Agriculture Education Quotes

We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.

Football: A sport that bears the same relation to education that bullfighting does to agriculture.

Sanjit says his apartment, the same one in which he grew up, has been flooded many times by the midsummer torrents. For what has been for millennia a primarily agricultural society, rains simultaneously destroy, create, and preserve life in India, similar to the functions of the three premier Hindu gods, Shiva, Brahma, and Vishnu. Every time Kolkata gets pounded by a cyclone, or when the monsoon first erupts in June (although the recent warming of the Indian Ocean increasingly disturbs a once-consistent timeline), Sanjit never fails to send along a video, his house flooded – seemingly destroyed – but the smiles on his, Bajju’s, or other house-guest’s faces signify just the opposite, having been cooled and relieved of perpetual heat. Flooded, they remain preserved.

Whatever of social importance is done today, whether in politics, finance, manufacture, agriculture, charity, education, or other fields, must be done with the help of propaganda.

The Negro is not the man farthest down. The condition of the coloured farmer in the most backward parts of the Southern States of America, even where he has the least education and the least encouragement, is incomparably better than the condition and opportunities of the agricultural population in Sicily.

Many questions come to mind. How influenced by contemporary religions were many of the scholars who wrote the texts available today? How many scholars have simply assumed that males have always played the dominant role in leadership and creative invention and projected this assumption into their analysis of ancient cultures? Why do so many people educated in this century think of classical Greece as the first major culture when written language was in use and great cities built at least twenty-five centuries before that time? And perhaps most important, why is it continually inferred that the age of the "pagan" religions, the time of the worship of female deities (if mentioned at all), was dark and chaotic, mysterious and evil, without the light of order and reason that supposedly accompanied the later male religions, when it has been archaeologically confirmed that the earliest law, government, medicine, agriculture, architecture, metallurgy, wheeled vehicles, ceramics, textiles and written language were initially developed in societies that worshiped the Goddess? We may find ourselves wondering about the reasons for the lack of easily available information on societies who, for thousands of years, worshiped the ancient Creatress of the Universe.

Education became Finland’s best hope for preparing its population for a new economy based not on agriculture or manufacturing, but on knowledge.

Organic is something we can all partake of and benefit from. When we demand organic, we are demanding poison-free food. We are demanding clean air. We are demanding pure, fresh water. We are demanding soil that is free to do its job and seeds that are free of toxins. We are demanding that our children be protected from harm. We all need to bite the bullet and do what needs to be done—buy organic whenever we can, insist on organic, fight for organic and work to make it the norm. We must make organic the conventional choice and not the exception available only to the rich and educated.

We’ve arranged a global civilization in which most crucial elements—transportation, communications, and all other industries; agriculture, medicine, education, entertainment, protecting the environment; and even the key democratic institution of voting—profoundly depend on science and technology. We have also arranged things so that almost no one understands science and technology. This is a prescription for disaster. We might get away with it for a while, but sooner or later this combustible mixture of ignorance and power is going to blow up in our faces.

Most people of my grandparents' generation had an intuitive sense of agricultural basics ... This knowledge has vanished from our culture. We also have largely convinced ourselves it wasn't too important. Consider how many Americans might respond to a proposal that agriculture was to become a mandatory subject in all schools ... A fair number of parents would get hot under the collar to see their kids' attention being pulled away from the essentials of grammar, the all-important trigonometry, to make room for down-on-the-farm stuff. The baby boom psyche embraces a powerful presumption that education is a key to moving away from manual labor and dirt--two undeniable ingredients of farming. It's good enough for us that somebody, somewhere, knows food production well enough to serve the rest of us with all we need to eat, each day of our lives.

As John Adams famously wrote during the American Revolution, “I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.” So maybe today they’re writing apps rather than studying poetry, but that’s an adjustment for the age.

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.

I’ve said that education is a living process that can best be compared to agriculture. Gardeners know that they don’t make plants grow.

Physics, Chemistry, and Biology had been replaced by Fundamentals of Industry and Agriculture, because of Chairman Mao’s instruction to “combine education with practical experience.

his education had had the curious effect of making things that he read and wrote more real to him than things he saw. Statistics about agricultural laborers were the substance; any real ditcher, plowman or farmer's boy, was the shadow. Though he had never noticed it himself, he had a great reluctance, in his work, ever to use words as 'man' or 'woman.' He preferred to write about 'vocational groups,' 'elements,' 'classes' and 'populations:' for, in his own way, he believed as firmly as any mystic in the superior reality of the things that are not seen.

We have the money. We’ve just made choices about how to spend it. Over the years, lawmakers on both sides of the aisle have restricted housing aid to the poor but expanded it to the affluent in the form of tax benefits for homeowners. 57 Today, housing-related tax expenditures far outpace those for housing assistance. In 2008, the year Arleen was evicted from Thirteenth Street, federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined. 58 Each year, we spend three times what a universal housing voucher program is estimated to cost (in total ) on homeowner benefits, like the mortgage-interest deduction and the capital-gains exclusion. Most federal housing subsidies benefit families with six-figure incomes. 59 If we are going to spend the bulk of our public dollars on the affluent—at least when it comes to housing—we should own up to that decision and stop repeating the politicians’ canard about one of the richest countries on the planet being unable to afford doing more. If poverty persists in America, it is not for lack of resources.

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.

The goal of the Deep Southern oligarchy has been consistent for over four centuries: to control and maintain a one-party state with a colonial-style economy based on large-scale agriculture and the extraction of primary resources by a compliant, poorly educated, low-wage workforce with as few labor, workplace safety, health care, and environmental regulations as possible.

popular education’s goal is to empower groups of people who have been marginalized socially and politically. The

invest simultaneously in the agricultural sector, in education, in productivity-enhancing technology and its dissemination, and in infrastructure that enables connectivity to the rest of the economy.

While motherhood and warship were associated with Parvati and Durga, Tantra was associated to Kali, food and agriculture to Annapurna, knowledge and education to Saraswati and, of course, luck and money to Lakshmi.

Even though I was appointed by the White House to be executive director of the U.S. Department of Agriculture’s agency in charge of the 2010 United States Dietary Guidelines, and even though I am a past president of the Society for Nutrition Education and Behavior, I still don’t think most nutrition education is very effective. People know that an apple is better for them than a Snickers bar, but . . . they eat the Snickers bar anyway.

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." All this demagoguery' had one purpose: to create trouble for Zhou Enlai and Deng Xiao-ping and generate chaos. It was only in persecuting people and in destruction that Mme Mao and the other luminaries of the Cultural Revolution had a chance to "shine." In construction they had no place. Zhou and Deng had been making tentative efforts to open the country up, so Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra. In the two years since the fall of Lin Biao, my mood had changed from hope to despair and fury. The only source of comfort was that there was a fight going on at all, and that the lunacy was not reigning supreme, as it had in the earlier years of the Cultural Revolution. During this period, Mao was not giving his full backing to either side. He hated the efforts of Zhou and Deng to reverse the Cultural Revolution, but he knew that his wife and her acolytes could not make the country work. Mao let Zhou carry on with the administration of the country, but set his wife upon Zhou, particularly in a new campaign to 'criticize Confucius." The slogans ostensibly denounced Lin Biao, but were really aimed at Zhou, who, it was widely held, epitomized the virtues advocated by the ancient sage. Even though Zhou had been unwaveringly loyal, Mao still could not leave him alone. Not even now, when Zhou was fatally ill with advanced cancer of the bladder.

III. THE PLANTER How seven per cent of a section within a nation ruled five million white people and four million black people and sought to make agriculture equal to industry through the rule of property without yielding political power or education to labor.

some modern ‘labour-saving’ devices might more precisely be labelled ‘male labour-saving’ devices. A 2014 study in Syria, for example, found while the introduction of mechanisation in farming did reduce demand for male labour, freeing men up to ‘pursue better-paying opportunities outside of agriculture’, it actually increased demand ‘for women’s labour-intensive tasks such as transplanting, weeding, harvesting and processing’.20 Conversely, when some agricultural tasks were mechanised in Turkey, women’s participation in the agricultural labour force decreased, ‘because of men’s appropriation of machinery’, and because women were reluctant to adopt it. This was in part due to lack of education and sociocultural norms, but also ‘because the machinery was not designed for use by women’.

