Decorative Education Quotes

We liked to be known as the clever girls. When we decorated our hands with henna for holidays and weddings, we drew calculus and chemical formulae instead of flowers and butterflies.

Your friends are all the dullest dogs I know. They are not beautiful: they are only decorated. They are not clean: they are only shaved and starched. They are not dignified: they are only fashionably dressed. They are not educated: they are only college passmen. They are not religious: they are only pewrenters. They are not moral: they are only conventional. They are not virtuous: they are only cowardly. They are not even vicious: they are only “frail.” They are not artistic: they are only lascivious. They are not prosperous: they are only rich. They are not loyal, they are only servile; not dutiful, only sheepish; not public spirited, only patriotic; not courageous, only quarrelsome; not determined, only obstinate; not masterful, only domineering; not self-controlled, only obtuse; not self-respecting, only vain; not kind, only sentimental; not social, only gregarious; not considerate, only polite; not intelligent, only opinionated; not progressive, only factious; not imaginative, only superstitious; not just, only vindictive; not generous, only propitiatory; not disciplined, only cowed; and not truthful at all: liars every one of them, to the very backbone of their souls.

Nobody’s so damn well educated that you can’t learn ninety per cent of what he knows in six weeks. The other ten per cent is decoration.

We followed the bondage Bobbsey Twins across the crowded dance floor. Those leather shorts were an adventure from behind, let me tell you. And the pictures of Elvis decorating the walls were an education, too. It wasn’t often you ran into a bondage/Elvis/ whorehouse-themed vampire club.

Instead of being regarded as intelligent or knowledgeable, many a woman would rather be regarded as beautiful or good in the kitchen; many a man, as handsome or good in bed.

When writing a novel a writer should create living people; people not characters. A character is a caricature. If a writer can make people live there may be no great characters in his book, but it is possible that his book will remain as a whole; as an entity; as a novel. If the people the writer is making talk of old masters; of music; of modern painting; of letters; or of science then they should talk of those subjects in the novel. If they do not talk of these subjects and the writer makes them talk of them he is a faker, and if he talks about them himself to show how much he knows then he is showing off. No matter how good a phrase or a simile he may have if he puts it in where it is not absolutely necessary and irreplaceable he is spoiling his work for egotism. Prose is architecture, not interior decoration, and the Baroque is over. For a writer to put his own intellectual musings, which he might sell for a low price as essays, into the mouths of artificially constructed characters which are more remunerative when issued as people in a novel is good economics, perhaps, but does not make literature. People in a novel, not skillfully constructed characters, must be projected from the writer’s assimilated experience, from his knowledge, from his head, from his heart and from all there is of him. If he ever has luck as well as seriousness and gets them out entire they will have more than one dimension and they will last a long time. A good writer should know as near everything as possible. Naturally he will not. A great enough writer seems to be born with knowledge. But he really is not; he has only been born with the ability to learn in a quicker ratio to the passage of time than other men and without conscious application, and with an intelligence to accept or reject what is already presented as knowledge. There are some things which cannot be learned quickly and time, which is all we have, must be paid heavily for their acquiring. They are the very simplest things and because it takes a man’s life to know them the little new that each man gets from life is very costly and the only heritage he has to leave. Every novel which is truly written contributes to the total of knowledge which is there at the disposal of the next writer who comes, but the next writer must pay, always, a certain nominal percentage in experience to be able to understand and assimilate what is available as his birthright and what he must, in turn, take his departure from. If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

A successful life is decorated with a flower called purpose.

Three quarters of our intellectual performances are no more than decorations upon a void; I wondered if that increasing vacuity was due to the lowering of intelligence or to moral decline; whatever the cause, mediocrity of mind was matched almost everywhere by shocking selfishness and dishonesty.

Class consciousness is not one of our national diseases; we suffer, indeed, from its opposite--the delusion that class barriers are not real. That delusion reveals itself in many forms, some of them as beautiful as a glass eye. One is the Liberal doctrine that a prairie demagogue promoted to the United States Senate will instantly show all the sagacity of a Metternich ... another is the doctrine that a moron run through a university and decorated with a Ph.D. will cease thereby to be a moron ...

