Duties Of A Student Quotes

The educator has the duty of not being neutral.

The feeling of that moment defined earthly rapture for James Ed. Before his state of mind could enjoy a full minute of the ultimate feeling, the six-year-old memory intervened. “Goddamn that memory!” he thought.

When I was a student at Cambridge I remember an anthropology professor holding up a picture of a bone with 28 incisions carved in it. 'This is often considered to be man’s first attempt at a calendar' she explained. She paused as we dutifully wrote this down. ‘My question to you is this – what man needs to mark 28 days? I would suggest to you that this is woman’s first attempt at a calendar.’ It was a moment that changed my life. In that second I stopped to question almost everything I had been taught about the past. How often had I overlooked women’s contributions?

Oh. My. God. You're Rose Hathaway aren't you?" "Yeah." I said with surprise. "Do you know me?" "Everyone knows you. I mean, everyone heard about you. You're the one who ran away. And then you came back and killed the Strigoi. That is so cool! Did you get molnija marks?" Her words came out in one long string. She hardly took a breath. "Yeah. I have two." Thinking about the tiny tattoos on the back of my neck made my skin itch. Her pale green eyes—if possible—grew wider. "Oh my God. Wow." I usually grew irate when people made a big deal about molnija marks. After all, the circumstances had not been cool. But this girl was young, and there was something appealing about her. "What's your name?" I asked. "Jillian—Jill. I mean, just Jill. Not both. Jillian's my full name. Jill's what everyone calls me." "Right." I said, hiding a smile. "I figured it out." "I heard Moroi used magic on that trip to fight. Is that true? I would love to do that. I wish someone would teach me. I use air. Do you think i could fight Strigoi with that? Everyone says I'm crazy!" For centuries, Moroi using magic to fight had been viewed as a sin. Everyone believed it should be used peacefully. Recently, some had started to question that, particularly after Christian had proved useful in the Spokane escape. "I don't know." I said. "You should talk to Christian Ozera." She gaped. "Would he talk to me?" "If you bring up fighting the establishment, yeah he'll talk to you." "Okay, cool. Was that Guardian Belikov?" she asked, switching subjects abruptly. "Yeah." I swore I thought she might faint then and there. "Really? He's even cuter then I heard. He's your teacher right? Like, your own personal teacher?" "Yeah." I wondered where he was. Talking to Jill was exhausting. "Wow. You know you guys don't even act like teacher and student. You seem like friends. Do you hang out when you're not training?" "Er, well, kind of. Sometimes." I remembered my earlier thoughts, about how I was one of the few people Dimitri was social with outside of his guardian duties. "I knew it! I can't even imagine that—I'd be freaking out all the time around him. I'd never get anything done, but your so cool about it all, kind of like, 'Yeah. I'm with this totally hot guy, but whatever it doesn't matter!'" I laughed in spite of myself. "I think you're giving me more credit than I deserve." "No way. And I don't believe any of those stories, you know." "Um, stories?" "Yeah about you beating up Christian Ozera." "Thanks." I said.

You forget who is master and who is student. It is your duty to learn what I know. It is my duty to learn what there is to teach.

There is something quite amazing and monstrous about the education of upper-class women. What could be more paradoxical? All the world is agreed that they are to be brought up as ignorant as possible of erotic matters, and that one has to imbue their souls with a profound sense of shame in such matters until the merest suggestion of such things triggers the most extreme impatience and flight. The "honor" of women really comes into play only here: what else would one not forgive them? But here they are supposed to remain ignorant even in their hearts: they are supposed to have neither eyes nor ears, nor words, nor thoughts for this -- their "evil;" and mere knowledge is considered evil. And then to be hurled as by a gruesome lightning bolt, into reality and knowledge, by marriage -- precisely by the man they love and esteem most! To catch love and shame in a contradiction and to be forced to experience at the same time delight, surrender, duty, pity, terror, and who knows what else, in the face of the unexpected neighborliness of god and beast! Thus a psychic knot has been tied that may have no equal. Even the compassionate curiosity of the wisest student of humanity is inadequate for guessing how this or that woman manages to accommodate herself to this solution of the riddle, and to the riddle of a solution, and what dreadful, far-reaching suspicions must stir in her poor, unhinged soul -- and how the ultimate philosophy and skepsis of woman casts anchor at this point! Afterward, the same deep silence as before. Often a silence directed at herself, too. She closes her eyes to herself. Young women try hard to appear superficial and thoughtless. The most refined simulate a kind of impertinence. Women easily experience their husbands as a question mark concerning their honor, and their children as an apology or atonement. They need children and wish for them in a way that is altogether different from that in which a man may wish for children. In sum, one cannot be too kind about women.

Like every serious student, follow the most important law for all students: repay your teacher by making it your duty to surpass him!

One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution.

To teachers, education is just a duty, but to students, it's their right.

It is nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.

For a person accustomed to the multi ethnic commotion of Los Angeles, Vancouver, New York, or even Denver, walking across the BYU campus can be a jarring experience. One sees no graffiti, not a speck of litter. More than 99 percent of the thirty thousand students are white. Each of the young Mormons one encounters is astonishingly well groomed and neatly dressed. Beards, tattoos, and pierced ears (or other body parts) are strictly forbidden for men. Immodest attire and more than a single piercing per ear are forbidden among women. Smoking, using profane language, and drinking alcohol or even coffee are likewise banned. Heeding the dictum "Cougars don't cut corners," students keep to the sidewalks as they hurry to make it to class on time; nobody would think of attempting to shave a few precious seconds by treading on the manicured grass. Everyone is cheerful, friendly, and unfailingly polite. Most non-Mormons think of Salt Lake City as the geographic heart of Mormonism, but in fact half the population of Salt Lake is Gentile, and many Mormons regard the city as a sinful, iniquitous place that's been corrupted by outsiders. To the Saints themselves, the true Mormon heartland is here in Provo and surrounding Utah County--the site of chaste little towns like Highland, American Fork, Orem, Payson and Salem--where the population is nearly 90 percent LDS. The Sabbath is taken seriously in these parts. Almost all businesses close on Sundays, as do public swimming pools, even on the hottest days of the summer months. This part of the state is demographically notable in other aspects, as well. The LDS Church forbids abortions, frowns on contraception, and teaches that Mormon couples have a sacred duty to give birth to as many children as they can support--which goes a long way toward explaining why Utah County has the highest birth rate in the United States; it is higher, in fact, than the birth rate in Bangladesh. This also happens to be the most Republican county in the most Republican state in the nation. Not coincidentally, Utah County is a stronghold not only of Mormonism but also Mormon Fundamentalism.

The would-be students wish to transcend books. But, ask yourselves: if someone says that books do not contain wisdom, and yet he writes books; books do not contain Sufism, and yet he continues to publish books on Sufism, what is really happening? It really is your duty, and not mine, to ask and to find the answer to that question, if you are interested enough.

The third duty of a teacher is that he should not withhold from his students any advice. After he finishes the outward sciences, he should teach them the inward sciences. He should tell them that the object of education is to gain nearness of God, not power or richness and that God created ambition as a means of perpetuating knowledge which is essential for these sciences.

Teaching is a Creative profession, it is our duty as School Leaders and Education Influencers to offer the right climate to foster innovation and support Innovative Teaching practices within our schools, and that's what will make our students succeed in the 21st century

Exams make the students tired and exam-duties make the teachers exhausted. So, there should be an official vacation for at least 15 days after the end of mid-term & final exams in private universities so that the students and teachers can relax and freshen themselves up!

If you ask God for wisdom, He will give you a problem. If you ask God for success, He will give you a duty. If you ask God for riches, He will give you a dream. If you ask God for power, He will give you a task. If you ask God for patience, He will give you a burden. If you ask God for strength, He will give you a load. If you ask God for love, He will give you an enemy. If you ask God for virtue, He will give you a temptation. If you ask God for faith, He will give you a prophecy. If you ask God to be a leader, He will make you a servant. If you ask God to be a general, He will make you a soldier. If you ask God to be a teacher, He will make you a student. If you ask God to be a scholar, He will make you a thinker. If you ask God to be a writer, He will make you a reader. If you ask God to be an artist, He will make you a daydreamer. If you ask God to be a pope, He will make you a priest. If you ask God to be an architect, He will make you a builder. If you ask God to be a sage, He will make you a learner.

Edward swallows. Like a dutiful student, he follows her train of thought. Voldemort equals plane crash. Dead parents equal dead parents. Harry equals him.

Words can cause real harm and interfere with a person's education. Campuses have a duty to act-- sometimes legally, always morally-- to protect their students from injury.