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra.

One of the solutions to increasing the resilience of the rural economy is the automation of the rural economy in a sustainable manner. The adoption of a sustainable and inclusive approach to automating the rural economy can enhance efficiency and speed at each stage of the supply chain.

When corporate-endowed foundations first made their appearance in the United States, there was a fierce debate about their provenance, legality, and lack of accountability. People suggested that if companies had so much surplus money, they should raise the wages of their workers. (People made these outrageous suggestions in those days, even in America.) The idea of these foundations, so ordinary now, was in fact a leap of the business imagination. Non-tax-paying legal entities with massive resources and an almost unlimited brief—wholly unaccountable, wholly nontransparent— what better way to parlay economic wealth into political, social, and cultural capital, to turn money into power? What better way for usurers to use a minuscule percentage of their profits to run the world? How else would Bill Gates, who admittedly knows a thing or two about computers, find himself designing education, health, and agriculture policies, not just for the US government but for governments all over the world?35

When the culture of the East, its chief characteristic, is added to the strength of body and the strength of mind of the agricultural center, its special contribution, and these two great characteristics are constantly imbued with the spirit of independence and love of liberty which lives in the hearts of the dwellers of the mountains, their main quality added to the national character, there is every reason to believe that we shall have a people and institutions such as will be permanent; with such wealth of resources, of such high education and intelligence, and of such vitality, of such longevity, of such devotion to freedom and hostility to centralization and tyranny as shall enable this Nation of ours to stand indefinitely; and to maintain in the future years its manifest destiny of leading the peoples and nations of earth in the principles of free government, constitutional security and individual liberty. Under these and under these alone, the faculties, the aspirations and inspirations of mankind may be unfolded into their full flowering to the fruition of an ever greater and more humane civilization.

High-quality and affordable childcare and eldercare • Paid family and medical leave for women and men • A right to request part-time or flexible work • Investment in early education comparable to our investment in elementary and secondary education • Comprehensive job protection for pregnant workers • Higher wages and training for paid caregivers • Community support structures to allow elders to live at home longer • Legal protections against discrimination for part-time workers and flexible workers • Better enforcement of existing laws against age discrimination • Financial and social support for single parents • Reform of elementary and secondary school schedules to meet the needs of a digital rather than an agricultural economy and to take advantage of what we now know about how children learn

The range and variety of Chaucer's English did much to establish English as a national language. Chaucer also contributed much to the formation of a standard English based on the dialect of the East Midlands region which was basically the dialect of London which Chaucer himself spoke. Indeed, by the end of the fourteenth century the educated language of London, bolstered by the economic power of London itself, was beginning to become the standard form of written language throughout the country, although the process was not to be completed for several centuries. The cultural, commercial, administrative and intellectual importance of the East Midlands (one of the two main universities, Cambridge, was also in this region), the agricultural richness of the region and the presence of major cities, Norwich and London, contributed much to the increasing standardisation of the dialect.

Like the monks chanting their Pali mantras, learning by rote was the accepted method of education just as in English schools of the time. ‘In geography,’ Sokheang recalled, ‘we would have to learn the size of a country, the population, the agricultural produce, etcetera. And we would get called up to recite it to the rest of the class.’ The accuracy of this recitation was the measure of a successful student. ‘Knowledge,’ said Sokheang, ‘was the storage of facts.

No, plenty for all is not a dream – though it was a dream indeed in those days when man, for all his pains, could hardly win a few bushels of wheat from an acre of land, and had to fashion by hand all the implements he used in agriculture and industry. Now it is no longer a dream, because man has invented a motor which, with a little iron and a few sacks of coal, gives him the mastery of a creature strong and docile as a horse, and capable of setting the most complicated machinery in motion. But, if plenty for all is to become a reality, this immense capital – cities, houses, pastures, arable lands, factories, highways, education – must cease to be regarded as private property, for the monopolist to dispose of at his pleasure. This rich endowment, painfully won, builded, fashioned, or invented by our ancestors, must become common property, so that the collective interests of men may gain from it the greatest good for all.

As concerned beekeepers, we need to educate ourselves about the dangers that threaten our communities, and advocate against them. We once could trust in nature to provide for us, and as good stewards of these amazing creatures, we knew the returns were almost guaranteed. Now it can be very difficult indeed to care for honeybees, and beekeepers are becoming as threatened as their colonies. We strongly believe that advocating for organic agriculture is an important part of being a beekeeper in today’s world.

told his students in “The World Since 1914” class that there was little point in discussing the Third World when they knew so little about how their own society works: “So I told them about the USA — really very hair-raising when it is all laid out in sequence: . . . . 1. cosmic hierarchy; 2. energy; 3. agriculture; 4. food; 5. health and medical services; 6. education; 7. income flows and the worship of GROWTH; 8. inflation. . . showing how we are violating every aspect of life by turning everything into a ripoff because we. . . have adopted the view that insatiable individualistic greed must run the world.” 7 He feared “that the students will come to feel that all is hopeless, so I must. . . show them how solutions can be found by holistic methods seeking diversity, de-centralization, communities. . .etc.” 8 Pleased with the class response, he later recalled: “The students were very excited and my last lecture in which I put the whole picture together was about the best lecture I ever gave. That was 10 Dec. [1975], my last full day of teaching after 41 years.

In the winter of 1987 India was full of iskeems that had gone awry. Agricultural iskeems, political iskeems, economic iskeems, educational iskeems, stop black money iskeems, attract white tourists iskeems, drinkable water iskeems, animal protection iskeems, women's welfare iskeems, nurture children iskeems, don't scan female foetus iskeems, privatization iskeems, medical iskeems, entertainment iskeems, old India iskeems and new India iskeems. We had mastered the art of nomenclature from the white man. Grand labels could disguise unforgivable things.

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.   “It was, in all,” writes McCullough, “a declaration of Adams’s faith in education as the bulwark of the good society, the old abiding faith of his Puritan forebears.

Cynics have observed that those who have benefited the most from “progress”—the citizens of the First World—are the people most inclined to disdain it. The privileged few who eat better, lead longer and more stimulating lives because of modern agriculture, medicine, education, mass communications, and travel, and are most cushioned from physical discomfort and inconvenience by industrial technology are the most nostalgic about the primitive world. This attitude is more difficult to find among the real “victims of progress” in the Third World except among members of these nations’ Western-educated elites.

...The [Renaissance] interest in education was also influenced by a changing economy. For different reasons in different countries, agriculture was becoming less lucrative, and many farmers decided to move to the cities to take up new occupations. However, to succeed in a trade they needed to know how to read and perform bookkeeping tasks ... Those who remained on the farm found life much the same as in the Middle Ages. In fact, in some agricultural regions the Renaissance economy devastated farmers. For example, as the wool industry grew in importance, more landowners in England decided to raise sheep instead of growing crops. They therefore needed fewer farmworkers, and many peasants lost their livelihoods.

Burlington, Vermont, is an example of a certain kind of small city that David Brooks calls “Latte Towns,” enclaves of affluent and well-educated people, sometimes in scenic locales such as Santa Fe or Aspen and sometimes in university towns such as Ann Arbor, Berkeley, or Chapel Hill. Of Burlington, Brooks writes: Burlington boasts a phenomenally busy public square. There are kite festivals and yoga festivals and eating festivals. There are arts councils, school-to-work collaboratives, environmental groups, preservation groups, community-supported agriculture, antidevelopment groups, and ad hoc activist groups.… And this public square is one of the features that draw people to Latte Towns. People in these places apparently would rather spend less time in the private sphere of their home and their one-acre yard and more time in the common areas.

