on-message and off drugs. I’ve got no need for coke and speed. I've got no urge to binge and purge. I’m in-the-moment, on-the-edge, over-the-top and under-the-radar. A high-concept, low-profile, medium-range ballistic missionary. A street-wise smart bomb. A top-gun bottom feeder. I wear power ties, I tell power lies, I take power naps and run victory laps. I’m a totally ongoing big-foot, slam-dunk, rainmaker with a pro-active outreach. A raging workaholic. A working rageaholic. Out of rehab and in denial! I’ve got a personal trainer, a personal shopper, a personal assistant and a personal agenda. You can’t shut me up. You can’t dumb me down because I’m tireless and I’m wireless, I’m an alpha male on beta-blockers. I’m a non-believer and an over-achiever, laid-back but fashion-forward. Up-front, down-home, low-rent, high-maintenance. Super-sized, long-lasting, high-definition, fast-acting, oven-ready and built-to-last! I’m a hands-on, foot-loose, knee-jerk head case pretty maturely post-traumatic and I’ve got a love-child that sends me hate mail. But, I’m feeling, I’m caring, I’m healing, I’m sharing-- a supportive, bonding, nurturing primary care-giver. My output is down, but my income is up. I took a short position on the long bond and my revenue stream has its own cash-flow. I read junk mail, I eat junk food, I buy junk bonds and I watch trash sports! I’m gender specific, capital intensive, user-friendly and lactose intolerant. I like rough sex. I like tough love. I use the “F” word in my emails and the software on my hard-drive is hardcore--no soft porn. I bought a microwave at a mini-mall; I bought a mini-van at a mega-store. I eat fast-food in the slow lane. I’m toll-free, bite-sized, ready-to-wear and I come in all sizes. A fully-equipped, factory-authorized, hospital-tested, clinically-proven, scientifically- formulated medical miracle. I’ve been pre-wash, pre-cooked, pre-heated, pre-screened, pre-approved, pre-packaged, post-dated, freeze-dried, double-wrapped, vacuum-packed and, I have an unlimited broadband capacity. I’m a rude dude, but I’m the real deal. Lean and mean! Cocked, locked and ready-to-rock. Rough, tough and hard to bluff. I take it slow, I go with the flow, I ride with the tide. I’ve got glide in my stride. Drivin and movin, sailin and spinin, jiving and groovin, wailin and winnin. I don’t snooze, so I don’t lose. I keep the pedal to the metal and the rubber on the road. I party hearty and lunch time is crunch time. I’m hangin in, there ain’t no doubt and I’m hangin tough, over and out!

You don’t have any friends, your sister dumped you, you’re a freak eater..and you’ve got some weird thing about Simon Snow." "I object to every single thing you just said." Reagan chewed. And frowned. She was wearing dark red lipstick. "I have lots of friends," Cath said. "I never see them." "I just got here. Most of my friends went to other schools. Or they’re online." "Internet friends don’t count." "Why not?" Reagan shrugged disdainfully. "And I don’t have a weird thing with Simon Snow," Cath said. "I’m just really active in the fandom." "What the fuck is ‘the fandom’?

Our world is fast succumbing to the activities of men and women who would stake the future of our species on beliefs that should not survive an elementary school education.

I never killed anybody and I never developed an intense level of hatred for the enemy. Because my war ended before I ever put on a uniform; I was on active duty all my time at school; I killed my enemy there.

His habit of reading isolated him: it became such a need that after being in company for some time he grew tired and restless; he was vain of the wider knowledge he had acquired from the perusal of so many books, his mind was alert, and he had not the skill to hide his contempt for his companions' stupidity. They complained that he was conceited; and, since he excelled only in matters which to them were unimportant, they asked satirically what he had to be conceited about. He was developing a sense of humour, and found that he had a knack of saying bitter things, which caught people on the raw; he said them because they amused him, hardly realising how much they hurt, and was much offended when he found that his victims regarded him with active dislike. The humiliations he suffered when he first went to school had caused in him a shrinking from his fellows which he could never entirely overcome; he remained shy and silent. But though he did everything to alienate the sympathy of other boys he longed with all his heart for the popularity which to some was so easily accorded. These from his distance he admired extravagantly; and though he was inclined to be more sarcastic with them than with others, though he made little jokes at their expense, he would have given anything to change places with them.

If happiness is a skill, then sadness is, too. Perhaps through all those years at school, or perhaps through other terrors, we are taught to ignore sadness, to stuff it down into our satchels and pretend it isn’t there. As adults, we often have to learn to hear the clarity of its call. That is wintering. It is the active acceptance of sadness. It is the practice of allowing ourselves to feel it as a need. It is the courage to stare down the worst parts of our experience and to commit to healing them the best we can. Wintering is a moment of intuition, our true needs felt keenly as a knife.

I learned early that crying out in protest could accomplish things. My older brothers and sister had started to school when, sometimes, they would come in and ask for a buttered biscuit or something and my mother, impatiently, would tell them no. But I would cry out and make a fuss until I got what I wanted. I remember well how my mother asked me why I couldn't be a nice boy like Wilfred; but I would think to myself that Wilfred, for being so nice and quiet, often stayed hungry. So early in life, I had learned that if you want something, you had better make some noise.

In the past, when gays were very flamboyant as drag queens or as leather queens or whatever, that just amused people. And most of the people that come and watch the gay Halloween parade, where all those excesses are on display, those are straight families, and they think it's funny. But what people don't think is so funny is when two middle-aged lawyers who are married to each other move in next door to you and your wife and they have adopted a Korean girl and they want to send her to school with your children and they want to socialize with you and share a drink over the backyard fence. That creeps people out, especially Christians. So, I don't think gay marriage is a conservative issue. I think it's a radical issue.

You don’t need schooling to be a philosopher. Just an active mind and experience with life.

I'm not exactly Miss Confidence. I busy myself with all kinds of activities and I do well in school and I try to look pretty but I still need someone to tell me I'm worthwhile. To show me attention. I don't like it. I don't like it at all...

Sometimes I think high school is one long hazing activity: if you are tough enough to survive this, they'll let you become and adult. I hope it's worth it.

If a fight looks like a lot of fun, you should be suspicious. 'If you ain't scared of standing up for what's right, you ain't standing up for much.