I shall expect you and the Slytherins in the Great Hall in twenty minutes, also,” said Professor McGonagall. “If you wish to leave with your students, we shall not stop you. But if any of you attempt to sabotage our resistance or take up arms against us within this castle, then, Horace, we duel to kill.” “Minerva!” he said, aghast. “The time has come for Slytherin House to decide upon its loyalties,” interrupted Professor McGonagall. “Go and wake your students, Horace.” Harry did not stay to watch Slughorn splutter: He and Luna ran after Professor McGonagall, who had taken up a position in the middle of the corridor and raised her wand. “Piertotum--oh, for heaven’s sake, Filch, not now--” The aged caretaker had just come hobbling into view, shouting, “Students out of bed! Students in the corridors!” “They’re supposed to be, you blithering idiot!” shouted McGonagall. “Now go and do something constructive! Find Peeves!” “P-Peeves?” stammered Filch as though he had never heard the name before. “Yes, Peeves, you fool, Peeves! Haven’t you been complaining about him for a quarter of a century? Go and fetch him, at once!” Filch evidently thought Professor McGonagall had taken leave of her senses, but hobbled away, hunch-shouldered, muttering under his breath. “And now--Piertotum Locomotor!” cried Professor McGonagall. And all along the corridor the statues and suits of armor jumped down from their plinths, and from the echoing crashes from the floors above and below, Harry knew that their fellows throughout the castle had done the same. “Hogwarts is threatened!” shouted Professor McGonagall. “Man the boundaries, protect us, do your duty to our school!

whenever possible, you need to go to the primary source to make your decisions. Regardless of whether or not you’re a student, it is never enough to rely on other people’s ideas. You have to look at the thing itself and make up your own mind. That’s what it means to study and to learn. Some secondary sources proclaim their points of view so loudly and with such passion you might be tempted just to take their word for it. You might be tempted not to do the work of checking to see for yourself. But there can be a fine line between obedience and laziness, and if you go through life dutifully taking other people’s word about what’s right, you are putting yourself in the position to be led down some very dark roads. After

Yes, experimental fictions like Finnegans Wake are still in print, but they are mainly sold either to cultured autodidacts dutifully grinding their way through the literary canon, or to college students who are forced to pretend that they have read them.

Most of all, Lewis wished he could tell his students that they transfigured his lonely ambition into a dream to change the world; how they were all artists of the highest caliber, fulfilling humankind's highest duty and delivering the message: faith lived in the darkest rooms.

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

spend an average of 50 hours per week on all teaching duties, teach an average of 21 pupils in a class at the elementary level and 28 pupils per class at the secondary level, spend an average of $443 per year of their own money to meet the needs of their students, and enter the teaching profession to help shape the next generation.

The course (of duty), virtue, benevolence, and righteousness cannot be fully carried out without the rules of propriety; nor are training and oral lessons for the rectification of manners complete; nor can the clearing up of quarrels and discriminating in disputes be accomplished; nor can (the duties between) ruler and minister, high and low, father and son, elder brother and younger, be determined; nor can students for office and (other) learners, in serving their masters, have an attachment for them; nor can majesty and dignity be shown in assigning the different places at court, in the government of the armies, and in discharging the duties of office so as to secure the operation of the laws; nor can there be the (proper) sincerity and gravity in presenting the offerings to spiritual Beings on occasions of supplication, thanksgiving, and the various sacrifices. Therefore the superior man is respectful and reverent, assiduous in his duties and not going beyond them, retiring and yielding - thus illustrating (the principle of) propriety.

If you are a student, be also a student of the body ... realizing that a broad chest, a muscular pair of arms, and two sinewy legs, will be just as much credit to you, and stand you in hand through your future life, equally with your geometry, your history, your classics, your law, medicine, or divinity. Let nothing divert you from your duty to your body

We know from several statements of Knecht's that he wanted to write the former Master's biography, but official duties left him no time for such a task. He had learned to curb his own wishes. Once he remarked to one of his tutors: "It is a pity that you students aren't fully aware of the luxury and abundance in which you live. But I was exactly the same when I was still a student. We study and work, don't waste much time, and think we may rightly call ourselves industrious–but we are scarcely conscious of all we could do, all that we might make of our freedom. Then we suddenly receive a call from the hierarchy, we are needed, are given a teaching assignment, a mission, a post, and from then on move up to a higher one, and unexpectedly find ourselves caught in a network of duties that tightens the more we try to move inside it. All the tasks are in themselves small, but each one has to be carried out at its proper hour, and the day has far more tasks than hours. That is well; one would not want it to be different. But if we ever think, between classrooms, Archives, secretariat, consulting room, meetings, and official journeys–if we ever think of the freedom we possessed and have lost, the freedom for self-chosen tasks, for unlimited, far-flung studies, we may well feel the greatest yearning for those days, and imagine that if we ever had such freedom again we would fully enjoy its pleasures and potentialities.

Thanks to everybody who does his work and job well. Doctors, Teachers, builders, chefs, parents, students, and anyone who does his best in his duties faithfully and sincerely deserve to be thanked and acknowledged. Working hard to achieve the best isn't like running away from responsibilities, so thanks to all the hard workers around the world for your patience, efforts, achievements.

The discipline of colleges and universities is in general contrived, not for the benefit of the students, but for the interest, or more properly speaking, for the ease of the masters. Its object is, in all cases, to maintain the authority of the master, and whether he neglects or performs his duty, to oblige the students in all cases to behave to him, as if he performed it with the greatest diligence and ability. It seems to presume perfect wisdom and virtue in the one order, and the greatest weakness and folly in the other. Where the masters, however, really perform their duty, there are no examples, I believe, that the greater part of the students ever neglect theirs. No discipline is ever requisite to force attendance upon lectures which are really worth the attending, as is well known wherever any such lectures are given. Force and restraint may, no doubt, be in some degree requisite in order to oblige children, or very young boys, to attend to those parts of education which it is thought necessary for them to acquire during that early period of life; but after twelve or thirteen years of age, provided the master does his duty, force or restraint can scarce ever be necessary to carry on any part of education. Such is the generosity of the greater part of young men, that, so far from being disposed to neglect or despise the instructions of their master, provided he shows some serious intention of being of use to them, they are generally inclined to pardon a great deal of incorrectness in the performance of his duty, and sometimes even to conceal from the public a good deal of gross negligence.

Beyond doubt, I am a splendid fellow. In the autumn, winter and spring, I execute the duties of a student of divinity; in the summer I disguise myself in my skin and become a lifeguard. My slightly narrow and gingerly hirsute but not necessarily unmanly chest becomes brown. My smooth back turns the colour of caramel, which, in conjunction with the whipped cream of my white pith helmet, gives me, some of my teenage satellites assure me, a delightfully edible appearance. My legs, which I myself can study, cocked as they are before me while I repose on my elevated wooden throne, are dyed a lustreless maple walnut that accentuates their articulate strength. Correspondingly, the hairs of my body are bleached blond, so that my legs have the pointed elegance of, within the flower, umber anthers dusted with pollen.

So what must I say about the university's fundamental duty, its article number one, in this new Cuba? What I must say is that the university should color itself black and color itself mulatto-not just as regards students but also professors. It should paint itself the color of workers and peasants. It should paint itself the color of the people, because the university is the patrimony of no one but the people of Cuba.

Diversity” in the academy purported to be about bridge-building and broadening people’s experiences. It has had the opposite effect: dividing society, reducing learning, and creating an oppositional mind-set that prevents individuals from seizing the opportunities available to them. It is humanistic learning, by contrast, that involves an actual encounter with diversity and difference, as students enter worlds radically different from their own. Humanistic study involves imaginative empathy and curiosity, which are being squelched in today’s university in favor of self-engrossed complaint. Teaching the classics is the duty we owe these great works for giving us an experience of the sublime. Once we stop lovingly transmitting them to the next generation, they die. For decades, universities have drifted further and further away from their true purpose. Now they are taking the rest of the world with them.

Congress would later find that though bureau officials undertook COINTELPRO in the name of national security, its purpose was “preventing or disrupting the exercise of First Amendment rights.” The program took tactics developed for use against foreign adversaries during war and applied them to citizens: leaking phony allegations, sending anonymous poison-pen letters, interfering with jobs, having people arrested on drug charges, distributing misinformation, and encouraging violence. “In essence, the Bureau took the law into its own hands, conducting a sophisticated vigilante operation against domestic enemies,” the committee said. “Many of the techniques used would be intolerable in a democratic society even if all of the targets had been involved in violent activity, but COINTELPRO went far beyond that. The unexpressed major premise of the programs was a law enforcement agency has the duty to do whatever is necessary to combat perceived threats to the existing social and political order.

Serious students will know (and if you do not, it is my sadness to inform you) that one of the Petronellas died in the line of duty a few years later. No one has ever known which of them perished, and Petronella herselves is quite firm about never telling anyone. I say ‘herselves’ because another Earth resident Zygon took the fallen Petronella’s place, so that there could be two of them again. All that matters is this: Osgood lives—and so long as the fangirls stand guard on the gates of humanity, so will we.

William Osler, the physician who wrote The Principles and Practice of Medicine in 1892, once told a group of medical students: Banish the future. Live only for the hour and its allotted work. Think not of the amount to be accomplished, the difficulties to be overcome, or the end to be attained, but set earnestly at the little task at your elbow, letting that be sufficient for the day; for surely our plain duty is, as Carlyle says, “Not to see what lies dimly at a distance, but to do what lies clearly at hand.