Life is beautiful. It's even more beautiful if you can decorate it with love, hope, and dreams.

Life is beautiful. It's even more beautiful if you can decorate it with beauty of love, magic of hope, and joy of dreams.

Let us decorate the world with the flowers of peace, love, and laughter.

It is the classic fallacy of our time that a moron run through a university and decorated with a Ph.D. will thereby cease to be a moron.

Aren't you supposed to be an educated woman?' 'No. Purely decorative. I read a story once; it was terrible and my head ached for days.

Reluctantly, he knew that he despised his fellow residents for the way in which they fit so willingly into their appointed slots in the apartment buildings, for their overdeveloped sense of responsibility and lack of flamboyance. Above all, he looked down on them for their good taste. The building was a monument to good taste, to the well-designed kitchen, to sophisticated utencils and fabrics, to elegant and never ostentatious furnishings. In short, to that whole aesthetic sensibility which these well-educated, professional people had inherited from all the schools of industrial design, all the award-winning schemes of interior decoration institutionalized by the last quarter of the century. Royal detested this orthodoxy of the intelligent. Visiting his neighbors’ apartments, he would find himself physically repelled by the contours of an award-winning coffee pot, but the well-modulated color schemes, by the good taste and intelligence that, Midas-like, had transformed everything in these apartments into an ideal marriage of function and design. In a sense, these people were the vanguard of a well-to-do and well-educated proletariat of the future, boxed up in these expensive apartments with their elegant furniture, and intelligent sensibilities, and no possibility of escape.

My mother, who has read all of Balzac and quotes Flaubert at every dinner, is living proof every day of how education is a raging fraud. All you need to do is watch her with the cats. She’s vaguely aware of their decorative potential, and yet she insists on talking to them as if they were people, which she would never do with a lamp or an Etruscan statue. It would seem that children believe for a fairly long time that anything that moves has a soul and is endowed with intention. My mother is no longer a child but she apparently has not managed to conceive that Constitution and Parliament possess no more understanding than the vacuum cleaner.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

When we decorated our hands with henna for holidays and weddings, we drew calculus and chemical formulae instead of flowers and butterflies.

How ironic that in a building where so much emphasis and importance is put on art, decor, painting, sculptures - a place where they want to surround themselves with all these beautiful things - I need to remind them just how important the arts are to young people.

In any case I fully endorse the singer's attitude towards the booklet that he will write and the child he wishes to educate, for not only am I familiar with the passion for education but the desire to write a small book has for a long time also not been far from my thoughts, and now that I am free of my office this desire has assumed the proportions of a precious and alluring promise—to write a book in all good-humor and at my leisure, a pamphlet, an insignificant booklet for my friends and fellow thinkers.' 'And upon what subject, may I ask?' put in Designori with curiosity. 'Oh the subject would not matter so much. It would merely be an opportunity for me to weave my thoughts around some theme and to enjoy the good fortune of having a great deal of free time. The chief thing in my case would be the tone—a tone not of scholarship but a decorous mean between respect and intimacy, between gravity and playfulness, a friendly communication and utterance of sundry things that I believe I have experienced and learned… In the immediate future I cannot anticipate the joys and problems of writing my little book, for I have to prepare myself the luxury of blossoming into authorship, as I see it, with a comfortable but careful presentation of things, not for my solitary pleasure but always bearing in mind a few good friends and readers.

Politeness provides a way where you can back down with dignity. In nature there is only ever one reason you cede the high ground – you are acknowledging defeat. You are bowing before a superior power. But under the rules of politeness, you let the other person off not because you are a weakling, a coward or a failure, but because you value calm over chaos. Politeness makes it easier to apologise, because apologising isn’t just an act of pure submission. Politeness is founded on a major insight into human nature and a big positive thesis about what civilisation is and why we need it. It’s a view that was advanced particularly by the political philosopher Thomas Hobbes in the 17th century. Hobbes was acutely conscious that our normal, unrestrained instincts are far from being wholly nice. We may be quite inclined by nature to damage or destroy our rivals; to take advantage of those who are weaker than us; to grab more than our fair share of anything good if we can; to humiliate those who we feel are in some way alien; to revenge ourselves on anyone we feel has upset or disappointed us and to enforce our opinions and beliefs on others if we can. These are natural inclinations, Hobbes argues; therefore, we positively require a set of constraining conventions that artificially induce better ways of dealing with other people. Politeness is not mere decoration. It is directed at dealing with a major human problem: we need manners to restrain the beast inside.