The Night Vale PTA released a statement today saying that if the School Board could not promise to prevent children from learning about dangerous activities like drug use and library science during recess periods, they would be blocking all school entrances with their bodies. They pulled hundreds of bodies out from trucks, saying, “We own all of these bodies and we will not hesitate to use them to create great flesh barricades if that is what it takes to prevent our children from learning.

Things had gotten -- what's the word? Dry. Things had gotten sort of dry for me. I was working as a city janitor in a neighborhood elementary school and, in summers, collecting litter in the park alongside the East River near the WIlliamsburg Bridge. I felt no shame whatsoever in these activities, because I understood what almost no one else seemed to grasp: that there was only an infinitesimal difference, a difference so small that it barely existed except as a figment of the human imagination, between working in a tall green glass building on Park Avenue and collecting litter in a park. In fact, there may have been no difference at all.

The part of the brain most affected by early stress is the prefrontal cortex, which is critical in self-regulatory activities of all kinds, both emotional and cognitive. As a result, children who grow up in stressful environments generally find it harder to concentrate, harder to sit still, harder to rebound from disappointments, and harder to follow directions. And that has a direct effect on their performance in school.

You don't apologize to people because they are right and you aren't. You apologize to people because you hurt them. Whether you meant to or not.

It took me too long to realize that the people most inclined to say “You sound angry” are the same people who uniformly don’t care to ask “Why?” They’re interested in silence, not dialogue. This response to women expressing anger happens on larger and larger scales: in schools, places of worship, the workplace, and politics. A society that does not respect women’s anger is one that does not respect women—not as human beings, thinkers, knowers, active participants, or citizens.

The key to activating maturation is to take care of the attachment needs of the child. To foster independance we must first invite dependance; to promote individuation we must provide a sense of belonging and unity; to help the child separate we must assume the responsibility for keeping the child close. We help a child let go by providing more contact and connection than he himself is seeking. When he asks for a hug, we give him a warmer one than he is giving us. We liberate children not by making them work for our love but by letting them rest in it. We help a child face the separation involved in going to sleep or going to school by satisfying his need for closeness.

While liberals are in favor of any sexual activity engaged in by two consenting adults, when these consenting adults engage in trade or exchange, the liberals step in to harass, cripple, restrict, or prohibit that trade. And yet both the consenting sexual activity and the trade are similar expressions of liberty in action.

My mother read that parents should spend quality time with their children. One way is to sign up for organized activities together. This month we're taking meditation to free the mind. Last month it was Rolfing. Have you ever Rolfed, Tone?" "Only after the school's shepherd's pie," I said.

Greatness begins with the active pursuit of improvement.

When I was little, I used to pour salt on slugs. I liked watching them dissolve before my eyes. Cruelty is always sort of fun until you realize that something’s getting hurt. It would be one thing to be a loser if it meant that no one paid attention to you, but in school, it means you’re actively sought out. You’re the slug, and they’re holding all the salt. And they haven’t developed a conscience. There’s a word we learned in social studies: schadenfreude. It’s when you enjoy watching someone else suffer. The real question though, is why? I think part of it is self preservation. And part of it is because a group always feels more like a group when it’s banded together against an enemy. It doesn’t matter if that enemy has never done anything to hurt you-you just have to pretend you hate someone even more than you hate yourself. You know why salt works on slugs? Because it dissolved in the water that’s part of a slug’s skin, so the water on the inside its body starts to flow out. They slug dehydrates. This works with snails, too. And with leeches. And with people like me. With any creature, really, too thin-skinned to stand up for itself.

Indefinite attitudes to the future explain what’s most dysfunctional in our world today. Process trumps substance: when people lack concrete plans to carry out, they use formal rules to assemble a portfolio of various options. This describes Americans today. In middle school, we’re encouraged to start hoarding “extracurricular activities.” In high school, ambitious students compete even harder to appear omnicompetent. By the time a student gets to college, he’s spent a decade curating a bewilderingly diverse résumé to prepare for a completely unknowable future. Come what may, he’s ready—for nothing in particular.

Grammar is a piano I play by ear, since I seem to have been out of school the year the rules were mentioned. All I know about grammar is its infinite power. To shift the structure of a sentence alters the meaning of that sentence, as definitely and inflexibly as the position of a camera alters the meaning of the object photographed. Many people know about camera angles now, but not so many know about sentences. The arrangement of the words matters, and the arrangement you want can be found in the picture in your mind. The picture dictates the arrangement. The picture dictates whether this will be a sentence with or without clauses, a sentence that ends hard or a dying-fall sentence, long or short, active or passive. The picture tells you how to arrange the words and the arrangement of the words tells you, or tells me, what’s going on in the picture. Nota bene. It tells you. You don’t tell it.

Parents and schoolteachers counsel black children that, if they ever hope to escape this system and avoid prison time, they must be on their best behavior, raise their arms and spread their legs for the police without complaint, stay in failing schools, pull up their pants, and refuse all forms of illegal work and moneymaking activity, even if jobs in the legal economy are impossible to find. Girls are told not to have children until they are married to a "good" black man who can help provide for a family with a legal job. They are told to wait and wait for Mr. Right even if that means, in a jobless ghetto, never having children at all.

Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.

It takes a man at least three weeks to realize you’re not actively seeking him out.  After four weeks, he’s wondering what the hell you’re doing.  After five to six weeks, chances are he’ll be acting like a high school girl wondering where the hell you are, and what the hell you’re doing…if he cared for you at all.  If he hasn’t contacted you within eight weeks he’s definitely moved on and you should do the same.  Don’t give him another thought.  Don’t let it consume your mind.  Move on and be marvelous.

Without knowledge and understanding, one tends to become a passive spectator rather than an active participant in the great decisions of our time.

Please your mother: just lie around upstairs and smoke some pot. Be a revolutionary.

When you're in college you haven't had that much life. Parents, school, assorted youth activities—that's about it.

The cliche had it that kids were the future, but that wasn't it: they were the unreflective, active present. They were not themselves nostalgic, because they couldn't be, and they retarded nostalgia in their parents. Even as they were getting sick and being bullied and becoming addicted to heroin and getting pregnant, they were in the moment, and she wanted to be in it with them. She wanted to worry herself sick about schools and bullying and drugs.