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6

Now, I suggest four tests to judge whether the Government is progressive, and, further, whether it is continuously progressive. The first test that I would apply is what measures it adopts for the moral and material improvement of the mass of the people, and under these measures I do not include those appliances of modern Governments which the British Government has applied in this country, because they were appliances necessary for its very existence, though they have benefited the people, such as the construction of Railways, the introduction of Post and Telegraphs, and things of that kind. By measures for the moral and material improvement of the people, I mean what the Government does for education, what the Government does for sanitation, what the Government does for agricultural development, and so forth. That is my first test. The second test that I would apply is what steps the Government takes to give us a larger share in the administration of our local affairs—in municipalities and local boards. My third test is what voice the Government gives us in its Councils—in those deliberate assemblies, where policies are considered. And, lastly, we must consider how far Indians are admitted into the ranks of the public service. A

It’s a demonic feedback loop. Let me see if I can get this straight. Pharmaceutical companies sell mountains of drugs to factory farms, which depend on them to maintain their abnormally intensive systems. The animals develop antibiotic resistance that spreads to humans. Humans need stronger drugs. In the meantime, the animal industries flood the government with cash in exchange for subsidies. The government, invested in keeping the generous animal food lobbies flush, runs federal programs pushing people to eat increasing amounts of animal-based foods. People oblige. People get sick, requiring medication for the rest of their lives, along with expensive medical procedures. The drugs and procedures falsely assure them that they can continue to eat the food that made them sick in the first place. People continue to support the animal agriculture industry by buying their products, which pay for studies to further convince the public that animal products are an essential part of a healthy diet. People continue to support the pharmaceutical companies because they are tethered to their prescription drugs. This allows drug companies to pay for the “education” of our doctors who prescribe more drugs to us. Then pharmaceutical companies sell mountains of drugs to factory farms…

But I am pondering over the skill with which you have presented the whole argument in support of your proposition, Ischomachus. For you stated that husbandry is the easiest of all arts to learn, and after hearing all that you have said, I am quite convinced that this is so. Of course it is, cried Ischomachus; but I grant you, Socrates, that in respect of aptitude for command, which is common to all forms of business alike—agriculture, politics, estate-management, warfare—in that respect the intelligence shown by different classes of men varies greatly. [...]Just as a love of work may spring up in the mind of a private soldier here and there, so a whole army under the influence of a good leader is inspired with love of work and ambition to distinguish itself under the commander’s eye. Let this be the feeling of the rank and file for their commander; and I tell you, he is the strong leader, he, and not the sturdiest soldier, not the best with bow and javelin, not the man who rides the best horse and is foremost in facing danger, not the ideal of knight or targeteer, but he who can make his soldiers feel that they are bound to follow him through fire and in any adventure. [...]And this, in my judgment, is the greatest thing in every operation that makes any demand on the labour of men, and therefore in agriculture. Mind you, I do not go so far as to say that this can be learnt at sight or at a single hearing. On the contrary, to acquire these powers a man needs education; he must be possessed of great natural gifts; above all, he must be a genius. For I reckon this gift is not altogether human, but divine—this power to win willing obedience: it is manifestly a gift of the gods to the true votaries of prudence. Despotic rule over unwilling subjects they give, I fancy, to those whom they judge worthy to live the life of Tantalus, of whom it is said that in hell he spends eternity, dreading a second death.

The free man is immoral, because it is his will to depend upon himself and not upon tradition: in all the primitive states of humanity “evil” is equivalent to “individual,” “free,” “arbitrary,” “unaccustomed,” “unforeseen,” “incalculable.” In such primitive conditions, always measured by this standard, any action performed — not because tradition commands it, but for other reasons (e.g. on account of its individual utility), even for the same reasons as had been formerly established by custom — is termed immoral, and is felt to be so even by the very man who performs it, for it has not been done out of obedience to the tradition. What is tradition? A higher authority, which is obeyed, not because it commands what is useful to us, but merely because it commands. And in what way can this feeling for tradition be distinguished from a general feeling of fear? It is the fear of a higher intelligence which commands, the fear of an incomprehensible power, of something that is more than personal — there is superstition in this fear. In primitive times the domain of morality included education and hygienics, marriage, medicine, agriculture, war, speech and silence, the relationship between man and man, and between man and the gods — morality required that a man should observe her prescriptions without thinking of himself as individual. Everything, therefore, was originally custom, and whoever wished to raise himself above it, had first of all to make himself a kind of lawgiver and medicine-man, a sort of demi-god — in other words, he had to create customs, a dangerous and fearful thing to do! — Who is the most moral man? On the one hand, he who most frequently obeys the law: e.g. he who, like the Brahmins, carries a consciousness of the law about with him wherever he may go, and introduces it into the smallest divisions of time, continually exercising his mind in finding opportunities for obeying the law. On the other hand, he who obeys the law in the most difficult cases.

This extreme situation in which all data is processed and all decisions are made by a single central processor is called communism. In a communist economy, people allegedly work according to their abilities, and receive according to their needs. In other words, the government takes 100 per cent of your profits, decides what you need and then supplies these needs. Though no country ever realised this scheme in its extreme form, the Soviet Union and its satellites came as close as they could. They abandoned the principle of distributed data processing, and switched to a model of centralised data processing. All information from throughout the Soviet Union flowed to a single location in Moscow, where all the important decisions were made. Producers and consumers could not communicate directly, and had to obey government orders. For instance, the Soviet economics ministry might decide that the price of bread in all shops should be exactly two roubles and four kopeks, that a particular kolkhoz in the Odessa oblast should switch from growing wheat to raising chickens, and that the Red October bakery in Moscow should produce 3.5 million loaves of bread per day, and not a single loaf more. Meanwhile the Soviet science ministry forced all Soviet biotech laboratories to adopt the theories of Trofim Lysenko – the infamous head of the Lenin Academy for Agricultural Sciences. Lysenko rejected the dominant genetic theories of his day. He insisted that if an organism acquired some new trait during its lifetime, this quality could pass directly to its descendants. This idea flew in the face of Darwinian orthodoxy, but it dovetailed nicely with communist educational principles. It implied that if you could train wheat plants to withstand cold weather, their progenies will also be cold-resistant. Lysenko accordingly sent billions of counter-revolutionary wheat plants to be re-educated in Siberia – and the Soviet Union was soon forced to import more and more flour from the United States.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

During the second half of the sixties, the center of the crisis shifted to the sprawling ghettos of the North. Here black experience was radically different from that in the South. The stability of institutional relationships was largely absent in Northern ghettos, especially among the poor. Over twenty years ago, the black sociologist E. Franklin Frazier was able to see the brutalizing effect of urbanization upon lower class blacks : ". . . The bonds of sympathy and community of interests that held their parents together in the rural environment have been unable to withstand the disintegrating forces in the city." Southern blacks migrated North in search of work, seeking to become transformed from a peasantry into a working class. But instead of jobs they found only misery, and far from becoming a proletariat, they came to constitute a lumpenproletariat, an underclass of rejected people. Frazier's prophetic words resound today with terrifying precision: ". . . As long as the bankrupt system of Southern agriculture exists, Negro families will continue to seek a living in the towns and cities of the country. They will crowd the slum areas of Southern cities or make their way to Northern cities, where their family life will become disrupted and their poverty will force them to depend upon charity." Out of such conditions, social protest was to emerge in a form peculiar to the ghetto, a form which could never have taken root in the South except in such large cities as Atlanta or Houston. The evils in the North are not easy to understand and fight against, or at least not as easy as Jim Crow, and this has given the protest from the ghetto a special edge of frustration. There are few specific injustices, such as a segregated lunch counter, that offer both a clear object of protest and a good chance of victory. Indeed, the problem in the North is not one of social injustice so much as the results of institutional pathology. Each of the various institutions touching the lives of urban blacks—those relating to education, health, employment, housing, and crime—is in need of drastic reform. One might say that the Northern race problem has in good part become simply the problem of the American city—which is gradually becoming a reservation for the unwanted, most of whom are black.

