Class Section Quotes

If we are to have peace on earth, our loyalties must become ecumenical rather than sectional. Our loyalties must transcend our race, our tribe, our class, and our nation; and this means we must develop a world perspective.

I'm more of a warrior than you'll ever be. I believe in the class war. I believe in the battle of the sexes. I believe in my tribe. I believe in the righteous, intelligent clued-up section of the working classes against the brain-dead moronic masses as well as the mediocre, soulless bourgeoisie.

We had to struggle with the old enemies of peace—business and financial monopoly, speculation, reckless banking, class antagonism, sectionalism, war profiteering. They had begun to consider the Government of the United States as a mere appendage to their own affairs. We know now that Government by organized money is just as dangerous as Government by organized mob. Never before in all our history have these forces been so united against one candidate as they stand today. They are unanimous in their hate for me—and I welcome their hatred.

Any man who tries to excite class hatred, sectional hate, hate of creeds, any kind of hatred in our community, though he may affect to do it in the interest of the class he is addressing, is in the long run with absolute certainly that class's own worst enemy.

Nor is it the spirit of those Christians - alas, they are many - whose ambition in life seems limited to building a nice middle-class Christian home, and making nice middle-class Christian friends, and bringing up their children in nice middle-class Christian ways, and who leave the sub-middle-class sections of the community, Christian and non-Christian, to get on by themselves. The Christmas spirit does not shine out in the Christian snob. For the Christmas spirit is the spirit of those who, like their Master, live their whole lives on the principle of making themselves poor - spending and being spent - to enrich their fellowmen, giving time, trouble, care and concern to do good to others - and not just their own friends - in whatever way there seems need.

For nearly four years you have had an Administration which instead of twirling its thumbs has rolled up its sleeves. We will keep our sleeves rolled up. We had to struggle with the old enemies of peace--business and financial monopoly, speculation, reckless banking, class antagonism, sectionalism, war profiteering. They had begun to consider the Government of the United States as a mere appendage to their own affairs. We know now that Government by organized money is just as dangerous as Government by organized mob.

Human knowledge is not (or does not follow) a straight line, but a curve, which endlessly approximates a series of circles, a spiral. Any fragment, segment, section of this curve can be transformed (transformed one-sidedly) into an independent, complete, straight line, which then (if one does not see the wood for the trees) leads into the quagmire, into clerical obscurantism (where it is anchored by the class interests of the ruling classes).

I'm more of a warrior than you'll ever be. I believe in the class war. I believe in the battle of the sexes. I believe in my tribe. I believe in the righteous, intelligent clued-up section of the working classes against the brain-dead moronic masses as well as the mediocre, soulless bourgeoisie. I believe in punk rock. In northern soul. In acid house. In mod. In rock and roll. I also believe in pre commercial righteous, rap and hip hop. That's my manifesto.

A large section of the idling classes of England get their incomes by believing that Jesus was born of a virgin and that Jonah swallowed a whale; and with the progress of science they were naturally finding this more and more difficult. A school of ingenious Bible-twisters arose, to invent symbolical and literary meanings for fairy tales, in order that people who no longer believed could continue with good conscience to collect the salaries of belief.

We had to struggle with the old enemies of peace - business and financial monopoly, speculation, reckless banking, class antagonism, sectionalism, war profiteering. They had begun to consider the government of the United States as a mere appendage to their own affairs and we know now that a government by organized money is just as bad as a government by organized mob.

We never understood the tendency to underestimate us, we who had been baptized and delivered through pain, who grinned and bore agonies while managing to draw on wing-tipped eyeliner with a surgically steady hand. We plucked our eyebrows, waxed our upper lips, got razor burn on our crotches, held blades to the cups of our armpits. Shoes tore holes in the skin of our heels and crippled the balls of our feet. We endured labor and childbirth and C-sections, during which doctors literally set our intestines on a table next to our bodies while we were awake. We got acid facials. We punctured our foreheads with Botox and filled our lips and our breasts. We pierced our ears and wore pants that were too tight. We got too much sun. We punished our bodies in spin class. All these tiny sacrifices to make us appear more lithe and ladylike—the female of the species. The weaker sex. Secretly, they toughened our hides, sharpened our edges. We were tougher than we looked. The only difference was that now we were finally letting on.

My own outlook and my values had been formed long ago. I did not believe in dividing people into rigid classes, and I did not believe in class struggle as a means to promote progress. I believed that to rebuild after so many years of war, China needed a peaceful enviroment and the unity of all sections of society, not perpetual revolution.

Faith is always coveted most and needed most urgently where will is lacking; for will, as the affect of command, is the decisive sign of sovereignty and strength. In other words, the less one knows how to command, the more urgently one covets someone who commands, who commands severely—a god, prince, class, physician, father confessor, dogma, or party conscience. From this one might perhaps gather that the two world religions, Buddhism and Christianity, may have owed their origin and above all their sudden spread to a tremendous collapse and disease of the will. And that is what actually happened: both religions encountered a situation in which the will had become diseased, giving rise to a demand that had become utterly desperate for some "thou shalt." Both religions taught fanaticism in ages in which the will had become exhausted, and thus they offered innumerable people some support, a new possibility of willing, some delight in willing. For fanaticism is the only "strength of the will" that even the weak and insecure can be brought to attain, being a sort of hypnotism of the whole system of the senses and the intellect for the benefit of an excessive nourishment (hypertrophy) of a single point of view and feeling that henceforth becomes dominant— which the Christian calls his faith. Once a human being reaches the fundamental conviction that he must be commanded, he becomes "a believer." Conversely, one could conceive of such a pleasure and power of self-determination, such a freedom of the will [ This conception of "freedom of the will" ( alias, autonomy) does not involve any belief in what Nietzsche called "the superstition of free will" in section 345 ( alias, the exemption of human actions from an otherwise universal determinism).] that the spirit would take leave of all faith and every wish for certainty, being practiced in maintaining himself on insubstantial ropes and possibilities and dancing even near abysses. Such a spirit would be the free spirit par excellence.

A final depressing point about inequality and violence. As we’ve seen, a rat being shocked activates a stress response. But a rat being shocked who can then bite the hell out of another rat has less of a stress response. Likewise with baboons—if you are low ranking, a reliable way to reduce glucocorticoid secretion is to displace aggression onto those even lower in the pecking order. It’s something similar here—despite the conservative nightmare of class warfare, of the poor rising up to slaughter the wealthy, when inequality fuels violence, it is mostly the poor preying on the poor. This point is made with a great metaphor for the consequences of societal inequality.41 The frequency of “air rage”—a passenger majorly, disruptively, dangerously losing it over something on a flight—has been increasing. Turns out there’s a substantial predictor of it: if the plane has a first-class section, there’s almost a fourfold increase in the odds of a coach passenger having air rage. Force coach passengers to walk through first class when boarding, and you more than double the chances further. Nothing like starting a flight by being reminded of where you fit into the class hierarchy. And completing the parallel with violent crime, when air rage is boosted in coach by reminders of inequality, the result is not a crazed coach passenger sprinting into first class to shout Marxist slogans. It’s the guy being awful to the old woman sitting next to him, or to the flight attendant.*

The world citizen is a small leaf on the giant tree of life. They do not see a difference between the branch they were born on and the remaining branches on the tree, because they understand well that we are are all connected to the same roots. The world citizen sees each section of the world as part of their arm, leg, eyes, and heart. They do not class, contain or separate themselves or their identity by ethnicity or religion -- because they see their existence as a small part of a greater whole. When asked about their religion, the world citizen simply replies: 'My heart.

We are all familiar with intellectuals who speak only on behalf of their country, class, religion, 'race,' 'gender,' or 'sexual orientation,' and who shape their opinions according to what they take to be the interest of their affinity of birth or predilection. But the distinctive feature of the liberal intellectual in past times was precisely the striving for universality; not the unworldly or disingenuous denial of sectional identification but the sustained effort to transcend that identification in search of truth or the general interest. . . . In today's America, neoconservatives generate brutish policies for which liberals provide the ethical fig leaf. There really is no other diifference between them.

he argued that a “very large part of the rancor of political and social strife” springs from the fact that different classes or sections “are so cut off from each other that neither appreciates the other’s passions, prejudices, and, indeed, point of view.

And when I'm feeling glum, because Gregory's away of because my daughter's just hurled her full glass of milk at my head, or just because time is passing, I like to scroll through the annual East Trawley High School online newsletter, which gets mass-emailed by Shanice Morain, who's on her second marriage and who cohosts her own Christian Soul-Support and Teen Prayer Variety Hour on local TV and who's just been appointed our class secretary. In the current Alumni Notes section I read that Katelynn Streedmore has just been named the head dietitian at the Jamesburg Assisted Care Facility, that Cal Malstrup and his wife Chelsea Marie have just welcomed their fifth bundle of joy, whom they've christened Blake-Jorlinda Malstrup, and that Becky Randle is still the Queen of England.

We had to struggle with the old enemies of peace—business and financial monopoly, speculation, reckless banking, class antagonism, sectionalism, war profiteering. They had begun to consider the Government of the United States as a mere appendage to their own affairs. We know now that government by organized money is just as dangerous as government by organized mob. --Franklin Delano Roosevelt, from a 1936 speech in New York City

When I received the Culver Creek Handbook over the summer and noticed happily that the “Dress Code” section contained only two words, casual modesty, it never occurred to me that girls would show up for class half asleep in cotton pajama shorts, T-shirts, and flip-flops. Modest, I guess, and casual.

Twenty million people are underfed but literally everyone in England has access to a radio. What we have lost in food we have gained in electricity. Whole sections of the working class who have been plundered of all they really need are being compensated, in part, by cheap luxuries which mitigate the surface of life. Do you consider all this desirable? No, I don't. But it may be that the psychological adjustment which the working class are visibly making is the best they could make in the circumstances. They have neither turned revolutionary nor lost their self-respect; merely they have kept their tempers and settled down to make the best of things on a fish-and-chip standard. The alternative would be God knows what continued agonies of despair; or it might be attempted insurrections which, in a strongly governed country like England, could only lead to futile massacres and a regime of savage repression.

By limiting their moral concerns to domestic and sexual behavior, many members of the middle class were able to ignore the harsh realities of life for the lower classes or even to blame working people’s problems on their not being sufficiently committed to domesticity and female purity. Yet the establishment of a male breadwinner/female homemaker family in the middle and upper classes often required large sections of the lower class to be unable to do so.

Franco was not strictly comparable with Hitler or Mussolini. His rising was a military mutiny backed up by the aristocracy and the Church, and in the main, especially at the beginning, it was an attempt not so much to impose Fascism as to restore feudalism. This meant that Franco had against him not only the working class but also various sections of the liberal bourgeoisie—the very people who are the supporters of Fascism when it appears in a more modern form. More

      How to use this book: This book is divided into two sections; individual medications and medication classes.