As I see it, the aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens.

The irony of the young man’s situation is suffocating; a young boy turned violent criminal as the result of bullying, an activity he would now and forever experience from guards and fellow inmates until the day he died.

Why?’ She nods. ‘She had everything: a family who loved her, friends, activities. Her mother wants to know why she threw it all away?’ Why you want to know why? Step into a tanning booth and fry yourself for two or three days. After your skin bubbles and falls off, roll in coarse salt, then put on long underwear woven from spun glass and razor wire. Over that goes your regular clothes, as long as they are tight. Smoke gunpowder and go to school to jump through hoops, sit up and beg, and roll over on command. Listen to the whispers that curl into your head at night, calling you ugly and fat and stupid and bitch and whore and worst of all ‘A disappointment.’ Puke and starve and cut and drink because you need an anesthetic and it works. For a while. But then the anesthetic turns into poison and by then it’s too late because you are mainlining it now, straight into your soul. It is rotting you and you can’t stop. Look in a mirror and find a ghost. Hear every heartbeat scream that everythingsinglething is wrong with you. ‘Why?’ is the wrong question. Ask ‘Why not?

Freedom means not only that our economic activity ought to be free and voluntary, but that government should stay out of our personal affairs as well.

Healing is a biological process, not an art. It is as much a function of the living organism as respiration, digestion, circulation, excretion, cell proliferation, or nerve activity. It is a ceaseless process, as constant as the turning of the earth on its axis. Man can neither duplicate nor imitate nor provide a substitute for the process. All schools of healing are frauds.

My spirituality is most active, not in meditation, but in the moments when: I realize God may have gotten something beautiful done through me despite the fact that I am an asshole, and when I am confronted by the mercy of the gospel so much that I cannot hate my enemies, and when I am unable to judge the sin of someone else (which, let’s be honest, I love to do) because my own crap is too much in the way, and when I have to bear witness to another human being’s suffering despite my desire to be left alone, and when I am forgiven by someone even though I don’t deserve it and my forgiver does this because he, too, is trapped by the gospel, and when traumatic things happen in the world and I have nowhere to place them or make sense of them but what I do have is a group of people who gather with me every week, people who will mourn and pray with me over the devastation of something like a school shooting, and when I end up changed by loving someone I’d never choose out of a catalog but whom God sends my way to teach me about God’s love.

This was the time of the day when i most wished i were able to sleep. High school. Or was purgatory the right word? If there were any way to atone for my sins, this ought to count toward the tally in some measure. The tedium was not something I grew used to; every day seemed more impossibly monotonous than the last. Perhaps this could even be considered my form of sleep—if sleep was defined as the inert state between active periods.

Why not eliminate schooling between age 12-16? It’s biologically + psychologically too turbulent a time to be cooped up inside, made to sit all the time. During these years, kids would live communally – doing some work, anyway being physically active, in the countryside(...) This simple change in the age specificity of schooling would a) reduce adolescent discontent, anomie, boredom, neurosis; b) radically modify the almost inevitable process by which people at 50 are psychologically and intellectually ossified (...) After all, since most people from now on are going to live to be 70, 75, 80, why should all their schooling be bunched together in the first 1/3 or 1/4 of their lives – so that it’s downhill all the way

What is generally known as discipline in traditional schools is not activity, but immobility and silence. It is not discipline, but something that festers inside a child, arousing his rebellious feelings.

At the core of the problem is an obsolete factory model of schooling that sorts, tracks, tests, and rejects or certifies working-class children as if they were products on an assembly line. The purpose of education, I said, cannot be only to increase the earning power of the individual or to supply workers for the ever-changing slots of the corporate machine. Children need to be given a sense of the 'unique capacity of human beings to shape and create reality in accordance with conscious purposes and plans.

It's a most serious mistake to think that learning is an activity separate from the rest of life, that people do it best when they are not doing anything else and best of all in places where nothing else is done. p.278

I've always been proud of how much my daughter cared about the world. After school she’d study the news, comb the internet for disasters, wars and hate and injustice, write it all down in these color-coded journals. Once, I asked her what she was doing, and she said she was just trying to keep track of it all because it didn’t seem like anybody else noticed or cared that we kept making the same mistakes, that hate in a neighborhood or injustice in a state ran like poison through veins, until another ice shelf collapsed or another animal went extinct. Everything is connected, she’d say. And I’d tell her, You’re only one person and you only have one life.

On the line beside Describe your family, I wrote, "Bad." What is your favorite subject in school? "None." List three of your favorite activities. "Soccer, ballet, and fighting." Two of those favorite activities were lies but one of them was the truth. I am fond of fighting.

Rules and consequences are not the best tools for classroom management. Giving students goals and rewards is more effective. It’s about putting systems in place that actively incentivize good behavior and passively decentivize bad behavior. In this way, as a teacher you can spend less time on managing behaviors and more time on educating and leading.

Children fail to realize that a mother doesn’t have to provide their “wants”. Her bags are heavy because they are filled by everyone’s “wants”. There isn’t one “want” in the bags a mother is carrying that belongs to her. She looks past her self-fulfillment. She feels as though her wants and needs are not important; therefore, they are never on the list. Children cannot see past their selfish ways. By law, a parent is supposed to provide shelter, food, clothing, make sure their children attend schools and have their annual health checkups. A mother isn’t required to put her children in extracurricular activities; that is a choice. Friends come and go; a marriage may last or fail, but once you’re a mother there is no such thing as divorcing your children. Being a mother is the hardest job ever; it is “till death do you part”. As a mother, you try your best to make sure your children do not make the same mistakes that you did.

From the beginning of high school, all other substances were readily available and liberally consumed by my friends, who used weed and booze like an essential garnish for activities. Peer pressure was rampant with hallucinogens and cocaine. I experimented and hated the effects. Reality wasn’t the problem. I was.

He turned towards Otto. ‘It’s good to see you too, Mr Malpense. Staying out of trouble, I hope?’ ‘Of course,’ Otto replied. ‘You know me, Professor.’ ‘Indeed I do, Mr Malpense, indeed I do,’ the Professor replied, ‘which is why I’ve activated the school’s long-range defence grid. Just as a precaution you understand.

