Backward Education Quotes

Women make up one half of society. Our society will remain backward and in chains unless its women are liberated, enlightened and educated.

The foundation of reverence is this perception, that the present holds within itself the complete sum of existence, backwards and forwards, that whole amplitude of time, which is eternity.

Treat all men alike.... give them all the same law. Give them all an even chance to live and grow. You might as well expect the rivers to run backward as that any man who is born a free man should be contented when penned up and denied liberty to go where he pleases. We only ask an even chance to live as other men live. We ask to be recognized as men. Let me be a free man...free to travel... free to stop...free to work...free to choose my own teachers...free to follow the religion of my Fathers...free to think and talk and act for myself.

If you are in a country that is progressive, the woman is progressive. If you're in a country that reflects the consciousness toward the importance of education, it's because the woman is aware of the importance of education. But in every backward country you'll find the women are backward, and in every country where education is not stressed its because the women don't have education.

With the level of destruction there has been, things could go backwards so quickly if no one works to preserve what humanity has learned. One generation not learning is all it would take for the world to regress to the Stone Age.”, FADE by Kailin Gow

If Stuart is a freak... it is because he has had the superhuman strength not to be defeated by this isolation. It is because he has had the almost unbelievable social adroitness to be able to fit in smoothly with an educated, soft-skinned person like myself and not make me frightened half to death. If Stuart's a freak, I salute freaks.

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.

No people can go forward when the majority of those who should know better have chosen to go backward, but this is exactly what most of our misleaders do.

In a sense the mind of savage peoples is an effect, rather than a cause, of their backward institutions.

The story of declining school quality across the twentieth century is, for the most part, a fable,” says social scientist Richard Rothstein, whose book The Way We Were? cites a series of similar attacks on American education, moving backward one decade at a time.3 Each generation invokes the good old days, during which, we discover, people had been doing exactly the same thing.

Enthusiasm is the first step," she said. "Artfulness comes later." "I hope I didn't disappoint you." "I'm not displeased, Jovanno. Hells, having a lover that's new to the dance means you can train him properly. Give me a few nights and I'll have you whipped into proper form." "The Asino brothers ... they always, well, they always invited me to go with them when they went out. To buy it, you know." "There's no shame in doing that. And there's no shame in not having done it. But those two are hounds, Jovanno. Any woman could smell it a mile away. Sometimes a run with the hounds is just what you're in the mood for, but in the end they'll always roll around in muck and shit on your floor." "Oh, they've got an endearing side," said Jean. "It comes out once a month, when the first moon is full. They're like backwards werewolves.

I finally understood that I didn’t lack pen and paper but my own memorizing mind. It had been given away with a hundred poems, called rote learning, old-fashioned, backward, an enemy of creative thinking, a great human gift disowned.

But it was only the twentieth century in Europe that had universal education and the belief in progress - a net gain of knowledge among all. And that's now been abandoned as a goal." "Why?" "It was too difficult. People weren't prepared to put in the hours on the donkey work - you know, dates and facts and so on. I think in retrospect my generation will be seen as a turning point. From now on there'll be a net loss of knowledge in Europe. The difference between a peasant community in fourteenth-century Iran and modern London, though, is that if with their meager resources the villagers occasionally slipped backward, it was not for lack of trying. But with us, here in England, it was a positive choice. We chose to know less.

It’s an unfortunate fact that the United States remains astonishingly backward compared to almost all other advanced Western countries when it comes to education, because in America, what predicts how well a child will do in school is not a child’s aptitude or hard work, but the status of the child’s parents—which is to say, their own levels of education and wealth.

Children do not grow up all of a piece; look for the child of seven, especially to take many backward glances at the way he has come, while bounds and leaps unevenly ahead in his growth.

Mr Abrahams was a preparatory schoolmaster of the old-fashioned sort. He cared neither for work nor games, but fed his boys well and saw that they did not misbehave. The rest he left to the parents, and did not speculate how much the parents were leaving to him. Amid mutual compliments the boys passed out into a public school, healthy but backward, to receive upon undefended flesh the first blows of the world.

This is not the Stone Age,” I said. “But it feels like we are going backward. Girls are getting more deprived of our rights.” I spoke about how much I loved school. About how important it was to keep learning. “We are afraid of no one, and we will continue our education. This is our dream.” And I knew in that instant that it wasn’t me, Malala, speaking; my voice was the voice of so many others who wanted to speak but couldn’t.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward. When you’re asked to solve

In order to find some solution to the bullying problem, we’ll have to be more tolerant of ambiguity, subtlety, and strangeness not just in other people but in ourselves. It may be important to your identity that you are a soccer player, but it may be equally important that you can whistle the national anthem backward and make the world’s best spicy popcorn and do a wicked impression of Victoria Beckham. Schools, parents, and educational endeavors should encourage people not just to empathize but to discover and celebrate the weirdness in others and in ourselves. We need not just to think but to live outside the box. Weirdness is good. It keeps things interesting.

My sin is education. I have been a problem child because I fought to study. My flaw is that I am more qualified than most boys in my society. I came too far, but it is a lone journey. To get back to living a normal social life, I have to walk backwards.

The promoters of emancipation were not bent on promoting a revolution so much as they were intent on snuffing one out – a backward-looking, aristocratic revolution – in order to put the South back on the track it should have been on from the beginning of the republic.

Not only that, but the Swedes managed to be rich and successful as well, unlike Britain, say, where the primary goal of socialists always seemed to be to make everyone as poor and backward as a shop steward in a British Leyland factory. For years, Sweden was to me the perfect society. It was hard enough to come to terms with the fact that the price to be paid for this was a scandalously high cost of living and an approach to life that had all the gusto of an undertakers’ convention, but to find now that there was litter everywhere and educated people peeing on shop fronts was almost too much.

The Effects of Personal Bias and Hiring Urgency There are other types of cognitive biases that affect the hiring process. Another harmful one is personal bias, the basic human instinct to surround yourself with people who are like you. People have a natural desire to hire those with similar characteristics: educational background, professional experience, functional expertise, and similar life experiences. The middle-aged manager who holds a degree from the University of Michigan, worked at McKinsey, lives in the suburbs with a partner and kids, and plays golf will tend to be attracted to candidates with similar attributes.

The more time I spent in Finland, the more I started to worry that the reforms sweeping across the United States had the equation backwards. We were trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis. It made sense to reward, train, and dismiss more teachers based on their performance, but that approach assumed that the worst teachers would be replaced with much better ones, and that the mediocre teachers would improve enough to give students the kind of education they deserved. However, there was not much evidence that either scenario was happening in reality.

No, Robert did not understand. Handsome, gay, debonair, perfectly self-possessed, he had yet not grasped the fact that his young sister, with her smattering of education and her provincial dress, belonged to a world that he had long left behind him, a world which, despite its apparent backwardness and rustic simplicity, had greater depth than his.

I have a great sense of Stuart and silence on these nights. The village, wrapped in sleep; owls glide between the yew trees, badgers poddle across the graves. Then Stuart, cleaving the peacefulness. All people, gone. No educational experts, medical specialists, bullies, policemen. His mother's disapproval, hot on his heels, runs out of breath after half a mile. It is Stuart and the earth, just those two.