The terrible meaning of the Washington apparatus is that, even in the United States, that stage of the revolution of our times has been reached, “that decisive hour,” which Karl Marx acutely forecast a hundred years before: when “the process of dissolution going on within . . . the whole range of the old society” becomes so violent “that a small section of the ruling class . . . joins the revolutionary class.” This “small section,” says Marx, is “in particular,” the middle-class intellectuals. When this happens, it is very late in the night of history, and in the life of nations.

In every section of the entire area where the word science may properly be applied, the limiting factor is a human one. We shall have rapid or slow advance in this direction or in that depending on the number of really first-class men who are engaged in the work in question. ... So in the last analysis, the future of science in this country will be determined by our basic educational policy.

They found that flights with a first-class section were nearly four times more likely to have incidents of “belligerent behavior” or “emotional outbursts” in their economy class. Such incidents were even more likely when economy passengers had to walk through the first-class section to get to their seats than when they entered through the middle of the plane and bypassed the first-class section.

Oily started, and a hot flush suffused his forehead. His professional pride was piqued. In no section of the community are class distinctions more rigid than among those who make a dishonest living by crime. The burglar looks down on the stick-up man, the stick-up man on the humbler practitioner who steals milk cans. Accuse a high-up confidence artist of petty larceny, and you bring out all the snob in him.

Bismarck had cunningly taught the parties not to aim at national appeal but to represent interests. They remained class or sectional pressure-groups under the Republic. This was fatal, for it made the party system, and with it democratic parliamentarianism, seem a divisive rather than a unifying factor. Worse: it meant the parties never produced a leader who appealed beyond the narrow limits of his own following.

This point is made with a great metaphor for the consequences of societal inequality.41 The frequency of “air rage”—a passenger majorly, disruptively, dangerously losing it over something on a flight—has been increasing. Turns out there’s a substantial predictor of it: if the plane has a first-class section, there’s almost a fourfold increase in the odds of a coach passenger having air rage. Force coach passengers to walk through first class when boarding, and you more than double the chances further. Nothing like starting a flight by being reminded of where you fit into the class hierarchy. And completing the parallel with violent crime, when air rage is boosted in coach by reminders of inequality, the result is not a crazed coach passenger sprinting into first class to shout Marxist slogans. It’s the guy being awful to the old woman sitting next to him, or to the flight attendant.*

It is our shame and disgrace today that so many Christians—I will be more specific: so many of the soundest and most orthodox Christians—go through this world in the spirit of the priest and the Levite in our Lord’s parable, seeing human needs all around them, but (after a pious wish, and perhaps a prayer, that God might meet those needs) averting their eyes and passing by on the other side. That is not the Christmas spirit. Nor is it the spirit of those Christians—alas, they are many—whose ambition in life seems limited to building a nice middle-class Christian home, and making nice middle-class Christian friends, and bringing up their children in nice middle-class Christian ways, and who leave the submiddle-class sections of the community, Christian and non-Christian, to get on by themselves. The Christmas spirit does not shine out in the Christian snob, For the Christmas spirit is the spirit of those who, like their Master, live their whole lives on the principle of making themselves poor-spending and being spent—to enrich their fellow humans, giving time, trouble, care and concern, to do good to others—and not just their own friends—in whatever way there seems need. There are not as many who show this spirit as there should be. If God in mercy revives us, one of the things he will do will be to work more of this spirit in our hearts and lives. If we desire spiritual quickening for ourselves individually, one step we should take is to seek to cultivate this spirit. “You know the grace of our Lord Jesus Christ, that though he was rich, yet for your sakes he became poor, so that you through his poverty might become rich” (2 Cor 8:9). “Your attitude should be the same as that of Christ Jesus” (Phil 2:5). “I will run the way of thy commandments, when thou shalt enlarge my heart” (Ps 119:32 KJV).

When I received the Culver Creek Handbook over the summer and noticed happily that the “Dress Code” section contained only two words, casual modesty, it never occurred to me that girls would show up for class half asleep in cotton pajama shorts, T-shirts, and flip-flops.

Fellow-feeling. . .is the most important factor in producing a healthy political and social life. Neither our national nor our local civic life can be what it should be unless it is marked by the fellow-feeling, the mutual kindness, the mutual respect, the sense of common duties and common interests, which arise when men take the trouble to understand one another, and to associate together for a common object. A very large share of the rancor of political and social strife arises either from sheer misunderstanding by one section, or by one class, of another, or else from the fact that the two sections, or two classes, are so cut off from each other that neither appreciates the other’s passions, prejudices, and, indeed, point of view, while they are both entirely ignorant of their community of feeling as regards the essentials of manhood and humanity.

he had predicted that the “rock of class hatred” was “the greatest and most dangerous rock in the course of any republic,” that disaster would follow when “two sections, or two classes are so cut off from each other that neither appreciates the other’s passions, prejudices, and, indeed, point of view.

Lincoln had a masterful grasp of great subjects. He was able to look at events from all sides, so as to appreciate how they would appear to different grades of intelligence, different classes of people, different sections of the country. More than once this many-sidedness of his mind saved the country from ruin.

For example, “1031” is jargon for Section 1031 of the Internal Revenue Code, which allows a seller to delay paying taxes on a piece of real estate that is sold for a capital gain through an exchange for a more expensive piece of real estate. Real estate is one investment vehicle that allows such a great tax advantage.

The trial, despite the subserviency of the court to the Nazi authorities, cast a great deal of suspicion on Goering and the Nazis, but it came too late to have any practical effect. For Hitler had lost no time in exploiting the Reichstag fire to the limit.   On the day following the fire, February 28, he prevailed on President Hindenburg to sign a decree “for the Protection of the People and the State” suspending the seven sections of the constitution which guaranteed individual and civil liberties. Described as a “defensive measure against Communist acts of violence endangering the state,” the decree laid down that:      Restrictions on personal liberty, on the right of free expression of opinion, including freedom of the press; on the rights of assembly and association; and violations of the privacy of postal, telegraphic and telephonic communications; and warrants for house searchers, orders for confiscations as well as restrictions on property, are also permissible beyond the legal limits otherwise prescribed.   In addition, the decree authorized the Reich government to take over complete power in the federal states when necessary and imposed the death sentence for a number of crimes, including “serious disturbances of the peace” by armed persons.8   Thus with one stroke Hitler was able not only to legally gag his opponents and arrest them at his will but, by making the trumped-up Communist threat “official,” as it were, to throw millions of the middle class and the peasantry into a frenzy of fear that unless they voted for National Socialism at the elections a week hence, the Bolsheviks might take over.

I have so fixed the habit in my own mind that I never raise a glass of water to my lips without a moment's asking of God's blessing. I never seal a letter without putting a word of prayer under the seal. I never take a letter from the post without a brief sending of my thoughts heavenward. I never change classes in the section room without a minute's petition on the cadets who go out and those who come in.

Most people have heard of Mahatma Gandhi, the man who led India to independence from British rule. His life has been memorialized in books and film, and he is regarded as one of the great men in history. But did you know Gandhi did not start out as a great hero? He was born into a middle-class family. He had low self-esteem, and that made him reluctant to interact with others. He wasn’t a very good student, either, and he struggled just to finish high school. His first attempt at higher education ended in five months. His parents decided to send him to England to finish his education, hoping the new environment would motivate him. Gandhi became a lawyer. The problem when he returned to India was that he didn’t know much about Indian law and had trouble finding clients. So he migrated to South Africa and got a job as a clerk. Gandhi’s life changed one day while riding on a train in South Africa in the first-class section. Because of his dark skin, he was forced to move to a freight car. He refused, and they kicked him off the train. It was then he realized he was afraid of challenging authority, but that he suddenly wanted to help others overcome discrimination if he could. He created a new vision for himself that had value and purpose. He saw value in helping people free themselves from discrimination and injustice. He discovered purpose in life where none had existed previously, and that sense of purpose pulled him forward and motivated him to do what best-selling author and motivational speaker Andy Andrews calls “persist without exception.” His purpose and value turned him into the winner he was born to be,

It is not enough for a population or a section of the population to have Christian faith and be docile to the ministers of religion in order to be in a position properly to judge political matters. If this population has no political experience, no taste for seeing clearly for itself nor a tradition of initiative and critical judgment, its position with respect to politics grows more complicated, for nothing is easier for political counterfeiters than to exploit good principles for purposes of deception, and nothing is more disastrous than good principles badly applied. And moreover nothing is easier for human weakness than to merge religion with prejudices of race, family or class, collective hatreds, passions of a clan and political phantoms which compensate for the rigors of individual discipline in a pious but insufficiently purified soul. Politics deal with matters and interests of the world and they depend upon passions natural to man and upon reason. But the point I wish to make here is that without goodness, love and charity, all that is best in us—even divine faith, but passions and reason much more so—turns in our hands to an unhappy use. The point is that right political experience cannot develop in people unless passions and reason are oriented by a solid basis of collective virtues, by faith and honor and thirst for justice. The point is that, without the evangelical instinct and the spiritual potential of a living Christianity, political judgment and political experience are ill protected against the illusions of selfishness and fear; without courage, compassion for mankind and the spirit of sacrifice, the ever-thwarted advance toward an historical ideal of generosity and fraternity is not conceivable.

I hate computers. My hatred is entrenched, and I nourish it daily. I’m comfortable with it, and no community outreach program will change my mind. I hate computers for getting their own section in the New York Times and for lengthening commercials with the mention of a Web site address. Who really wants to find out more about Procter & Gamble? Just buy the toothpaste or laundry detergent, and get on with it. I hate them for creating the word org and I hate them for e-mail, which isn’t real mail but a variation of the pointless notes people used to pass in class. I hate computers for replacing the card catalog in the New York Public Library and I hate the way they’ve invaded the movies. I’m not talking about their contribution to the world of special effects. I have nothing against a well-defined mutant or full-scale alien invasion — that’s good technology. I’m talking about their actual presence in any given movie. They’ve become like horses in a western — they may not be the main focus, but everybody seems to have one.

As Brian Campbell, another Middletown teacher, told me, “When you have a large base of Section 8 parents and kids supported by fewer middle-class taxpayers, it’s an upside-down triangle. There’re fewer emotional and financial resources when the only people in a neighborhood are low-income. You just can’t lump them together, because then you have a bigger pool of hopelessness.” On the other hand, he said, “put the lower-income kids with those who have a different lifestyle model, and the lower-income kids start to rise up.

If he were alive today, Plato—to take him as an example, because along with a dozen others he is regarded as the greatest thinker who ever lived—would certainly be ecstatic about a news industry capable of creating, exchanging, refining a new idea every day; where information keeps pouring in from the ends of the earth with a speediness he never knew in his own lifetime, while a staff of demiurges is on hand to check it all out instantaneously for its content of reason and reality. He would have supposed a newspaper office to be that topos uranios, that heavenly realm of ideas, which he has described so impressively that to this day all the better class of people are still idealists when talking to their children or employees. And of course if Plato were to walk suddenly into a news editor’s office today and prove himself to be indeed that great author who died over two thousand years ago he would be a tremendous sensation and would instantly be showered with the most lucrative offers. If he were then capable of writing a volume of philosophical travel pieces in three weeks, and a few thousand of his well-known short stories, perhaps even turn one or the other of his older works into film, he could undoubtedly do very well for himself for a considerable period of time. The moment his return had ceased to be news, however, and Mr. Plato tried to put into practice one of his well-known ideas, which had never quite come into their own, the editor in chief would ask him to submit only a nice little column on the subject now and then for the Life and Leisure section (but in the easiest and most lively style possible, not heavy: remember the readers), and the features editor would add that he was sorry, but he could use such a contribution only once a month or so, because there were so many other good writers to be considered. And both of these gentlemen would end up feeling that they had done quite a lot for a man who might indeed be the Nestor of European publicists but still was a bit outdated, and certainly not in a class for current newsworthiness with a man like, for instance, Paul Arnheim.