Without knowing it, I had stumbled upon one of the basic postulates of homeschooling: Anything you do with a home-schooled child outside the home can be described as a "field trip", thus rendering whatever activity you pursue a legitimate educational experience.

There is a time and a place for nice, but there’s a time and a place for ‘fuck you’ as well.  And in this movement we need both.  Nice is good for outreach.  Nice is good for PR.  Nice is good for winning converts and softening our image.  But ‘fuck you’ has its uses, too.  ‘Fuck you’ is good for rallying the troops.  ‘Fuck you’ is good for boiling the blood.  ‘Fuck you’ is good for reminding people why they got active about atheism in the first place.  And what’s more, when people are trying to shove their religion into your schools, your government and your life, ‘fuck you’ is not only useful, it’s the only correct response.

Ah, marriage. The kind of union we have affects our children infinitely more than the schools we put them in, the activities we sign them up for, or the church we take them to. Our kids are learning relational habits by osmosis, and statistics say they’ll likely imitate what they witness at home.

Their world is governed by children, little despots whose needs—school and camp and activities and tutors—dictate every decision, and will for the next ten, fifteen, eighteen years. Having children has provided their adulthood with an instant and nonnegotiable sense of purpose and direction: they decide the length and location of that year’s vacation; they determine if there will be any leftover money, and if so, how it might be spent; they give shape to a day, a week, a year, a life. Children are a kind of cartography, and all one has to do is obey the map they present to you on the day they are born.

People can learn to control and change their behavior, but only if they feel safe enough to experiment with new solutions. The body keeps the score: If trauma is encoded in heartbreaking and gut-wrenching sensations, then our first priority is to help people move out of fight-or-flight states, reorganize their perception of danger, and manage relationships. Where traumatized children are concerned, the last things we should be cutting from school schedules are the activities that can do precisely that: chorus, physical education, recess, and anything else that involves movement, play, and other forms of joyful engagement.

for the existentialists, what generated anxiety was not the godlessness of the world, per se, but rather the freedom to choose between God and godlessness. Though freedom is something we actively seek, the freedom to choose generates anxiety. “When I behold my possibilities,” Kierkegaard wrote, “I experience that dread which is the dizziness of freedom, and my choice is made in fear and trembling.” Many people try to flee anxiety by fleeing choice. This helps explain the perverse-seeming appeal of authoritarian societies—the certainties of a rigid, choiceless society can be very reassuring—and why times of upheaval so often produce extremist leaders and movements: Hitler in Weimar Germany, Father Coughlin in Depression-era America, or Jean-Marie Le Pen in France and Vladimir Putin in Russia today. But running from anxiety, Kierkegaard believed, was a mistake because anxiety was a “school” that taught people to come to terms with the human condition.

This is a part of post-college life that nobody ever warns you about. Your social life is no longer dropped into your lap by virtue of shared classes and extracurricular activities. Relationships, whether with friends, family, or romantic partners—from here on out, they’re going to take a lot more work. No more built-in friends at the sorority, or hollering down the stairs when I need my mom. It’s certainly not going to be as easy to meet guys now that I’m done with school. It’s not like I can just chat up the cute guy in econ class anymore.

But what is important is that it is hard to see in this instance what they have to gain by denying that they had been “schooled” for murder at the euthanasia institutes, if that in fact was what happened. They would surely appear in a slightly less terrible light if they could claim that they had been scientifically conditioned – brainwashed – to death-camp work, rather than assigned to it because their natures seemed particularly suited to such activity.

In many schools, teachers have been told, falsely, that there is an “opportunity zone” in which a child’s gender identification is malleable. They have used this zone to try to stamp out boyhood: banning same-sex play groups and birthday parties, forcing children to do gender-atypical activities, suspending boys who run during recess or play cops and robbers. In her book the War Against Boys, the philosopher Christina Hoff Sommers rightly calls this agenda “meddlesome, abusive and quite beyond what educators in a free society are mandated to do(172).

After three of four years of schooling, the nucleus basalis, which forms sharp memories in the brain, falls into disuse and decays. This is the part of the brain that makes learning so effortless for small children, and it is always activated in undomesticated humans. But neuroplasticity research has shown that damage to the nucleus basalis can be reversed by reintroducing activities involving highly focused attention, which results in massive increases in production of acetylcholine and dopamine. Using new skills under conditions of intense focus rewires billions of neural connections and reactivates the nucleus basalis. Loss of function in this part of the brain is not a natural stage of development--we are supposed to retain and even increase it throughout our lives. Until very recently in human history, we did.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

Let us never weary of repeating, that to think first of the disinherited and sorrowful classes; to relieve, ventilate, enlighten, and love them; to enlarge their horizon to a magnificent extent; to lavish upon them education in every shape; to set them an example of labor, and never of indolence; to lessen the weight of the individual burden by increasing the notion of the universal aim; to limit poverty without limiting wealth; to create vast fields of public and popular activity; to have, like Briareus, a hundred hands to stretch out on all sides to the crushed and the weak; to employ the collective power in the grand task of opening workshops for every arm, schools for every aptitude, and laboratories for every intellect; to increase wages, diminish toil, and balance the debit and credit--that is to say, proportion enjoyment to effort, and supply to demand; in a word, to evolve from the social machine, on behalf of those who suffer and those who are ignorant, more light and more comfort, is (and sympathetic souls must not forget it) the first of brotherly obligations, and (let egotistic hearts learn the fact) the first of political necessities.

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

To key to classroom behavior management is to have a structured system in place whereby good behaviors are actively and abundantly rewarded, and bad behaviors are promptly and efficiently punished. Rewards should be like the air, ever present and always lingering. Punishment should be like a thunderstorm that is obvious and inconvenient yet quick, temporary and not abusive. The predominant theme of classroom management should be good behaviors and continuous rewards.

The key to classroom behavior management is to have a structured system in place whereby good behaviors are actively and abundantly rewarded, and bad behaviors are promptly and efficiently punished. Rewards should be like the air, ever present and always lingering. Punishment should be like a thunderstorm that is obvious and inconvenient yet quick, temporary and not abusive. The predominant theme of classroom management should be good behaviors and continuous rewards.