With a constant wave of new knowledge, by the time we master a skill, either more education is required to keep up, or the skill becomes obsolete. This is especially prevalent in the IT world, where new programming languages and technologies replace the old. Even if we wanted to stop learning, we can't for the risk of falling behind. We truly live in a time where if we are not moving forward, we are moving backward.

Ordinary Americans might never have liked the educated or professional classes very much, but until recently they did not widely disdain their actual learning as a bad thing in itself. It might even be too kind to call this merely “anti-rational”; it is almost reverse evolution, away from tested knowledge and backward toward folk wisdom and myths passed by word of mouth—except with all of it now sent along at the speed of electrons.

The Party's all-around intrusion into people's lives was the very point of the process known as 'thought reform." Mao wanted not only external discipline, but the total subjection of all thoughts, large or small. Every week a meeting for 'thought examination' was held for those 'in the revolution." Everyone had both to criticize themselves for incorrect thoughts and be subjected to the criticism of others.The meetings tended to be dominated by self-righteous and petty-minded people, who used them to vent their envy and frustration; people of peasant origin used them to attack those from 'bourgeois' backgrounds. The idea was that people should be reformed to be more like peasants, because the Communist revolution was in essence a peasant revolution. This process appealed to the guilt feelings of the educated; they had been living better than the peasants, and self-criticism tapped into this.Meetings were an important means of Communist control. They left people no free time, and eliminated the private sphere. The pettiness which dominated them was justified on the grounds that prying into personal details was a way of ensuring thorough soul-cleansing. In fact, pettiness was a fundamental characteristic of a revolution in which intrusiveness and ignorance were celebrated, and envy was incorporated into the system of control. My mother's cell grilled her week after week, month after month, forcing her to produce endless self-criticisms.She had to consent to this agonizing process. Life for a revolutionary was meaningless if they were rejected by the Party. It was like excommunication for a Catholic. Besides, it was standard procedure. My father had gone through it and had accepted it as part of 'joining the revolution." In fact, he was still going through it. The Party had never hidden the fact that it was a painful process. He told my mother her anguish was normal.At the end of all this, my mother's two comrades voted against full Party membership for her. She fell into a deep depression. She had been devoted to the revolution, and could not accept the idea that it did not want her; it was particularly galling to think she might not get in for completely petty and irrelevant reasons, decided by two people whose way of thinking seemed light years away from what she had conceived the Party's ideology to be. She was being kept out of a progressive organization by backward people, and yet the revolution seemed to be telling her that it was she who was in the wrong. At the back of her mind was another, more practical point which she did not even spell out to herself: it was vital to get into the Party, because if she failed she would be stigmatized and ostracized.

And so, beginning with the small early frustrations and deprivations, the child is helped to govern himself. his ego develops by learning to regulate his own food intake and feces evacuation: he has to learn to adapt to a social schedule, to an external measure of time, in place of a biological schedule of internal urges. In all this he makes a bitter discovery: that he is no longer himself, just by seeking pleasure. There may be more excitement in the world but the fun keep getting interrupted. For some strange reason the mother doesn’t share his glee over a bowel movement on the sofa. The child finds that he has to “earn" the mother’s love by performing in a certain way. He comes to realize that he has to abandon the idea of “total excitement" and “uninterrupted fun," if he wants to keep a secure background of love from the mother. This is what Alfred Adler meant when he spoke of the child’s need for affection as the “lever" of his education. The child learns to accept frustrations so long as the total relationship is not endangered. This is what the psychoanalytic word “ambivalence" so nicely covers: the child may hesitate between giving up what has previously been an assured satisfaction, and proceeding to a new type of conduct which will be rewarded by a new kind of acceptance. Does he want to keep the breast instead of switching to the bottle? He finds that if he makes this switch he gets a special cooing of praise and a little extra attention. Ambivalence describes the process whereby the infant is propelled forward into increasing mastery by his developing ego, while at the same time he is lulled backward into a safe dependence by his need for approval and easy gratification; he is caught in the bind, as we all are, between new and uncertain rewards and tried and tested ones.

That doesn’t matter. Gorky’s a vain man. We must bind him with cables to the Party,” replied Stalin.3 It worked: during the kulak liquidation, Gorky unleashed his hatred of the backward peasants in Pravda: “If the enemy does not surrender, he must be exterminated.” He toured concentration camps and admired their re-educational value. He supported slave labour projects such as the Belomor Canal which he visited with Yagoda, whom he congratulated: “You rough fellows do not realize what great work you’re doing!”4 Yagoda,

There were, however, major differences between the respective upsurges of cooperativism in the 1880s and the 1960s, centered around the fact that the earlier one was part of a broad-based labor movement, unlike the later. Thus, the skilled and semi-skilled cooperators during the 1870s and 1880s explicitly used cooperatives as a way to guarantee employment, and arguably they were more ambitious, with their revolutionary hopes for a cooperative commonwealth. Their ideology, of course, was not the educated middle-class countercultural and anti-authoritarian one of the 1960s’ youth movements but “laborist,” “producerist,” devoted to the Jeffersonian ideal of a republic of free laborers, mostly artisans and craftsmen. Some scholars have argued that this fact proves the Knights of Labor were “backward-looking” rather than truly revolutionary—that the future lay in mass production, not skilled labor or artisanry168—but this criticism seems partly off the mark. It is true that the Knights were hostile to mechanization, just as workers have been in the era of the AFL-CIO, because in both cases it threatened to put them out of a job or to result in the lowering of wages and the deskilling of work. If this aversion to the degradation and mechanization of work is reactionary, so be it. But it is also a source of such revolutionary demands as democratization of production relations, cooperative organization of the economy, public ownership of industry, destruction of the capitalist class and its frequent tool the state, and other hopes cherished by millions of workers in the late nineteenth century.

The rote nature of education in contemporary Muslim societies can be traced to attitudes inherited from traditional education, wherein knowledge is something to be acquired rather than discovered. and in which the attitude of mind is passive and receptive rather than creative and inquisitive. The social conditioning of an authoritarian traditional environment has. as an inescapable consequence. That all knowledge comes to be viewed as unchangeable and all books tend to be memorized or venerated to some degree. The concept of secular knowledge as a problem-solving tool which evolves over time is alien to traditional thought.