[I]t's a con, at children's expense. When self-esteem advocates tell us to flatter the young about their views, in reality they ask adults to abandon the difficult task of disciplining them. Emphasizing that adults must 'express unconditional positive regard and acceptance for children' effectively destroys the inter-generational duty of passing on knowledge, setting boundaries for behavior and the broader task of socialization. It is not good for children and can mean adults indulging even the most destructive aspects of young people's behavior. In 2013, a self-harming pupil at Unsted Park School in Godalming, Surrey was given a disposable safety razor to slash himself with, supervised by a teacher. A spokeswoman from selfharm.co.uk justified this irresponsible collapse of adult judgement using the mantras of pupil voice and self-esteem: 'The best way to help is to listen without judging, accept that the recovery process may take a while and avoid "taking away" the self-harm' because 'self-harm can be about control, so it's important that the young person in the center feels in control of the steps taken to help them'. That's an extreme case but it touches on how focusing on the schoolchild's self-esteem can create the impression that the world should circle around pupils' desires. This in turn puts pressure on adults to tip-toe around young people's sensitivities and to accede to their opinions. Combined with student voice orthodoxies, this can lead to the peculiar diktat that teachers express respect for pupils' views, however childish or even poisonous.

Foch never for a moment thought about the easy ways of bringing his name before the public and the political world, or even about acquiring a reputation for military insight among the chiefs of the French army. He never posed as a central figure at public functions; he was never interviewed by the press; he made no use of the professional reviews to bring his name before military readers. Ile never published a line until his chiefs suggested the publication of his lectures at the Staff College. From the day when he received his first commission he was a hard-working student of war, patiently preparing himself to do his duty when the opportunity came, and meanwhile content to put all his energies into the work assigned to him. Success in the career of arms is not always associated with high personal character or with this modest pursuit of duty for its own sake.

This famous passage from “The Golden Verses,” which Epictetus quoted to his students, describes the evening meditation: Allow not sleep to close your wearied eyes, Until you have reckoned up each daytime deed: “Where did I go wrong? What did I do? And what duty’s left undone?” From first to last review your acts and then Reprove yourself for wretched acts, but rejoice in those done well.27 You can ask yourself these three very simple questions: 1. What did you do badly? Did you allow yourself to be ruled by irrational fears or unhealthy desires? Did you act badly or allow yourself to indulge in irrational thoughts? 2. What did you do well? Did you make progress by acting wisely? Praise yourself and reinforce what you want to repeat. 3. What could you do differently? Did you omit any opportunities to exercise virtue or strength of character? How could you have handled things better?

When a liberal professor takes enormous intellectual liberties by openly promoting an ideological agenda to his students, the cry of academic freedom rings across the quads. But when a conservative professor is punished for publishing an article in a politically incorrect journal, there is no defense of intellectual diversity. What is billed as academic neutrality turns out to be a smoke screen for the relativistic liberal agenda. Today's relativists could not have gotten away with their double standards in a culture that prized truth. But a gradual, sustained assault on truth has been carried out through the soft underbelly of Western culture: the arts. In film, music, and television, the themes of sensual pleasure and individual choice have drowned out the tried-and-true virtues of faith, family, self-sacrifice, duty, honor, patriotism, and fidelity in marriage. Cultural mechanics have wielded their tools to dull the public's sense of reasonable limits. In an Age of Consent, the silly and the profound are becoming indistinguishable.

There was a graduate student in my cohort, this guy I dated, who told me he came to realize that doing physics is like this: there's a concrete wall twenty feet thick, and you're on one side, and on the other side is everything worth knowing. And all you have is a spoon. So you just have to take a spoon and start scraping at the wall: no other way. He works in a bookstore now. But I think of it this way. There is a jigsaw puzzle. It's infinitely large, with no edges or corners to help you out. We have to put it together: it's our duty. We will never finish, but we have to find our satisfactions where we can: when we place two pieces together that suggest we may have found the place where the sky touches the sea, or when we discover a piece that is beautiful in and of itself, that has an unusual color or a glimpse of an unexpected pattern. And the pieces that do not join together also tell you something. If there are very few eureka moments, then at least there are a thousand little failures, that point the way toward a hundred little joys.

Lieutenant Thomas R. Gilligan, thirty-seven, was off duty and out of uniform, checking out TVs in an electronics store. He went to investigate the commotion and stopped James Powell, a ninth grader who had joined the mob of angry students. Powell was unarmed, according to witnesses. Gilligan maintained that the boy flashed a knife. He shot him three times. Two days later, Harlem erupted. Pierce told Carney, "You have the people who are angry. Justifably so. And then there's the police force. How are they going to defend this shit? Again! And city hall and the activists. And in the way back of the room, you can barely hear a little voice, and that's the family. They've lost a son. Somebody has to speak for them." "They're going to sue?" "Sue and win. You know they ain't going to fire the bastard." Sermon crept into his voice here. "What kind of message will that send--that their police force is accountable? We'll sue, and it will take years, and the city will pay because millions and millions are still cheaper than putting a true price on killing a black boy.

You might have thought that, faced with a novel anti-political picture of the nation, liberals would have countered with an imaginative, hopeful vision of what we share as Americans and what we might accomplish together. Instead, they lost themselves in the thickets of identity politics and developed a resentful, disuniting rhetoric of difference to match it. You might have thought that, faced with Republican's steady acquisition of institutional power, they would have poured their energies into helping the Democratic Party win elections at every level of government and in every region of the country, reaching out especially to working-class Americans who used to vote for it. Instead, they became enthralled with social movements operating outside those institutions and developed disdain for the demos living between the coasts. You might have thought that, faced with the dogma of radical economic individualism that Reaganism normalized, liberals would have used their positions in our educational institutions to teach young people that they share a destiny with all their fellow citizens and have duties toward them. Instead, they trained students to be spelunkers of their personal identities and left them incurious about the world outside of their heads. You might have thought a lot of reasonable things. And you would have been wrong.

The greatest trust is confidence. The greatest charity is compassion. The greatest courage is action. The greatest patience is composure. The greatest sincerity is impartiality. The greatest kindness is affection. The greatest hope is expectation. The greatest peace is contentment. The greatest happiness is joy. The greatest faith is certainty. The greatest love is adoration. The greatest virtue is integrity. The greatest teacher is reason. The greatest student is intelligence. The greatest philosopher is understanding. The greatest scientist is reason. The greatest historian is yesturday. The greatest prophet is eternity. The greatest preacher is reality. The greatest warrior is duty. The greatest athlete is courage. The greatest wrestler is strategy. The greatest musician is passion. The greatest painter is inspiration. The greatest sculptor is history. The greatest writer is destiny. The greatest light is truth. The greatest knowledge is awareness. The greatest understanding is discernment. The greatest wisdom is caution. The greatest theory is facts. The greatest philosophy is logic. The greatest gospel is conviction. The greatest religion is compassion. The greatest prophecy is revelation. The greatest world is nature. The greatest sky is perception. The greatest galaxy is conscience. The greatest universe is imagination. The greatest God is existence.

Letter to Law Enforcement Every field of human endeavor has its own unique problem. The problem with science is lack of warmth. The problem with philosophy is lack of empathy. The problem with religion is lack of reason. The problem with politics is lack of expertise. And the problem with law enforcement is not corruption, but an absolute denial of that corruption, and until you acknowledge that many of your officers are corrupt and prejudiced to the neck, you can never in a million years build a healthy relationship with the people. Prejudices thrive on biases, and biases are a part of our psyche - of the human psyche, and no matter what we do, we cannot erase them from our mind - but we do have the ability to be aware of them, and only when we are aware of them, can we choose whether or not to be driven by them. However, when you don't even acknowledge that you have biases, that you are filled with prejudice, then you are inadvertently choosing not to accept the root of all the mistakes committed by you and your fellow officers in the line of duty. A civilian may choose to stay biased and prejudiced all their life, but you as a defender of the people - as a defender of their rights, their security, their serenity - do not have the luxury to let your biases, to let your prejudices come in the way of your duty, for the moment they do, you the keeper of law and order, turn into the very cause of disorder. Therefore, it's not enough for an officer of the law to have combat training and legal knowledge, it is also imperative that you learn about biases, that you learn about the fears, insecurities and instinctual tendencies of the human mind. An officer of the law without an understanding of biases, is like a ten year old with a knife - they may feel that they have power, but they have no clue as to the real life implications of that power. Remember my friend, power that doesn't help the people, is not power but pandemic. Your combat training doesn't make you a police officer, for when enraged even an ordinary civilian can take down ten police officers - your knowledge of law doesn't make you an officer of the law, for when pushed even a mediocre college student can defeat an army of elite legal minds - what makes you a police officer is your absolute acceptance of your role in society - the role of selfless servants. Once you accept the role of selfless servants wholeheartedly, people are bound to trust you. My brave, conscientious officers of the law, if you want people to trust you, don't use the phrase "police are your friends", for it only makes you sound authoritarian, egotistical and condescending - instead, remind them "police are humans too" - acknowledge your mistakes and work towards correcting them, so that you can truly become the Caretaker of People, which is the very definition of COP.