However, it still has a backward agricultural sector of 62 per cent of the people, where there are farmer suicides because of inability to repay loans. There is a national unemployment rate that is of over 15 per cent of the adult labour force, a prevalence of child labour arising out of nearly 50 per cent of children not making it to school beyond standard five, a deeply malfunctioning primary and secondary educational system, and 300 million illiterates and 250 million people in dire poverty.

is to execute trial operations in various areas of the public sector (education, public administration, transportation, healthcare, agriculture

The world’s socioeconomic landscape has been drastically altered in the last three decades. The list of changes—indeed, of achievements—is as long as it is surprising: 84 percent of the world’s population is now literate, compared to 75 percent in 1990. University education is up, and even average scores on intelligence tests all over the world are now higher. Meanwhile, combat deaths are down—by more than 40 percent since 2000. Life expectancy in countries most hard-hit by the HIV/AIDS pandemic is starting to rise again. And we are providing for our agricultural needs better than ever: since 2000, cereal production in the developing world has increased twice as fast as population.

There are many facets to the decline in fairness and opportunity in American life. Perhaps the worst are the conditions now imposed upon young children born into the underclass and subjected to the recent evolution of the educational system. They are related, and they reinforce each other; their combined result is to condemn tens of millions of children, particularly those born into the new underclass, to a life of hardship and unfairness. For any young child whose parents don’t have money, or who is the child of a migrant agricultural worker and/or an illegal immigrant, prenatal care, nursery, day care, after school, school nutrition, and foster-care systems are nothing short of appalling. And then comes school itself. The “American dream”, stated simply, is that no matter how poor or humble your origins—even if you never knew your parents—you have a shot at a decent life. America’s promise is that anyone willing to work hard can do better over time, and have at least a reasonable life for themselves and their own children. You could expect to do better than your parents, and even be able to help them as they grew old. More than ever before, the key to such a dream is a good education. The rise of information technology, and the opening of Asian economies, means that only a small portion of America’s population can make a good living through unskilled or manual labour. But instead of elevating the educational system and the opportunities it should provide, American politicians, and those who follow their lead around the globe, have been going in exactly the wrong direction. As a result, we are developing not a new class system, but, without exaggeration, a new caste system—a society in which the circumstances of your birth determine your entire life. As a result, the dream of opportunity is dying. Increasingly, the most important determinant of a child’s life prospects—future income, wealth, educational level, even health and life expectancy—is totally arbitrary and unfair. It’s also very simple. A child’s future is increasingly determined by his or her parents’ wealth, not by his or her intelligence or energy. To be sure, there are a number of reasons for this. Income is correlated with many other things, and it’s therefore difficult to isolate the impact of individual factors. Children in poor households are more likely to grow up in single-parent versus two-parent households, exposed to drugs and alcohol, with one or both parents in prison, with their immigration status questionable, and more likely to have problems with diet and obesity. Culture and race play a role: Asian children have far higher school graduation rates, test scores, and grades than all other groups, including whites, in the US; Latinos, the lowest.

From the Bridge” by Captain Hank Bracker Nesting Dolls The first stacked dolls better known as Russian Nesting Dolls, matryoshka dolls or Babushka Dolls, were first made in 1890 by Vasily Zvyozdochkin. Much of the artistry is in the painting of the usual 5 dolls, although the world record is 51 dolls. Each doll, which when opened reveals a smaller doll of the same type inside ending with the smallest innermost doll, which is considered the baby doll and is carved from a single piece of wood. Frequently these dolls are of a woman, dressed in a full length traditional Russian peasant dress called a sarafan. When I served with the Military Intelligence Corps of the U.S.Army, the concept of onion skins was a similar metaphor used to denote that we were always encouraged to look beyond the obvious. That it was essential to delve deeper into a subject, so as to arrive at the essence of the situation or matter. This is the same principle I employed in writing my award winning book, The Exciting Story of Cuba. Although it can be considered a history book, it is actually a book comprised of many stories or vignettes that when woven together give the reader a view into the inner workings of the Island Nation, just 90 miles south of Key West. The early 1950’s are an example of this. At that time President Batista was hailed a champion of business interests and considered this a direct endorsement of his régime. Sugar prices remained high during this period and Cuba enjoyed some of its best years agriculturally. For those at the top of the ladder, the Cuban economy flourished! However, it was during this same period that the people lower on the economic ladder struggled. A populist movement was started, resulting in a number of rebel bands to challenge the entrenched regime, including the followers of autocrats such as Fidel and Raul Castro. Castro’s M 26 7 militia had a reputation of indiscriminately placing bombs, one of which blew a young woman to pieces in the once-grand theater, “Teatro America.” A farmer, who failed to cooperate with Batista’s army, was locked into his home with his wife and his daughter, which was then set on fire killing them all. What had been a corrupt but peaceful government, quickly turned into a war zone. Despite of Batista’s constitutional abuses and his alliance with the Mafia, the years under his régime were still the most prosperous ones in Cuba’s history. Of course most of the money went to those at the top of the economic ladder and on the lower end of the scale a house maid was lucky to make $25 to $30 a month. History tends to repeat itself. Civilized countries that experience economically difficult times, because of greed by the elite and privileged few, become ripe for a civil insurrection. It is not enough to accept the first solution we encounter, but rather we must peel back the layers of onion skin to understand what has happened and how to rectify the problem. Usually things are not as simple as they seem, and to embrace the first person that offers a simple solution can plunge us deeper into an economic abyss. This is what happened in Italy and Cuba as well as Germany in 1933. Remember that Adolf Hitler was elected with a 90% plurality. Following a populist movement can be disastrous. Strictly adhering to a party doctrine, by the less informed, is outright dangerous. It is important in a democracy that people retain civility and are educated and knowledgeable. It is crucial that we understand history as well as the perils and consequences that are possible. Reading books like The Exciting Story of Cuba allows us to peel away one onion skin after the other, or open one nesting doll after another, until we understand the entire picture. What has happened in other civilized countries can happen here in the United States…. Beware!

you view the current status of the human body as a whole, many countries, like the United States, now confront a novel paradox. On the one hand, more wealth and impressive advances in health care, sanitation, and education since the Industrial Revolution have dramatically improved billions of people’s health, especially in developed nations. Children born today are far less likely to die from infectious mismatch diseases caused by the Agricultural Revolution and they are much more likely to live longer, grow taller, and be generally healthier than children born in my grandfather’s generation. As a consequence, the world’s population tripled over the course of the twentieth century. But on the other hand, our bodies face new problems that were barely on anyone’s radar screen a few generations ago. People today are much more likely to get sick from new mismatch diseases such as type 2 diabetes, heart disease, osteoporosis, and colon cancer, which were either absent or much less common for most of human evolutionary history, including most of the agricultural era. To understand how and why all this happened—and how to address these new problems—requires considering the industrial era through the lens of evolution. How did the Industrial Revolution along with the growth of capitalism, medical science, and public health affect the way our bodies grow and function? In

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

The German stamp on Wisconsin endures in the state's commitment to efficient agriculture, hard work, education, culture, and to good citizenship and political freedom - all of which were an integral part of the German immigrant's language.

Known as Naxalites...they attacked "class enemies"- big landlords, policemen, bureaucrats, and "liberated" territories which they hoped would form bases for an eventual assault on the cities, as had happened in China. The Indian government responded brutally, killing and torturing thousands. Driven underground, the Naxalite movement splintered and remained dormant for many years. In the 1990s, when India began to move towards a free market, the Naxalite movement revived in some of the poorest and most populous Indian states. Part of the reason for this is that successive Indian governments have steadily reduced subsidies for agriculture, public health, education, and poverty eradication, exposing large sections of the population to disease, debt, hunger and starvation. Almost three thousand farmers committed suicide in the southern state of Andhra Pradesh after the government, advised by McKinsey, cut agricultural subsidies in an attempt to initiate farmers into the world of unregulated markets. In recent years, Naxalite movements, which have long organized landless, low-caste peasants in Bihar and Andhra Pradesh, have grown quickly in parts of Uttar Pradesh and Madhya Pradesh- where an enfeebled Indian state is increasingly absent- to the extent that police and intelligence officials in India now speak anxiously of an unbroken belt of Communist-dominated territory from Nepal to South India.

Globalization has, for instance, brought new ideas to many countries, including ideas about democracy, human rights, and equality. A change in technology or market structure—the move from agriculture to manufacturing, or from manufacturing to a service sector economy—inevitably is accompanied by societal changes of enormous magnitude, including ideas about how society and the economy should be organized. The development of manufacturing required a more educated labor force, and it was difficult to make an argument not to extend voting rights to the well educated, even if they were not members of earlier elites.