When we look back on what happened in Ferguson, Missouri, during the summer of 2014, it will be easy to think of it as yet one more episode of black rage ignited by yet another police killing of an unarmed African American male. But that has it precisely backward. What we've actually seen is the latest outbreak of white rage. Sure, it is cloaked in the niceties of law and order, but it is rage nonetheless. Protests and looting naturally capture attention. But the real rage smolders in meetings where officials redraw precincts to dilute African American voting strength or seek to slash the government payrolls that have long served as sources of black employment. It goes virtually unnoticed, however, because white rage doesn't have to take to the streets and face rubber bullets to be heard. Instead, white rage carries an aura of respectability and has access to the courts, police, legislatures, and governors, who cast its efforts as noble, though they are actually driven by the most ignoble motivations. White rage recurs in American history. It exploded after the Civil War, erupted again to undermine the Supreme Court's Brown v. Board of Education decision, and took on its latest incarnation with Barack Obama's ascent to the White House. For every action of African American advancements, there's a reaction, a backlash.

historical role in advancing and preserving human knowledge. In the year 2002 the GDP in all Arab countries combined did not equal that of Spain. Even more troubling, Spain translates as many books into Spanish each year as the entire Arab world has translated into Arabic since the ninth century.25 This degree of insularity and backwardness is shocking, but it should not lead us to believe that poverty and lack of education are the roots of the problem. That a generation of poor and illiterate children are being fed into the fundamentalist machinery of the madrassas (Saudi-financed religious schools) should surely terrify us.26 But Muslim terrorists have not tended to

So if pundits were throwing up their hands even during the Eisenhower era about schools on the decline and students who could barely read and write, the obvious question is this: When exactly was that golden period distinguished by high standards? The answer, of course, is that it never existed. “The story of declining school quality across the twentieth century is, for the most part, a fable,” says social scientist Richard Rothstein, whose book The Way We Were? cites a series of similar attacks on American education, moving backward one decade at a time.3 Each generation invokes the good old days, during which, we discover, people had been doing exactly the same thing.

The worst form of bondage is the bondage of dejection, which keeps men hopelessly chained in loss of faith in themselves. We have been repeatedly told, with some justification, that Asia lives in the past,—it is like a rich mausoleum which displays all its magnificence in trying to immortalize the dead. It was said of Asia that it could never move in the path of progress, its face was so inevitably turned backwards. We accepted this accusation, and came to believe it. In India, I know, a large section of our educated community, grown tired of feeling the humiliation of this charge against us, is trying all its resources of self-deception to turn it into a matter of boasting. But boasting is only a masked shame, it does not truly believe in itself.

On one occasion, the principal sent me a message that a British girl would be sitting behind me, and that I should be helpful to her during the exam. Ironically, that girl had been sent back to Peshawar by expat parents for an arranged marriage. She was finding it hard to adjust to the conservative environment of Peshawar. The man she ended up marrying had put in a proposal to my family for me a year earlier. I had thought this man from Charsadda would not let me continue my education or have a career. Seeing him as a backward Pashtun, I had refused. A few years later, I bumped into the same girl. She had become a judge, and was madly in love with her rather progressive Pashtun husband, while I had found myself under lock-and-key in good old England.

But, curiously, Peter did not grasp—perhaps he did not wish to grasp—the political implications of this new view of man. He had not gone to the West to study “the art of government.” Although in Protestant Europe he was surrounded by evidence of the new civil and political rights of individual men embodied in constitutions, bills of rights and parliaments, he did not return to Russia determined to share power with his people. On the contrary, he returned not only determined to change his country but also convinced that if Russia was to be transformed, it was he who must provide both the direction and the motive force. He would try to lead; but where education and persuasion were not enough, he would drive—and if necessary flog—the backward nation forward.

Men trained under Dr Keate and similar pedagogues made our England what it is, and extended the blessings of our civilisation to the benighted heathen in India and Africa. I do not wish to belittle this achievement, and I am not sure that it would have been possible by any other method with the same economy of effort. Its products, owing to a certain Spartan toughness and to a complete incapacity for intellectual doubt, acquired the qualities needed by an imperial race among the backward peoples. They were able to pass on the stern rule to which they had been subjected in youth, and to avoid the realisation that what they supposed to be their education had starved the intelligence and the emotions in order to strengthen the will. In America a similar result was achieved by Puritanism while it remained vigorous.

Why were the Jews so restless? It was not because they were a difficult, warlike, tribal and essentially backward society, like the Parthians, who gave the Romans constant trouble on the eastern fringe, rather as the Pathans and Afghans worried the British on the North-West Frontier of India. On the contrary: the real trouble with the Jews was that they were too advanced, too intellectually conscious to find alien rule acceptable. The Greeks had faced the same problem with Rome. They had solved it by submitting physically and taking the Romans over intellectually. Culturally, the Roman empire was Greek, especially in the East. Educated people spoke and thought in Greek, and Greek modes set the standards in art and architecture, drama, music and literature. So the Greeks never had any sense of cultural submission to Rome.

There has been a growing premium in the labor market for educated workers, but Mississippi and other southern states have underinvested in education and other forms of human capital, particularly for blacks but also for whites. The South’s strategy was to cut taxes, on the theory that low taxes would attract businesses and boost the economic growth rate, but this was not terribly effective in the age of the knowledge economy. High-paying, high-technology employers want low tax rates, of course, but above all they require a pool of educated workers, so they often end up investing in high-tax, high-education states like California, Massachusetts and New York. This is amplified when right-wing politicians in the South defend Confederate statues or demonize gays or transgender people, and the result is further economic backwardness and frustration. And the cycle repeats.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward.

When we have to pay a lot for something nice, we appreciate it to the full. Yet as its price in the market falls, passion has a habit of fading away. Why, then, do we associate a cheap price with lack of value? Our response is a hangover from our long preindustrial past. For most of human history, there truly was a strong correlation between cost and value: The higher the price, the better things tended to be, because there was simply no way both for prices to be low and for quality to be high. It is not that we refuse to buy inexpensive or cheap things. It's just that getting excited over cheap things has come to seem a little bizarre. How do we reverse this? The answer lies in a slightly unexpected area: the mind of a four-year-old. Children have two advantages: They don't know what they're supposed to like and they don't understand money, so price is never a guide to value for them. We buy them a costly wooden toy made by Swedish artisans who hope to teach lessons in symmetry and find that they prefer the cardboard box that it came in. If asked to put a price on things, children tend to answer by the utility and charm of an object, not its manufacturing costs. We have been looking at prices the wrong way. We have fetishised them as tokens of intrinsic value; we have allowed them to set how much excitement we are allowed to have in given areas, how much joy is to be mined in particular places. But prices were never meant to be like this: We are breathing too much life into them and thereby dulling too many of our responses to the inexpensive world. At a certain age, something very debilitating happens to children. They start to learn about "expensive" and "cheap" and absorb the view that the more expensive something is, the better it may be. They are encouraged to think well of saving up pocket money and to see the "big" toy they are given as much better than the "cheaper" one. We can't directly go backwards; we can't forget what we know of prices. However, we can pay less attention to what things cost and more to our own responses. We need to rethink our relationship to prices. The price of something is principally determined by what it cost to make, not how much human value is potentially to be derived from it.