The savage deals largely with crude stimuli; we have weighted stimuli. Prior human efforts have made over natural conditions. As they originally existed they were indifferent to human endeavors. Every domesticated plant and animal, every tool, every utensil, every appliance, every manufactured article, every esthetic decoration, every work of art means a transformation of conditions once hostile or indifferent to characteristic human activities into friendly and favoring conditions. Because the activities of children today are controlled by these selected and charged stimuli, children are able to traverse in a short lifetime what the race has needed slow, tortured ages to attain. The dice have been loaded by all the successes which have preceded.

If the eye is constantly greeted by harmonious objects, having elegance of form and color, a standard of taste naturally grows up. The effect of a tawdry, unarranged, and over-decorated environment works for the deterioration of taste, just as meager and barren surroundings starve out the desire for beauty. Against such odds, conscious teaching can hardly do more than convey second-hand information as to what others think. Such taste never becomes spontaneous and personally engrained, but remains a labored reminder of what those think to whom one has been taught to look up.

In June 1981, a strike shuttered the major leagues for fifty days, the first time in baseball history that players walked out during the season. Determined to make his people earn their keep, George Steinbrenner ordered his major-league coaches into the minors to scout and help mentor the organization’s prospects. Berra drew Nashville, where Merrill was the manager. Merrill was a former minor-league catcher with a degree in physical education from the University of Maine. He began working for the Yankees in 1978 at West Haven, Connecticut, in the Eastern League and moved south when the Yankees took control of the Southern League’s Nashville team in 1980. Suddenly, in mid-1981, the former catcher who had never made it out of Double-A ball had the most famous and decorated Yankees backstop asking him, “What do you want me to do?” Wait a minute, Merrill thought. Yogi Berra is asking me to supervise him? “Do whatever you want,” Merrill said. “No,” Berra said. “Give me something specific.” And that was when Merrill began to understand the existential splendor of Yogi Berra, whom he would come to call Lawrence or Sir Lawrence in comic tribute to his utter lack of pretense and sense of importance. “He rode buses with us all night,” Merrill said. “You think he had to do that? He was incredible.” One day Merrill told him, “Why don’t you hit some rollers to that lefty kid over there at first base?” Berra did as he was told and later remarked to Merrill, “That kid looks pretty good with the glove.” Berra knew a prospect when he saw one. It was Don Mattingly, who at the time was considered expendable by a chronically shortsighted organization always on the prowl for immediate assistance at the major-league level.