I never killed anybody and I never developed an intense level of hatred for the enemy. Because my war ended before I ever put on a uniform; I was on active duty all my time at school; I killed my enemy there. Only Phineas never was afraid, only Phineas never hated anyone. Other people experienced this fearful shock somewhere, this sighting of the enemy...All of them, all except Phineas, constructed at infinite cost to themselves these Maginot Lines against this enemy they thought they saw across the frontier, this enemy who never attacked that way—if he ever attacked at all; if he was indeed the enemy.

Politics of Friendship is, in other words, only a book between covers. For the real text, you must enter the classroom, put yourself to school, as a preview of the formation of collectivities. A single “teacher's” “students,” flung out into the world and time, is, incidentally, a real-world example of the precarious continuity of a Marxism “to come,” aligned with grassroots counterglobalizing activism in the global South today, with little resemblance to those varieties of “Little Britain” leftism that can take on board the binary opposition of identity politics and humanism, shifting gears as the occasion requires.

Some people were simply created with the right genes and the proper social skills, I figured. They ended up at a lunch table with a group of good-looking individuals, like them, who did what all good-looking individuals managed: making the rest of us feel both envious of them and sad for ourselves, intentional or not. They had activities outside of school and followers online—people of social necessity who sat at home on Friday nights and 'liked' popular posts in hopes that they, too, might one day be as attractive and personable.

Civil and voting rights for blacks didn’t come from the White House or from masses demonstrating in front of the White House. They came after the Montgomery Bus Boycott of 1955–56, the Freedom Rides in 1961, the Children’s Crusade in Birmingham in 1963, the Mississippi Freedom Summer and Freedom Schools in 1964, and the Selma-to-Montgomery march in 1965. In other words, they came only after hundreds of thousands of black Americans and their white supporters had accepted the challenge and risks of ourselves making or becoming the changes we want to see in the world. Women’s leadership in the public sphere didn’t come from the White House or from CEOs. It came only after millions of women came together in small consciousness-raising groups to share stories of our “second sex” lives. Today’s good news is that Americans in all walks of life have begun to create another America from the ground up in many unforeseen ways. In our bones we sense that this is no ordinary time. It is a time of deep change, not just of social structure and economy but also of ourselves.

Driving and sex are both privileges granted at certain ages, both can do irreparable damage when done recklessly, but only driving requires tests, checkpoints and licences. I don’t understand why the government—at schools and through public education programs—doesn’t teach people about consent the way we teach them about drink-driving. After all, overconsumption of alcohol often leads to horrific consequences in both activities. Why can a man be charged with negligent, reckless driving after getting himself drunk, but he can argue that the same level of voluntary intoxication led him to honestly and mistakenly believe a woman consented to intercourse, and be acquitted of a rape charge accordingly?

So the obvious, then: the liberal arts in general, and especially reading seriously, offer an opening to a wider life, the powers of active citizenship (including the willingness to vote); reading strengthens perception, judgment, and character; it creates understanding of other people and oneself, maybe kindliness and wit, and certainly the ability to endure solitude, both in the common sense of empty-room loneliness and the cosmic sense of empty-universe loneliness. Reading fiction carries you further into imagination and invention than you would be capable of on your own, takes you into other people’s lives, and often, by reflection, deeper into your own. I will indulge a resounding tautology: every great civilization, including ours, has had a great literature and great readers. If literature matters less to young people than it once did, we are all in trouble.

1.There are no rules, because life is made up of too many rules as it is 2.But there are three "guidelines" (which sounds less rigid than "rules"): a)No using our phones to get us there. We have to do this strictly old-school, which means learning to read actual maps b)We alternate choosing places to go, but we also have to be willing to go where the road takes us. This means the grand, the small, the bizarre, the poetic, the beautiful, the ugly, the surprising. Just like life. But absolutely, unconditionally, resolutely nothing ordinary. c)At each site, we leave something almost like an offering. It can be our own private game of geocaching( "the recreational activity of hunting for and finding a hidden object by means of GPS coordinates posted on a website"), only not a game, and just for us. The rules of geocaching say "takes something, leave something." The way I figure it, we stand to get something out of each place, so why not give something back? Also, it's a way to prove we've been there, and a way to leave a part of us behind.

The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.

As I look back on my own life, I recognize that some of the greatest gifts I received from my parents stemmed not from what they did for me—but rather from what they didn’t do for me. One such example: my mother never mended my clothes. I remember going to her when I was in the early grades of elementary school, with holes in both socks of my favorite pair. My mom had just had her sixth child and was deeply involved in our church activities. She was very, very busy. Our family had no extra money anywhere, so buying new socks was just out of the question. So she told me to go string thread through a needle, and to come back when I had done it. That accomplished—it took me about ten minutes, whereas I’m sure she could have done it in ten seconds—she took one of the socks and showed me how to run the needle in and out around the periphery of the hole, rather than back and forth across the hole, and then simply to draw the hole closed. This took her about thirty seconds. Finally, she showed me how to cut and knot the thread. She then handed me the second sock, and went on her way. A year or so later—I probably was in third grade—I fell down on the playground at school and ripped my Levi’s. This was serious, because I had the standard family ration of two pairs of school trousers. So I took them to my mom and asked if she could repair them. She showed me how to set up and operate her sewing machine, including switching it to a zigzag stitch; gave me an idea or two about how she might try to repair it if it were she who was going to do the repair, and then went on her way. I sat there clueless at first, but eventually figured it out. Although in retrospect these were very simple things, they represent a defining point in my life. They helped me to learn that I should solve my own problems whenever possible; they gave me the confidence that I could solve my own problems; and they helped me experience pride in that achievement. It’s funny, but every time I put those socks on until they were threadbare, I looked at that repair in the toe and thought, “I did that.” I have no memory now of what the repair to the knee of those Levi’s looked like, but I’m sure it wasn’t pretty. When I looked at it, however, it didn’t occur to me that I might not have done a perfect mending job. I only felt pride that I had done it. As for my mom, I have wondered what

She isn’t simply unafraid of a good fight, she lives for it, and will often actively go looking for a fight. This is what differentiates your run-of-the-mill fighter from a crusader. The Warrior Princess Submissive is no shrinking violet. She is that dyed-in-the-wool Republican who attends the Democratic National Convention wearing a Rand Paul t-shirt. She is the African-American woman who invites herself to a Ku Klux Klan rally without a hood... and hands out business cards to everyone there. She is the woman who invites the Jehovah's Witnesses into her home and feeds them dinner, just for the opportunity to defend Christmas - even though she may be a Pagan. When the other girls in high school or college were trying out for the pep squad or cheerleading, she set her sights on the debate team. While her friends agonize over how to “fit in” socially, she is war gaming ideas on how to change society to fit her ideals and principles. Are you someone she considers to be immoral or evil? Run. She will eviscerate you.