We are paying for and even submitting to the dictates of an ever-increasing, unceasingly-spawning class of human beings who should never have been born at all.1 —Margaret Sanger, The Pivot of Civilization In 2009, Hillary Clinton came to Houston, Texas, to receive the Margaret Sanger award from Planned Parenthood. Sanger was the founder of Planned Parenthood and the award is its highest prize. In receiving the award, Hillary said of Sanger, “I admire Margaret Sanger enormously, her courage, her tenacity, her vision. I am really in awe of her. There are a lot of lessons we can learn from her life and the cause she launched and fought for and sacrificed so greatly.”2 What was Margaret Sanger’s vision? What was the cause to which she devoted her life? Sanger is known as a champion of birth control, of providing women with the means to avoid unwanted pregnancies. But the real Margaret Sanger was very different from how she’s portrayed in Planned Parenthood brochures. The real Margaret Sanger did not want women in general to limit their pregnancies. She wanted white, wealthy, educated women to have more children, and poor, uneducated, black women to have none. “Unwanted” for Sanger didn’t mean unwanted by the mother—it meant unwanted by Sanger. Sanger’s influence contributed to the infamous Tuskegee experiments in which poor blacks were deliberately injected with syphilis without their knowledge. Today the Tuskegee Project is falsely portrayed as an example of southern backwardness and American bigotry; in fact, it was a progressive scheme carried out with the very eugenic goals that Margaret Sanger herself championed. In 1926, Sanger spoke to a Women’s Chapter of the Ku Klux Klan in New Jersey about her solution for reducing the black birthrate. She also sponsored a Negro Project specifically designed, in her vocabulary, to get rid of “human beings who should never have been born.” In one of her letters Sanger said, “We do not want word to get out that we are trying to exterminate the Negro population.”3 The racists loved it; other KKK speaking invitations followed. Now it may seem odd that a woman with such views would be embraced by Planned Parenthood—even odder that she would be a role model for Hillary Clinton. Why would they celebrate Sanger given her racist philosophy? In

There was a rabbit, a bird, a squirrel, a fish and an eel, and they formed a Board of Education. The rabbit insisted that running be in the curriculum. The bird insisted that flying be in the curriculum. The fish insisted that swimming be in the curriculum, and the squirrel insisted that perpendicular tree climbing be in the curriculum. They put all of these things together and wrote a Curriculum Guide. Then they insisted that all of the animals take all of the subjects. Although the rabbit was getting an A in running, perpendicular tree climbing was a real problem for him; he kept falling over backwards. Pretty soon he got to be sort of brain damaged, and he couldn’t run any more. He found that instead of making an A in running, he was making a C and, of course, he always made an F in perpendicular climbing. The bird was really beautiful at flying, but when it came to burrowing in the ground, he couldn’t do so well. He kept breaking his beak and wings. Pretty soon he was making a C in flying as well as an F in burrowing, and he had a hellava time with perpendicular tree climbing. The moral of the story is that the person who was valedictorian of the class was a mentally retarded eel who did everything in a half-way fashion.

This is not just a matter of how much the Russian population suffered during the war. As is always true, victory legitimized and consolidated the existing regime, which in Russia was rooted in autocracy and serfdom. The sense that Russia was victorious and secure removed an incentive for radical domestic reform. The conservative regime of Nicholas I, who ruled from 1825 until 1855, was partly rooted in an assumption of Russian power and security. This assumption was only undermined by defeat in the Crimean War of 1854–6, which unleashed a swath of modernizing reforms under Nicholas’s son, the Emperor Alexander II. In 1815, however, Russia did not have the means –which meant above all the educated cadres –to carry out radical reforms of the type undertaken two generations later. It is naive to believe that defeat by Napoleon would have unleashed a programme of successful liberalization in Russia. Even less well founded is the belief that Nicholas’s conservatism was the basic cause of Russia’s growing backwardness in 1815–60 vis-à-vis north-western Europe. The Industrial Revolution had dynamics well beyond the control of the Russian government of that era. It required levels of education and population density which Russia lacked, and the bringing together of coal and iron deposits, which in Russia’s case was only possible with the introduction of the railway. In any case, the question whether the sacrifices made in 1812–14 were worthwhile implies that the Russians had a choice.

While Negroes form the vast majority of America's disadvantaged, there are millions of white poor who would also benefit from such a bill. The moral justification for special measures for Negroes is rooted in the robberies inherent in the institution of slavery. Many poor whites, however, were the derivative victims of slavery. As long as labor was cheapened by the involuntary servitude of the black man, the freedom of white labor, especially in the South, was little more than a myth. It was free only to bargain from the depressed base imposed by slavery upon the whole labor market. Nor did this derivative bondage end when formal slavery gave way to the de-facto slavery of discrimination. To this day the white poor also suffer deprivation and the humiliation of poverty if not of color. They are chained by the weight of discrimination, though its badge of degradation does not mark them. It corrupts their lives, frustrates their opportunities and withers their education. In one sense it is more evil for them, because it has confused so many by prejudice that they have supported their own oppressors. It is a simple matter of justice that America, in dealing creatively with the task of raising the Negro from backwardness, should also be rescuing a large stratum of the forgotten white poor. A Bill of Rights for the Disadvantaged could mark the rise of a new era, in which the full resources of the society would be used to attack the tenacious poverty which so paradoxically exists in the midst of plenty.

Welcome, ladies and gentlemen, to your new home.’ He gestured to the stone walls of the cavern that surrounded them. ‘Your lives as you once knew them are over,’ he continued. ‘You have been selected, all of you, the worst, the most cunning, the most mischievous minds from around the world . . . selected to become part of an institution like no other. You have all exhibited certain unique abilities, abilities that set you apart from the mediocrity of the teeming masses and which mark you out as the leaders of tomorrow. Here, in this place, you will be furnished with the knowledge and experience to best exploit your own natural abilities, to hone your craft to a cutting edge.’ He paused and slowly surveyed the pale, wide-eyed faces before him. ‘Each of you has within you a rare quality, a gift if you will, a special talent for the supremely villainous. Society would have us believe that this is an undesirable characteristic, something that should be subdued, controlled, destroyed. But not here . . . no, here we want to see you blossom into all that you can be, to see your innate wickedness flourish, to make you the very worst that you can be.’ He stepped out from behind the lectern and walked to the edge of the raised platform. As he loomed over them he seemed to grow taller and some of those at the front of the group edged backwards nervously. ‘For today all of you have the unique honour and privilege of becoming the newest students of the world’s first and only school of applied villainy.’ He spread his arms, gesturing to the walls around them. ‘Welcome to H.I.V.E., the Higher Institute of Villainous Education.

Generally speaking a view of the available economic systems that have been tested historically must acknowledge the immense power of capitalism to generate living standards food housing education the amenities to a degree unprecedented in human civilization. The benefits of such a system while occasionally random and unpredictable with periods of undeniable stress and misery depression starvation and degradation are inevitably distributed to a greater and greater percentage of the population. The periods of economic stability also ensure a greater degree of popular political freedom and among the industrial Western democracies today despite occasional suppression of free speech quashing of dissent corruption of public officials and despite the tendency of legislation to serve the interests of the ruling business oligarchy the poisoning of the air water the chemical adulteration of food the obscene development of hideous weaponry the increased costs of simple survival the waste of human resources the ruin of cities the servitude of backward foreign populations the standards of life under capitalism by any criterion are far greater than under state socialism in whatever forms it is found British Swedish Cuban Soviet or Chinese. Thus the good that fierce advocacy of personal wealth accomplishes in the historical run of things outweighs the bad. And while we may not admire always the personal motives of our business leaders we can appreciate the inevitable percolation of the good life as it comes down through our native American soil. You cannot observe the bounteous beauty of our county nor take pleasure in its most ordinary institutions in peace and safety without acknowledging the extraordinary achievement of American civilization. There are no Japanese bandits lying in wait on the Tokaidoways after all. Drive down the turnpike past the pretty painted pipes of the oil refineries and no one will hurt you.