People reacted with hate and fear and then community by wearing American flag shirts, bandannas, crying, huddling, lost, and senseless. They packed the gymnasium to talk about how they felt. A lot of students were from New York so I understood their pain. For them, it was personal. But for me, it was surreal. I didn't take it personally: I'd never subscribed to America. I never felt included in this country. To this day, someone tells me to go back to China at least three times a year and I live in downtown New York. (222-233) Americans. Americans. AMERICANS. They've called me chink. They've treated me like the Other. They laughed at my food, they laughed at my family, they laughed at my culture, they wouldn't give me a proper interview because of my face. Americans. They did that. When 9/11 happened, I was an observer. I mourned for the victims and felt for the people as individuals, but this wasn't my fight. It wasn't the victims' fight, either, though. They were caught in the middle as always. The little people suffer for the crimes of few. This fight wasn't between the people that flew the planes and the people in the towers. We all got played by politics we had nothing to do with. (223) If you want your voice to be heard, you have to fight. There's no other way around it. You can't expect people to seek you out; if you know you're right and you have the answers, then it's your duty to tell the world.(224)

Dr. H. K. Beecher is the name of one of the first serious students of pain in the United States. In 1946, he published an article in the Annals of Surgery titled “Pain in Men Wounded in Battle” (Vol. 123, p. 96). For years it was widely quoted because of its most interesting observation. But now Dr. Beecher is passing into obscurity, for what he had to say is no longer acceptable to students of pain. Dr. Beecher questioned 215 seriously wounded soldiers at various locations in the European theater during World War II shortly after they had been wounded and found that 75 percent of them had so little pain that they had no need for morphine. Reflecting that strong emotion can block pain, Dr. Beecher went on to speculate: “In this connection it is important to consider the position of the soldier: His wound suddenly releases him from an exceedingly dangerous environment, one filled with fatigue, discomfort, anxiety, fear and real danger of death, and gives him a ticket to the safety of the hospital. His troubles are over, or he thinks they are.” This observation is reinforced by a report of the United States surgeon general during World War II, noted in Martin Gilbert’s book The Second World War: A Complete History (New York: Henry Holt, 1989), that in order to avoid psychiatric breakdown, infantrymen had to be relieved of duty every so often. The report said, “A wound or injury is regarded not as a misfortune, but a blessing.

You, O king, live far away across many seas. Yet, driven by the humble desire to share in the blessings of our culture, you have sent a delegation, which respectfully submitted your letter. You assure us that it is your veneration for our celestial ruling family that fills you with the desire to adopt our culture, and yet the difference between our customs and moral laws and your own is so profound that, were your envoy even capable of absorbing the basic principles of our culture, our customs and traditions could never grow in your soil. Were he the most diligent student, his efforts would still be vain. Ruling over the vast world, I have but one end in view, and it is this: to govern to perfection and to fulfil the duties of the state. Rare and costly objects are of no interest to me. I have no use for your country’s goods. Our Celestial Kingdom possesses all things in abundance and wants for nothing within its frontiers. Hence there is no need to bring in the wares of foreign barbarians to exchange for our own products. But since tea, silk and porcelain, products of the Celestial Kingdom, are absolute necessities for the peoples of Europe and for you yourself, the limited trade hitherto permitted in my province of Canton will continue. Mindful of the distant loneliness of your island, separated from the world by desert wastes of sea, I pardon your understandable ignorance of the customs of the Celestial Kingdom. Tremble at my orders and obey.

Fast-forward nearly a hundred years, and Prufrock’s protest is enshrined in high school syllabi, where it’s dutifully memorized, then quickly forgotten, by teens increasingly skilled at shaping their own online and offline personae. These students inhabit a world in which status, income, and self-esteem depend more than ever on the ability to meet the demands of the Culture of Personality. The pressure to entertain, to sell ourselves, and never to be visibly anxious keeps ratcheting up. The number of Americans who considered themselves shy increased from 40 percent in the 1970s to 50 percent in the 1990s, probably because we measured ourselves against ever higher standards of fearless self-presentation. “Social anxiety disorder”—which essentially means pathological shyness—is now thought to afflict nearly one in five of us. The most recent version of the Diagnostic and Statistical Manual (DSM-IV), the psychiatrist’s bible of mental disorders, considers the fear of public speaking to be a pathology—not an annoyance, not a disadvantage, but a disease—if it interferes with the sufferer’s job performance. “It’s not enough,” one senior manager at Eastman Kodak told the author Daniel Goleman, “to be able to sit at your computer excited about a fantastic regression analysis if you’re squeamish about presenting those results to an executive group.” (Apparently it’s OK to be squeamish about doing a regression analysis if you’re excited about giving speeches.)

To grasp incorrectly the basic problem of “man and woman,” to deny the most profound antagonism here and the necessity for an eternally hostile tension, perhaps in this matter to dream about equal rights, equal education, equal entitlements and duties — that’s a typical sign of a superficial mind. And a thinker who has shown that he’s shallow in this dangerous place — shallow in his instincts! — may in general be considered suspicious or, even worse, betrayed and exposed. Presumably he’ll be too “short” for all the basic questions of life and of life in the future, and he’ll be incapable of any profundity. By contrast, a man who does have profundity in his spirit and in his desires as well, together with that profundity of good will capable of severity and hardness and easily confused with them, can think about woman only in an oriental way: he has to grasp woman as a possession, as a property which he can lock up, as something predetermined for service and reaching her perfection in that service. In this matter he must take a stand on the immense reasoning of Asia, on the instinctual superiority of Asia: just as the Greeks did in earlier times, the best heirs and students of Asia, who, as is well known, from Homer to the time of Pericles, as they advanced in culture and in the extent of their power, also became step by step stricter with women, in short, more oriental. How necessary, how logical, even how humanly desirable this was: that’s something we’d do well to think about for ourselves!

It is the beginning of the year of our Lord 1963. I see a young Negro boy. He is sitting on a stoop in front of a vermin-infested apartment house in Harlem. The stench of garbage is in the halls. The drunks, the jobless, the junkies are shadow figures of his everyday world. The boy goes to a school attended mostly by Negro students with a scattering of Puerto Ricans. His father is one of the jobless. His mother is a sleep-in domestic, working for a family on Long Island. I see a young Negro girl. She is sitting on the stoop of a rickety wooden one-family house in Birmingham. Some visitors would call it a shack. It needs paint badly and the patched-up roof appears in danger of caving in. Half a dozen small children, in various stages of undress, are scampering about the house. The girl is forced to play the role of their mother. She can no longer attend the all-Negro school in her neighborhood because her mother died only recently after a car accident. Neighbors say if the ambulance hadn't come so late to take her to the all-Negro hospital the mother might still be alive. The girl's father is a porter in a downtown department store. He will always be a porter, for there are no promotions for the Negro in this store, where every counter serves him except the one that sells hot dogs and orange juice. This boy and this girl, separated by stretching miles, are wondering: Why does misery constantly haunt the Negro? In some distant past, had their forebears done some tragic injury to the nation, and was the curse of punishment upon the black race? Had they shirked in their duty as patriots, betrayed their country, denied their national birthright? Had they refused to defend their land against a foreign foe?

The first buddy pair enters the deep end of the pool and begins buddy breathing. The games begin when, like a hungry shark, an instructor menacingly stalks the two trainees. Suddenly, the instructor darts forward, grabs the snorkel, and tosses it about ten feet away where it slowly sinks to the bottom. It is the duty of the last person to have taken a breath, to retrieve the snorkel. As the swimmer dives ten feet deep to recover the snorkel, his buddy floats motionless, his face underwater, holding his breath, patiently conserving oxygen. The swimmer returns with the snorkel and hands it to his buddy, but before his teammate can grab it and breathe, the instructor sadistically snatches the snorkel and again tosses it away. The swimmer, still holding his breath, dives to get the snorkel, but the instructor grabs his facemask and floods it with pool water. The swimmer has a choice. He can clear his mask of water, by blowing valuable air into it through his nose, or he can continue to swim with his mask full of water blurring his vision. The swimmer makes the right decision and retrieves the snorkel. All this time both trainees are holding their breath, battling the urge to surface and suck in a lung full of sweet fresh air. With lungs burning and vision dimming, the swimmer hands the snorkel to his buddy. After taking only two breaths, his buddy returns the snorkel and, finally the instructor allows the swimmer to breathe his two breaths. While the trainees try to breathe, instructors splash water into foam around them while screaming insults. Despite the distractions, the snorkel travels back and forth between the trainees until once again, an instructor snatches it, tosses it across the pool, and floods both students’ masks. This harassment continues until the instructor is satisfied with the trainees’ performance.