Bats. Bats were the first visual proof I had that stealth really worked. We had deployed thirty-seven F-117As to the King Khalid Air Base, in a remote corner of Saudi Arabia, out of the range of Saddam’s Scuds, about 900 miles from downtown Baghdad. The Saudis provided us with a first-class fighter base with reinforced hangars, and at night the bats would come out and feed off insects. In the mornings we’d find bat corpses littered around our airplanes inside the open hangars. Bats used a form of sonar to “see” at night, and they were crashing blindly into our low-radar-cross-section tails

Marxism cannot, even on the grounds of political expediency or party solidarity, be reduced to a rigid formalism like mathematics. Nor can it be treated as a standard technique such as work on an automatic lathe. The material, when it is present in human society, has endless variations; the observer is himself part of the observed population, with which he interacts strongly and reciprocally. This means that the successful application of the theory needs the development of analytical power, the ability to pick out the essential factors in a given situation. This cannot be learned from books alone. The one way to learn it is by constant contact with the major sections of the people. For an intellectual, this means at least a few months spent in manual labour, to earn his livelihood as a member of the working class; not as a superior being, nor as a reformist, nor as a sentimental "progressive" visitor to the slums. The experience gained from living with worker and peasant, as one of them, has then to be consistently refreshed and regularly evaluated in the light of one's reading. For those who are prepared to do this, these essays might provide some encouragement, and food for thought.

The middle and working classes no longer think of the present society as structured around classes. Current opinion holds that the rich are deserving and the poor are not, while an incalculable number of people linger between the categories. A huge section of public opinion in the Western world tends to regard oppression and exploitation as residual abuses, not inherent features of a specific social order. The prevailing society is neither rationally analyzed nor forcefully challenged; it is prudently psychoanalyzed and politely coaxed, as though social problems emerge from erratic individual behavior.

It is all-essential to the continuance of our healthy national life that we should recognize this community of interest among our people. The welfare of each of us is dependent fundamentally upon the welfare of all of us, and therefore in public life that man is the best representative of each of us who seeks to do good to each by doing good to all; in other words, whose endeavor it is not to represent any special class and promote merely that class's selfish interests, but to represent all true and honest men of all sections and all classes and to work for their interests by working for our common country.

Comparisons of women and Blacks continue throughout the book, but they never meet in, say, the category of “black woman.” In one section, de Beauvoir compares anti-Black racism to anti-feminism, saying that antifeminists offer “separate but equal” status to women in the same way that Jim Crow subjects Blacks to extreme forms of discrimination. There are, she says, “deep analogies” between women and Blacks; both must be liberated from the same paternalism and master class that wants to keep them in their place. In every comparison that de Beauvoir makes between women and Blacks, however, the Blacks are assumed to be American and male and the women are assumed to be white. In

I’d never coded before, and I’d always thought games were huge undertakings by thousands of people in a big studio. Little did I know that a major part of coding involves Googling to find documentation, code snippets, and communities that help people fix common problems. Free information and guidance aren’t limited to programming, either. The Open Source movement makes tremendous amounts of knowledge and resources available online for free, and some major universities are making classes available for free on the internet. It’s a shame that a lot of us use the internet only to talk shit in comments sections and check our email when we have the sum of human knowledge at our fingertips.

The Truly Disadvantaged, the most important book written about poverty in the past three decades. It was Wilson who first observed, famously, that a poor child fared worse when she grew up among only poor neighbors than she would have if she’d been raised in a neighborhood that included members of the middle class, too. Wilson argued that the reason poverty had persisted in America even in the face of the War on Poverty declared by President Lyndon Johnson in 1964 was that in the 1970s and 1980s, poor African Americans had become increasingly isolated, relegated to sections of the city where their neighbors were more and more likely to be poor, and less and less likely to find gainful employment.

Henceforth, civilized society was divided roughly into two main classes: a majority condemned for life to hard labor, who worked not just for a sufficient living but to provide a surplus beyond their family or their immediate communal needs, and a 'noble' minority who despised manual work in any form, and whose life was devoted to the elaborate "performance of leisure," to use Thorstein Veblen's sardonic characterization. Part of the surplus went, to be just, to the support of public works that benefited all sections of the community; but far too large a share took the form of private display, luxurious material goods, and the ostentatious command of a large army of servants and retainers, concubines and mistresses. But in most societies perhaps the greatest portion of the surplus was drawn into the feeding, weaponing, and over-all operation of the military megamachine.

For example, we’d recognize that Section 8 vouchers ought to be administered in a way that doesn’t segregate the poor into little enclaves. As Brian Campbell, another Middletown teacher, told me, “When you have a large base of Section 8 parents and kids supported by fewer middle-class taxpayers, it’s an upside-down triangle. There’re fewer emotional and financial resources when the only people in a neighborhood are low-income. You just can’t lump them together, because then you have a bigger pool of hopelessness.” On the other hand, he said, “put the lower-income kids with those who have a different lifestyle model, and the lower-income kids start to rise up.” Yet when Middletown recently tried to limit the number of Section 8 vouchers offered within certain neighborhoods, the federal government balked. Better, I suppose, to keep those kids cut off from the middle class.

The real things of life were getting a grip on him more and more,” Jacob Riis observed. In an essay on “fellow-feeling,” written a decade and a half later, Roosevelt maintained that empathy, like courage, could be acquired over time. “A man who conscientiously endeavors to throw in his lot with those about him, to make his interest theirs, to put himself in a position where he and they have a common object, will at first feel a little self-conscious, will realize too plainly his aims. But with exercise this will pass off. He will speedily find that the fellow-feeling which at first he had to stimulate was really existent, though latent, and is capable of a very healthy growth.” Indeed, he argued that a “very large part of the rancor of political and social strife” springs from the fact that different classes or sections “are so cut off from each other that neither appreciates the other’s passions, prejudices, and, indeed, point of view.

...our job sometimes is to divorce ourselves from the fact that I've got to constantly be gifting young people with tools and equip them with - I'm imparting lessons upon them. Sometimes it about, look you hate reading, my job is to figure out how to help you not hate reading. The rest of it we can get to, but I got to figure out how to get you engaged. In order to do that sometimes you got to pull back. Right. You got to put a little grease in the pot. Right. So if that means you've got to have them reading rap lyrics in your class, then that's what it is. If that means you got to have them reading comic books or the athletes reading Sports Illustrated and the sports section in ESPN Magazine, then that's what it is. Our job is not just - it's not to just promote literature, which is what we all do. Our job is to promote literacy and there's a difference. Right. There's a difference. Literacy is what will help them way more than what literature will do.

But capitalism has not stood still since Marx's day. Writing in the middle years of the nineteenth century, Marx could not be expected to grasp the full consequences of his insights into the centralization of capital and the development of technology. He could not be expected to foresee that capitalism would develop not only from mercantilism into the dominant industrial form of his day—from stateaided trading monopolies into highly competitive industrial units—but further, that with the centralization of capital, capitalism returns to its mercantilist origins on a higher level of development and reassumes the state-aided monopolistic form. The economy tends to merge with the state and capitalism begins to "plan" its development instead of leaving it exclusively to the interplay of competition and market forces. To be sure, the system does not abolish the traditional class struggle, but manages to contain it, using its immense technological resources to assimilate the most strategic sections of the working class.

At dinner, Morris described a debate his Moral Reasoning class had had about Kant’s categorical imperative. The idea of the categorical imperative was that moral rules were universal, with no exceptions. Lying, for example, was wrong—always, for everyone, under all circumstances. But what if an axe murderer knocked at your door and said, “Hello, sir, may I know where your children are so that I can murder them?” Were you morally justified to lie? Someone had actually asked Kant that, and Kant had said no. Morris’s Moral Reasoning section had debated it for the whole hour. I didn’t see the point of debating how I would respond to an axe murderer saying something that an axe murder would literally never say. More broadly, I mistrusted the project of trying to generalize a set of rules that would work in all circumstances. Surely, whatever rule anyone thought of, there would be some situations where it wouldn’t work. I myself had often had the experience of being prevented, by my life situation, from following some rule that made sense for everyone else. When I explained it, people would laugh and say, “How could we have thought of that?” —

The biggest fear for homeschooled children is that they will be unable to relate to their peers, will not have friends, or that they will otherwise be unable to interact with people in a normal way. Consider this: How many of your daily interactions with people are solely with people of your own birth year?  We’re not considering interactions with people who are a year or two older or a year or two younger, but specifically people who were born within a few months of your birthday. In society, it would be very odd to section people at work by their birth year and allow you to interact only with persons your same age. This artificial constraint would limit your understanding of people and society across a broader range of ages. In traditional schools, children are placed in grades artificially constrained by the child’s birth date and an arbitrary cut-off day on a school calendar. Every student is taught the same thing as everyone else of the same age primarily because it is a convenient way to manage a large number of students. Students are not grouped that way because there is any inherent special socialization that occurs when grouping children in such a manner. Sectioning off children into narrow bands of same-age peers does not make them better able to interact with society at large. In fact, sectioning off children in this way does just the opposite—it restricts their ability to practice interacting with a wide variety of people. So why do we worry about homeschooled children’s socialization?  The erroneous assumption is that the child will be homeschooled and will be at home, schooling in the house, all day every day, with no interactions with other people. Unless a family is remotely located in a desolate place away from any form of civilization, social isolation is highly unlikely. Every homeschooling family I know involves their children in daily life—going to the grocery store or the bank, running errands, volunteering in the community, or participating in sports, arts, or community classes. Within the homeschooled community, sports, arts, drama, co-op classes, etc., are usually sectioned by elementary, pre-teen, and teen groupings. This allows students to interact with a wider range of children, and the interactions usually enhance a child’s ability to interact well with a wider age-range of students. Additionally, being out in the community provides many opportunities for children to interact with people of all ages. When homeschooling groups plan field trips, there are sometimes constraints on the age range, depending upon the destination, but many times the trip is open to children of all ages. As an example, when our group went on a field trip to the Federal Reserve Bank, all ages of children attended. The tour and information were of interest to all of the children in one way or another. After the tour, our group dined at a nearby food court. The parents sat together to chat and the children all sat with each other, with kids of all ages talking and having fun with each other. When interacting with society, exposure to a wider variety of people makes for better overall socialization. Many homeschooling groups also have park days, game days, or play days that allow all of the children in the homeschooled community to come together and play. Usually such social opportunities last for two, three, or four hours. Our group used to have Friday afternoon “Park Day.”  After our morning studies, we would pack a picnic lunch, drive to the park, and spend the rest of the afternoon letting the kids run and play. Older kids would organize games and play with younger kids, which let them practice great leadership skills. The younger kids truly looked up to and enjoyed being included in games with the older kids.