New version: A republican Government was established under George Lavoff, a member of the Royal Family. It failed to secure popular support and proved incapable of ending the war or of effecting social and economic reforms. At this time, Lenin arrived in Russia and this gave impetus to the Russian people. A new Government with Lenin as President was evolved. First, Lenin made the Treaty of Brest-Litovsk with Germany. Then land and other capital goods were nationalised. All agricultural land was taken away from the landlords and divided among the peasants. All factories became the property of the State. The privileges of the clergy and the nobility were abolished. Mines, railways and banks were taken over by the Government. And thus to the astonishment of all, a new world, based upon Socialism, took shape in Russia and the dreams of Karl Marx were realized in this way. Old version: Lenin established a Workers’ Government. But the first election showed that the Bolsheviks had no majority. However, to maintain themselves in power, they dissolved the Duma on the ground that it was reactionary. Local Soviets who did not support the Bolsheviks were also disbanded. Private schools were forbidden and education was taken over by the State. Voting right was denied to the nobility and the clergy. Communism encourages violence, and does not believe in an omnipotent God. The Communists forget that man has a soul. It is a one-party Government that prevails in Communist Russia. There is neither freedom of opinion nor of religion. Many other defects in the System may also strike the eye of an observant critic.

We earnestly desire the speedy settlement of all our territories,' reads an 1868 Office of Indian Affairs Annual Report. 'None are more anxious than we to see their agricultural and mineral wealth developed by an industrious, thrifty, and enlightened population. And we fully recognize the fact that the Indian must not stand in the way of this result. . . If the savage resists, civilization, with the Ten Commandments in one hand and the sword in the other, demands his immediate extermination.' But extermination, as a policy, proved to be inefficient. An educational system designed to destroy native culture was proposed as an economical way to solve the Indian Problem. The 1868 report concluded, 'It costs less to civilize than to kill.

John Ruskin did not go to school. Nor did Queen Victoria, nor John Stuart Mill, George Eliot or Harriet Martineau. It would be absurd to suggest that Disraeli, Dickens, Newman or Darwin, to name four very different figures, who attended various schools for short spells in their boyhood, owed very much to their schooling. Had they been born in a later generation, school would have loomed much larger in their psychological stories, if only because they would have spent so much longer there, and found themselves preparing for public examinations. It is hard not to feel that a strong ‘syllabus’, or a school ethos, might have cramped the style of all four and that in their different ways – Disraeli, comparatively rich, anarchically foppish, indiscriminately bookish; Darwin, considered a dunce, but clearly – as he excitedly learned to shoot, to fish and to bird-watch – beginning his revolutionary relationship with the natural world; Newman, imagining himself an angel; Dickens, escaping the ignominy of his circumstances through theatrical and comedic internalized role-play – they were lucky to have been born before the Age of Control. For the well-meaning educational reforms of the 1860s were the ultimate extension of those Benthamite exercises in control which had begun in the 1820s and 1830s. Having exercised their sway over the poor, the criminals, the agricultural and industrial classes, the civil service and – this was next – the military, the controllers had turned to the last free spirits left, the last potential anarchists: the children.

Sometime in the early 1920s, Keynes outlined a book he planned to call “Essays on the Economic Future of the World” (figure 3).101 The chapter titles mostly represent the issues—inequality, agricultural prices, the singular circumstances of the nineteenth century—that occupied him throughout the decade, and whose resolution constituted his various versions of the Liberal platform. Population, the third chapter, was always at the top of his agendas for the next Liberal government. The concluding chapter, however, is the more enigmatic “Education, Eugenics and Φυσει δουλοι.” Keynes took the phrase “Φυσει δουλοι” (phusei douloi), “slaves by nature,” from the first book of Aristotle’s Politics. It is with the qualities of human beings that Aristotle begins: “One that can foresee with his mind is naturally ruler and naturally master, and one that can [work] with his body is subject and naturally a slave.” For Aristotle, an enlightened polity recognizes that these two kinds of people are bound by their mutual interest, and social stability requires that both embrace their natural and symbiotic relationship. Keynes, envisioning a new kind of relationship between state and citizen, had in mind a similar symbiosis, but one in which the eugenic cultivation of talent might reshape rather than harden existing social strata.

federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined.

Tana Africa focuses its efforts on food, beverages and personal care, fast-moving consumer goods, retail and education, and will also consider select opportunities in healthcare, consumer financial services, media, logistics and agriculture. ‘We are Africans, and we would like to invest in Africa,’ says Nicky. ‘So we are busy looking for things to do.

German teachers have shown how the very plays of children can be made instrumental in conveying to the childish mind some concrete knowledge in both geometry and mathematics. The children who have made the squires of the theorem of Pythagoras out of pieces of coloured cardboard, will not look at the theorem, when it comes in geometry, as on a mere instrument of torture devised by the teachers; and the less so if they apply it as the carpenters do. Complicated problems of arithmetic, which so much harassed us in our boyhood, are easily solved by children seven and eight years old if they are put in the shape of interesting puzzles. And if the Kindergarten — German teachers often make of it a kind of barrack in which each movement of the child is regulated beforehand — has often become a small prison for the little ones, the idea which presided at its foundation is nevertheless true. In fact, it is almost impossible to imagine, without having tried it, how many sound notions of nature, habits of classification, and taste for natural sciences can be conveyed to the children’s minds; and, if a series of concentric courses adapted to the various phases of development of the human being were generally accepted in education, the first series in all sciences, save sociology, could be taught before the age of ten or twelve, so as to give a general idea of the universe, the earth and its inhabitants, the chief physical, chemical, zoological, and botanical phenomena, leaving the discovery of the laws of those phenomena to the next series of deeper and more specialised studies.

THE SPH'S OFFICIAL VISIT (VIJAYA YATRA) TO KAILASA IN LOS ANGELES || E-TOUR || 21 FEB 2021 WORLDWIDE OFFICIAL VISITS (VIJAYA YATRA) OF THE SUPREME PONTIFF OF HINDUISM, JAGATGURU MAHASANNIDHANAM, HIS DIVINE HOLINESS BHAGAVAN #NITHYANANDA PARAMASHIVAM CONTINUES TODAY WITH THE ETOUR TO KAILASA IN LOS ANGELES, USA. ADHERING TO WHO’S GUIDANCE ON RETAINING OURSELVES TO QUARANTINE AND SOCIAL DISTANCING, KAILASA’S DEPARTMENT OF BROADCASTING FACILITATED THE E-TOUR BRINGING HINDU DIASPORA IN LOS ANGELES CLOSER TO THE SUPREME PONTIFF OF HINDUISM. THE DE FACTO SPIRITUAL EMBASSY, #KAILASA IN LOS ANGELES HEADED BY SRI NITHYA MUKTHANANDA AND MA NITHYA MUKTHIKANANDA RECEIVED THE SPH AT 9.40AM IST. A FEW HUNDRED KAILASIANS PARTICIPATED IN THE E-TOUR VIA KAILASA’S OFFICIAL DIGITAL SPACES. THE E-TOUR WAS TRULY A BLESSED MOMENT FOR EACH AND EVERY KAILASIAN AS IT HAS BEEN 11 YEARS SINCE THE SPH HAD VISITED THE KAILASA IN LOS ANGELES PHYSICALLY. INSPIRING EVERY #HINDU TO RECLAIM THEIR HINDU CENTRIC FREEDOM AND BUILD KAILASA, THE ENLIGHTENED CIVILIZATIONAL NATION, THE SPH REVEALED VARIOUS POWERFUL TRUTHS IN THE 3 HOUR LONG E-TOUR. KAILASA IN LOS ANGELES’S DEPARTMENT OF #RELIGION & WORSHIP RECEIVED SPIRITUAL GUIDANCE ON THE DEITIES IN KAILASA. THE SPH REVEALED THAT WHEN INSTALLING DEITIES ENERGISED BY THE SPH BY A LIVING INCARNATION, THE DEITIES PROTECT THE LAND AND PEOPLE OF THE NATION. THEREFORE, THE DEITIES SHOULD BE PLACED IN SUCH A WAY THAT THEY TOUCH THE LAND (BHU) HE FURTHER REVEALED, “LEARN DISCIPLINE FROM NATURE BEFORE NATURE DISCIPLINES US". THE #SPH BLESSED THE VARIOUS INITIATIVES UNDERTAKEN BY THE DEPARTMENT OF HUMAN SERVICES INCLUDING NITHYANANDA FOOD BANK (ANNAMANDIR) , DEPARTMENT OF AGRICULTURE AND DEPARTMENT OF EDUCATION - KAILASA IN LOS ANGELES. #nithyananda kailaasa kailasa