One cannot erase from a human being's soul those actions which his ancestors loved most and carried out most steadfastly: whether they were, for example, industrious savers attached to a writing table and money box, modest and bourgeois in their desires, as well as modest in their virtues, or whether they were accustomed to live giving orders from morning until night, fond of harsh entertainment and, along with that, perhaps of even harsher duties and responsibilities; or whether, finally, they had at some time or other once sacrificed the old privileges of their birth and possessions in order to live entirely for their faith ― their "God" ― as men of an unrelenting and delicate conscience, which blushes when confronted with any compromise. It is in no way possible that a man does not possess in his body the characteristics and preferences of his parents and forefathers, no matter what appearance might say to the contrary. This is the problem of race. If we know something about the parents, then we may draw a conclusion about the child: some unpleasant excess or other, some lurking envy, a crude habit of self-justification ―as these three together have at all times made up the essential type of the rabble― something like that must be passed onto the child as surely as corrupt blood, and with the help of the best education and culture people will succeed only in deceiving others about such heredity. And nowadays what else does education and culture want! In our age, one very much of the people - I mean to say our uncouth age ―"education" and "culture" must basically be the art of deception― to mislead about the origin of the inherited rabble in one's body and soul. Today an educator who preached truthfulness above everything else and constantly shouted at his students "Be true! Be natural! Act as you really are!" ― even such a virtuous and true-hearted jackass would after some time learn to take hold of that furca [pitchfork] of Horace, in order to naturam expellere [drive out nature]. With what success? "Rabble" usque recurret [always returns].

On my next weekend without the kids I went to Nashville to visit her. We had a great weekend. On Monday morning she kissed me goodbye and left for work. I would drive home while she was at work. Only I didn’t go straight home. I went and paid her recruiting officer a little visit. I walked in wearing shorts and a T-shirt so my injuries were fully visible. The two recruiters couldn’t hide the surprise on their faces. I clearly looked like an injured veteran. Not their typical visitor. “I’m here about Jamie Boyd,” I said. One of the recruiters stood up and said, “Yes, I’m working with Jamie Boyd. How can I help you?” I walked to the center of the room between him and the female recruiter who was still seated at her desk and said, “Jamie Boyd is not going to be active duty. She is not going to be a truck driver. She wants to change her MOS and you’re not going to treat her like some high school student. She has a degree. She is a young professional and you will treat her as such.” “Yes, sir, yes, sir. We hold ourselves to a higher standard. We’ll do better. I’m sorry,” he stammered. “You convinced her she can’t change anything. That’s a lie. It’s paperwork. Make it happen.” “Yes, sir, yes, sir.” That afternoon Jamie had an appointment at the recruitment center anyway for more paperwork. Afterward, she called me, and as soon as I answered, without even a hello, she said, “What have you done?” “How were they acting?” I asked, sounding really pleased with myself. “Like I can have whatever I want,” she answered. “You’re welcome. Find a better job.” She wasn’t mad about it. She just laughed and said, “You’re crazy.” “I will always protect you. You were getting screwed over. And I’m sorry you didn’t know about it, but you wouldn’t have let me go if I had told you ahead of time.” “You’re right, but I’m glad you did.” Jamie ended up choosing MP, military police, as her MOS because they offered her a huge signing bonus. We made our reunion official and she quit her job in Nashville to move back to Birmingham. She had a while before basic training, so she moved back in with me. We were both very happy, and as it turned out, some very big changes were about to happen beyond basic training.

Keep Your Ego at Bay; Stay Humble   Have you felt that urgent desire to feel important, to feel special and to feel way above over other people? As a graduate, do you think you have the best education and do you think you deserve that job opening more over the other guy? Do you think you have accomplished so much in life that you deserve better than your peers? If so, maybe your ego is getting the best of you. When you act based on your ego, there is a great chance that you will be at odds with the world and the people around you. You feel that you are more special than others because of your accomplishments, your education, your work and your possession. Because of that, you are failing to see others’ worth and importance. You only act based on what you think, because your opinion is the only one that matters. You barely admit mistakes; hence, you are depriving yourself of the opportunity to grow because you believe that you got everything you need. You are tarnishing your relationship with others by alienating them with your attitude. Ultimately, you are missing a lot in life! Dr. Dryer preaches about a life of humility and respect for one’s self and others. He always reminds his readers, students and followers to keep their ego at bay and stay humble. He believes in the universal truth that individuals are more common than different with each other; that no one is above someone or more special than others. He believes in the perfect being, the invisible force that created all of us, and so we are one and the same, just performing our own duty in this universe. Our ego stems from our desire to gain recognition from our achievements and hard work. There is nothing wrong with that. Humans crave to be recognized because it is one of the best feelings in the world. However, when you become overly attached to that idea and your entitlement, that is where ego comes in and it does more bad than good to you. The best way to be recognized is to stay humble and modest of your accomplishments. Your achievements sound the loudest when you are not telling it to everyone. You can only earn the highest of respect when you give the same amount of respect to others and to yourself. You can only feel truly special when you are not trying to be over someone else’s head, but rather carry others on your back to lift them up. That is what matters the most.

The Transcendent Function,” was written in 1916, while Jung was in the middle of his “deep reaching interior metamorphosis.” (He was serving a stint of military duty, stationed near the Gotthard Pass at the time.) Yet it wasn’t published until 1957, and only then when Jung was asked to contribute to a student publication, not something many of his readers would see. For forty years it remained in Jung’s files, off-limits to the general public. Jung discussed the ideas in seminars and lectures, but usually only with his closest students, rather like an initiate sharing the most profound mysteries with only his most devoted pupils. Although subsequent Jungian analysts have recognized their importance, neither idea plays a prominent role in any of Jung’s major works. For example, in Mysterium Coniunctionis , Jung’s alchemical magnum opus, active imagination warrants only a brief mention, again not by name, and the transcendent function is mentioned only twice. As is often the case with Jung’s ideas, we need to go to his followers for anything like a clear definition.19 Some suggest Jung kept quiet about active imagination because he considered it possibly dangerous. In a note, he cautioned that through it “subliminal contents . . . may overpower the conscious mind and take possession of the personality.”20 That Jung came upon it precisely when his own subliminal contents were mutinying against his ego makes this a reasonable concern. Yet there may have been other reasons. Weak egos might fragment practicing active imagination, but what would his peers think of a psychologist who talked to people in his head? As with his public and private opinions about spirits and the occult, Jung seems to have kept quiet about things that could threaten his persona as a scientist.

In his memoirs of the late 1940s and 50s, published after his death following the famous ‘umbrella assassination’ in London in 1978, the Bulgarian dissident writer Georgi Markov told a story that is emblematic of the postwar period – not only in his own country, but in Europe as a whole. It involved a conversation between one of his friends, who had been arrested for challenging a Communist official who had jumped the bread queue, and an officer of the Bulgarian Communist militia: ‘And now tell me who your enemies are?’ the militia chief demanded. K. thought for a while and replied: ‘I don’t really know, I don’t think I have any enemies.’ ‘No enemies!’ The chief raised his voice. ‘Do you mean to say that you hate nobody and nobody hates you?’ ‘As far as I know, nobody.’ ‘You are lying,’ shouted the Lieutenant-Colonel suddenly, rising from his chair. ‘What kind of a man are you not to have any enemies? You clearly do not belong to our youth, you cannot be one of our citizens, if you have no enemies! … And if you really do not know how to hate, we shall teach you! We shall teach you very quickly!’1 In a sense, the militia chief in this story is right – it was virtually impossible to emerge from the Second World War without enemies. There can hardly be a better demonstration than this of the moral and human legacy of the war. After the desolation of entire regions; after the butchery of over 35 million people; after countless massacres in the name of nationality, race, religion, class or personal prejudice, virtually every person on the continent had suffered some kind of loss or injustice. Even countries which had seen little direct fighting, such as Bulgaria, had been subject to political turmoil, violent squabbles with their neighbours, coercion from the Nazis and eventually invasion by one of the world’s new superpowers. Amidst all these events, to hate one’s rivals had become entirely natural. Indeed, the leaders and propagandists of all sides had spent six long years promoting hatred as an essential weapon in the quest for victory. By the time this Bulgarian militia chief was terrorizing young students at Sofia University, hatred was no longer a mere by-product of the war – in the Communist mindset it had been elevated to a duty.

The fifth stage is called the Rank of Merit-over-Merit,[FN#274] which means the rank of meritless-merit. This is the rank of the King himself. The King does nothing meritorious, because all the governmental works are done by his ministers and subjects. All that he has to do is to keep his inborn dignity and sit high on his throne. Therefore his conduct is meritless, but all the meritorious acts of his subjects are done through his authority. Doing nothing, he does everything. Without any merit, he gets all merits. Thus the student in this stage no more strives to keep precepts, but his doings are naturally in accord with them. No more he aspires for spiritual elevation, but his, heart is naturally pure from material desires. No more he makes an effort to vanquish his passion, but no passion disturbs him. No more he feels it his duty to do good to others, but he is naturally good and merciful. No more he sits in Dhyana, but he naturally lives in Dhyana at all times. It is in this fifth stage that the student is enabled to identify his Self with the Mind-King or Enlightened Consciousness, and to abide in perfect bliss. [FN#274]

The third stage is called the Rank of Merit,[FN#272] in which the student distinguishes himself by his 'meritorious' acts of conquering over the rebel army of passion which rises against the Mind-King. Now, his rank is not the rank of a courtier, but the rank of a general. In other words, his duty is not only to keep rules and instructions of the sages, but to subjugate his own passion and establish moral order in the mental kingdom. [FN#271]

A person employed in a workshop, in a university or in a commercial business would not be acting in accordance with justice if he were not to carry out his job conscientiously, in a professionally competent way, while taking good care of the tools, equipment and other property of the company (or library, hospital, workshop etc.) he works for, or of the house in the case of domestic employees. Students would be lacking in justice towards society and towards their families, at times seriously, if they didn’t make good use of the time during which they are supposed to be studying. In general, examination marks can be a good source of material for examination of conscience. Very often poor application to one’s studies can be the cause of afterwards not being professionally competent and of not giving value for money to one’s employers through lack of adequate preparation. These are points on which we ought to examine ourselves often, if we are to carry out conscientiously, before God and men, our duties to our neighbour, thereby fulfilling the requirements of justice, mercy and faith in agreements, contracts and promises. Let us ask Our Lady for this rectitude of conscience, so that we can contribute to making the society in which we live a worthy place for the sons and daughters of God to live together in harmony.