This is what you shall do: Love the earth and sun and the animals, despise riches, give alms to every one that asks, stand up for the stupid and crazy, devote your income and labor to others, hate tyrants, argue not concerning God, have patience and indulgence toward the people, take off your hat to nothing known or unknown, or to any man or number of men—go freely with powerful uneducated persons, and with the young, and with the mothers of families—re-examine all you have been told in school or church or in any book, and dismiss whatever insults your own soul; and your very flesh shall be a great poem, and have the richest fluency, not only in its words, but in the silent lines of its lips and face, and between the lashes of your eyes, and in every motion and joint of your body. The poet shall not spend his time in unneeded work. He shall know that the ground is already plough'd and manured; others may not know it, but he shall. He shall go directly to the creation. His trust shall master the trust of everything he touches—and shall master all attachment.

We talk about how many women were raped last year, not about how many men raped women. We talk about how many girls in a school district were harassed last year, not about how many boys harassed girls. We talk about how many teenaged girls got pregnant in the state of Vermont last year, rather than how many men and teenaged boys got girls pregnant. So you can see how the use of this passive voice has a political effect. It shifts the focus off men and boys and onto girls and women. Even the term violence against women is problematic. It's a passive construction. There's no active agent in the sentence. It's a bad thing that happens to women. It's a bad thing that happens to women, but when you look at that term violence against women, nobody is doing it to them. It just happens. Men aren't even a part of it! Jackson Katz, Ph.D., from his Ted talk "violence against women: it's a men's issue

If a young person is surviving by trading sex for the thing they need, what useful purpose is served by criminalizing that activity? Doesn't everybody have the right to try and survive? it might cost more to create shelters or group homes, drug treatment programs, schools for emancipated minors, counseling services, medical care and job training. But such programs can salvage human lives that are otherwise going to be cut short or wasted. If we can afford massive kiddy porn stings, why can't we afford to do this? Is it because, as a society,we obtain more pleasure out of trying to control young people, and punishing the minors who escape our control, than we would out of taking good care of kids who are in trouble?

Being jealous does nothing. It turns you into a person who’s unable to feel genuine happiness, and tarnishes every accomplishment when it’s used to measure your sense of worth on a made-up scale. You hear about a friend’s promotion (in an industry that probably isn’t yours) and feel like you will never venture past your existing achievements. You hear someone from high school is getting married and assume that you never will. You discover the guy you worked retail with in 2006 has a new apartment, and you sit wherever you happen to live and actively resent the space you loved five minutes ago. And feelings like will always come up; it’s just up to you to say “fuck off.” So, while I’d like to say you should just decide not to be jealous, and that we’re all in this together so let’s remember that and be best friends, I know that isn’t realistic because jealousy is immune to reason and logic…If I feel myself slipping into a jealousy wormhole when I see someone else shining, I remember that to gauge my self-worth based on someone else’s accomplishments is a one-way ticket to bitterness.

Now as I stood on the roof of my house, taking in this unexpected view, it struck me how rather glorious it was that in two thousand years of human activity the only thing that had stirred the notice of the outside world even briefly was the finding of a Roman phallic pendant. The rest was just centuries of people quietly going about their daily business - eating, sleeping, having sex, endeavoring to be amused- and it occurred to me, with the forcefulness of a thought experienced in 360 degrees, that that's really what history mostly is: masses of people doing ordinary things. Even Einstein will have spent large parts of his life thinking about his holidays o new hammock or how dainty was the ankle on the young lady alighting from the tram across the street. These are the sort of things that fill our life and thoughts, and yet we treat them as incidental and hardly worthy of serious consideration. I don't know how many hours of my school years were spent considering the Missouri Compromise or the War of the Roses, but it was vastly more than I was ever encouraged or allowed to give to the history of eating. sleeping, having sex and endeavoring to be amused.

School of Resentment is a term coined by critic Harold Bloom to describe related schools of literary criticism which have gained prominence in academia since the 1970s and which Bloom contends are preoccupied with political and social activism at the expense of aesthetic values.[1] Broadly, Bloom terms "Schools of Resentment" approaches associated with Marxist critical theory, including African American studies, Marxist literary criticism, New Historicist criticism, feminist criticism, and poststructuralism—specifically as promoted by Jacques Lacan, Jacques Derrida and Michel Foucault. The School of Resentment is usually defined as all scholars who wish to enlarge the Western canon by adding to it more works by authors from minority groups without regard to aesthetic merit and/or influence over time, or those who argue that some works commonly thought canonical promote sexist, racist or otherwise biased values and should therefore be removed from the canon. Bloom contends that the School of Resentment threatens the nature of the canon itself and may lead to its eventual demise. Philosopher Richard Rorty[2] agreed that Bloom is at least partly accurate in describing the School of Resentment, writing that those identified by Bloom do in fact routinely use "subversive, oppositional discourse" to attack the canon specifically and Western culture in general.