Flattery was a prime department store strategy for cultivating customers, and men got a heavy dose. Males could expect to be treated like busy executives and discriminating men of the world. Men’s sections, floors, and entire stores were designed to resemble opulent clubs, often outfitted with wood-paneled grills that women customers were not permitted to enter. Vandervoort’s and Filene’s went to somewhat unusual lengths in furnishing a men’s lounge and smoking room, oddly working against the prevailing assumption that men had no time to spare. In Halle’s new men’s store of the late 1920s, dark mahogany paneling and carved marble detailing created the ambience of a priestly inner sanctum. Filene’s furnished an indoor putting green in its men’s store of 1928. Wanamaker’s outdid itself in 1932, the unlucky Depression year it opened its luxurious six-story men’s store in the Lincoln-Liberty building, with stocks of British imports and an equestrian shop too. Both Wanamaker’s and Marshall Field sold airplanes. Lord & Taylor reserved its tenth floor in New York City for men, with heman departments for cutlery, the home bar, and barbecue equipment. Gimbels, Macy’s, and Hearn’s stuck to more basic appeals, using their large liquor departments to attract men.

In teaching an honors writing class, I juxtaposed Mary Shelley’s Frankenstein with Shelley Jackson’s Patchwork Girl, an electronic hypertext fiction written in proprietary Storyspace software. Since these were honors students, many of them had already read Frankenstein and were, moreover, practiced in close reading and literary analysis. When it came to digital reading, however, they were accustomed to the scanning and fast skimming typical of hyper reading; they therefore expected that it might take them, oh, half an hour to go through Jackson’s text. They were shocked when I told them a reasonable time to spend with Jackson’s text was about the time it would take them to read Frankenstein, say, ten hours or so. I divided them into teams and assigned a section of Jackson’s text to each team, telling them that I wanted them to discover all the lexias (i.e., blocks of digital text) in their section and warning them that the Storyspace software allows certain lexias to be hidden until others are read. Finally, I asked them to diagram interrelations between lexias, drawing on all three views that the Storyspace software enables. As a consequence, the students were not only required to read closely but also to analyze the narrative strategies Jackson uses to construct her text.

was my first indication that the policies of Mamaw’s “party of the working man”—the Democrats—weren’t all they were cracked up to be. Political scientists have spent millions of words trying to explain how Appalachia and the South went from staunchly Democratic to staunchly Republican in less than a generation. Some blame race relations and the Democratic Party’s embrace of the civil rights movement. Others cite religious faith and the hold that social conservatism has on evangelicals in that region. A big part of the explanation lies in the fact that many in the white working class saw precisely what I did, working at Dillman’s. As far back as the 1970s, the white working class began to turn to Richard Nixon because of a perception that, as one man put it, government was “payin’ people who are on welfare today doin’ nothin’! They’re laughin’ at our society! And we’re all hardworkin’ people and we’re gettin’ laughed at for workin’ every day!”20 At around that time, our neighbor—one of Mamaw and Papaw’s oldest friends—registered the house next to ours for Section 8. Section 8 is a government program that offers low-income residents a voucher to rent housing. Mamaw’s friend had little luck renting his property, but when he qualified his house for the Section 8 voucher, he virtually assured that would change. Mamaw saw it as a betrayal, ensuring that “bad” people would move into the neighborhood and drive down property values. Despite our efforts to draw bright lines between the working and nonworking poor, Mamaw and I recognized that we shared a lot in common with those whom we thought gave our people a bad name. Those Section 8 recipients looked a lot like us. The matriarch of the first family to move in next door was born in Kentucky but moved north at a young age as her parents sought a better life. She’d gotten involved with a couple of men, each of whom had left her with a child but no support. She was nice, and so were her kids. But the drugs and the late-night fighting revealed troubles that too many hillbilly transplants knew too well. Confronted with such a realization of her own family’s struggle, Mamaw grew frustrated and angry. From that anger sprang Bonnie Vance the social policy expert: “She’s a lazy whore, but she wouldn’t be if she was forced to get a job”; “I hate those fuckers for giving these people the money to move into our neighborhood.” She’d rant against the people we’d see in the grocery store: “I can’t understand why people who’ve worked all their lives scrape by while these deadbeats buy liquor and cell phone coverage with our tax money.

A friend I’ll call Kate took an Introduction to Theology class. Her professor told the class to “write their personal creeds.” For the next week, Kate kept writing and rewriting. She kept asking herself, “What do I believe?” As she honestly reflected on that question, she realized that she believed many things. At the same time, she couldn’t say how strong any of these beliefs were. Should she have a “definitely believe” category, along with sections for “probably believe” and “might believe”? Should she have a “I believe usually, but not necessarily today” category? She struggled with what she thought she believed versus what she acted like she believed. The assignment took a great deal of her time and energy.   After a week, the paper came due. Kate took a deep breath and turned in a handwritten copy of the Nicene Creed, the great orthodox faith statement of the church. She told her teacher that some days she believes the creed with her whole heart. On other days, she isn’t so sure. But the creed isn’t about her. It’s about the faith of the whole church. On the days that she believes it all, she’s in harmony with “the great cloud of witnesses” (Hebrews 12:1). On days when she doesn’t believe it, those witnesses carry her along. The creed shows that we’re all in this together. It’s not a consumerist document; it’s not based on what’s popular or unpopular. It’s the confession of the saints and sinners, martyrs and betrayers.

In a physician's office in Kearny Street three men sat about a table, drinking punch and smoking. It was late in the evening, almost midnight, indeed, and there had been no lack of punch. The gravest of the three, Dr. Helberson, was the host—it was in his rooms they sat. He was about thirty years of age; the others were even younger; all were physicians. "The superstitious awe with which the living regard the dead," said Dr. Helberson, "is hereditary and incurable. One needs no more be ashamed of it than of the fact that he inherits, for example, an incapacity for mathematics, or a tendency to lie." The others laughed. "Oughtn't a man to be ashamed to lie?" asked the youngest of the three, who was in fact a medical student not yet graduated. "My dear Harper, I said nothing about that. The tendency to lie is one thing; lying is another." "But do you think," said the third man, "that this superstitious feeling, this fear of the dead, reasonless as we know it to be, is universal? I am myself not conscious of it." "Oh, but it is 'in your system' for all that," replied Helberson; "it needs only the right conditions—what Shakespeare calls the 'confederate season'—to manifest itself in some very disagreeable way that will open your eyes. Physicians and soldiers are of course more nearly free from it than others." "Physicians and soldiers!—why don't you add hangmen and headsmen? Let us have in all the assassin classes." "No, my dear Mancher; the juries will not let the public executioners acquire sufficient familiarity with death to be altogether unmoved by it." Young Harper, who had been helping himself to a fresh cigar at the sideboard, resumed his seat. "What would you consider conditions under which any man of woman born would become insupportably conscious of his share of our common weakness in this regard?" he asked, rather verbosely. "Well, I should say that if a man were locked up all night with a corpse—alone—in a dark room—of a vacant house—with no bed covers to pull over his head—and lived through it without going altogether mad, he might justly boast himself not of woman born, nor yet, like Macduff, a product of Cæsarean section." "I thought you never would finish piling up conditions," said Harper, "but I know a man who is neither a physician nor a soldier who will accept them all, for any stake you like to name." "Who is he?" "His name is Jarette—a stranger here; comes from my town in New York. I have no money to back him, but he will back himself with loads of it." "How do you know that?" "He would rather bet than eat. As for fear—I dare say he thinks it some cutaneous disorder, or possibly a particular kind of religious heresy." "What does he look like?" Helberson was evidently becoming interested. "Like Mancher, here—might be his twin brother." "I accept the challenge," said Helberson, promptly. "Awfully obliged to you for the compliment, I'm sure," drawled Mancher, who was growing sleepy. "Can't I get into this?" "Not against me," Helberson said. "I don't want your money." "All right," said Mancher; "I'll be the corpse." The others laughed. The outcome of this crazy conversation we have seen.

...the working classes—that motor of social transformation which Marx increasingly stipulated for the role of the proletariat; the dispossessed and alienated revolutionary vehicle of his early writings, which later became defined and analysed into the collective worker who 'owner' nothing but his labour power—chains rather than assets. In the event, the working class actually came to fulfill most of the optimistic prognoses of liberal thinkers; they have become largely 'socialized' through access to privilege, consumption, organization, and voting participation, as well as obtaining massive social benefits. They have become supporters of the status quo—not vociferous perhaps, but tacit approvers and beneficiaries none the less. The ferment today comes from sections of the community to whom political and social thought has never hitherto assigned any specific role; who have hitherto never developed specific political institutions of their own: youth, mostly students; racial minorities, a few dissident intellectuals—these form the new 'proletariat'. The basis of their dissatisfaction is not necessarily and always an objective level of deprivation but rather a mixture of relative deprivation—consciousness of possibilities and of the blockages which prevent their attainment—and above all an articulate dissatisfaction with the society around them. There is no good reason why such groups should not form, and act like, a proletariat in a perfectly Marxist sense. The economic causality collapses; the analysis of a decaying bourgeois society and the determination to overthrow it remain.

Taking the leap is just the first step. Then you must cross the desert. And make no mistake — that journey will be hell.” “Will it be worth it?” he asked. “You tell me,” the old man responded. “How worthy is your goal? And how big is your why?” “I can’t imagine anything better,” he affirmed. “Then yes, it will be worth it. You see, everyone who stands at the edge of this cliff sees something different on the other side. What you see on the other side is your particular goal, and that is unique to you. “But there’s a reason why you have not achieved that goal yet — you are not worthy of it. You have not become who you need to become to deserve it. “As you cross the desert to your promised land, you will endure tests and trials specific to you and your goal. If you persist, those test and trials will transform you into who you need to be to be worthy of your goal. “You can’t achieve your highest, noblest goals as the same person you are today. To get from where you are to where you want to be you have to change who you are. “And that is why no one can escape that journey — it is what transforms you into a person worthy of your goal. The bad news is that that journey is hell. The good news is that you get to pick your hell.” “Pick my hell?” he asked. “What do you mean?” “Because of your natural gifts and interests, your inborn passion and purpose, there are some hells that are more tolerable to you than others. “For example, some men can endure hard physical labor because their purpose lies in such fields as construction or mechanics, while other men could not even dream of enduring that hell. “I’ve met people who knew they were born to be writers. Their desert to cross, their hell to endure was writing every day for years without being paid or being recognized and appreciated. But in spite of their hell, they were happy because they were writing. Though they still had to earn their way to the valley of their ultimate goal, they were doing what they were born to do. “Ever read the book Getting Rich Your Own Way by Scrully Blotnick?” He shook his head. “That book reveals the results on a two-decade study performed by Mr. Blotnick and his team of researchers on 1,500 people representing a cross-section of middle-class America. Throughout the study, they lost almost a third of participants due to deaths, moves, or other factors. “Of the 1,057 that remained, 83 had become millionaires. They interviewed each millionaire to identify the common threads they shared. They found five specific commonalities, including that 1) they were persistent, 2), they were patient, and 3) they were willing to handle both the ‘nobler and the pettier’ aspects of their job. “In other words, they were able to endure their particular hell because they were in the right field, they had chosen the right career that coincided with their gifts, passions, and purpose. “Here is the inescapable reality: No matter what you pick as your greatest goal, achieving it will stretch you in ways you can’t imagine right now. You will have to get out of your comfort zone. You will have to become a different person than you are right now to become worthy of your goal. You must cross that hellacious desert to get to your awe-inspiring goal. “But I get to pick my hell?” he asked. “You get to pick your hell.

