Educate Your Children Quotes

Rejection is an opportunity for your selection.

I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.

Educate your children to self-control, to the habit of holding passion and prejudice and evil tendencies subject to an upright and reasoning will, and you have done much to abolish misery from their future and crimes from society.

If your plan is for one year plant rice. If your plan is for ten years plant trees. If your plan is for one hundred years educate children.

You're children. Don't you want a home, a family?" "With, like, vitamin-fortified cereal and educational television?

Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences.

Now you listen to me," says Ove calmly while he carefully closes the door. "You've given birth to two children and quite soon will be squeezing out a third. You've come here from a land far away and most likely you fled war and persecution and all sorts of other nonsense. You've learned a new language and got yourself an education and you're holding together a family of obvious incompetents. And I'll be damned if I've seen you afraid of a single bloody thing in this world before now....I'm not asking for brain surgery. I'm asking you to drive a car. It's got an accelerator, a brake and a clutch. Some of the greatest twits in world history have sorted out how it works. And you will as well." And then he utters seven words, which Parvaneh will always remember as the loveliest compliment he'll ever give her. "Because you are not a complete twit.

I suggest you write I love you in your daily diary when we hang up so that you can refer to it should you ever develop that need to read those words again.

What it means to be human is to bring up your children in safety, educate them, keep them healthy, teach them how to care for themselves and others, allow them to develop in their own way among adults who are sane and responsibile, who know the value of the world and not its economic potential. It means art, it means time, it means all the invisibles never counted by the GDP and the census figures. It means knowing that life has an inside as well as an outside. And I think it means love.

Think about your particular assignment at this time in your life. It may be to get an education, it may be to rear children, it may be to be a grandparent, it may be to care for an relieve the suffering of someone you love, it may be to do a job in the most excellent way possible, it may be to support someone who has a difficult assignment of their own. Our assignments are varied and they change from time to time. Don't take them lightly. Give them your full heart and energy. Do them with enthusiasm. Do whatever you have to do this week with your whole heart and soul. To do less than this will leave you with an empty feeling.

I started thinking about that, and I used to think that the Talib would come, and he would just kill me. But then I said, ‘If he comes, what would you do Malala?’ then I would reply to myself, ‘Malala, just take a shoe and hit him.’ But then I said, ‘If you hit a Talib with your shoe, then there would be no difference between you and the Talib. You must not treat others with cruelty and that much harshly, you must fight others but through peace and through dialogue and through education.’ Then I said I will tell him how important education is and that ‘I even want education for your children as well.’ And I will tell him, ‘That’s what I want to tell you, now do what you want.

Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it. If ever you substitute authority for reason he will cease to reason; he will be a mere plaything of other people's thoughts.

If you want your children to be smart and wise, then teach them to think and not to memorise.

A free country? they asked. You should live so long. What's free about it, they reasoned, when the law forces you to educate your children and then endangers their lives to get them into school?

Educate your children, educate yourself, in the love for the freedom of others, for only in this way will your own freedom not be a gratuitous gift from fate. You will be aware of its worth and will have the courage to defend it.

How can it be, after all this concentrated effort and separation, how can it be that I still resemble, so very closely, my own detestable mother?

You will not reap the fruit of individuality in your children if you clone their education.

Be generous with your smile and try not to frown. And you will see my children; your smile will never let you down ☺

People don't want children to know what they need to know. They want their kids to know what they ought to need to know. If you're a teacher you're in a constant battle with mildly deluded adults who think the world will get better if you imagine it is better. You want to teach about sex? Fine, but only when they're old enough to do it. You want to talk politics? Sure, but nothing modern. Religion? So long as you don't actually think about it. Otherwise some furious mob will come to your house and burn you for a witch.

If you want to teach your children that they are the tools of God, you had better not teach them that they are God's rifles, or we will have to stand firmly opposed to you: your doctrine has no glory, no special rights, no intrinsic and inalienable merit. If you insist on teaching your children false-hoods—that the Earth is flat, that "Man" is not a product of evolution by natural selection—then you must expect, at the very least, that those of us who have freedom of speech will feel free to describe your teachings as the spreading of falsehoods, and will attempt to demonstrate this to your children at our earliest opportunity. Our future well-being—the well-being of all of us on the planet—depends on the education of our descendants.

When women can decide whether and when to have children, it saves lives, promotes health, expands education, and creates prosperity—no matter what country in the world you’re talking about.

There are two ways to remove a Band-Aid : slowly and painfully, or quickly and painfully. Your choice.