Mandal vs Mandir The V.P. Singh government was the biggest casualty of this confrontation. Within the BJP and its mentor, the RSS, the debate on whether or not to oppose V.P. Singh and OBC reservations reached a high pitch. Inder Malhotra | 981 words It was a blunder on V.P. Singh’s part to announce his acceptance of the Mandal Commission’s report recommending 27 per cent reservations in government jobs for what are called Other Backward Classes but are, in fact, specified castes — economically well-off, politically powerful but socially and educationally backward — in such hot haste. He knew that the issue was highly controversial, deeply emotive and potentially explosive, which it proved to be instantly. But his top priority was to outsmart his former deputy and present adversary, Devi Lal. He even annoyed those whose support “from outside” was sustaining him in power. BJP leaders were peeved that they were informed of what was afoot practically at the last minute in a terse telephone call. What annoyed them even more was that the prime minister’s decision would divide Hindu society. The BJP’s ranks demanded that the plug be pulled on V.P. Singh but the top leadership advised restraint, because it was also important to keep the Congress out of power. The party leadership was aware of the electoral clout of the OBCs, who added up to 52 per cent of the population. As for Rajiv Gandhi, he was totally and vehemently opposed to the Mandal Commission and its report. He eloquently condemned V.P. Singh’s decision when it was eventually discussed in Parliament. This can be better understood in the perspective of the Mandal Commission’s history. Having acquired wealth during the Green Revolution and political power through elections, the OBCs realised that they had little share in the country’s administrative apparatus, especially in the higher rungs of the bureaucracy. So they started clamouring for reservations in government jobs. Throughout the Congress rule until 1977, this demand fell on deaf ears. It was the Janata government, headed by Morarji Desai, that appointed the Mandal Commission in 1978. Ironically, by the time the commission submitted its report, the Janata was history and Indira Gandhi was back in power. She quietly consigned the document to the deep freeze. In Rajiv’s time, one of his cabinet ministers, Shiv Shanker, once asked about the Mandal report.

Govt to help dropouts study further’ 98 words Union HRD Minister Smriti Irani Saturday said the government will roll out a programme by this year-end wherein school dropouts, who were forced to take up a job or those who opt to exit education due to financial worries, will be facilitated back into studies up to PhD level. “When it comes to specialisation (in education), women, tribal children, children from Scheduled Castes, Other Backward Castes are not economically empowered to possibly study further and many of them drop out because they need to go and get themselves a job...I left education because I didn’t have money,” Irani said.

It doesn’t cost much to be shallow, but it costs you everything to be learned. It doesn’t cost much to be dull, but it costs you everything to be bright. It doesn’t cost much to be uncultured, but it costs you everything to be educated. It doesn’t cost much to be mindless, but it costs you everything to be wise. It doesn’t cost much to be loud, but it costs you everything to be silent. It doesn’t cost much to be rude, but it costs you everything to be polite. It doesn’t cost much to be simple, but it costs you everything to be sophisticated. It doesn’t cost much to be careless, but it costs you everything to be cautious. It doesn’t cost much to be weak, but it costs you everything to be strong. It doesn’t cost much to be mediocre, but it costs you everything to be great. It doesn’t cost much to be obscure, but it costs you everything to be famous. It doesn’t cost much to be inferior, but it costs you everything to be superior. It doesn’t cost much to be relaxed, but it costs you everything to be focused. It doesn’t cost much to be lazy, but it costs you everything to be determined. It doesn’t cost much to be incompetant, but it costs you everything to be diligent. It doesn’t cost much to be defeated, but it costs you everything to be victorious. It doesn’t cost much to be narrow, but it costs you everything to be open. It doesn’t cost much to be shameful, but it costs you everything to be honorable. It doesn’t cost much to be uncouth, but it costs you everything to be uncultured. It doesn’t cost much to be sinful, but it costs you everything to be virtuous. It doesn’t cost much to be sad, but it costs you everything to be happy. It doesn’t cost much to be cruel, but it costs you everything to be kind. It doesn’t cost much to be gentle, but it costs you everything to be firm. It doesn’t cost much to be hasty, but it costs you everything to be patient. It doesn’t cost much to be backward, but it costs you everything to be forward. It doesn’t cost much to be down, but it costs you everything to be up. It doesn’t cost much to be low, but it costs you everything to be high.

Thus the thoughtless drift backward toward slavery.

In the 1860s and ’70s, the Victorians trained their talent for productivity and standardization onto the school system. In 1880, education became compulsory for all children aged between five and ten. This made many things possible for the first time: mass literacy was one; the establishment of a benchmark for normal cognitive development was another. Not only possible, but necessary. For efficiency in mass production, you need your employees to work at more or less the same speed. For efficiency in mass education, you need your pupils to learn and develop at more or less the same rate. Hence the emergence of a new problem in need of a solution: the slow or ‘backward’ child.

During the twenty-one year rule of Amir Abdul Rahman (1880-1901), one of Afghanistan's more pro-British rulers, only one school was built in Kabul, and that was a madrassa. Condemned to play a passive part in an imperial Great Game, Afghanistan missed out on the indirect benefits of colonial rule, the creation of an educated class such as would supply the basic infrastructure of the postcolonial states of India, Pakistan and Egypt. Afghanistan's resolute backwardness in the nineteenth and early twentieth centuries was appealing to Western romantics. Kipling, who was repelled by the educated Bengali, commended the Pashtun tribesmen- the traditional rulers of Afghanistan and also a majority among Afghans- for their courage, love of freedom, and sense of honour. These cliches about the Afghans, which would be amplified in our own time by American journalists and politicians, also had some effect on Muslims themselves.

Meanwhile, our friends Pam Briskman and Randy Weiner, lifelong educators and entrepreneurs, give out teeth from different animals when their daughters lose their own. So far, the lineup has included shark, coyote, lion, sheep, alligator, and rattlesnake—usually in glass jars filled with pink-colored water and glitter. The prize is accompanied by a note written backward so they have to hold it up to a mirror to read it, and it gives clues as to which animal the tooth once belonged to. They buy the teeth from a store in Albany, California, called the Bone Room. (It takes phone orders, in case you want to swipe the idea.)

As for the comparatively small class of violent crimes against persons, unconnected with any idea of gain, they were almost wholly confined, even in your day, to the ignorant and bestial; and in these days, when education and good manners are not the monopoly of a few, but universal, such atrocities are scarcely ever heard of.

Naturally, the type of dual economy articulated in Verwoerd’s speech is rather different from Lewis’s dual economy theory. In South Africa the dual economy was not an inevitable outcome of the process of development. It was created by the state. In South Africa there was to be no seamless movement of poor people from the backward to the modern sector as the economy developed. On the contrary, the success of the modern sector relied on the existence of the backward sector, which enabled white employers to make huge profits by paying very low wages to black unskilled workers. In South Africa there would not be a process of the unskilled workers from the traditional sector gradually becoming educated and skilled, as Lewis’s approach envisaged. In fact, the black workers were purposefully kept unskilled and were barred from high-skill occupations so that skilled white workers would not face competition and could enjoy high wages. In South Africa black Africans were indeed “trapped” in the traditional economy, in the Homelands. But this was not the problem of development that growth would make good. The Homelands were what enabled the development of the white economy. It

Born tired and raised lazy, the typical country music fan was a backwards, tobacco chewing, snaggle toothed, inbred, beer swilling boob who couldn’t pour piss from a boot with directions printed on the heel. This crude portrayal, probably a creation of the liberal East Coast media elite, might once have contained a grain of truth. However, thanks to the reams of research compiled by country radio programming consultants, we now know better. Today we know the typical country music fan is a home-owning, college educated, city-dwelling, constantly-on-the-cell-phone, Suburban driver, earning between $40,000 and $100,000 a year.