Freed slaves returned to Africa settled in a section of what was known as the “Pepper Coast” and on July 26, 1847, issued a Declaration of Independence and established a constitution based on the political principles denoted in the United States Constitution. In doing so they established the independent Republic of Liberia. Law and Order was something the ruling class of Liberians prided themselves on. The Americo Liberians, as they called themselves, were uber-Conservatives and had a glorified picture of what the American government was like. As Conservatives they saw themselves living a privileged lifestyle, sustained by their faith in God and the blessings that had been bestowed upon them by this deity. Amongst themselves there was much talk about the subjects of freedom, liberty, democracy and independence. They felt that these idealisms were deserved because of their exceptionalism. Taking a page from the concept of American exceptionalism, they fantasied of their very own Liberian exceptionalism, completely forgetting the indigenous natives living among them. Whereas the Americo Liberians lived an affluent lifestyle reflecting the antebellum era in the Southern tier of the United States, the local blacks, for the greatest part lived in squalor. In 1980, a violent military coup shattered the way of life in Liberia. Led by army Master Sergeant Samuel Doe, the country’s ruling group of Americo-Liberians were brutally overthrown and frequently executed. Doe's term as President of Liberia led to a period of civil wars, resulting in the devastation of Liberia’s economy. Liberia became one of the most impoverished nations in the world, in which most of the population still lives below the international poverty line.

I use the following scenario in my classes to illustrate the nature of the moral circle. Imagine, I ask my students, that your best friend just got a job waiting tables at a restaurant. To celebrate with her you arrange with friends to go to the restaurant to eat dinner on her first night. You ask to be seated in her section and look forward to surprising her and, later, leaving her a big tip. Soon your friend arrives at your table, sweating and stressed out. She is having a terrible night. Things are going badly and she is behind getting food and drinks out. So, I ask my students, what do you do? Easily and naturally the students respond, “We’d say, ‘Don’t worry about us. Take care of everyone else first.’” I point out to the students that this response is no great moral struggle. It’s a simple and easy response. Like breathing. It is just natural to extend grace to a suffering friend. Why? Because she is inside our moral circle. But imagine, I continue with the students, that you go out to eat tonight with some friends. And your server, whom you vaguely notice seems stressed out, performs poorly. You don’t get good service. What do you do in that situation? Well, since this stranger is not a part of our moral circle, we get frustrated and angry. The server is a tool and she is not performing properly. She is inconveniencing us. So, we complain to the manager and refuse to tip. In the end, we fail to treat another human being with mercy and dignity. Why? Because in a deep psychological sense, this server wasn’t really “human” to us. She was a part of the “backdrop” of our lives, part of the teeming anonymous masses toward which I feel indifference, fear, or frustration. The server is on the “outside” of my moral circle.

IN JANUARY 1959 Police Chief Herbert Jenkins found a poem tacked to a bulletin board at his departmental headquarters. Tellingly, the anonymous author had titled it “The Plan of Improvement,” in sarcastic tribute to Mayor Hartsfield’s 1952 program for the city’s expansion and economic progress. The poem looked back over a decade of racial change and spoke volumes about the rising tide of white resentment. It began with a brief review of the origins of residential transition and quickly linked the desegregation of working-class neighborhoods to the desegregation of the public spaces surrounding them: Look my children and you shall see, The Plan of Improvement by William B. On a great civic venture we’re about to embark And we’ll start this one off at old Mozeley Park. White folks won’t mind losing homes they hold dear; (If it doesn’t take place on an election year) Before they have time to get over the shock, We’ll have that whole section—every square block. I’ll try something different for plan number two This time the city’s golf courses will do. They’ll mix in the Club House and then on the green I might get a write up in Life Magazine. And now comes the schools for plan number three To mix them in classrooms just fills me with glee; For I have a Grandson who someday I pray Will thank me for sending this culture his way. And for my finale, to do it up right, The buses, theatres and night spots so bright; Pools and restaurants will be mixed up at last And my Plan of Improvement will be going full blast. The sarcasm in the poem is unmistakable, of course, but so are the ways in which the author—either a policeman himself or a friend of one—clearly linked the city’s pursuit of “progress” with a litany of white losses. In the mind of the author, and countless other white Atlantans like him, the politics of progress was a zero-sum game in which every advance for civil rights meant an equal loss for whites.

No two individuals, it would seem, could be further apart politically than [Eldridge] Cleaver and [George] Wallace. Cleaver, on the one hand, embodies and articulates the rage that has gripped large segments of the black community in recent years. Born of desperation and despair, this rage has produced burnings and lootings in the ghetto as well as a philosophy of black separatism that represents more a withdrawal from an intimidating and unresponsive white society than a positive program for political action. This rage was also the source of Cleaver's influence. He could ride its powerful currents to fame and notoriety--which the mass media were more than willing to heap upon him--but he could not begin to propose a solution to the injustices that had produced it. Indeed, to assuage the anger and frustration in the black community would have threatened his own base of power. Wallace, on the other hand, has often been called the embodiment of white racism and reaction. That he is, but, more precisely, his preeminence was a result of the fear which gripped large sections of the white community throughout the country. The Wallace movement grew to frightening proportions not because of anything that Wallace did but because the politically polarized atmosphere in the country called forth the need for a man who would represent the fears and the very worst instincts of millions of people. While Cleaver and Wallace seem on the surface to be so very different, they are both simply the manifestations of the same social evils. Black rage and burnt-out ghettos are the product of the economic deprivation of Negro Americans; and white fear and the Wallace vote are the result of the economic scarcity that motivates whites, particularly those in the lower middle class, to feel that they must protect the little they have against the rising demands of blacks. The conditions of deprivation and scarcity, and the consequent growth of racial hostility and political polarization, formed the context within which the events of 1968 unfolded.

Still, when Harvard said I wasn’t eligible for financial aid, and another university offered me a full scholarship, I thought I should go there. My mother became furious and said I was always sabotaging myself. She was proud of being able to borrow money at a loss from her own retirement fund, and give it to Harvard. I felt proud of her, too. But I did not feel proud of myself. It made the college application process feel, in retrospect, somehow hurtful and insulting: all the essays and interviews and supplements and letters seemed to be about you, about your specialness—but actually it was all about shaking your parents down for money. — Harvard seemed really proud of its own attitude toward financial aid. You were always hearing about how “merit-based aid,” which was fine for other schools, didn’t work here, where everyone was so full of merit. When your parents paid full tuition, part of what they were paying for was the benefit you derived from being exposed to people who were more diverse than you. “My parents are paying for him to be here, so I can learn from him,” my friend Leora said once, about a homeschooled guy from Arkansas in her history section who started talking about how the Jews killed Jesus. Leora had been my best friend when we were little, and then we went to different middle schools and high schools, but now we were at college together. She already thought every single person on earth was anti-Semitic, so she definitely hadn’t learned anything from that guy. To me, the part of financial aid that made the least sense was that all the international students got full scholarships, regardless of how much money their parents had. The son of the prince of Nepal was in our class, and didn’t pay tuition. Ivan had once caused me pain by saying something deprecating about “people whose parents paid a hundred thousand dollars for them to be here.” Did he not know that my parents were paying a hundred thousand dollars for me to be there? The thought that really made me crazy was that my parents had paid for Ivan to be there. It was another experience they had paid for me to have.

But perhaps one should reverse the problem and ask oneself what is served by the failure of the prison; what is the use of these different phenomena that are continually being criticized; the maintenance of delinquency, the encouragement of recidivism, the transformation of the occasional offender into a habitual delinquent, the organization of a closed milieu of delinquency. Perhaps one should look for what is hidden beneath the apparent cynicism of the penal institution, which, after purging the convicts by means of their sentence, continues to follow them by a whole series of ‘brandings’ (a surveillance that was once de jure and which is today de facto; the police record that has taken the place of the convict’s passport) and which thus pursues as a ‘delinquent’ someone who has acquitted himself of his punishment as an offender? Can we not see here a consequence rather than a contradiction? If so, one would be forced to suppose that the prison, and no doubt punishment in general, is not intended to eliminate offences, but rather to distinguish them, to distribute them, to use them; that it is not so much that they render docile those who are liable to transgress the law, but that they tend to assimilate the transgression of the laws in a general tactics of subjection. Penality would then appear to be a way of handling illegalities, of laying down the limits of tolerance, of giving free rein to some, of putting pressure on others, of excluding a particular section, of making another useful, of neutralizing certain individuals and of profiting from others. In short, penality does not simply ‘check’ illegalities; it ‘differentiates’ them, it provides them with a general ‘economy’. And, if one can speak of justice, it is not only because the law itself or the way of applying it serves the interests of a class, it is also because the differential administration of illegalities through the mediation of penality forms part of those mechanisms of domination. Legal punishments are to be resituated in an overall strategy of illegalities. The ‘failure’ of the prison may be understood on this basis.

Popularity does not guarantee literary quality, as everybody knows, but it never comes about for no reason. Nor are those reasons always and necessarily feeble or meretricious ones, though there has long been a tendency among the literary and educational elite to think so. To give just one example, in my youth Charles Dickens was not regarded as a suitable author for those reading English Studies at university, because for all his commercial popularity (or perhaps because of his commercial popularity) he had been downgraded from being ‘a novelist’ to being ‘an entertainer’. The opinion was reversed as critics developed broader interests and better tools; but although critical interest has stretched to include Dickens, it has not for the most part stretched to include Tolkien, and is still uneasy about the whole area of fantasy and the fantastic – though this includes, as has been said, many of the most serious and influential works of the whole of the later twentieth century, and its most characteristic, novel and distinctive genres (such as science fiction). The qualitative case for these genres, including the fantasy genre, needs to be made, and the qualitative case for Tolkien must be a major part of it. It is not a particularly difficult case to make, but it does require a certain open-mindedness as to what people are allowed to get from their reading. Too many critics have defined ‘quality’ in such a way as to exclude anything other than what they have been taught to like. To use the modern jargon, they ‘privilege’ their own assumptions and prejudices, often class-prejudices, against the reading choices of their fellowmen and fellow-women, often without thinking twice about it. But many people have been deeply and lastingly moved by Tolkien’s works, and even if one does not share the feeling, one should be able to understand why. In the following sections, I consider further the first two arguments outlined above, and set out the plan and scope of the chapters which follow, which form in their entirety my expansion of the third argument, about literary quality; and my answer to the question about what Tolkien felt he had to say.