My darling son: depression at your age is more common than you might think. I remember it very strongly in Minneapolis, Minnesota, when I was about twenty-six and felt like killing myself. I think the winter, the cold, the lack of sunshine, for us tropical creatures, is a trigger. And to tell you the truth, the idea that you might soon unpack your bags here, having chucked in all your European plans, makes your mother and me as happy as could be. You have more than earned the equivalent of any university 'degree' and you have used your time so well to educate yourself culturally and personally that if university bores you, it is only natural. Whatever you do from here on in, whether you write or don't write, whether you get a degree or not, whether you work for your mother, or at El Mundo, or at La Ines, or teaching at a high school, or giving lectures like Estanislao Zuleta, or as a psychoanalyst to your parents, sisters and relatives, or simply being Hector Abad Faciolince, will be fine. What matters is that you don't stop being what you have been up till now, a person, who simply by virtue of being the way you are, not for what you write or don't write, or for being brilliant or prominent, but just for being the way you are, has earned the affection, the respect, the acceptance, the trust, the love, of the vast majority of those who know you. So we want to keep seeing you in this way, not as a future great author, or journalist or communicator or professor or poet, but as the son, brother, relative, friend, humanist, who understands others and does not aspire to be understood. It does not matter what people think of you, and gaudy decoration doesn't matter, for those of us who know you are. For goodness' sake, dear Quinquin, how can you think 'we support you (...) because 'that boy could go far'? You have already gone very far, further than all our dreams, better than everything we imagined for any of our children. You should know very well that your mother's and my ambitions are not for glory, or for money, or even for happiness, that word that sounds so pretty but is attained so infrequently and for such short intervals (and maybe for that very reason is so valued), for all our children, but that they might at least achieve well-being, that more solid, more durable, more possible, more attainable word. We have often talked of the anguish of Carlos Castro Saavedra, Manuel Meija Vallejo, Rodrigo Arenas Betancourt, and so many quasi-geniuses we know. Or Sabato or Rulfo, or even Garcia Marquez. That does not matter. Remember Goethe: 'All theory (I would add, and all art), dear friend, is grey, but only the golden tree of life springs ever green.' What we want for you is to 'live'. And living means many better things than being famous, gaining qualifications or winning prizes. I think I too had boundless political ambitions when I was young and that's why I wasn't happy. I think I too had boundless political ambitions when I was young and that's why I wasn't happy. Only now, when all that has passed, have I felt really happy. And part of that happiness is Cecilia, you, and all my children and grandchildren. Only the memory of Marta Cecilia tarnishes it. I believe things are that simple, after having gone round and round in circles, complicating them so much. We should do away with this love for things as ethereal as fame, glory, success... Well, my Quinquin, now you know what I think of you and your future. There's no need for you to worry. You are doing just fine and you'll do better, and when you get to my age or your grandfather's age and you can enjoy the scenery around La Ines that I intend to leave to all of you, with the sunshine, heat and lush greenery, and you'll see I was right. Don't stay there longer than you feel you can. If you want to come back I'll welcome you with open arms. And if you regret it and want to go back again, we can buy you another return flight. A kiss from your father.

Unlike stealing or taxing or highhandedly appropriating, exchange is a positive – not a zero- or negative-sum game. If Sir Botany must tempt the peasants with offers of educational services or consultation on interior decorating in order to get the barley, both he and the peasants are better off. If he just grabs it, only he is better off and they are worse off. If I buy low and sell high, I am doing both of the people with whom I deal a favor. That’s three favors done – to the seller, the buyer, and me in the middle and no one hurt except by envy’s sting. The seller and buyer didn’t have to enter the deal, and by their willingness they show they are made better off. One can say it stronger. Only such deals are just.

Words of Wisdom Approach each day with positive thoughts. Believe in the goodness of others. Create a better world by being a friend. Decorate your life with beautiful things. Educate yourself through the teaching of others.

As a child, I ate up the image Carl strived to portray: An inspirational rags-to-riches tale of a go-getter emerging the hell of his sulfur-scented, Podunk Texas upbringing. With a community college dropout education, Carl managed to reach six figures as a mobile home lot manager when the trailer park industry boomed in the early nineties. He decorated his accomplishments with a large house, yachts, and weekly morale shindigs for his salesmen bursting with open bars and filet mignon. However, my mother was by far his prettiest accessory.

The whole man was in all his judgments and activities, and a discriminating zest for life, for 'common life', informs every page he wrote. He saw education as actualizing the potentiality for the leisured activities of thought, art, literature and conversation. 'Grete clerk' as he was, he was never willfully esoteric: quotations and allusions rose unbidden to the surface of his full and fertile mind, but whether drawn from Tristram Shandy or James Thurber they elucidate not decorate. His works are all of a piece: a book in one genre will correct, illumine, or amplify what is latent in another.

Nobody’s so damn well educated that you can’t learn ninety per cent of what he knows in six weeks. The other ten per cent is decoration.” “Yes, sir.