Japan, a country that had done its best to have no contact with strangers and to seal out the rest of the world. Its economy and politics were dominated by feudal agriculture and a Confucian hierarchical social structure, and they were steadily declining. Merchants were the lowest social class, and trading with foreigners was actually forbidden except for limited contact with China and the Dutch. But then Japan had an unexpected encounter with a stranger—Commodore Matthew Perry—who burst in on July 8, 1853, demanding that Japan’s ports be open to America for trade and insisting on better treatment for shipwrecked sailors. His demands were rebuffed, but Perry came back a year later with a bigger fleet and more firepower. He explained to the Japanese the virtues of trading with other countries, and eventually they signed the Treaty of Kanagawa on March 31, 1854, opening the Japanese market to foreign trade and ending two hundred years of near isolation. The encounter shocked the Japanese political elites, forcing them to realize just how far behind the United States and other Western nations Japan had fallen in military technology. This realization set in motion an internal revolution that toppled the Tokugawa Shogunate, which had ruled Tokyo in the name of the emperor since 1603, and brought Emperor Meiji, and a coalition of reformers, in his place. They chose adaptation by learning from those who had defeated them. They launched a political, economic, and social transformation of Japan, based on the notion that if they wanted to be as strong as the West they had to break from their current cultural norms and make a wholesale adoption of Western science, technology, engineering, education, art, literature, and even clothing and architecture. It turned out to be more difficult than they thought, but the net result was that by the late nineteenth century Japan had built itself into a major industrial power with the heft to not only reverse the unequal economic treaties imposed on it by Western powers but actually defeat one of those powers—Russia—in a war in 1905. The Meiji Restoration made Japan not only more resilient but also more powerful.

For the vast majority of our time on earth, our species did not buy its food or its clothing or its shelter or its education or its medical healing. We chased down our food, skinned rabbits and deer and buffalo for clothing, found caves and built shelters of buffalo hides attached to tree trunks, and carved limbs and even buffalo bones, and sought out plants that heal. Our elders told the important stories around camp-fires, healers studied plants for their powers and chanted to the heavens for theirs. In short, for 98 percent of our existence as hunter-gatherers, we did not consume. We created. Ten thousand years ago, in a creative discovery that has proven to be a mixed blessing indeed, we started to plant things. We no longer imitated the prairie in the way it seeded itself patiently each year: We hurried the process along and chose to do our own planting. We called this “agriculture.” Agriculture was not a moment of “pure progress” for humankind. It looked like a good deal—we could choose our diets no matter what the game were doing in our neighborhoods; we could stay home more and wander less; we could even have some people do the seeding and growing while others gathered in villages and then cities and were fed by the growers. But we paid a great price for this. Wes

While marriage rates for middle-class white women soared through the 1940s and 1950s, for black women, mid-twentieth century conditions were very different. Since emancipation, black women had married earlier and more often than their white counterparts. In the years directly after World War II, thanks to the return of soldiers, black marriage rates briefly increased further.66 However, as white women kept marrying in bigger numbers and at younger ages throughout the 1950s, black marriage rates began to decrease, and the age of first marriage to climb.67 By 1970, there had been a sharp reversal: Black women were not marrying nearly as often or as early as their white counterparts. It was nothing as benign as coincidence. While one of the bedrocks of the expansion of the middle class was the aggressive reassignment of white women to domestic roles within the idealized nuclear family, another was the exclusion of African-Americans from the opportunities and communities that permitted those nuclear families to flourish. Put more plainly, the economic benefits extended to the white middle class, both during the New Deal and in the post-World War II years, did not extend to African-Americans. Social Security, created in 1935, did not apply to either domestic laborers or agricultural workers, who tended to be African-Americans, or Asian or Mexican immigrants. Discriminatory hiring practices, the low percentages of black workers in the country’s newly strengthened labor unions, and the persistent (if slightly narrowed68) racial wage gap, along with questionable practices by the Veterans Administration, and the reality that many colleges barred the admission of black students, also meant that returning black servicemen had a far harder time taking advantage of the GI Bill’s promise of college education.69 Then there was housing. The suburbs that bloomed around American cities after the war, images of which are still summoned as symbols of midcentury familial prosperity, were built for white families. In William Levitt’s four enormous “Levittowns,” suburban developments which, thanks to government guarantees from the VA and the Federal Housing Association, provided low-cost housing to qualified veterans, there was not one black resident.70 Between 1934 and 1962, the government subsidized $120 billion in new housing; 98 percent of it for white families.

China, despite many imperfections in its economic and political system, has been the most rapidly growing nation of the past three decades. Chinese poverty until Mao Zedong’s death had nothing to do with Chinese culture; it was due to the disastrous way Mao organized the economy and conducted politics. In the 1950s, he promoted the Great Leap Forward, a drastic industrialization policy that led to mass starvation and famine. In the 1960s, he propagated the Cultural Revolution, which led to the mass persecution of intellectuals and educated people—anyone whose party loyalty might be doubted. This again led to terror and a huge waste of the society’s talent and resources. In the same way, current Chinese growth has nothing to do with Chinese values or changes in Chinese culture; it results from a process of economic transformation unleashed by the reforms implemented by Deng Xiaoping and his allies, who, after Mao Zedong’s death, gradually abandoned socialist economic policies and institutions, first in agriculture and then in industry. Just

Gates put it to me this way: “For good stuff to happen, it requires a lot of things to go well—you need many pieces to get stability right.” None of it is going to happen overnight, but we need to work with the forces of order that do still exist in the World of Disorder to start building a different trajectory, beginning with all the basics: basic education, basic infrastructure—roads, ports, electricity, telecom, mobile banking—basic agriculture, and basic governance. The goal, said Gates, is to get these frail states to a level of stability where enough women and girls are getting educated and empowered for population growth to stabilize, where farmers can feed their families, and where you “start to get a reverse brain drain” as young people feel that they have a chance to connect to and contribute and benefit from today’s global flows by staying at home and not emigrating. Believe

In a country like Nigeria, people have been made to believe that you need prayer to do what God has given men power to achieve.

the Handbook of Economics series (which has volumes on agriculture, development, education, labor, and many other sectors), the Annual Review of Economics, and the Journal of Economic Perspectives are all good sources for reviews

We have the money. We've just made choices about how to spend it. Over the years, lawmakers on both sides of the aisle have restricted housing aid to the poor but expanded it to the affluent in the form of tax benefits for homeowners. Today, housing-related tax expenditures far outpace those for housing assistance. In 2008, the year Arleen was evicted from Thirteenth Street, federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined. Each year, we spend three times what a universal housing voucher program is estimated to cost (in total) on homeowner benefits, like the mortgage-interest deduction and the capital-gains exclusion. Most federal housing subsidies benefit families with six-figure incomes. If we are going to spend the bulk of our public dollars on the affluent - at least when it comes to housing - we should own up to that decision and stop repeating the politicians' canard about one of the richest countries on the planet being unable to afford doing more. If poverty persists in America, it is not for lack of resources.

We know that if engineers, scientists or doctors are paid ten or a hundred times more than a labourer, and if a weaver earns three times more than an agricultural labourer, and ten times more than a girl in a match factory, it is not by reason of their 'cost of production', but by reason of a monopoly of education, or a monopoly of industry. Engineers, scientists and doctors merely exploit their capital - their diplomas - as middle-class employers exploit a factory, or as nobles used to exploit their titles of nobility.