One section of the socialists, the Mensheviks, deduced that the leadership in the coming revolution should belong to the liberal bourgeoisie. Lenin and his followers realized that the liberal bourgeoisie was unable and unwilling to cope with such a task, and that Russia's young working class, supported by a rebellious peasantry, was the only force capable of waging the revolutionary struggle to a conclusion. But Lenin remained convinced, and emphatically asserted, that Russia, acting alone, could not go beyond a bourgeois revolution; and that only after capitalism had been overthrown in Western Europe would she too be able to embark on socialist revolution. For a decade and a half, from 1903 till 1917, Lenin wrestled with this problem: how could a revolution led, against bourgeois opposition, by a socialist working class result in the establishment of a capitalist order? Trotsky cut through this dogmatic tangle with the conclusion that the dynamic of the revolution could not be contained within any particular stage, and that once released it would overflow all barriers and sweep away not only tsardom but also Russia's weak capitalism, so that what had begun as a bourgeois revolution would end as a socialist one. Here a fateful question posed itself. Socialism, as understood by Marxists, presupposed a highly developed modern economy and civilization, an abundance of material and cultural wealth, that alone could enable society to satisfy the needs of all its members and abolish class divisions. This was obviously beyond the reach of an underdeveloped and backward Russia. Trotsky, therefore argued that Russia could only begin the socialist revolution, but would find it extremely difficult to continue it, and impossible to complete it. The revolution would run into a dead end, unless it burst Russia's national boundaries and brought into motion the forces of revolution in the West. Trotsky assumed that just as the Russian Revolution could not be contained within the bourgeois stage, so it would not be brought to rest within its national boundaries: it would be the prelude, or the first act, of a global upheaval. Internationally as well as nationally, this would be permanent revolution.

For some reason newspapers are not the laboratories and experimental stations of the mind that they could be, to the public's great benefit, but usually only its warehouses and stock exchanges. If he were alive today, Plato—to take him as an example, because along with a dozen others he is regarded as the greatest thinker who ever lived—would certainly be ecstatic about a news industry capable of creating, exchanging, refining a new idea every day; where information keeps pouring in from the ends of the earth with a speediness he never knew in his own lifetime, while a staff of demiurges is on hand to check it all out instantaneously for its content of reason and reality. He would have supposed a newspaper office to be that topos uranios, that heavenly realm of ideas, which he has described so impressively that to this day all the better class of people are still idealists when talking to their children or employees. And of course if Plato were to walk suddenly into a news editor’s office today and prove himself to be indeed that great author who died over two thousand years ago he would be a tremendous sensation and would instantly be showered with the most lucrative offers. If he were then capable of writing a volume of philosophical travel pieces in three weeks, and a few thousand of his well-known short stories, perhaps even turn one or the other of his older works into film, he could undoubtedly do very well for himself for a considerable period of time. The moment his return had ceased to be news, however, and Mr. Plato tried to put into practice one of his well-known ideas, which had never quite come into their own, the editor in chief would ask him to submit only a nice little column on the subject now and then for the Life and Leisure section (but in the easiest and most lively style possible, not heavy: remember the readers), and the features editor would add that he was sorry, but he could use such a contribution only once a month or so, because there were so many other good writers to be considered. And both of these gentlemen would end up feeling that they had done quite a lot for a man who might indeed be the Nestor of European publicists but still was a bit outdated, and certainly not in a class for current newsworthiness with a man like, for instance, Paul Arnheim.

Weston, having been born in Chicago, was raised with typical, well-grounded, mid-western values. On his 16th birthday, his father gave him a Kodak camera with which he started what would become his lifetime vocation. During the summer of 1908, Weston met Flora May Chandler, a schoolteacher who was seven years older than he was. The following year the couple married and in time they had four sons. Weston and his family moved to Southern California and opened a portrait studio on Brand Boulevard, in the artsy section of Glendale, California, called Tropico. His artistic skills soon became apparent and he became well known for his portraits of famous people, such as Carl Sandburg and Max Eastman. In the autumn of 1913, hearing of his work, Margrethe Mather, a photographer from Los Angeles, came to his studio, where Weston asked her to be his studio assistant. It didn’t take long before the two developed a passionate, intimate relationship. Both Weston and Mather became active in the growing bohemian cultural scene in Los Angeles. She was extremely outgoing and artistic in a most flamboyant way. Her bohemian sexual values were new to Weston’s conventional thinking, but Mather excited him and presented him with a new outlook that he found enticing. Mather was beautiful, and being bisexual and having been a high-class prostitute, was delightfully worldly. Mather's uninhibited lifestyle became irresistible to Weston and her photography took him into a new and exciting art form. As Mather worked and overtly played with him, she presented a lifestyle that was in stark contrast to Weston’s conventional home life, and he soon came to see his wife Flora as a person with whom he had little in common. Weston expanded his horizons but tried to keep his affairs with other women a secret. As he immersed himself further into nude photography, it became more difficult to hide his new lifestyle from his wife. Flora became suspicious about this secret life, but apparently suffered in silence. One of the first of many women who agreed to model nude for Weston was Tina Modotti. Although Mather remained with Weston, Tina soon became his primary model and remained so for the next several years. There was an instant attraction between Tina Modotti, Mather and Edward Weston, and although he remained married, Tina became his student, model and lover. Richey soon became aware of the affair, but it didn’t seem to bother him, as they all continued to remain good friends. The relationship Tina had with Weston could definitely be considered “cheating,” since knowledge of the affair was withheld as much as possible from his wife Flora May. Perhaps his wife knew and condoned this new promiscuous relationship, since she had also endured the intense liaison with Margrethe Mather. Tina, Mather and Weston continued working together until Tina and Weston suddenly left for Mexico in 1923. As a group, they were all a part of the cozy, artsy, bohemian society of Los Angeles, which was where they were introduced to the then-fashionable, communistic philosophy.

Sky's The Limit" [Intro] Good evening ladies and gentlemen How's everybody doing tonight I'd like to welcome to the stage, the lyrically acclaimed I like this young man because when he came out He came out with the phrase, he went from ashy to classy I like that So everybody in the house, give a warm round of applause For the Notorious B.I.G The Notorious B.I.G., ladies and gentlemen give it up for him y'all [Verse 1] A nigga never been as broke as me - I like that When I was young I had two pair of Lees, besides that The pin stripes and the gray The one I wore on Mondays and Wednesdays While niggas flirt I'm sewing tigers on my shirts, and alligators You want to see the inside, I see you later Here comes the drama, oh, that's that nigga with the fake, blaow Why you punch me in my face, stay in your place Play your position, here come my intuition Go in this nigga pocket, rob him while his friends watching And hoes clocking, here comes respect His crew's your crew or they might be next Look at they man eye, big man, they never try So we rolled with them, stole with them I mean loyalty, niggas bought me milks at lunch The milks was chocolate, the cookies, butter crunch 88 Oshkosh and blue and white dunks, pass the blunts [Hook: 112] Sky is the limit and you know that you keep on Just keep on pressing on Sky is the limit and you know that you can have What you want, be what you want Sky is the limit and you know that you keep on Just keep on pressing on Sky is the limit and you know that you can have What you want, be what you want, have what you want, be what you want [Verse 2] I was a shame, my crew was lame I had enough heart for most of them Long as I got stuff from most of them It's on, even when I was wrong I got my point across They depicted me the boss, of course My orange box-cutter make the world go round Plus I'm fucking bitches ain't my homegirls now Start stacking, dabbled in crack, gun packing Nickname Medina make the seniors tote my Niñas From gym class, to English pass off a global The only nigga with a mobile can't you see like Total Getting larger in waists and tastes Ain't no telling where this felon is heading, just in case Keep a shell at the tip of your melon, clear the space Your brain was a terrible thing to waste 88 on gates, snatch initial name plates Smoking spliffs with niggas, real-life beginner killers Praying God forgive us for being sinners, help us out [Hook] [Verse 3] After realizing, to master enterprising I ain't have to be in school by ten, I then Began to encounter with my counterparts On how to burn the block apart, break it down into sections Drugs by the selections Some use pipes, others use injections Syringe sold separately Frank the Deputy Quick to grab my Smith & Wesson like my dick was missing To protect my position, my corner, my lair While we out here, say the Hustlers Prayer If the game shakes me or breaks me I hope it makes me a better man Take a better stand Put money in my mom's hand Get my daughter this college grant so she don't need no man Stay far from timid Only make moves when your heart's in it And live the phrase sky's the limit Motherfuckers See you chumps on top [Hook]

The most interesting aspects of the story lie between the two extremes of coercion and popularity. It might be instructive to consider fascist regimes’ management of workers, who were surely the most recalcitrant part of the population. It is clear that both Fascism and Nazism enjoyed some success in this domain. According to Tim Mason, the ultimate authority on German workers under Nazism, the Third Reich “contained” German workers by four means: terror, division, some concessions, and integration devices such as the famous Strength Through Joy (Kraft durch Freude) leisure-time organization. Let there be no doubt that terror awaited workers who resisted directly. It was the cadres of the German Socialist and Communist parties who filled the first concentration camps in 1933, before the Jews. Since socialists and communists were already divided, it was not hard for the Nazis to create another division between those workers who continued to resist and those who decided to try to live normal lives. The suppression of autonomous worker organizations allowed fascist regimes to address workers individually rather than collectively. Soon, demoralized by the defeat of their unions and parties, workers were atomized, deprived of their usual places of sociability, and afraid to confide in anyone. Both regimes made some concessions to workers—Mason’s third device for worker “containment.” They did not simply silence them, as in traditional dictatorships. After power, official unions enjoyed a monopoly of labor representation. The Nazi Labor Front had to preserve its credibility by actually paying some attention to working conditions. Mindful of the 1918 revolution, the Third Reich was willing to do absolutely anything to avoid unemployment or food shortages. As the German economy heated up in rearmament, there was even some wage creep. Later in the war, the arrival of slave labor, which promoted many German workers to the status of masters, provided additional satisfactions. Mussolini was particularly proud of how workers would fare under his corporatist constitution. The Labor Charter (1927) promised that workers and employers would sit down together in a “corporation” for each branch of the economy, and submerge class struggle in the discovery of their common interests. It looked very imposing by 1939 when a Chamber of Corporations replaced parliament. In practice, however, the corporative bodies were run by businessmen, while the workers’ sections were set apart and excluded from the factory floor. Mason’s fourth form of “containment”—integrative devices—was a specialty of fascist regimes. Fascists were past masters at manipulating group dynamics: the youth group, the leisure-time association, party rallies. Peer pressure was particularly powerful in small groups. There the patriotic majority shamed or intimidated nonconformists into at least keeping their mouths shut. Sebastian Haffner recalled how his group of apprentice magistrates was sent in summer 1933 on a retreat, where these highly educated young men, mostly non-Nazis, were bonded into a group by marching, singing, uniforms, and drill. To resist seemed pointless, certain to lead nowhere but to prison and an end to the dreamed-of career. Finally, with astonishment, he observed himself raising his arm, fitted with a swastika armband, in the Nazi salute. These various techniques of social control were successful.