If I’m being honest with myself, it’s because I never felt like I was someone worth loving or worth having around. Like I was more trouble than I was worth.” “And why do you feel that way?” “Because, I don’t have much to contribute to society, Charlie. I’m not smart. I’m not decorated. I’m not educated. I’m not anything that anyone aspires to be. I’m not important.” “But how do you know? Is your life over already?” “Well, no. It’s not.” “Then how do you already know all that about yourself and your life if your life isn’t over yet?” “I guess I’m basing it off of who I was before and who I am now.” “Do you want to be and stay that same person, Bernie?” “Well, of course not.” “Then change it. You have the power to change who you are to be the best version of yourself. But you have to want to do it, Bern. No one can do it for you. You also have to believe that you deserve better if you’re ever going to get anything better out of life.

Let us mention an additional source of difficulty: the dissociation between exterior worship and interior prayer introduced into the Catholic way of thinking. In the West, when the liturgy had become the business of clerics, celebrated in a learned tongue unknown to the people, preachers developed private devotions and exercises. Then worship was seen as an external manifestation, a duty rendered to God and requiring care for the appearances, such as baroque music, processions, decorations, but not demanding too great a personal investment. Religious education stressed the individual relation to God, to such a point that during solemn liturgical celebrations one could see priests individually reciting their breviary, while seated side by side in the sanctuary, and the faithful silently praying the rosary as their confessors had advised! In catechisms, worship was included in the chapter on moral obligations; it was regarded as the social form of the virtue of religion, that is, the fulfillment of the duties we have toward God.

Chocolate is a girl's best friend.' 'Consequently, I am going to polish off this entire chocolate pie, as well as sit here and cry, yes just sitting in my white tank top, and light pink comfy old short shorts, with the black drawstring in the fronts, tied, into a big floppy bow.' 'I sit looking at the TV, hugging my teddy bear. Tonight's movie lineup is 'Shawshank,' 'Misery,' 'The Notebook,' and 'A Walk to Remember.' While my black mascara from the day runs down my cheeks.' 'Life is not a fairytale, so maybe I can go next year. I know the prom is not going to happen either, yet I want to go at least once in my life. Yet, some get to go to prom, and dance for five years running. They go all four high school years.' 'Plus, they get asked for their date, which is still in school after they're out, even though they have gone many times before.' 'Then someone like me never gets the chance; that is not fair! I am not jealous; I just want to have the same opportunities, the photos, and the involvements.' 'I could envision in my mind the couples swaying to the music.' 'I could picture the bodies pressed against one another. With their hands laced with desire, all the girls having their poofy dresses pushed down by their partner's closeness, as they look so in love.' 'I know is just dumb dances, but I want to go. Why am I such a hopeless romantic? I could visualize the passionate kissing.' 'I can see the room and how it would be decorated, but all I have is the vision of it. That is all I have! Yeah, I think I know how Carrie White feels too, well maybe not like that, but close. I might get through that one tonight too because I am not going to sleep anywise.' 'So why not be scared shitless! Ha, that reminds me of another one, he- he.' 'I am sure that this night, which they had, would never be forgotten about! I will not forget it either. It must have- been an amazing night which is shared, with that one special person.' 'That singular someone, who only wants to be with you! I think about all the photographs I will never have. All the memories that can never be completed and all the time lost that can never be regained.' 'The next morning, I have to go through the same repetition over again. Something's changed slightly but not much; I must ride on the yellow wagon of pain and misery. Yet do I want to today?' 'I do not want to go after the night that I put in. I was feeling vulnerable, moody, and a little twitchy.' 'I do not feel like listening to the ramblings of my educators. Yet knowing if I do not show up at the hellhole doors, I would be asked a million questions, like why I did not show up, the next day I arrived there.

Politeness is not mere decoration. It is directed at dealing with a major human problem: we need manners to restrain the beast inside.

Gradually, the Victorian passion for flowers, and belief in their capacity to educate began to change attitudes. The poet and priest Frederick William Faber summed up the argument: 'Lessons oft by them are brought / Deeper than mortal sage hath taught.' Moreover, insisted William Alexander Barrett in a widely circulated book on 'floral decorations of churches,' the impulse to surround oneself with flowers was 'almost instinctive in human nature.' Blossoms did not only make homes and churches prettier; by 'pouring out in mute adoration their praises to the King of Kings', they also made them more holy.