In the following years, Andrew remained at his father’s side, assisting in the farm work and livestock breeding and continuing his experiments with ostensibly labor-saving agricultural contraptions. That phase of his life came to an end with the close of the century. In 1898, the sixty-five-year-old Philip took his third wife, a widow named Frances Murphy Wilder, twenty-five years his junior. Not long afterward, Andrew left home. Despite the best efforts of researchers, little is known about the next eight years of Andrew Kehoe’s life. Census records show that, in 1900, he lived in a boardinghouse in Ann Arbor and worked as a “dairyman.”17 At some point—at least according to his claims—he enrolled at the Michigan State Agricultural College in East Lansing. Founded in 1855 as the nation’s first educational institution devoted to “instruction and practice in agriculture, horticulture and the sciences directly bearing upon successful farming,” the college (which later evolved into Michigan State University) gradually expanded its curriculum to include training in mechanical, civil, and electrical engineering, Kehoe’s alleged major.18 Sometime during this period, he evidently made his way to Iowa and found work as a lineman, stringing electrical wire. He also seems to have spent time in St. Louis, attending an electrical school while employed as an electrician for the city park.19 Family members would later report that, while residing in Missouri, he suffered a serious head injury: “a severe fall” that left him “semi-conscious for nearly two months.”20

The superintendent of the new consolidated school, Emory Huyck, had been recommended for the job by his alma mater, Michigan State Agricultural College.1 He was born in 1894 in Butternut, Michigan, not far from Carson City, one of eleven children, all of whom would outlive him, as would both his parents, William and Mary. After graduating from high school at the top of his class, Emory briefly attended the Ferris Institute in Big Rapids, Michigan. Ferris had been founded in 1884 by future Michigan governor and US senator Woodbridge Nathan Ferris as an “industrial school” meant to provide both practical training and a basic liberal arts education “to all young men and women, regardless of their ages, regardless of their mental attainments, regardless of their present conditions, who desire to make themselves stronger and better.”2 In 1917, while teaching at a school in the Montcalm County village of Pierson, Emory registered for the draft. His registration card suggests that he was not merely willing but was keen to serve his country. To the question “Do you claim exemption from draft?” he answered with an emphatic “I do not,” rather than a simple “no,” as most young men did.3 Stationed at Camp Custer near Battle Creek during the war years, he served as a training officer. He would eventually be commissioned second lieutenant of cavalry in the Officers’ Reserve Corps.4

The Kehoes also enjoyed playing cards with other couples at evening get-togethers, held every two weeks or so during the winter months. The pleasant evenings of progressive euchre were marred only occasionally by Andrew’s tendency to chew out other players who didn’t stick strictly to the rules or who committed inadvertent errors. “The people didn’t get angry at him,” reports Monty Ellsworth, “but they didn’t like his severity at a social party.”5 What Ellsworth calls Kehoe’s “severity”—his scorn for those who failed to meet his own exacting standards—was consistent with other aspects of his behavior. Priding himself on his time at Michigan State Agricultural College, Andrew regarded himself as a man of exceptional education and knowledge and cultivated a corresponding air of superiority—a distinguished image that was at odds with his occupation as a farmer.

LOVE IS THE FIRST CHEMISTRY; WAR IS THE FIRST HISTORY; DISCOVERY IS THE FIRST GEOGRAPHY; NATURE IS THE FIRST LANGUAGE; AGRICULTURE IS THE FIRST SCIENCE; BUSINESS IS THE FIRST MATHEMATICS; CULTURE IS THE FIRST ZOOLOGY; LAW IS THE FIRST PHYSICS; MEDICINE IS THE FIRST BIOLOGY; ENGINEERING IS THE FIRST EDUCATION; RELIGION IS THE FIRST GOD

Such an attitude does not come from technique or technology. It does not come from education; in more than two decades in universities I have rarely seen it. It does not come even from principle. It comes from a passion that is culturally prepared—a passion for excellence and order that is handed down to young people by older people whom they respect and love. When we destroy the possibility of that succession, we will have gone far toward destroying ourselves.

The rabbinical form of Judaism that emerged from this movement emphasized literacy and the skills to read and interpret the Torah. Even before the destruction of the temple, the Pharisee high priest Joshua ben Gamla issued a requirement in 63 or 65 AD that every Jewish father should send his sons to school at age six or seven. The goal of the Pharisees was universal male literacy so that everyone could understand and obey Jewish laws. Between 200 and 600 AD, this goal was largely attained, as Judaism became transformed into a religion based on study of the Torah (the first five books of the Bible) and the Talmud (a compendium of rabbinic commentaries). This remarkable educational reform was not accomplished without difficulty. Most Jews at the time earned their living by farming, as did everyone else. It was expensive for farmers to educate their sons and the education had no practical value. Many seem to have been unwilling to do so because the Talmud is full of imprecations against the ammei ha-aretz, which in Talmudic usage means boorish country folk who refuse to educate their children. Fathers are advised on no account to let their daughters marry the untutored sons of the ammei ha-aretz. The scorned country folk could escape this hectoring without totally abandoning Judaism. They could switch to a form of Judaism Lite developed by a diaspora Jew, one that did not require literacy or study of the Torah and was growing in popularity throughout this period. The diaspora Jew was Paul of Tarsus, and Christianity, the religion he developed, seamlessly wraps Judaism around the mystery cult creed of an agricultural vegetation god who dies in the fall and is resurrected in the spring.

Agricultural education is still overwhelmingly about change and innovation, and "disruption," not what is sustainable and what will work in the long run. From the modernizing perspective, the student in my hay meadow was right. The current economics of farming are such that almost no genuinely sustainable farming is profitable at present. Farming for nature is economic suicide. Produce meat at a greater cost than intensively produced chicken or pork and you are considered an anachronism on the supermarket shelf.     I have to ignore my accounts in this bid for good husbandry and hope the rest of the world comes to its senses someday soon. Of course this is no basis for a sound system, but I decided years ago that if I had to work off the farm to top up our income, to enable me to look after our land properly, than I would. There is nothing new in having to adapt and earn a crust away from the farm. I know that if we are too proud, too stubborn, and too unbending, then we will be finished.

Our leading agricultural colleges still churn out "business-focused" young farmers, fired up with productive zeal. Students are taught to be at the cutting edge of the new farming, applying science and technology to control nature. They are taught to think about the land like economists. They are taught nothing about tradition, community, or ecological limits. Rachel Carson isn't on the curriculum. Different colleges and courses elsewhere churn out young ecologists who know nothing about farming or rural lives. Education is divided by specialism, and sorts the young people into two separate tribes who can barely understand each other.

I've got two smart boys," she'd say. "Two mighty smart boys." .... "First thing you're going to do is memorize your times tables." .... I learned the times table. I just kept repeating them until they fixed themselves in my brain... Within days of learning my times table, math became so much easier that my test scores soared.... "I've decided you boys are watching too much television," she said one evening, snapping off the set in the middle of a program... "From now on, you boys can watch no more than three programs a week." .... Mother had already decided how we would spend our free time when we weren't watching television. "You boys are going to go to the library and check out books. You're going to read at least two books every week. At the end of each week you'll give me a report on what you read." .... Slowly the realization came that I was getting better in all my school subjects. I began looking forward to. my trips to the library. The staff got to know Curtis and me, offering suggestions on what we might like to read.... By reading so much, my vocabulary improved along with my comprehension. Soon I became the best student in math when we did story problems. .... The final week of fifth grade we had a long spelling bee in which Mrs. Williamson made us go through every spelling word we were supposed to have learned that year. As everyone expected, Bobby Farmer won the spelling bee. But to my surprise, the last word he spelled correctly to win was agriculture. I can spell that word, I thought with excitement. I had learned it just the day before from my library book. As the winner sat down, a thrill swept through me--a yearning to achieve--more powerful than ever before. "I can spell agriculture," I said to myself. "and I'll bet I can learn to spell any other word in the world." .... I can learn about flax or any subject through reading. It is like Mother says--if you can read, you can learn just about anything.... As I continued to read, my spelling, vocabulary, and comprehension improved, and my classes became much more interesting.