In the opinion of the A. C. Nielsen Company, the ideal radio research service must: 1. Measure the entertainment value of the program (probably best indicated by the size of the audience, bearing in mind the scope of the broadcasting facilities). 2. Measure the sales effectiveness of the program. 3. Cover the entire radio audience; that is: a. All geographical sections. b. All sizes of cities. c. Farms. d. All income classes. e. All occupations. f. All races. g. All sizes of family. h. Telephone and non-telephone homes, etc., etc. 4. Sample each of the foregoing sections of the audience in its proper portion; that is, there must be scientific, controlled sampling — not wholly random sampling. 5. Cover a sufficiently large sample to give reliable results. 6. Cover all types of programs. 7. Cover all hours of the day. 8. Permit complete analysis of each program; for example: a. Variations in audience size at each instant during the broadcast. b. Average duration of listening. c. Detection of entertainment features or commercials which cause gain or loss of audience. d. Audience turnover from day to day or week to week, etc., etc. 9. Reveal the true popularity and listening areas of each station and each network; that is, furnish an "Audit Bureau of Circulations" for radio. A study was made by A. C. Nielson Company of all possible methods of meeting these specifications. After careful investigation, they decided to use a graphic recording instrument known as the "audimeter" for accurately measuring radio listening. . . . The audimeter is installed in radio receivers in homes.

The Cornell Method The Cornell method is probably the best-known and most widely used note taking method out there. It is a brilliantly simple method that is characterized by how it divides the page you use. To use the Cornell method, first take a page of lined paper. There will usually be a margin on the left of the page. From this margin, measure roughly 6cm in and then draw a line down the page from top to bottom. Next, draw a line across the page six lines up from the bottom of the sheet. (The measurements are not set in stone, so feel free to modify them to your own taste.) This will divide the page into three areas: the section across the bottom, the now extended margin on the left of the page, and a section on the right. The right of the page will be where you will make your “normal notes.” The reduced area will have the effect of encouraging you to take fewer notes as there is simply less space to do so. The section along the bottom of the page is where you write a summary of everything on the page. This will be no more than a couple of sentences, and depending on how you prefer to work, this summary can be written perhaps at the end of the class, later that evening, or on another day. Writing this summary will solidify your understanding of your notes and help cut them down further. The section on the left of the page can be used in a few different ways. You may choose to use this area to write down the most important words, like names, dates, and essential ideas. Another way to use the left side of the page is to record your own reactions to the notes you are taking. This is a brilliant way to encourage active listening, as writing down your personal reactions ensures that you engage fully with the lesson. Don’t worry about writing anything smart or insightful in these reactions. Perhaps comment on how something relates back to another topic, how you find something interesting, or maybe you write a few question marks to denote that you find it confusing. Using the Cornell method is a straightforward technique for note taking, and can be adapted in various ways to fit your own preferences. It can be helpful for studying and testing yourself later on, too. One way to do this is to use the left hand area to write questions that correspond to the right side of the page. You can then test yourself by covering the right side of the page and attempting to answer the questions, slowly revealing the notes and “answers” on the right as you go. You can also test yourself by attempting to recite the summary at the bottom of the page.

There are forty-eight physicians and surgeons, but not all are lecturers. Including yourself, there are twenty-seven students of medicine. Each clerk is apprenticed to a series of different physicians. The apprenticeships vary in length for different individuals, and so does the entire clerkship. You become a candidate for oral examination whenever the bastardly faculty decides you are ready. If you pass, they address you as Hakim. If you fail, you remain a student and must work toward another chance.” “How long have you been here?” Karim glowered, and Rob knew he had asked the wrong question. “Seven years. I’ve taken examinations twice. Last year, I failed the section on philosophy. My second attempt was three weeks ago, when I made a poor thing of questions on jurisprudence. What should I care about the history of logic or the precedents of the law? I’m already a good physician.” He sighed bitterly. “In addition to classes in medicine you must attend lectures in law, theology, and philosophy.

The difference in cost-efficiency was over a factor of four in favor of the low-end server. When looking for more recent data to update this section we realized that there are no competitive benchmarking entries that represent the high-end server design space. As we observed in 2009, the economics of the server space made that class of machines nearly obsolete in the marketplace today. The more interesting discussions today are between low-end server nodes and extremely low end (so-called Wimpy) servers,

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

require chronic or recurrent treatment with a wide array of medications, some of which could aff ect insulin sensitivity, �-cell function, or other aspects of glucoregulation. Whenever feasible, preference should be given to those agents that are either neutral or beneficial in their eff ects on carbohydrate and lipid metabolism. In the sections that follow, diff erent classes of medications will be discussed with regard to their impact on diabetes risk. These medication classes were selected for discussion based either on (a) their historical association with dysglycemia in clinical practice, (b) extensive utilization for the management of comorbid conditions (e.g., hypertension, dyslipidemia) in diabetic patients, or (c) existing or emerging reports of possible association with

Bernard and I always believed that most pop music fits into the board category called rock and roll. Rock and roll was ever changing, and this art form had different genres of classification for the benefit of consumers, like sections in a library or bookstore. Once any genre-folk, soul, rock or even some jazz-reaches a certain position on the pop charts, it does what’s known in the music business as crossing over, and gets played on the Top Forty stations. That’s the reason so many of us own songs by artists from genre’s we normally wouldn't-their hit songs crossed over into the pop Top Forty mainstream. When a genre repeatedly crosses over and comes to dominate the Top Forty, what had originated as an insurgency becomes the new ruling class. This was the path disco had taken-from the margins where it started, a weird combination of underground gay culture and funk and gospel-singing techniques and, in the case of Chic, Jazz-inflected groovy soul. But it was basically all rock and roll, historically speaking, as far as we were concerned. But the media and the industry pitted us against the Knack-the disco kings in their buppie uniforms verses the scrappy white boys. But we never saw it that way. We thought we were all on the same team, even if our voices and songs followed different idioms. Boy, were we naïve. And boy, did things change.

When testifying before a senate committee investigating his behavior, he said, “I got that patronage from the sheriff, the county clerk, the county treasurer, all the clerks of the different courts, the State administration … It rarely happened … that any appointments of any kind, big or little, were made in the section of the city in which I lived without my recommendation.” Lorimer also owned a number of businesses that did contracting for the city, and through a process of what he suggested was “honest graft” managed to accumulate considerable wealth. His machine, like those in other cities, catered to the interests of the huge number of immigrants and working-class voters who were flocking into the city to work in its new industries.

The structure of de Prony’s computing office cannot be easily seen in Smith’s example. His computing staff had two distinct classes of workers. The larger of these was a staff of nearly ninety computers. These workers were quite different from Smith’s pin makers or even from the computers at the British Nautical Almanac and the Connaissance des Temps. Many of de Prony’s computers were former servants or wig dressers, who had lost their jobs when the Revolution rendered the elegant styles of Louis XVI unfashionable or even treasonous.35 They were not trained in mathematics and held no special interest in science. De Prony reported that most of them “had no knowledge of arithmetic beyond the two first rules [of addition and subtraction].”36 They were little different from manual workers and could not discern whether they were computing trigonometric functions, logarithms, or the orbit of Halley’s comet. One labor historian has described them as intellectual machines, “grasping and releasing a single piece of ‘data’ over and over again.”37 The second class of workers prepared instructions for the computation and oversaw the actual calculations. De Prony had no special title for this group of workers, but subsequent computing organizations came to use the term “planning committee” or merely “planners,” as they were the ones who actually planned the calculations. There were eight planners in de Prony’s organization. Most of them were experienced computers who had worked for either the Bureau du Cadastre or the Paris Observatory. A few had made interesting contributions to mathematical theory, but the majority had dealt only with the problems of practical mathematics.38 They took the basic equations for the trigonometric functions and reduced them to the fundamental operations of addition and subtraction. From this reduction, they prepared worksheets for the computers. Unlike Nevil Maskelyne’s worksheets, which gave general equations to the computers, these sheets identified every operation of the calculation and left nothing for the workers to interpret. Each step of the calculation was followed by a blank space for the computers to fill with a number. Each table required hundreds of these sheets, all identical except for a single unique starting value at the top of the page. Once the computers had completed their sheets, they returned their results to the planners. The planners assembled the tables and checked the final values. The task of checking the results was a substantial burden in itself. The group did not double-compute, as that would have obviously doubled the workload. Instead the planners checked the final values by taking differences between adjacent values in order to identify miscalculated numbers. This procedure, known as “differencing,” was an important innovation for human computers. As one observer noted, differencing removed the “necessity of repeating, or even of examining, the whole of the work done by the [computing] section.”39 The entire operation was overseen by a handful of accomplished scientists, who “had little or nothing to do with the actual numerical work.” This group included some of France’s most accomplished mathematicians, such as Adrien-Marie Legendre (1752–1833) and Lazare-Nicolas-Marguerite Carnot (1753–1823).40 These scientists researched the appropriate formulas for the calculations and identified potential problems. Each formula was an approximation, as no trigonometric function can be written as an exact combination of additions and subtractions. The mathematicians analyzed the quality of the approximations and verified that all the formulas produced values adequately close to the true values of the trigonometric functions.