Traffic was in confusion for several days. For red to mean "stop' was considered impossibly counterrevolutionary. It should of course mean "go." And traffic should not keep to the right, as was the practice, it should be on the left. For a few days we ordered the traffic policemen aside and controlled the traffic ourselves. I was stationed at a street corner telling cyclists to ride on the left. In Chengdu there were not many cars or traffic lights, but at the few big crossroads there was chaos. In the end, the old rules reasserted themselves, owing to Zhou Enlai, who managed to convince the Peking Red Guard leaders. But the youngsters found justifications for this: I was told by a Red Guard in my school that in Britain traffic kept to the left, so ours had to keep to the right to show our anti-imperialist spirit. She did not mention America. As a child I had always shied away from collective activity. Now, at fourteen, I felt even more averse to it. I suppressed this dread because of the constant sense of guilt I had come to feel, through my education, when I was out of step with Mao. I kept telling myself that I must train my thoughts according to the new revolutionary theories and practices. If there was anything I did not understand, I must reform myself and adapt. However, I found myself trying very hard to avoid militant acts such as stopping passersby and cutting their long hair, or narrow trouser legs, or skirts, or breaking their semi-high-heeled shoes. These things had now become signs of bourgeois decadence, according to the Peking Red Guards. My own hair came to the critical attention of my schoolmates. I had to have it cut to the level of my earlobes. Secretly, though much ashamed of myself for being so "petty bourgeois," I shed tears over losing my long plaits. As a young child, my nurse had a way of doing my hair which made it stand up on top of my head like a willow branch. She called it "fireworks shooting up to the sky." Until the early 1960s I wore my hair in two coils, with rings of little silk flowers wound around them. In the mornings, while I hurried through my breakfast, my grandmother or our maid would be doing my hair with loving hands. Of all the colors for the silk flowers, my favorite was pink.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

Using your wealth to purchase other people’s loyalty is a game as old as humanity itself. Rich men use their wealth to attract women, unscrupulous employers use material incentives and disincentives to manipulate their workers, and wealthy countries like the USA use their national wealth to keep their citizens loyal to the cause of aggressive and genocidal Imperialism. But historical longevity and common practice don’t make the manipulation or exploitation morally or ethically right. Organized religions are inherently POLITICAL organizations. There is a fundamental difference between the financial enterprise and political machinations of an organized religion versus a mass of independent unaffiliated believers, philosophers, and mystics who do not support any organized religion. Christianity and Islam are known as proselytizing religions because they make an organized and systemic effort to gain converts, and they often provide services, products, or employment to attract converts. Judaism, Hinduism, and Buddhism show far less zeal about gaining converts, which is why you almost never hear about Jewish, Hindu, or Buddhist missionaries. Modern medical and nursing schools usually teach their students the moral principle that the provision of medical services should never be used as a means to proselytize or promote a religion, but that does not deter many Christian health care providers from doing exactly that. Most of the medical and charitable organizations based in Christian countries are fronts for Christian proselytizing activities.

Tocqueville concluded that “the strength of free peoples resides in the local community. Local institutions are to liberty what primary schools are to science: they put it within the people’s reach; they teach people to appreciate its peaceful enjoyment and accustom them to make use of it.”26 He stressed that it was the nearness and immediacy of the township that made its citizens more likely to care and take an active interest not only in their own fates but in the shared fates of their fellow citizens. By contrast, he noted a striking lack of attentiveness to more distant political centers of power, including both state and an even more distant federal government, where only a few ambitious men might govern but which otherwise was of little concern to the active citizens within the township. Tocqueville would have regarded a citizenry that was oblivious to local self-governance, but which instead directed all its attention and energy to the machinations of a distant national power, not as the culmination of democracy but as its betrayal.

I was so struck by Flow’s negative implications for parents that I decided I wanted to speak to Csikszentmihalyi, just to make sure I wasn’t misreading him. And eventually I did, at a conference in Philadelphia where he was one of the marquee speakers. As we sat down to chat, the first thing I asked was why he talked so little about family life in Flow. He devotes only ten pages to it. “Let me tell you a couple of things that may be relevant to you,” he said. And then he told a personal story. When Csikszentmihalyi first developed the Experience Sampling Method, one of the first people he tried it out on was himself. “And at the end of the week,” he said, “I looked at my responses, and one thing that suddenly was very strange to me was that every time I was with my two sons, my moods were always very, very negative.” His sons weren’t toddlers at that point either. They were older. “And I said, ‘This doesn’t make any sense to me, because I’m very proud of them, and we have a good relationship.’ ” But then he started to look at what, specifically, he was doing with his sons that made his feelings so negative. “And what was I doing?” he asked. “I was saying, ‘It’s time to get up, or you will be late for school.’ Or, ‘You haven’t put away your cereal dish from breakfast.’ ” He was nagging, in other words, and nagging is not a flow activity. “I realized,” he said, “that being a parent consists, in large part, of correcting the growth pattern of a person who is not necessarily ready to live in a civilized society.” I asked if, in that same data set, he had any numbers about flow in family life. None were in his book. He said he did. “They were low. Family life is organized in a way that flow is very difficult to achieve, because we assume that family life is supposed to relax us and to make us happy. But instead of being happy, people get bored.” Or enervated, as he’d said before, when talking about disciplining his sons. And because children are constantly changing, the “rules” of handling them change too, which can further confound a family’s ability to flow. “And then we get into these spirals of conflict and so forth,” he continued. “That’s why I’m saying it’s easier to get into flow at work. Work is more structured. It’s structured more like a game. It has clear goals, you get feedback, you know what has to be done, there are limits.” He thought about this. “Partly, the lack of structure in family life, which seems to give people freedom, is actually a kind of an impediment.

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

Leaving controversial issues aside, the first and main purpose of this book may be summed up by a phrase of Laplace: “If we were able to make an exact catalogue of all particles and forces which are active in a speck of dust, the laws of the universe at large would hold no more mysteries for us”. On a medium-sized school globe the State of Israel occupies not much more space than a speck of dust; and yet there is hardly a political, social or cultural problem whose prototype cannot be found in it, and found in a rare concentration and intensity. The very smallness of this country of about three-quarters of a million souls makes it easy to survey trends which in other nations appear confused and diluted by size. The fact that it so often was in the past, and is again in the present, in the focus of global conflicts and passions, makes the speck of dust glow in a phosphorescent light. The fact that it is a State of Jews, and of Jews of the most conscious and intense type, makes the microscopic processes in this microscopic country reflect laws of universal validity: for Jewry is not a question of race—“it is the human condition carried to its extreme”.