IT MEANS, PEOPLE WHO ARE ALREADY EDUCATED IN ECONOMIC PRINCIPLES VOTE FOR ECONOMIC PRINCIPLES. THOSE EDUCATED IN ENLIGHTENMENT SCIENCE VOTE FOR ENLIGHTENMENT SCIENCE BASED PRINCIPLES. PEOPLE WHO ARE ALREADY EDUCATED IN THE FIELD OF AGRICULTURE AND WHO ARE PRACTISING AGRICULTURE WILL VOTE FOR AGRICULTURE BASED PRINCIPLES, POLICIES, STRATEGIES.

IF SOMEBODY IS NOT EDUCATED IN AGRICULTURE AND YOU GIVE HIM THE VOTING RIGHT, WHAT WILL HE DO? IF YOU GIVE HIM 1000 RUPEES OR SOME FREEBIE, THAT IS THE ECONOMIC PRINCIPLE OR STRATEGY FOR HIS PERSONAL LIFE, SO HE WILL VOTE FOR YOU, THAT’S ALL! THAT IS THE WAY THE FREEBIES HIJACKED THE HEALTH OF THE NATION.

all the coffee beans are cage-free and organically raised according to an individualized Montessori education plan before getting dumped into the roaster.

Educator and agricultural chemist George Washington Carver made an incredible observation: “How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and strong. Because someday in life you will have been all of these.

When Leopold II began his great work, which today finds its culmination, he presented himself to you not as a conqueror but as a bringer of civilization. The Congo was endowed with railways, roads, shipping and air connections. Our medical facilities have freed you from many devastating diseases. Many well-equipped hospitals have been established. Agriculture has been improved and modernized. Great cities have been built. Living conditions and hygiene have improved. Mission and state schools have brought education on a large scale.

a reliable agricultural base, and a highly developed education system.

have described at some length the condition of the farm labourers in Italy because it seems to me that it is important that those who are inclined to be discouraged about the Negro in the South should know that his case is by no means as hopeless as that of some others. The Negro is not the man farthest down. The condition of the coloured farmer in the most backward parts of the Southern States in America, even where he has the least education and the least encouragement, is incomparably better than the condition and opportunities of the agricultural population in Sicily.

have described at some length the condition of the farm labourers in Italy because it seems to me that it is important that those who are inclined to be discouraged about the Negro in the South should know that his case is by no means as hopeless as that of some others. The Negro is not the man farthest down. The condition of the coloured farmer in the most backward parts of the Southern States in America, even where he has the least education and the least encouragement, is incomparably better than the condition and opportunities of the agricultural population in Sicily. The Negro farmer sometimes thinks he is badly treated in the South. Not infrequently he has to pay high rates of interest upon his "advances" and sometimes, on account of his ignorance, he is not fairly treated in his yearly settlements. But there is this great difference between the Negro farmer in the South and the Italian farmer in Sicily: In Sicily a few capitalists and descendants of the old feudal lords own practically all the soil and, under the crude and expensive system of agriculture which they

As mentioned, this conceptual knowledge, generated through the Scientific Tradition, has come to be used in the creation of designs in practical fields, such as mechanical engineering, chemical engineering, agriculture, pharmaceuticals, medicine, clinical psychology, social work, and education. It is easiest to measure the impact of scientific research on the economy. A study looked at the impact of research on economic growth in 65 countries over the period 1980–2016.19 They found that the amount of research output in a country increased economic growth, primarily through structural changes favoring the industrial sector. They found that academic knowledge was applied in a broad set of industries and that social and physical sciences impact economic growth the most. The impact of the research output of clinical and health sciences, and arts and humanities was characterized by low levels of applications, although they also led to positive economic growth.

technology means there is more to learn before becoming a productive adult. With the economy shifting away from agriculture and toward knowledge-based jobs, more education becomes necessary. As a result, it takes longer to grow to adulthood—you can no longer start working full-time at 12, as my grandfather did, and have all the skills you need. Instead, it takes until 18, 22, or longer to finish education and begin full-time work, one measure of reaching adulthood.

In agriculture the equation of invested input against gross yield is all: it does not matter if individual plants fail to thrive or die so long as the cost of saving them is greater than the cost of losing them…. This does not apply to the careful gardener whose labour is not costed, but a labour of love. He wants each of his plants to thrive, and he can treat each one individually. Indeed he can grow a hundred different plants in his garden and differentiate his treatment of each, pruning his roses, but not his sweet peas. Gardening rather than agriculture is the analogy for education.

The Negro is not the man farthest down. The condition of the coloured farmer in the most backward parts of the Southern States in America, even where he has the least education and the least encouragement, is incomparably better than the condition and opportunities of the agricultural population in Sicily.

Owing to the isolation in which the agriculturist lives, and to his limited education, he is but little capable of adding anything to general civilisation or learning to estimate the value of political institutions, and much less still to take an active part in the administration of public affairs and of justice, or to defend his liberty and rights. Hence he is mostly in a state of dependence on the landed proprietor. Everywhere merely agricultural nations have lived in slavery, or oppressed by despotism, feudalism, or priestcraft. The mere exclusive possession of the soil gave the despot, the oligarchy, or the priestly caste a power over the mass of the agricultural population, of which the latter could not rid themselves of their own accord. Under the powerful influence of habit, everywhere among merely agricultural nations has the yoke which brute force or superstition and priestcraft imposed upon them so grown into their very flesh that they come to regard it as a necessary constituent of their own body, as a condition of their very existence. On the other hand, the separation and variety of the operations of business, and the confederation of the productive powers, press with irresistible force the various manufacturers towards one another. Friction produces sparks of the mind, as well as those of natural fire. Mental friction, however, only exists where people live together closely, where frequent contact in commercial, scientific, social, civil, and political matters exists, where there is large interchange both of goods and ideas. The more men live together in one and the same place, the more every one of these men depends in his business on the co-operation of all others, the more the business of every one of these individuals requires knowledge, circumspection, education, and the less that obstinacy, lawlessness, oppression and arrogant opposition to justice interfere with the exertions of all these individuals and with the objects at which they aim, so much the more perfect will the civil institutions be found, so much larger will be the degree of liberty enjoyed, so much more opportunity will be given for self-improvement and for co-operation in the improvement of others. Therefore liberty and civilisation have everywhere and at all times emanated from towns, in ancient times in Greece and Italy, in the Middle Ages in Italy, Germany, Belgium, and Holland; later on in England, and still more recently in North America and France. But there are two kinds of towns, one of which we may term the productive, the other the consuming kind. There are towns which work up raw materials, and pay the country districts for these, as well as for the means of subsistence which they require, by means of manufactured goods. These are the manufacturing towns, the productive ones. The more that these prosper, the more the agriculture of the country prospers, and the more powers that agriculture unfolds, so much the greater do those manufacturing towns become. But there are also towns where those live who simply consume the rents of the land. In all countries which are civilised to some extent, a large portion of the national income is consumed as rent in the towns. It would be false, however, were we to maintain as a general principle that this consumption is injurious to production, or does not tend to promote it. For the possibility of securing to oneself an independent life by the acquisition of rents is a powertul stimulus to economy and to the utilisation of savings in agriculture and in agricultural improvements. Moreover, the man who lives on rents, stimulated by the inclination to distinguish himself before his fellow-citizens, supported by his education and his independent position, will promote, civilisation, the efficiency of public institutions, of State administration, science and art.

Scientists have linked this alarming decline in large part to habitat loss. Monarch Watch, the University of Kansas’s education, conservation, and research program, estimates that each day, 6000 acres of monarch breeding habitat in the United States are converted to something else: housing or commercial developments, farms, roads, and other human uses. Even farms, which once invited milkweed to thrive between crops and along farm edges, are changing tactics and destroying milkweed. The presence of milkweed in agricultural fields (between crops and on field edges) declined 97 percent from 1999 to 2009 in Iowa, and 94 percent in Illinois. Each year, the migrating monarchs have fewer places to feed on nectar and lay their eggs. They are losing their habitat, losing their homes. Eviction, extinction.