At the dawn of the nineteenth century, many educated Europeans saw Greece not as the obscure, impoverished, and backward province of the Ottoman Empire it was, but as the birthplace of the most important ancient civilization, whose values shaped and defined modern Europe.

There is, then, no system in the history of the world which has sought for so long to combine moral and ethical teaching with the practical exercise of civil and criminal jurisprudence. It always had many drawbacks. That was why the Jewish Christians could achieve universalism only by breaking away from it. Eventually, in the Age of Enlightenment, it came to be seen as irredeemably backward, even positively abhorrent by many educated Jews, as well as by non-Jewish society. But it had many remarkable strengths too, and it gave to the Jews a moral and social world-view which is civilized and practical and proved extremely durable.

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.

As is well-known among those who still remember Marxism, the ambiguous central point of its theoretical edifice concerns its premise that capitalism itself creates the conditions for its self-overcoming through proletarian revolution - how are we to read this? Is it to be read in a linear evolutionary way: revolution should take place when capitalism fully develops all its potentials and exhausts all its possibilities, the mythic point at which it confronts its central antagonism ("contradiction") at its purest, in its naked form? And is it enough to add the "subjective" aspect and to emphasize that the working class should not just sit and wait for the "ripe moment," but to "educate" itself through long struggle? As is also well-known, Lenin's theory of the "weakest link of the chain" is a kind of compromise-solution: although it accepts that the first revolution can take place not in the most developed country, but in a country in which antagonisms of the capitalist development are most aggravated, even if it is less developed (Russia, which combined concentrated modern capitalist-industrial islands with agrarian backwardness and pre-democratic authoritarian government), it still perceived October Revolution as a risky break-through which can only succeed if it will be soon accompanied by a large-scale Western European revolution (all eyes were focused on Germany in this respect). The radical abandonment of this model occurred only with Mao, for whom the proletarian revolution should take place in the less developed part of the world, among the large crowds of the Third World impoverished peasants, workers and even "patriotic bourgeoisie," who are exposed to the aftershocks of the capitalist globalization, organizing their rage and despair. In a total reversal (perversion even) of the Marx's model, the class struggle is thus reformulated as the struggle between the First World "bourgeois nations" and the Third World "proletarian nations.

Education was still considered a privilege in England. At Oxford you took responsibility for your efforts and for your performance. No one coddled, and no one uproariously encouraged. British respect for the individual, both learner and teacher, reigned. If you wanted to learn, you applied yourself and did it. Grades were posted publicly by your name after exams. People failed regularly. These realities never ceased to bewilder those used to “democracy” without any of the responsibility. For me, however, my expectations were rattled in another way. I arrived anticipating to be snubbed by a culture of privilege, but when looked at from a British angle, I actually found North American students owned a far greater sense of entitlement when it came to a college education. I did not realize just how much expectations fetter—these “mind-forged manacles,”2 as Blake wrote. Oxford upholds something larger than self as a reference point, embedded in the deep respect for all that a community of learning entails. At my very first tutorial, for instance, an American student entered wearing a baseball cap on backward. The professor quietly asked him to remove it. The student froze, stunned. In the United States such a request would be fodder for a laundry list of wrongs done against the student, followed by threatening the teacher’s job and suing the university. But Oxford sits unruffled: if you don’t like it, you can simply leave. A handy formula since, of course, no one wants to leave. “No caps in my classroom,” the professor repeated, adding, “Men and women have died for your education.” Instead of being disgruntled, the student nodded thoughtfully as he removed his hat and joined us. With its expanses of beautiful architecture, quads (or walled lawns) spilling into lush gardens, mist rising from rivers, cows lowing in meadows, spires reaching high into skies, Oxford remained unapologetically absolute. And did I mention? Practically every college within the university has its own pub. Pubs, as I came to learn, represented far more for the Brits than merely a place where alcohol was served. They were important gathering places, overflowing with good conversation over comforting food: vital humming hubs of community in communication. So faced with a thousand-year-old institution, I learned to pick my battles. Rather than resist, for instance, the archaic book-ordering system in the Bodleian Library with technological mortification, I discovered the treasure in embracing its seeming quirkiness. Often, when the wrong book came up from the annals after my order, I found it to be right in some way after all. Oxford often works such. After one particularly serendipitous day of research, I asked Robert, the usual morning porter on duty at the Bodleian Library, about the lack of any kind of sophisticated security system, especially in one of the world’s most famous libraries. The Bodleian was not a loaning library, though you were allowed to work freely amid priceless artifacts. Individual college libraries entrusted you to simply sign a book out and then return it when you were done. “It’s funny; Americans ask me about that all the time,” Robert said as he stirred his tea. “But then again, they’re not used to having u in honour,” he said with a shrug.

It requires no intelligence or education to pick up a submachinegun, point it, and pull the trigger, so terrorism, revolution, and conquest are easier routes to success for opportunistic leaders in backward areas than is the way of peaceful construction.

The Rooster taught me to wake up early and be a leader. The Butterfly encouraged me to allow a period of struggles to develop strong and look beautiful. The Squirrel showed me to be alert and fast all the time. The Dog influenced me to give up my life for my best friend. The Cat told me to exercise every day. Otherwise, I will be lazy and crazy. The Fox illustrated me to be subtle and keep my place organized and neat. The Snake demonstrated to me to hold my peace even if I am capable of attack, harm, or kill. The Monkey stimulated me to be vocal and communicate. The Tiger cultivated me to be active and fast. The Lion cultured me not to be lazy especially if I have strength and power that could be used. The Eagle was my sample for patience, beauty, courage, bravery, honor, pride, grace, and determination. The Rat skilled me to find my way out no matter what or how long it takes. The Chameleon revealed to me the ability to change my color for beauty and protection. The Fish display to live in peace even if I have to live a short life. The Delphin enhanced me to be the source of kindness, peace, harmony, and protection. The Shark enthused me to live as active and restful as I can be. The Octopus exhibited me to be silent and intelligent. The Elephant experienced me with the value of cooperation and family. To care for others and respect elders. The Pig indicated to me to act smart, clean, and shameless. The Panda appears to me as life is full of white and black times but my thick fur will enable me to survive. The Kangaroo enthused me to live with pride even if I am unable to walk backward. The Penguin influenced me to never underestimate a person. The Deer reveals the ability to sense the presence of hunters before they sense you. The Turtle brightened me to realize that I will get there no matter how long it takes me while having a shell of protection above me. The Rabbit reassured me to allow myself to be playful and silly. The Bat proved to me that I can fly even in darkness. The Alligator/crocodile alerted me that threat exists. The Ant moved me to be organized, active, and social with others. The Bee educated me to be the source of honey and cure for others. The Horse my best intelligent friend with who I bond. Trained me to recover fast from tough conditions. The Whale prompted me to take care of my young ones and show them life abilities. The Crab/Lobster enlightened me not to follow them when they make resolutions depending on previous undesirable events.