Invariably. We are educated out of common sense, curiosity, and any real merit. We are made to be decorative and worthy of display, with occasional forays into procreation and good works, but nothing more.

Racial socialization took place in schools and society, whether done explicitly or not. The prevalence of antiblackness in US popular culture and school content made it necessary to offer purposeful and humanizing perspectives on blackness to support the healthy development of black student identities. The learning aesthetic offered through Woodson’s program presented resources that supported the development of student identities that were historically grounded, aware of their oppression, and committed to imagining and building new possibilities for their collective futures. It was enacted discursively through curriculum development, materially through decorative educational resources produced for classrooms and schools, and affectively through performances and dramatizations during Negro History Week celebrations and classroom activities. This aesthetic presented new symbols of being and belonging that were distinct to black students, all of which offered explicit critiques of the master narrative about black life shaping their Jim Crow surroundings.

Russian Zionists, for the most part, were not Orthodox, and most had had a formal secular education, but one cannot compare even the most secularized among them with Herzl, who was so non-observant that he did not have his son Hans circumcised. When the chief rabbi of Vienna came to visit Herzl at his home in December of 1895, Herzl was decorating the children’s Christmas tree.

Paul, your father tells me you're real smart." Paul had nodded uncomfortably. "That's good, Paul, but that isn't enough." "No, sir." "Don't be bluffed." "No, sir, I won't." "Everybody's shaking in his boots, so don't be bluffed." "No, sir." "Nobody's so damn well educated that you can't learn ninety per cent of what he knows in six weeks. The other ten per cent is decoration." "Yes, sir." "Show me a specialist, and I'll show you a man who's so scared he's dug a hole for himself to hide in." "Yes, sir." "Almost nobody's competent, Paul. It's enough to make you cry to see how bad most people are at their jobs. If you can do a half-assed job of anything, you're a one-eyed man in the kingdom of the blind." "Yes, sir." "Want to be rich, Paul?" "Yes, sir - I guess so. Yes, sir." "All right. I got rich, and I told you ninety per cent of what I know about it. The rest is decoration. All right?" "Yes, sir.

Dozens of my own friends and acquaintances--ambitious, educated women who might have turned up their noses at anything domestic had they been born a generation earlier--have blogs dedicated to cupcakes or knitting or vintage home decor.

In 1984, French sociologist Pierre Bourdieu explored the social patterning of consumption and taste in Distinction: A Social Critique of the Judgement of Taste. Bourdieu found that family socialization processes and educational experiences are the primary determinants of taste for a wide range of cultural goods, including food, dress, and home decor.

Cizek had used art as the point of entry of his thinking into a whole new world of education—an avenue that had never occurred to me. He realized that children by nature are capable of real, indeed often great, art; that artistic activity is natural for them; and that adult interference in the natural development of children as artists was detrimental to that development. From that starting point, he made a leap into the entire realm of education and child development, concluding that the natural, unhindered growth of children enables them to reach their full potential as human beings, and that adult interference in general is more of a liability than an asset in this process of growth. That leap, from art to all domains of maturation, was an intuitive one for Cizek and his followers. It was not until I read the article referred to in the opening paragraph of this section that I not only gained an understanding of the real basis for Cizek’s intuitive leap, but I also achieved a new and enriching perspective on the nature of education, one that I had hitherto hardly noticed. The key is the observation that certain activities are universal, transcultural, and therefore related to the very essence of being a human. Even more significant and telling—and here once again Cizek hit upon the truth, albeit not consciously—is the fact that these same activities are engaged in by children from the earliest age, and therefore are not, indeed cannot be, the products of sociocultural influences. This places these activities in the realm of biological evolution rather than the realm of cultural history.50 And because these three activities—making music, decorating things, and talking—are the outcome of hundreds of millions of years of evolution, they must represent in and of themselves an important aspect of the exalted place humans occupy in the natural world. In other words, these activities not only represent the outcome of evolution, but they also represent important features that account for the specific place that the Homo sapiens species occupies in the natural order. To allow children—and indeed adults—to engage in these three activities to their heart’s desire is to allow them to realize their fullest potential as human beings. External interference in their exercise, although perhaps sometimes justifiable for social reasons (man is, after all, a social animal too, another aspect of evolution), always involves some diminishing of their ability to become what they by nature are inclined to be. Once this is realized, it is almost impossible to comprehend the enthusiasm with which educators and child development specialists advocate systems for coercing children, against their clear inclination and will, to curtail these activities in favor of an externally imposed adult agenda. Although there might have been some economic justification for such curtailment in the industrial age, there is no longer the slightest pretext of an advantage gained through the suppression of the natural, evolved behavior of children. In