When I first arrived, Lord Dariush told me he is a casual student of languages, and he loved that my name hearkens back to a rare dialect of Old Parian. In the full week since then, I’ve deduced that by ‘casual’ he means he’s fluent in six dead tongues, and has done his own translations of several ancient masterpieces. He derides his own efforts as derivative, an idle pastime not worth the parchment he scrawls them on: ‘Still, it keeps me out of trouble. Some hunt fowls, I hunt vowels.’ He’d laughed. I’d chuckled along dutifully.

Are Class Captains and School Prefects managers or leaders? Schools miss it when they assign a student to discipline other students. Class captains and school prefects are leaders not managers. A Leader is on A MISSION not on A DUTY. And being a leader goes beyond expecting compliance from others, which is what managers do. If your school assigns prefect to enforce compliance in any way you are doing it all wrong. For one, seeking compliance from anyone is complicated and it comes with a position that "demands" respect and thus you are putting such children at a risk of being hated by their peers. Prefect should be examples not authority figures, plus they should be trained to act like leaders should, if you also don't train them, you are doing it too wrong. Here are some of those "things" you should train your prefect: 1. Active listening 2. How to help their peers and other students find meaning in learning 3. How to make others students wellbeing and safety their priority. 4. How to inspire others and lead by example. Charity begins from school too. Your prefects can learn people skills that can guarantee their future right from your school. Your prefects should be assets to your school because of what they can learn to do now to become better in future not because of what they can do for your school now, which obviously is very little.

We took them up to the register, where the student worker on duty had a large silver ring pierced through the side of her nose. I had an urge to get Rochester’s leash and see if I could hook it to her ring, but I resisted.

When common sense and civic sense combine with student sense, world learns the meaning of sapiens.

Hang on,” Darcy spoke over me and my fingers itched with the urge to punish her for that. If she’d done so in my classroom, I would have made her pay severely for it. As it was, I supposed I could be lenient this once. She’d soon learn I was not to be fucked with anyway. Of course, then my treacherous mind ran to the dangerous place where my punishments involved me pushing her down on my desk and spanking her ass raw, and I cursed myself internally. What the fuck’s the matter with me? ... “Yes. But not just any school. The best school.” It really was the fucking best. “So what do you say?” “I say you're crazy,” Darcy said and I had a vision of showing her just how crazy I could be. Not an appropriate one though. The kind where she was pinned beneath me gasping my name. Focus. ... A beat later, Darcy returned from the bathroom in tight jeans which clung to her round ass and a black tank top that hugged the hourglass curves of her body. Ah, great. Why couldn’t she have been covered in Heptian Toad skin? For some reason, her twin of the exact same figure hadn’t stirred anything in me, but this one had my cock throbbing and my mind spinning with filthy fantasies I could never, ever act on. You fucking idiot. ... I grabbed her shoulders, jerking her around to face the circle of new students in The Howling Meadow ready for their Awakening as my heart thrashed and rioted in my chest. Darcy stepped away from me and my fingers balled and unballed as I stared after her, a growl rolling low through my throat as I worked to fight against the thirst, and the other, hungry part of me which had awoken. Darcy glanced back at me in alarm. “What's going on?” she asked, her green eyes dancing with panic. I guessed this really was a mindfuck. “Did you just drug us?” Tory rounded on me. “What is it with you and drugs?” I muttered. “Remember to keep calm,” I commanded, needing them to get through this without making a complete scene. I had to know what Elements they possessed. Lionel would be waiting for me to call and give him a play by play of everything that had happened tonight, everything I’d learned about the Vegas. But there was one thing for sure I wouldn’t tell even Darius about this night. That I felt a pull to one of them that defied all logic and made my hatred for them deepen. Because of all the concerns I’d had about the Vega twins returning to Solaria, none of my imaginings had conjured up this. Maybe it was the power of their blood that called to me, but as it was only Darcy who had made me fucking burn with unwanted need, I doubted I could put it down to that. One thing was for sure, I’d be cutting these twisted urges out of me just as soon as I could. And they were not going to affect anything about what came next. Because the Vega twins would not be ascending to the throne. It was my duty to make sure of that. And no girl with blue-tipped hair in bunny pyjamas was going to fuck with my plans.(Lance Orion POV)

Only love can bring full freedom, all else brings half freedom. What is half freedom you ask? When in the name of freedom you imprison yourself to one side or sect, everything outside that sect seems evil. For example, fundamentalists choose the side of blind faith, and every act of reason seems like blasphemy - just like cold, sharp-tongue intellectuals choose the side of rationality even at the expense of humanity, and everything illogical seems outdated - or wait, I got a better one - so-called social activists often get so attached to their self-imposed identity of victimhood, that every person with a political, corporate, legal or bureaucratic background seems to appear as devil incarnate. This, my friend, is what I call "half freedom", which by the way, is far worse than the lack of freedom. And even though it manifests as an act of willful choice, when you get down to it, it's just plain old rigidity. And if we want to build a truly just, inclusive and progressive society, this hypocritical half-freedom won't do - what's needed is whole freedom - a kind of freedom that liberates the mind of all superstition as well as ignorant suspiciousness. It's time we realize, yelling about justice without using common sense is just as useless as keeping quiet. What this means is that, we gotta come together regardless of our background - the teacher, the scientist, the student, the copper, the politician, the civil servant, the entrepreneur, the economist, the janitor, the construction worker - every single person from every single walk of life must come forward surpassing all suspicious conspiracy, and contribute the best of their capacity in the making of a real civilized world.

There is nothing I dislike so much in prophetic inquiry as dogmatism or overconfidence. Much of the discredit that has fallen on prophetic study has arisen from the fact that many students, instead of expounding prophecy, have turned into prophets themselves.

Survivors in the wrecked fuselage after rescuers reached them. The group then decided on a new plan: a few of the fittest men would set out on an expedition to get help. They would be allocated a large ration of food and the warmest clothes, and would be excused other group duties in order to build up their strength for the trek. ‘... they would have to get themselves out of the mountains if they were to survive.’ The group chose Nando Parrado, a business student, Roberto Canessa, one of the two medical students and Antonio Vizintín to make the journey. Canessa had the clearest idea of the trials they would face and he insisted that they wait as long as possible to let the warmer weather of spring get at least a foothold in the mountains. In the end they waited almost seven weeks before setting off. The reality of their situation Although their ultimate goal was Chile in the west, the mountain that lay

For instance, if you believe that actions can have an impact on future rebirths, your calculations will be very dierent from what they would be if you believed that actions gave no results, or gave results that went no further than this lifetime. In giving clear answers to these larger questions, the Dhamma oers much more than a guide to the present. It explains how to recognize past mistakes so that you can learn from them, and how to plan for a satisfactory future. In providing this framework, the Dhamma gives you standards for deciding which kinds of actions will be skillful and which ones won’t. As the Buddha said, the primary duty of any responsible teacher is to provide a student both with the confidence that there are such things as skillful and unskillful actions, and with standards for recognizing, in any given situation, which is which. Any interpretation of the Dhamma that neglects this framework—or treats the issue of what happens at death as a mystery—counts as irresponsible.

An often-overlooked duty of school administrators is coordinating staff and ensuring effective communication channels, vital for cohesive teamwork and organizational synergy.

In addition to their administrative duties, school administrators serve as liaisons between the school and the broader community, promoting partnerships and fostering a sense of belonging.

In addition to their administrative duties, school administrators serve as liaisons between the school and the broader community, promoting partnerships and fostering a sense of belonging

Gradually, and almost imperceptibly, the Age of Affluence silences the voice of duty. The object of the young and ambitious is no longer fame, honour or service, but cash. … No longer do schools aim at producing brave patriots ready to service their country. Parents and students alike seek educational qualifications which will command the highest salaries.

Harvard was started as an institution to train up Christian ministers. Matter of fact, their motto was Veritas Christo et Ecclesiae, which means ‘Truth for Christ and the Church.’ Yale University was started when ten ministers thought Harvard had become too liberal, so they started their own college! Students who attended Yale were required to ‘live religious, godly and blameless lives according to the rules of God’s Word, diligently reading the Holy Scriptures, the fountain of light and truth; and constantly attend upon all the duties of religion, both in public and secret.’ They were also instructed to ‘… consider the main end of his study to wit to know God in Jesus Christ’ and ‘to lead a Godly, sober life.’ Princeton University was founded by seven ministers after the Great Awakening to train ministers and offer other fields of study, as well.