The real purpose of the backward-glancing eye is to educate yourself constantly—you look at the past to learn from those who came before you.

The killers had a few commonalities, by and large. They were young and lawless and lacked formal education. They came of age at a time of collapse, saw no end to the ruin, and no geyser of upward economic mobility besides taking money and things from people who had both.

An education established and controlled by the State, should only exist, if it exist at all, as one among many competing experiments, carried on for the purpose of example and stimulus, to keep the others up to a certain standard of excellence. Unless, indeed, when society in general is in so backward a state that it could not or would not provide for itself any proper institutions of education, unless the government undertook the task; then, indeed, the government may, as the less of two great evils, take upon itself the business of schools and universities, as it may that of joint-stock companies, when private enterprise, in a shape fitted for undertaking great works of industry does not exist in the country.

The life of Moses presents a series of striking antitheses. He was the child of a slave, and the son of a queen. He was born in a hut, and lived in a palace. He inherited poverty, and enjoyed unlimited wealth. He was the leader of armies, and the keeper of flocks. He was the mightiest of warriors, and the meekest of men. He was educated in the court, and dwelt in the desert. He had the wisdom of Egypt, and the faith of a child. He was fitted for the city, and wandered in the wilderness. He was tempted with the pleasures of sin, and endured the hardships of virtue. He was backward in speech, and talked with God. He had the rod of a shepherd, and the power of the Infinite. He was a fugitive from Pharaoh, and an ambassador from heaven. He was the giver of the Law, and the forerunner of grace. He died alone on Mount Moab, and appeared with Christ in Judea. No man assisted at his funeral, yet God buried him" (Dr.

The best way for an educator to overcome the Curse of Knowledge is to write down what they learned as they learn it. When beginners make note of the important stops as they travel the trail of expertise, it becomes easier to follow the trail backwards. Then, it’s even easier to lead others back down the trail, because the important landmarks are already laid out.

Many of our education, finance, and health regrets are actually different outward expressions of the same core regret: our failure to be responsible, conscientious, or prudent.

The German Jews migrating to central and eastern Europe during the thirteenth and fourteenth centuries were already specialized in moneylending. At the same time, the backwardness of central and eastern Europe brought them more opportunities to engage in a wider spectrum of urban high-skill occupations, including crafts and trade.

It must be very consoling to take refuge in cynicism and to try and drown your own remorse in a consoling vision of universal swinishness, and you can always try whisky, when that fails. For centuries those people were hunters, and now hunting has been taken away from them, without anything taking its place. When you separate people from their past without giving them anything in its place, they live with their eyes on that past . . . They're not the ones to blame.” "I believe Morel was defending a certain idea of decency— the way we are treated on this earth filled him with indignation. At bottom, he was an Englishman without knowing it. To cut a long story short — I suppose you came here to ask me for an explanation — it seemed to me quite natural that a British officer should be associated with that business. After all, my country is well known for its love of animals." Perhaps one day I shall even get the Nobel Prize— if, one day, they have a Nobel Prize for humaneness . . They were all solid people who haven’t suffered enough, so they just couldn’t understand ... Thou art rich. Thy creature is poor. Thou art glorious and Thy creature is vile. Thou art measureless and Thy creature is contemptible. Thou art great and Thy creature is small. Thou art strong and Thy creature is weak. I thank Thee that Thou art Thou . . They would shrug and call you a maniac— or even a humanitarian, a thing even more outmoded, backward, outdated, done with and anachronistic than the elephants. They would not understand. They had spent a few years in Paris, but they had still to undergo a real education —one which no school, lycee or university could supply: they had still to undergo their education in suffering. Then they’d be ready to understand what this was all about. He was not effeminate, but like many youngsters in whom virility did not exclude gentleness, he must often have had to endure wounding jokes His was a stubborn, desperate and yet triumphant reverie. He saw the face of his friend Kaj Munk, the pastor whom the Nazis had shot because he defended one of the most tenacious roots heaven had ever planted in the hearts of men— the root they called liberty. We have no other aim than to stop the murder of animals that goes on in the African jungle and elsewhere whoever amputated your poor soul did a thorough job of it

Young people need looking after,” she said. “Think of that beautiful boy Galois. People felt there was something secret in his character. They were right. The secret was mathematics. His father a suicide. His own death a horrible farce. Dawn in the fields. Caped and whiskered seconds. Sinister marksman poised to fire.” I need all my courage to die at twenty. “Then there was Abel, not much older, desperately poor, Abel in delirium, hemorrhaging. So often mathematical experience consists of time segments too massive to be contained in the usual frame. Lives overstated. Themes pursued to extreme points. Adventure, romance and tragedy.” I will fight for my life. “Look at Pascal, who rid himself of physical pain by dwelling on mathematics. He was just a bit older than you when he constructed his mystic hexagram. The loveliest aspect of the mystic hexagram is that it is mystic. That’s what’s so lovely about it. It’s able to become its own shadow.” Keep believing it. “The tricky thing about mathematical genius,” she said, “is that its sources are so often buried. Galois for one. Ramanujan for another. No indication anywhere in their backgrounds that these boys would one day display such natural powers. Figures jumping out of sequence. Or completely misplaced.” (...) “Numbers have supernatural harmonies, according to Hermite. They exist beyond human thought. Divine order through number. Number as absolute reality. Someone said of Hermite: ‘The most abstract entities are for him like living creatures.’ That’s what someone said.” “People invented numbers,” he said. “You don’t have numbers without people.” “Good, let’s argue.” “I don’t want to argue.” “Secret lives,” she said. “Dedekind listed as dead twelve years before the fact. Poncelet scratching calculations on the walls of his cell. Lobachevski mopping the floors of an old museum. Sophie Germain using a man’s name. Do I have the order right? Sometimes I get it mixed up or completely backwards. (...) “Tell me about your mathematical dreams.” “Never had one.” “Cardano did, born half dead, his inner life a neon web of treachery and magic. Gambler, astrologer, heretic, court physician. Schemed his way through the algebra wars.” “Can I see the baby?” “Ramanujan had algebraic dreams. Wrote down the results after getting out of bed. Vast intuitive powers but poor education. Taken to Cambridge like a jungle boy. Sonja Kowalewski wasn’t allowed to attend university lectures. We both know why. When her husband died she spent days and days without food, coming out of her room only after she’d restored herself by working on her mathematics. Tell me, was it Kronecker who thought mathematics similar to poetry? I know Hamilton and many others tried their hands at verse. Our superduper Sonja preferred the novel.

if you are really intelligent and aware, you cannot be part of any army. Impossible. To be part of any army you need, as a basic requirement, unintelligence. That’s why in the army they manage in every way to destroy your intelligence. Years are needed to destroy your intelligence; they call it “training.” Stupid orders have to be followed: right turn, left turn, march forward, march backward – this and that – and they go on and on every day, morning, evening. Slowly, slowly, the person becomes a robot, he starts functioning like a machine.

high modernism ought to appeal greatly to the classes and strata who have most to gain—in status, power, and wealth—from its worldview. And indeed it is the ideology par excellence of the bureaucratic intelligentsia, technicians, planners, and engineers.29 The position accorded to them is not just one of rule and privilege but also one of responsibility for the great works of nation building and social transformation. Where this intelligentsia conceives of its mission as the dragging of a technically backward, unschooled, subsistence-oriented population into the twentieth century, its self-assigned cultural role as educator of its people becomes doubly grandiose. Having a historic mission of such breadth may provide a ruling intelligentsia with high morale, solidarity, and the willingness to make (and impose) sacrifices. This vision of a great future is often in sharp contrast to the disorder, misery, and unseemly scramble for petty advantage that the elites very likely see in their daily foreground. One might in fact speculate that the more intractable and resistant the real world faced by the planner, the greater the need for utopian plans to fill, as it were, the void that would otherwise invite despair.