God Will, I wish you'd stop telling me what to do. What if I like watching television? What if I don't want to do much else other than read a book?" My voice had become shrill. "What if I'm tired when I get home? What if I don't need to fill my days with activity?" "Bur one day you might wish you had", he said quietly. "Do you know what I would do if I were you?" I put down my peeler. "I suspect you're going to tell me." "Yes. And I'm completely unembarrassed about telling you. I'd be doing night school. I'd be training as a seamstress or a fashion designer or whatever it is that taps into what you really love." He gestured at my minidress, a Sixties-inspired Pucci-type dress, made with the fabric that had once been a pair of Grandad's curtains. The first time Dad had seen it he had pointed at me and yelled, "Hey, Lou, pull yourself together!" It had taken him a full five minutes to stop laughing. "I'd be finding out what I could do that didn't cost much - keep-fit classes, swimming, volunteering, whatever. I'd be teaching myself music or going for long walks with somebody else's dog, or -" "Okay, okay, I get the message," I said, irritably. "But I'm not you, Will." "Luckily for you.

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

The lower middle class is petty bourgeois. These people seek their security in status; status in an organizational structure. They try to find a place for themselves in an organization which has a hierarchy in which they can count on moving up automatically simply by surviving. Some people still think that most Americans are active, assertive, aggressive, self-reliant people who need no help from anyone, especially the Government, and achieve success as individuals by competing freely with each other. That may have been true 100 years ago. It isn’t true today. Today more and more of us are petty bourgeois who snuggle down in a hierarchical bureaucracy where advancement is assured merely by keeping the body warm and not breaking the rules; it doesn’t matter whether it is education or the Armed Services or a big corporation or the Government. Notice that high school teachers are universally opposed to merit pay. They are paid on the basis of their degrees and years of teaching experience. Or consider the professor. He gets his Ph. D. by writing a large dissertation on a small subject, and he hopes to God he never meets anyone else who knows anything about that subject. If he does, they don’t talk about it; they talk about the weather or baseball. So our society is becoming more and more a society of white-collar clerks on many levels, including full professors. They live for retirement and find their security through status in structures.

During any prolonged activity one tends to forget original intentions. But I believe that, when making a start on A Month in the Country, my idea was to write an easy-going story, a rural idyll along the lines of Thomas Hardy's Under the Greenwood Tree. And, to establish the right tone of voice to tell such a story, I wanted its narrator to look back regretfully across forty or fifty years but, recalling a time irrecoverably lost, still feel a tug at the heart. And I wanted it to ring true. So I set its background up in the North Riding, on the Vale of Mowbray, where my folks had lived for many generations and where, in the plow-horse and candle-to-bed age, I grew up in a household like that of the Ellerbeck family. Novel-writing can be a cold-blooded business. One uses whatever happens to be lying around in memory and employs it to suit one's ends. The visit to the dying girl, a first sermon, the Sunday-school treat, a day in a harvest field and much more happened between the Pennine Moors and the Yorkshire Wolds. But the church in the fields is in Northamptonshire, its churchyard in Norfolk, its vicarage London. All's grist that comes to the mill. Then, again, during the months whilst one is writing about the past, a story is colored by what presently is happening to its writer. So, imperceptibly, the tone of voice changes, original intentions slip away. And I found myself looking through another window at a darker landscape inhabited by neither the present nor the past.

I never got to take you to the prom. You went with Henry Featherstone. And you wore a peach-colored dress.” “How could you possibly know that?” Callie asked. “Because I saw you walk in with him.” “You didn’t know I was alive in high school,” Callie scoffed. “You had algebra first period, across the hall from my trig class. You ate a sack lunch with the same three girls every day, Lou Ann, Becky and Robbie Sue. You spent your free period in the library reading Hemingway and Steinbeck. And you went straight home after school without doing any extracurricular activities, except on Thursdays. For some reason, on Thursdays you showed up at football practice. Why was that, Callie?” Callie was confused. How could Trace possibly know so much about her activities in high school? They hadn’t even met until she showed up at the University of Texas campus. “I don’t understand,” she said. “You haven’t answered my question. Why did you come to football practice on Thursdays?” “Because that was the day I did the grocery shopping, and I didn’t have to be home until later.” “Why were you there, Calllie?” Callie stared into his eyes, afraid to admit the truth. But what difference could it possibly make now? She swallowed hard and said, “I was there to see you.” He gave a sigh of satisfaction. “I hoped that was it. But I never knew for sure.” Callie’s brow furrowed. “You wanted me to notice you?” “I noticed you. Couldn’t you feel my eyes on you? Didn’t you ever sense the force of my boyish lust? I had it bad for you my senior year. I couldn’t walk past you in the hall without needing to hold my books in my lap when I saw down in the next class.” “You’re kidding, right?” Trace chuckled. “I wish I were.” “Then it wasn’t an accident, our meeting like that at UT?” “That’s the miracle of it,” Trace said. “It was entirely by accident. Fate. Kisma. Karma. Whatever you want to call it.

I was starting to remember the whole problem now: I hate these fucking people [people at Tea Party rallies, ed]. It's never been just political, it's personal. I'm not convinced anyone in this country except the kinds of weenies who thought student council was important really cares about large versus small government or strict constructionalism versus judicial activism. The ostensible issues are just code words in an ugly snarl of class resentment, anti-intellectualism, old-school snobbery, racism, and who knows what else - grudges left over from the Civil War, the sixties, gym class. The Tea Party likes to cite a poll showing that their members are wealthier and better educated than te general populace, but to me they mostly looked like the same people I'd had to listen to in countless dive bars railing against "edjumicated idiots" and explaining exactly how Nostradamus predicted 9/11, the very people I and everyone I know fled our hometowns to get away from. So far all my interactions at the rally were only reinforcing my private theory - I suppose you might call it a prejudice - that liberals are the ones who went to college, moved to the nearest city where no one would call them a fag, and now only go back for holidays; conservatives are the ones who married their high school girlfriends, bought houses in their hometowns, and kept going to church and giving a shit who won the homecoming game. It's the divide between the Got Out and the Stayed Put. This theory also account for the different reactions of these two camps when the opposition party takes power, raising the specter of either fascist or socialist tyranny: the Got Outs always fantasize about fleeing the country for someplace more civilized - Canada, France, New Zealand; the Stayed Put just di further in, hunkering down in compounds, buying up canned goods and ammo.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")