I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.

WORK MAKES MEN. A university is not merely a place for making scholars, it is a place for making Christians. A farm is not a place for growing corn, it is a place for growing character, and a man has no character except that which is developed by his life and thought. God's Spirit does the building through the acts which a man performs from day to day. A student who cons out every word in his Latin and Greek instead of consulting a translation finds that honesty is translated into his character. If he works out his mathematical problems thoroughly, he not only becomes a mathematician, but becomes a thorough man. It is by constant and conscientious attention to daily duties that thoroughness and conscientiousness and honorableness are imbedded in our beings. Character is

The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way.

On another day, when he was on inspection duty, Trump came upon fellow student Ted Levine’s unmade bed. Trump ripped the sheets off and threw them on the floor. Levine, a foot shorter than Trump, threw a combat boot at Donald, then hit him with a broomstick. Infuriated, Trump grabbed Levine and tried to push him out a second-floor window, Levine recalled. Two other cadets intervened to prevent Levine from falling.

A teacher's duty is teaching to their students and it is students duty to learn well, Then only student's future will be written in a history book Teacher remains will always be a teacher as in history foot notes.

No sort of defense is needed for preaching out of doors; but it would need very potent arguments to prove that a man had done his duty who has never preached beyond the walls of his meeting house.

2014 Andy’s message continues   You know, Young, before you came along, the other students I chaperoned were mere duties to me. Life with them was much simpler. When you came into the picture, it became more difficult for me to separate the sex act and the intimate relationship we shared. I would often end up at an emotional crossroads when you were summoned to perform sexual duties. No matter how I told myself that you were merely performing a sexual favour and that love doesn’t enter into that equation, an acrid taste plagued me, even when I busied myself with passionate projects while waiting for you to complete your tasks. These negativities ate at my core, challenging my sanity and begging me to snatch you away from the sexual situations. A part of me wanted to possess you rather than permit you to come into your own. Yet as soon as I saw you, happy and bouncing into view, my levelheadedness and sound judgement would return. Once again, I could wrap you in my arms and surround you with my love. Although I may have seemed composed, those were indeed trying times. I had to restrain my irrationality so I wouldn’t jeopardise our E.R.O.S. statuses. Like you, I was also pushing the green-eyed monster back into its abysmal lair. Reflecting on those experiences, I’m surprised I managed to constrain myself. Don’t misunderstand me, I’m grateful for my Bahriji training and E.R.O.S. experiences – without them, I would not have been as strong or resilient. I remember Eric Hoffer, the American moral and social philosopher, who wrote, “Many of the insights of the saint stem from his experience as a sinner.” Though I don’t consider E.R.O.S. recruits and members sinners, I think our experiences were, in a way, saintly – were they not?               Well, young one (you will always be my ‘young one’), I’ll message you again. For now I bid you au revoir mon ami. I’ll be in touch.               Love,               Andy

When my Naval Academy students had finished reading the Iliad, I often asked them to tell me which of Homer’s characters they admired the most, and why. A popular reply was Hector, prince of Troy, and the reasons they gave most concerned their sense of why he fought. It may surprise some to learn that many of these highly competitive young American students favored a character who champions the losing side of the battle. But it is Hector’s humanity and nobility of character, not his unhappy fate, to which they were drawn. Homer’s Prince Hector is a man who fights with tremendous ferocity on the battlefield but who is not driven by rage or bloodlust. Although he relishes his moments of small-scale victory, we are given the impression that Hector fights not because he wants to but because he has a duty to his people. He would rather be at home with his wife and young son, Astynax, but he is the greatest warrior that the Trojans have. If he does not defend the city, it will certainly fall to the Greeks. His exceptional physical prowess and martial skills, combined with his standing in the community as a respected member of the royal family, create special responsibilities for him. By rights, his brother Paris (the cause of the crisis) should have offered himself up for the protection of Troy. However, since Paris chooses not to live up to his obligations, the burden shifts to Hector’s more capable (and unshirking) shoulders. The defense of the city is placed in his hands and all the hopes of the Trojan people are pinned on his performance as a fighter and a leader.

The evaluation score by policy customers such as experts, duty-related persons, residents, and parents of students stood at 6.95 points, a slight increase from the previous year (6.86 points). The awareness, however, was surveyed as having been aggravated in terms of influence-peddling

George Mumford, a Newton-based mindfulness teacher, one such moment took place in 1993, at the Omega Institute, a holistic learning center in Rhinebeck, New York. The center was hosting a retreat devoted to mindfulness meditation, the clear-your-head habit in which participants sit quietly and focus on their breathing. Leading the session: meditation megastar Jon Kabat-Zinn. Originally trained as a molecular biologist at MIT, Kabat-Zinn had gone on to revolutionize the meditation world in the 1970s by creating a more secularized version of the practice, one focused less on Buddhism and more on stress reduction and other health benefits. After dinner one night, Kabat-Zinn was giving a talk about his work, clicking through a slide show to give the audience something to look at. At one point he displayed a slide of Mumford. Mumford had been a star high school basketball player who’d subsequently hit hard times as a heroin addict, Kabat-Zinn explained. By the early 1980s, however, he’d embraced meditation and gotten sober. Now Mumford taught meditation to prison inmates and other unlikely students. Kabat-Zinn explained how they were able to relate to Mumford because of his tough upbringing, his openness about his addiction — and because, like many inmates, he’s African-American. Kabat-Zinn’s description of Mumford didn’t seem to affect most Omega visitors, but one participant immediately took notice: June Jackson, whose husband had just coached the Chicago Bulls to their third consecutive NBA championship. Phil Jackson had spent years studying Buddhism and Native American spirituality and was a devoted meditator. Yet his efforts to get Michael Jordan, Scottie Pippen, and their teammates to embrace mindfulness was meeting with only limited success. “June took one look at George and said, ‘He could totally connect with Phil’s players,’ ’’ Kabat-Zinn recalls. So he provided an introduction. Soon Mumford was in Chicago, gathering some of the world’s most famous athletes in a darkened room and telling them to focus on their breathing. Mumford spent the next five years working with the Bulls, frequently sitting behind the bench, as they won three more championships. In 1999 Mumford followed Phil Jackson to the Los Angeles Lakers, where he helped turn Kobe Bryant into an outspoken adherent of meditation. Last year, as Jackson began rebuilding the moribund New York Knicks as president, Mumford signed on for a third tour of duty. He won’t speak about the specific work he’s doing in New York, but it surely involves helping a new team adjust to Jackson’s sensibilities, his controversial triangle offense, and the particular stress that comes with compiling the worst record in the NBA. Late one April afternoon just as the NBA playoffs are beginning, Mumford is sitting at a table in O’Hara’s, a Newton pub. Sober for more than 30 years, he sips Perrier. It’s Marathon Monday, and as police begin allowing traffic back onto Commonwealth Avenue, early finishers surround us, un-showered and drinking beer. No one recognizes Mumford, but that’s hardly unusual. While most NBA fans are aware that Jackson is serious about meditation — his nickname is the Zen Master — few outside his locker rooms can name the consultant he employs. And Mumford hasn’t done much to change that. He has no office and does no marketing, and his recently launched website, mindfulathlete.org, is mired deep in search-engine results. Mumford has worked with teams that have won six championships, but, one friend jokes, he remains the world’s most famous completely unknown meditation teacher. That may soon change. This month, Mumford published his first book, The Mindful Athlete, which is part memoir and part instruction guide, and he has agreed to give a series of talks and book signings

Forbearance or Deferment: Which Way to Go? Repaying student loan is a long journey as The Student Loan Help Center CEO, Bruce Mesnekoff said, at times you might face some potholes on the road, making your ride a bit difficult but there are some ways you can opt for help. Student loan forbearance and deferment are such two options which help you when you are facing money crunch and need some time to repay your student loans. Both of the options are specific to every individual depending on your financial state. Forbearance or deferment can be considered if you want to postpone your repayment for some duration or want to decrease the amount. Both of these are discussed in detail in this article. Forbearance Forbearance is used when you are facing monetary issues for a short period of time i.e. when you know you will come out of the money problems soon. Forbearance is provided for maximum period of one year at one time.Now there are two kinds of forbearance, mandatory and discretionary. When forbearance is must it’s called mandatory and this happens when: Your student loan repayment is 20% or more of your grossly monthly income. You are eligible for public loan forgiveness You are enrolled in dental internship or medical internship You are serving in a national service position Forbearance may or may not be provided by servicer if you are facing financial crunch or illness. One word of caution here would be to at least pay your interest every month because during forbearance you accruemonthly interest and if you don’t pay it as it gets added to principal. As a result you have to a pay huge amount at the end of the loan and also after forbearance is over to become current. Deferment Deferment also works onsimilar lines as forbearance. Though there is one advantage that subsidized direct loan, Perkins loans, federal Stafford loans do notaccrue interest during deferment, only non-subsidized loans accrue interest. You can defer loan repayment for the entire duration if you are in school or on military duty. If you are unemployed or facing any financial hardship the deferment period is of three years. You can qualify for deferment under following circumstances: If you are in school If you are on active military duty If you are qualifying for Perkins loan cancellation If you are unemployed If you are receiving federal or state assistance. Using deferment or forbearance is good option to keep your account “current” and save it from becoming delinquent or going in default. It saves your credit rating. If provided the opportunity to choose out of the two, always try and go for deferment if you can qualify for it as it’s more economical than forbearance. Contact The Student Loan Help Center to know more about Consolidation of your Student Loans.