Pagoda are the centre of Burmese spiritual life, and every town and village has one. People visit the pagoda daily or weekly to pay respect to the Buddha relics which are often enshrined there, to meditate, to give alms, or to attend the festivals held on religious holidays. The pagoda is considered a place of spirituality and learning. The stairways leading up to the platform are decorated with educational paintings from Buddhist legend, often depicting the moral lessons in the Jataka tales about the Buddha’s previous incarnations. The peaceful principles of Buddhism, which encourage wisdom and compassion, are instilled through these teachings. The

The transmission of culture assures the survival of the particular forms given to our existence and expression as human beings. It goes much beyond our customs and traditions and symbols to include how we express ourselves in gestures and language, the way we adorn ourselves in dress and decoration, what and how and when we celebrate. Culture also defines our rituals around contact and connection, greetings and good-byes, belonging and loyalty, love and intimacy. Central to any culture is its food — how food is prepared and eaten, the attitudes toward food, and the functions food serves. The music people make and the music they listen to is an integral part of any culture. The transmission of culture is, normally, an automatic part of child-rearing. In addition to facilitating dependence, shielding against external stress, and giving birth to independence, attachment also is the conduit of culture. As long as the child is properly attaching to the adults responsible, the culture flows into the child. To put it another way, the attaching child becomes spontaneously informed, in the sense of absorbing the cultural forms of the adult. According to Howard Gardner, a leading American developmentalist, more is spontaneously absorbed from the parents in the first four years of life than during all the rest of a person's formal education put together. When attachment is working, the transmission of culture does not require deliberate instruction or teaching on the part of the adult or even conscious learning on the part of the child. The child's hunger for connection and inclination to seek cues from adults take care of it. If the child is helped to attain genuine individuality and a mature independence of mind, the passing down of culture from one generation to another is not a process of mindless imitation or blind obedience.

Children displaced from their families, unconnected to their teachers, and not yet mature enough to relate to one another as separate beings, automatically regroup to satisfy their instinctive drive for attachment. The culture of the group is either invented or borrowed from the peer culture at large. It does not take children very long to know what tribe they belong to, what the rules are, whom they can talk to, and whom they must keep at a distance. Despite our attempts to teach our children respect for individual differences and to instill in them a sense of belonging to a cohesive civilization, we are fragmenting at an alarming rate into tribal chaos. Our very own children are leading the way. The time we as parents and educators spend trying to teach our children social tolerance, acceptance, and etiquette would be much better invested in cultivating a connection with them. Children nurtured in traditional hierarchies of attachment are not nearly as susceptible to the spontaneous forces of tribalization. The social values we wish to inculcate can be transmitted only across existing lines of attachment. The culture created by peer orientation does not mix well with other cultures. Because peer orientation exists unto itself, so does the culture it creates. It operates much more like a cult than a culture. Immature beings who embrace the culture generated by peer orientation become cut off from people of other cultures. Peer-oriented youth actually glory in excluding traditional values and historical connections. People from differing cultures that have been transmitted vertically retain the capacity to relate to one another respectfully, even if in practice that capacity is often overwhelmed by the historical or political conflicts in which human beings become caught up. Beneath the particular cultural expressions they can mutually recognize the universality of human values and cherish the richness of diversity. Peer-oriented kids are, however, inclined to hang out with one another exclusively. They set themselves apart from those not like them. As our peer-oriented children reach adolescence, many parents find themselves feeling as if their very own children are barely recognizable with their tribal music, clothing, language, rituals, and body decorations. “Tattooing and piercing, once shocking, are now merely generational signposts in a culture that constantly redraws the line between acceptable and disallowed behavior,” a Canadian journalist pointed out in 2003. Many of our children are growing up bereft of the universal culture that produced the timeless creations of humankind: The Bhagavad Gita; the writings of Rumi and Dante, Shakespeare and Cervantes and Faulkner, or of the best and most innovative of living authors; the music of Beethoven and Mahler; or even the great translations of the Bible. They know only what is current and popular, appreciate only what they can share with their peers. True universality in the positive sense of mutual respect, curiosity, and shared human values does not require a globalized culture created by peer-orientation. It requires psychological maturity — a maturity that cannot result from didactic education, only from healthy development. Only adults can help children grow up in this way. And only in healthy relationships with adult mentors — parents, teachers, elders, artistic, musical and intellectual creators — can children receive their birthright, the universal and age-honored cultural legacy of humankind. Only in such relationships can they fully develop their own capacities for free and individual and fresh cultural expression.