This area of the country was supposed to be more enlightened, better educated. But it was socially backwards, the type of backwards one thinks of when they hear “backwater Alabama,” but with money, which, in many ways, made it worse. People here still often married their high school sweethearts, which Bob found horrifying, and assuredly explained the divorce rate. He imagined Sarah had married her high school sweetheart, or someone she knew from high school. They projected Leave It to Beaver lives, but were off banging the neighbor. The 1950s never left here, which immediately explained Sarah. It was “small town”-minded America in expensive houses and it did a job on people’s psyches.

Eventually the most important goals of the interview process became clear: to assess how well a candidate’s past behavior and ways of working map to the Amazon Leadership Principles. Managers and interviewers soon learned that the basic information about the candidate—the details of education and employment—are less reliable predictors of the candidate’s ability to work in accord with the Amazon principles.

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.

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

The real reason for the backward condition of Sicily is, in my opinion, not so much the intermixture of races as the neglect and oppression of the masses of the people. In 1861, when Sicily became a part of the Italian Confederation, 90 per cent. of the population were wholly unable to read or write. This means that at this time the people of Sicily were not much better off, as far as education is concerned, than the Negro slaves at the time of emancipation. It has been

Advanced liberalism is eliminating liberal education with keen intent and ferocity, finding it impractical both ideologically and economically. Students are taught by most of their humanities and social science professors that the only remaining political matter at hand is to equalize respect and dignity accorded to all people, even as those institutions are mills for sifting the economically viable from those who will be mocked for their backward views on trade, immigration, nationhood, and religious beliefs.

As I say, I knew him well: it was I who, twenty years before, had got him his first scholarship in Paris. I had several times, in those distant days, sent him money taken from my own meager pay, in response to pressing letters, and of course he had never forgiven me for that. I did not blame him: I preferred ingratitude to servility. Later — much later — he had toured my territory as a member of Parliament and, on his return to Brazzaville, had had a great deal to say about me: apparently, I wasn’t doing anything to ‘free the backward tribes from the servitude of the past/ In that, too, he was right: I am in no hurry to do so. On the contrary, I have a more and more irresistible longing not only to preserve intact the customs and rites of the African forest, but sometimes even to share in them myself.

Kensi Gounden - Ten Vintage Ideas to Spark Innovation in Your Classroom Kensi Gounden says, Vintage innovation happens when we use old ideas and tools to transform the present. Think of it as a mash-up. It’s not a rejection of new tools or new ideas. Instead, it’s a reminder that sometimes the best way to move forward is to look backward. Like all innovation, vintage innovation is disruptive. But it’s disruptive by pulling us out of present tense and into something more timeless. This isn’t meant to be nostalgic. There are certainly horrible things in the past that we don’t want to repeat. However, in the ed tech drive toward collective novelty, we often miss out on the classic and the vintage. According to kensi gounden, here are ten ways you can embrace the vintage in your classroom. Sketch-Noting Commonplace Books Prototyping with Duct Tape and Cardboard Apprenticeships The Natural World Play Socratic Seminars Games and Simulations Experiments Manipulatives A garden is valuable but students can videochat with an expert at a greenhouse. It’s powerful to bring in World War II soldiers to talk face-to-face about their experiences. There’s something amazing about the vintage element of human connection. If you need more help regarding vintage innovation you can contact kensigounden, he will definately help you in acieving your goals. #kensigounden #kensi #gounden #sports #education #vintageinnovation #classroom #student #kenseelen business gounden innovation Kenseelan kensi Kensigounden kensigounden kensi gounden business innovator smartwork sports study tips

Nicholas issued over six hundred anti-Jewish decrees designed to disrupt Jewish life. These included censoring Yiddish and Hebrew books, stifling religious education, mass expulsions, and the conscription of young boys into the army for periods of up to twenty-five years. Jews remained barred from the professions, barred from holding land, barred from living outside the Pale of Settlement. His son, the reformer Alexander I, reduced compulsory military service to five years, allowed Jews into some universities, and allowed Jewish businessman to travel to parts of Russia that had been off-limits. They were still not allowed to own land, enter the professions, or live outside the Pale. Nonetheless, the winds of change were blowing, even into the deepest recesses of the backward empire.

In the 1920s and 1930s Germany was the leader of the world in most areas you could name—the physical sciences, historical scholarship, music, philosophy, public education. The most sobering fact about the Holocaust is that it was there, and not in some backward, underdeveloped country, that it occurred.

Zula and Victoria tried a “back to the land” collective, encouraging local women to grow vegetables. It was not a success. Backward education committees refused to back their next move: a progressive school that would start with prekindergarten. In addition to basics, they would emphasize painting, music, carpentry, sewing, cooking, basket making, and physical education. They would also provide swings and seesaws, unheard of in rural schools. When the school board refused to participate, Victoria and Zula started the school with their own money. By 1908 it was attracting children from three miles away. However, the two-year experiment crashed in 1909 after a board of educators refused to give the school a “Certificate of Efficiency

History certainly suggests as much. In the past, at just the moments women had gained some measure of education or independence, the pendulum often took a wild swing backward, with the culture suddenly churning out the unambiguous message that women ought to be seated back at the hearth. A number of books have made this argument over the years, but Sharon Hays’s The Cultural Contradictions of Motherhood, published in 1996, still ranks among the most cogent to me. In her view, whenever the free market threatens to invade the sanctity of the home, women feel greater pressure to engage in “intensive mothering.

It signified an economically and culturally advanced society with machine technology and an educated populace imbued with socialist consciousness, participating actively in the management of public affairs and engaging voluntarily in cooperative forms of work. To make NEP Russia socialist, it would therefore be necessary to carry out a thoroughgoing renovation of the society, overcoming its age-old legacy of backwardness, poverty, illiteracy, religiosity, bureaucracy, sloth, and corruption. The socialist revolution was thus projected beyond the capture of power as a long-range developmental process, and the Bolshevik party claimed legitimacy for its power monopoly on the ground that it alone knew how to supervise the many-sided work of constructing a socialist society. The development of Marxist thought along these lines was one of Lenin’s contributions to communism as an ideology and culture.