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

XXXVI REMEDIES   Students of crime and punishment have never differed seriously in their conclusions. All investigations have arrived at the result that crime is due to causes; that man is either not morally responsible, or responsible only to a slight degree. All have doubted the efficacy of punishment and practically no one has accepted the common ideas that prevail as to crime, its nature, its treatment and the proper and efficient way of protecting society from the criminal. The real question of importance is: What shall be done? Can crime be cured? If not, can it be wiped out and how? What rights have the public? What rights has the criminal? What obligations does the public owe the criminal? What duties does each citizen owe society? It must be confessed that all these questions are more easily asked than answered. Perhaps none of them can be satisfactorily answered. It is a common obsession that every evil must have a remedy; that if it cannot be cured today, it can be tomorrow; that man is a creature of infinite possibilities and all that is needed is time and patience. Given these a perfect world will eventuate. I am convinced that man is not a creature of infinite possibilities. I am by no means sure that he has not run his race and reached, if not passed, the zenith of his power. I have no idea that every evil can be cured; that all trouble can be banished; that every maladjustment can be corrected or that the millennium can be reached now and here or any time or anywhere. I am not even convinced that the race can substantially improve. Perhaps here and there society can be made to run a little more smoothly; perhaps some of the chief frictions

By the end of my first year at the university (1938-39), the history of art professor organized a trip for his students to be sightseeing in Turkey, Greece and Egypt. We were supposed to study especially the Hadjia Sophia Mosque in Istanbul, the pyramids in Egypt and the many architectural sights in Greece. The trip was supposed to take place in September, 1939. I had registered for the student trip abroad, in the company of friendly colleagues. As a preparation for the boat crossings, I had a tailor make for me a rain jacket, with a woolen buttoned-in lining. We were supposed to travel by boat from Constan ta, a Black Sea port in Romania. That trip never materialized since World War II broke out on September 1, 1939. The only good that came of these preparations was the jacket, which did me great duty during the war years.

group of aspiring young Mormon painters who called themselves “art missionaries” arrived from Utah, many to enroll at the Académie Julian. Their expenses were being provided by the Church of Jesus Christ of Latter-day Saints in return for work they would later contribute, painting murals in the Temple at Salt Lake City. As one of their leaders, an especially gifted painter named John Hafen, said, their motivation was the belief that “the highest possible development of talent is the duty we owe to our Creator.” Though no exact count was made of the American art students in Paris at the time, they undoubtedly numbered more than a thousand. And

We may be tempted to think of Christianity primarily as 'I must...,' but that is not the starting place. You cannot make yourself a child of God by doing things a child of God does, any more than you could make yourself an heir to Queen Elizabeth II of Great Britain by walking around in royal clothes and waving kindly at people. The duty of the Christian life--the 'I must...,'--is caused by something else. We may think of the Christian life as primarily about 'He has.' The work of God for our salvation is certainly a significant part of Christianity and is the reason that we are able to live a life of obedience. But even the 'He has...' is not the foundation of Christianity, for that itself is built upon a larger and deeper foundation. The greatest truth of Christianity is summed up in the words 'He is.' Who He is must be understood if we are going to grasp what He has done to save us.

The Misbâh has chapters on “knowledge” (- ilm, ch. 62), “certain knowledge” ( yaqîn, ch. 88), “wisdom” (hikmah, ch. 99), and “ignorance” ( jahl, ch. 77). The chapters are spread over the whole, work seemingly without any clear motivation justifying their insertion in the particular places in which they are found. “Jafar” starts, of course, with the praise of knowledge as he does with the blame of ignorance whose progress is darkness42 and whose recession is light. He is concerned with clarifying the particular aspect of knowledge that is referred to in such common traditions as the search for knowledge being a duty, the search for knowledge to be extended even as far as China,43 and the knowledge about one’s soul being the knowledge of the Lord.44 In the first case, the knowledge intended is the knowledge of the fear of God and of certainty (- ilm at-taqwâ wa-l-yaqîn); in the sec- ond, the knowledge about (ma- rifah) the soul/self which includes the knowledge about the Lord; and in the third (where this last knowledge is particularly speci- ed), the knowledge that requires acting in accordance with it and which is “sincere devotion” (ikhlâs). The theme of the necessity of acting with sincere devotion is then elaborated by means of statements castigating useless knowledge and stressing the fact that just a small amount of knowledge supports a large amount of life-long work. An inscription found and deciphered by Jesus and a revelation received by David likewise indicate the need for action. “Knowledge” is the only way leading to God. The true “knower” is identi- ed by his prayers, his piety, and his actions, and not by his appearance, his pre- tensions, and his words. True knowledge has always been sought in the past by those possessing intelligence, devotion (nusk), modesty (bashful- ness, hayâ), and the fear of God (khashyah); today it is sought by men not possessing any of these qualities. Statements concerning the qualities required of teachers and students conclude “Jafar's chapter on knowledge. Knowledge, for “Jafar,” is the result of introspection, a response within the individual to the divine. But it is also the result of a process of teaching and studying, and it must - find expression in relevant human activity. The whole would seem to be a mixture of moderate Shîah views of revealed and inspired knowledge and the “orthodox” concern with the methodology of the transmission of traditions and their practi- cal legal signi- cance.

The fourth duty of a teacher is to dissuade his students from evil ways with care and caution, with sympathy and not with rebuke and harshness, because in that case it destroys the veil of awe and encourages disobedience.

A part of the answer to these questions is that Christians have no more moral duty to read and study Greek and Roman literature than ancient Israelites had a duty to study the myths of Baal and Asteroth. Nor should Christian homeschoolers think that they can have a good Christian education only if the "classics" are prominent in the curriculum. The goal of Christian education is to train a child to be faithful in serving God and His kingdom in a calling, and certainly this goal can be achieved by a student who never cracks the cover of a Homeric epic. page 18

Illumination Manifest (Youth Sonnet, 1528) Youth are the cure for all dividing insanity. You are the antidote to all bewitching animosity. Don't confuse youth as a measure of agist conventionality. Youth is but a sanctifying dawn, out of the dusk of rigidity. Youth is the spirit of play with the forces of ominosity. Youth is the conquest of death into the daring pastures of duty. Youth are absolution to habits of death. Youth are walking illumination manifest.

As mammals, we are homeostatic. That means we maintain certain constant balances within our bodies, temperature for example, by adapting to change and challenge in the environment. Strength and flexibility allow us to keep an inner balance, but man is trying more and more to dominate the environment rather than control himself. Central heating, air conditioning, cars that we take out to drive three hundred yards, towns that stay lit up all night, and food imported from around the world out of season are all examples of how we try to circumvent our duty to adapt to nature and instead force nature to adapt to us. In the process, we become both weak and brittle. Even many of my Indian students who all now sit on chairs in their homes are becoming too stiff to sit in lotus position easily.

Most of all, Lewis wished he could tell his students that they transfigured his lonely ambition into a dream to change the world; how they were all artists of the highest caliber, fulfilling humankind’s highest duty and delivering the message: faith lived in the darkest rooms.

I wanted my students to come away from their reading learning, for example, from Charles Dickens the importance of friendship, loyalty, and kindness in a hard world; from Joseph Conrad the central place of fulfilling one’s duty in a life dominated by spiritual solitude; from Willa Cather, the dignity that patient suffering and resignation can bring; from Tolstoy, the divinity that the most ordinary moments can provide—kissing a child in her bed goodnight, working in a field, greeting a son returned home from war; and from Henry James, I wanted them to learn that it is the obligation of every sentient human being to stay perpetually on the qui vive and become a man or woman on whom nothing is lost, and never to forget, as James puts in his novel The Princess Casamassima, that “the figures on the chessboard [are] still the passions and the jealousies and superstitions of man.

the educational benefits of consequences are a gift, not a dereliction of duty.” She writes, “Year after year, my ‘best’ students—the ones who are happiest and successful in their lives—are the students who were allowed to fail, held responsible for missteps, and challenged to be the best people they could be in the face of their mistakes.

Your duty is to prepare your students for the world as it exists, not as you would like it to be.

Today is Sunday, and I have no official duties, but just to get me out of the way, they send me off with a message that's meaningless anyway. And in fact I'm not sent far, so that the hope remains that if I really hurry, I might get back in time. I run as fast as I can to the office they've sent me to, shout my message so breathlessly through the half-open door that they probably don't even understand it, and race back again, but the student has moved even faster than I have, and of course he doesn't have as far to go, he has only to run down the attic stairs. If I weren't so dependent on them, I would have long since crushed the student against this wall. Right here next to the sign. I keep dreaming about it.