We are educated out of common sense, curiosity, and any real merit. We are made to be decorative and worthy of display, with occasional forays into procreation and good works, but nothing more.

Become a junk mail detective. • Commercial catalogs: Go to CatalogChoice.org (they cancel catalogs for you) or call the catalogs directly. I opted out and I have never been happier with my personal sense of decorating and celebrating. • First-class mail: Do not open the unwanted letter. Its postage includes return service; you can write “Refused—Return to sender” and “Take me off your mailing list” on the front of the unopened envelope. I keep a pen in my mailbox for that specific purpose. • Mail addressed to the previous resident: Fill out a U.S. Postal Service change-of-address card for each previous resident. In lieu of a new address, write: “Moved, no forwarding address.” In the signature area, sign your name and write “Form filled by current resident of home [your name], agent for the above.” Hand the form to your carrier or postal clerk. • For standard/ third-class presorted mail: Do not open those that mention “return service requested,” “forwarding service requested,” “change service requested,” or “address service requested.” These postages also include return service, so here, too, you can write “Refused—Return to sender” and “Take me off your mailing list” on the front of an unopened envelope. Otherwise, open the letter, look for contact info, then call/ email/ write to be taken off the mailing list. These items typically include promotional flyers, brochures, and coupon packs. Make sure to also request that your name or address not be sold, rented, shared, or traded. • Bulk mail: Inexpensive bulk mailing, used for items such as community education catalogs, allows advertisers to mail to all homes in a carrier route. It is not directly addressed to a specific name or address but to “local” or “postal customer,” and is therefore most difficult to stop. A postal supervisor told me that my carrier had to deliver them and that he could take them back when refused, but since the postage does not include return service, the mailman would simply throw the mail away with no further action. The best way to reduce the production of such mailings is to contact the senders directly and convince them to either choose a different type of postage or adopt Internet communication instead. In the case of community-born mailing, one could also persuade his/ her city council to boycott the postage preference. But ideally, the U.S. Postal Service would not even provide this wasteful option.

Even the phrase we are ridiculed for, “live, laugh, love,” fits into the criteria of literal retail therapy, where we would wear it and hang it all around us to be reminded of how to feel good. When you think about how widely ridiculed that phrase is, it almost makes you forget how it represents three of the most standard and important verbs of our existence: to be alive, to enjoy oneself, to love or be loved. What people forget about the commercialization of the phrase is that it peaked between 2008 and 2012, the era when many millennials postrecession were left picking up the pieces of the world we grew up expecting to inherit imploding before our eyes. We weren’t educated enough to diagnose our own depression in a financial one, so sue us for doubling down on whimsical driftwood decor. Therapy for us at the time was painted makeshift traffic signs in our homes reminding us to experience three basic human emotions.

The people one met there were never smart and seldom young; they were largely diplomatic, and diplomats are commonly dull; they were largely political, and politicians rarely decorate or beautify an evening party;