Next, comparing children to arrows in the hands of a warrior, Psalm 127:4-5 talks about how parents are to handle their offspring. Wise and skillful parents are to know their children, understand them, and carefully point them in the right direction before shooting them into the world. And, as you may have learned in an archery class, shooting an arrow straight and hitting a target is a lot harder in real life than it looks like in the movies or on TV. Likewise, godly and skillful parenting isn’t easy. The last section of today’s selection teaches the importance of the Lord’s presence in the home. • The Lord blesses a home that follows His ways (Psalm 128:1-2). • A wife who knows the Lord will be a source of beauty and life in the home (Psalm 128:3a). • With the Lord’s blessing, children will flourish like olive trees, which generously provide food, oil, and shelter (Psalm 128:3b). Ask yourself, What can I do to make the Lord’s presence more recognizable in our home? Or a more pointed question, What kind of steward am I being in my home? God has entrusted to you some very special people—your children. You will be held accountable for how you take care of them. But you’re not in it alone. God offers to walk with you today and always. He provides you with guidelines like those we looked at today, plus His wisdom and His love, to help you do the job and do it well.9 Prayer: Father God, forgive me for the ways I shortchange my children. Help me know how to slow down the pace of life. Help me stay very aware that my children will be with me for just a short time, and that how I treat them will affect them and their children’s lives too. Continue to teach me how to be the parent You want me to be. Amen.   Action: Give your child/children the gift of time—today and every day.   Today’s Wisdom: The Christian home is the Master’s workshop where the processes of character-molding are silently, lovingly, faithfully, and successfully carried on. —RICHARD M. MILNES

encompasses school culture, academics, social dynamics, extracurricular opportunities, internship/job opportunities, geography, financial aid, and any other criteria profoundly important to you. Choose the school based on true fit, not on just brand name. College life Frankly, most of the success habits that were key in high school still apply in college, so there’s no need to repeat them in this section. What defines a successful time in in college, however, is commonly judged in terms of your summer internships and ultimately the job you undertake post-college. Be careful in choosing your classes … or

Choosing an “Away School” There was a time when this section would have been easy. We simply would have said, “Find the nearest Catholic school and send your child to it.” Unfortunately, it is no longer possible to make such blanket statements in an age where in some places teachers and staff are often either openly hostile or passively dismissive toward their own mission to be a Catholic school. It is our opinion that these schools do so at their own peril, because once you take the “Catholic” out of a Catholic school, you end up with a hobbled institution. Fortunately, these inferior institutions remain in the minority of Catholic schools. In fact, we are still very heavily biased in favor of Catholic schools, and we strongly recommend that you consider any and all available Catholic schools before considering other conventional schooling options (e.g., public or non-sectarian private schools). Generally speaking, they have been shown to be more effective than their public counterparts; they typically have smaller, more orderly classes; they support the values and prayers you are trying to teach at home; and they help your child appreciate the importance of the Eucharist by attending Mass during the school week.

One of my clients went so far as to make a tidying journal. The first page presented her “Ideal Lifestyle.” This was followed by a section called “Current Situation (Tidying Problems, Storage Units, List of Things by Category).” The last section was a progress sheet titled “The Tidying Process,” in which she recorded everything from the discoveries she made about tidying to the number of garbage bags she used.

In the 1950s Detroit was undergoing changes in the city and factories with enormous political consequences. When I arrived in Detroit the city had just begun Urban Renewal (which blacks renamed “Negro Removal”) in the area near downtown where most blacks were concentrated. Hastings Street and John R, the two main thoroughfares that were the hub of the commerce and nightlife of the black community, were still alive with pedestrians. Large sections of the inner city, however, were being bulldozed to build the Ford Freeway crisscrossing the city from east to west, the Lodge Freeway bisecting the city from north to south, and the Fisher and Chrysler Freeways coming from Toledo and proceeding all the way north to the Upper Peninsula. These freeways were built to make it easy to live in the suburbs and work in the city and at the same time to expand the car market. So in 1957 whites began pouring out of the city by the tens of thousands until by the end of the decade one out of every four whites who had lived in the city had left. Their exodus left behind thousands of houses and apartments for sale and rental to blacks who had formerly been confined inside Grand Boulevard, a horseshoe-shaped avenue delimiting the inner city, many of whom had been uprooted by Negro Removal. Blacks who had been living on the East Side, among them Annie Boggs, began buying homes on the West Side and the North End. The black community was not only expanding but losing the cohesiveness it had enjoyed (or endured) when it was jammed together on the Lower East Side. New neighbors no longer served as extended family to the young people growing up in the new black neighborhoods. Small businesses owned by blacks and depending on black customers went bankrupt, eliminating an entrepreneurial middle class that had played a key role in stabilizing the community. By the end of the 1950s one-fourth of the buildings inside the Boulevard stood vacant. At the same time all Americans, regardless of race, creed, or national origin, were being seduced by the consumerism being fostered by large corporations so that they could sell the abundance of goods coming off the American assembly lines. All around us in the black community parents were determined to give their children “the things I didn’t have.

Such “pyrrhic victories” are of course ubiquitous in the development of U.S. tax law, leading the late Justice Robert H. Jackson to quip that tax is “a field beset with invisible boomerangs.” Arrowsmith v. Commissioner, 344 U.S. 6, 12 (1954) (Jackson, dissenting). See Kirk J. Stark, The Unfulfilled Tax Legacy of Justice Robert H. Jackson, 54 Tax L. Rev. 171, 251-256 (2001). To carry the evolutionary story further, one might observe that the development of the tax law is sometimes characterized by a process similar to evolutionary phenomenon of “antagonistic pleiotropy,” a condition where a single gene influences more than one trait—one with beneficial effects and the other with harmful effects. In a similar way, a single legal rule will often have pro-taxpayer and pro-government effects, depending on the class of taxpayer. Thus, in the same way that a gene selected for some beneficial trait might carry with it some other harmful trait, government efforts through litigation to push the development of a legal rule (e.g., the scope of the “realization” doctrine) in one direction with respect to one class of taxpayers (e.g., taxpayers with gains) will sometimes have the opposite effect on another class of taxpayers (e.g., taxpayers with losses). A fuller “evolutionary” theory of the development of U.S. tax law might seek to account for such phenomena.

School Code of Conduct. Everything you need to know about how to behave at school—and how not to behave—is right here in this book.” A bunch of teachers came around and started handing out a copy to each student in the gym. “When you receive yours, open up to page one and follow along with me,” Stricker said. Then she started reading… really… slowly. “‘Section One: Hills Village Middle School Dress Code…’” When I got my copy, I flipped all the way to the back of the book. There were sixteen sections and twenty-six pages total. In other words, we were going to be lucky to get out of this assembly by Christmas. “‘… All students are expected to dress appropriately for an academic environment. No student shall wear clothing of a size more than two beyond his or her normal size….’” HELP! That’s what I was thinking about then. Middle school had just started, and they were already trying to bore us to death. Please, somebody stop Mrs. Stricker before she kills again! Leo took out a pen and started drawing something on the inside of the back cover. Stricker turned to the next page and kept reading. “‘Section Two: Prohibited Items. No student shall bring to school any electronic equipment not intended for class purposes. This includes cell phones, iPods, cameras, laptop computers….’” The whole thing went on and on. And on. And on. By the time we got to Section 6 (“Grounds for Expulsion”), my brain was turning into guacamole, and I’m pretty sure my ears were bleeding too. People always talk about how great it is to get older. All I saw were more rules and more adults telling me what I could and couldn’t do, in the name of what’s “good for me.” Yeah, well, asparagus is good for me, but it still makes me want to throw up. As far as I could tell, this little green book in my hands was just one long list of all the ways I could—and probably would—get into trouble between now and the end of the school year. Meanwhile, Leo was drawing away like the maniac he is. Every time Stricker mentioned another rule, he scribbled something else on the page in front of him. Finally, he turned it around and showed me what he was working on.

That night, though, Mom was getting things ready for a party at the restaurant, so I had to bum a ride with Jack and Julie. Jack said they didn’t need a chaperon, but it was just talk. He always helped me when it mattered. While we were waiting for Julie, I asked him about the one detail that was bothering me. “I’m supposed to meet her there,” I said. “Do I meet her inside the gym or outside?” “Do you have a date or not?” “More or less.” Jack grinned and shook his head. “Well, it’s not that simple,” I told him. “She can’t go out on dates, so she’s coming with her parents, and I’m supposed to meet her.” Jack broke out laughing. “You’re singing the freshman blues again, Eddie. Everything ends up half-baked.” “So where do I meet her on a half-baked date?” “Inside,” he said. “That way you won’t have to pay for her ticket.” “I don’t want to look like a cheapskate.” “Why hide the truth? Besides, her parents are bringing her, right? You don’t want to meet her father, do you?” “I don’t know.” “Look, he’ll just shake your hand and give you a dirty look. That’s what freshman girls’ fathers always do.” “Really?” “So save the hassle and the money. Wait inside.” I ended up waiting right inside the door. When Wendy and her father came in, she was careful to keep things looking casual. She pretended not to notice me at first, then said, “Oh, hi, Eddie,” and introduced me to her father as a boy in her algebra class. He shook my hand and gave me a dirty look. For a minute I thought the three of us would end up sitting together, but her father decided not to join us in the student rooting section. Wendy and I found an empty bench in the bleachers and were alone for twenty or thirty seconds before two of her friends came along, then three of mine. Then some friends of theirs. And finally Wayne Parks squeezed into a spot on the bench behind us. All through the game he kept leaning forward and making comments like “Where’s the ref keep his Seeing Eye dog during the game?” Even if Wendy and I hadn’t had an audience, we couldn’t have done much talking. During every time-out the Los Cedros Spirit Band, sitting three rows behind us, blasted us off the benches with fight songs. To top things off, Wendy’s father sat across the aisle and stared at us all night. And the Los Cedros Panthers blew a six-point lead in the final minute and lost the game at the buzzer. Before Wendy and I had our coats on, her father showed up beside us, mumbled, “Nice to meet you, Willy,” and led her away. The night could have been worse, I guess. I didn’t break an ankle or choke on my popcorn or rip my pants. But I had a hard time being thankful for those small favors.

Read Demosthenes or Cicero, read Plato, Aristotle, or any other of that class: you will, I admit, feel wonderfully allured, pleased, moved, enchanted; but turn from them to the reading of the Sacred Volume, and whether you will or not, it will so affect you, so pierce your heart, so work its way into your very marrow, that, in comparison of the impression so produced, that of orators and philosophers will almost disappear; making it manifest that in the Sacred Volume there is a truth divine, a something which makes it immeasurably superior to all the gifts and graces attainable by man. Section

Publishing an object means making it available to code outside of its current scope, such as by storing a reference to it where other code can find it, returning it from a nonprivate method, or passing it to a method in another class. In many situations, we want to ensure that objects and their internals are not published. In other situations, we do want to publish an object for general use, but doing so in a thread-safe manner may require synchronization. Publishing internal state variables can compromise encapsulation and make it more difficult to preserve invariants; publishing objects before they are fully constructed can compromise thread safety. An object that is published when it should not have been is said to have escaped. Section 3.5 covers idioms for safe publication; right now, we look at how an object can escape. The

Many teachers felt that no matter how creative they were in the classroom, it wouldn’t make a difference anyway. They talked about a devastating erosion in standards, how the students of today bore no resemblance to the students of even ten or fifteen years ago, how their preoccupations were with anything but school. It was hard for teachers not to feel depressed by the lack of rudimentary knowledge, like in the history class in which students were asked to name the president after John F. Kennedy. Several students meekly raised their hands and proffered the name of Harry Truman. None gave the correct answer of Lyndon Johnson, who also happened to have been a native Texan. In 1975, the average SAT score on the combined math and verbal sections at Permian was 963. For the senior class of 1988–89, the average combined SAT score was 85 points lower, 878. During the seventies, it had been normal for Permian to have seven seniors qualify as National Merit semi-finalists. In the 1988–89 school year the number dropped to one, which the superintendent of schools, Hugh Hayes, acknowledged was inexcusable for a school the size of Permian with a student body that was rooted in the middle class. (A year later, with the help of $15,000 in consultant’s fees to identify those who might pass the required test, the number went up to five.)

I've always thought cemeteries were like cities. There are streets, avenues—you've seen them, I think, Michael. There are blocks, too, and house numbers, slums and ghettos, middle-class sections and small palaces.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

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.

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.