After Bajju delivered a few beaming salutations, we walked northward up the makeshift, winding path through protruding brush, not much but a few stones placed here and there for balance and leverage upon ascending or descending. Having advanced about hundred steps from the street below, a sharp left leads to Bajju’s property, which begins with his family’s miniature garden – at the time any signs of fertility were mangled by dried roots which flailed like wheat straw, but within the day Bajju’s children vehemently delivered blows with miniature hoes in preparation for transforming such a plot into a no-longer-neglected vegetable garden. A few steps through the produce, or preferably circumventing all of it by taking a few extra steps around the perimeter, leads to the sky-blue painted home. Twisting left, hundreds of miles of rolling hills and the occasional home peeps out, bound below by demarcated farming steppes. If you’re lucky on a clear day and twist to the right, the monstrous, perpetually snow-capped Chaukhamba mountain monopolizes the distance just fifteen miles toward the direction of Tibet in the north.

if you were convinced that the world had forgotten how to think and teach, if you believed it had discarded the beauty of art and literature, if you thought it had crushed the power of the truth, would you let that world educate your children?

As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself. That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.

Our leaders strain every nerve and with success, to get the next war going, while the rest of us, meanwhile, dance the fox trot, earn money and eat chocolates...And perhaps...it has always been the same and always will be, and what is called history at school, and all we learn by heart there about heroes and geniuses and great deeds and fine emotions, is all nothing but a swindle invented by the schoolmasters for educational reasons to keep children occupied for a given number of years. It has always been so and always will be. Time and the world, money and power belong to the small people and shallow people. To the rest, to the real men belongs nothing...eternity...it isn't fame. Fame exists in that sense only for the schoolmasters. No, it isn't fame. It is what I call eternity...The music of Mozart belongs there and the poetry of your great poets. The saints, too, belong there, who have worked wonders and suffered martyrdom and given a great example to men. But the image of every true act, the strength of every true feeling, belongs to eternity just as much, even though no one knows of it or sees it or records it or hands it down to posterity. In eternity there is no posterity...It is the kingdom on the other side of time and appearances. It is there we belong. There is our home. It is that which our heart strives for...And we have no one to guide us. Our only guide is our homesickness.

Let's teach that loving isn't always loving. Like when you loved the hamster so much that it died. Some adults do that too. Too much, the wrong way. These are 'Stay away' zones on your body. These are 'Stay away' people. You don't have to obey all adults. Not even parents. Disagree respectfully. Run, if you need. Shout, if you need. Adults can be bad too.

No one warned you that having children reduced you right down to some smaller, rudimentary, primitive version of yourself, where your talents and your education and your achievements meant nothing. Clementine

One of the curious things about our educational system, I would note, is that the better trained you are in a discipline, the less used to dialectical method you're likely to be. In fact, young children are very dialectical; they see everything in motion, in contradictions and transformations. We have to put an immense effort into training kids out of being good dialecticians. Marx wants to recover the intuitive power of the dialectical method and put it to work in understanding how everything is in process, everything is in motion. He doesn't simply talk about labor; he talks about the labor process. Capital is not a thing, but rather a process that exists only in motion. When circulation stops, value disappears and the whole system comes tumbling down.

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects.

The biggest risk is that a lot of people will try to talk you out of pursuing your dream. The world has too many people who are happy to discuss why something might not work, and too few who will cheer you and say, "I'm there for you." The more time you spend navel-gazing, the longer you give those negative gravitational forces to keep you in their tether.

Biting the hand that feeds you, that's what you're doing Mary Logan, biting the hand that feeds you.' Again Mama laughed, 'If that's the case, Daisy, I don't think I need that little bit of food.' With the second book finished, she stared at a small pile of second grade books on her desk. 'Well, I just think you're spoiling those children, Mary. They've got to learn how things are sometime.' 'Maybe so,' said Mama. 'But that doesn't mean they have to accept them. And maybe we don't either.

Your love, not your worry, is the most valuable thing any of us can give our children.

...if you were convinced that the world had forgotten how to think and teach, if you believed it had discarded the beauty of art and literature, if you thought it had crushed the power of truth, would you let that world educate your children?

The people of Japan believed they had only one way of moving up: to have their children educated more than they were; that it was very important for them to move out of their peasantry to become educated. So there has been a great energy in the family to encourage the children to do well in school, and to be pushed forward. Because of this tendency to learn things all the time, new ideas from the outside would spread through the educational system very easily. Perhaps that is one of the reasons why Japan has advanced so rapidly.

Bashir paused to watch a live CNN feed... Bashir was struck silent by the images of wailing Iraqi women carrying children's bodies out of the rubble of a bombed building. As he studied the screen, Bashir's bullish shoulders slumped. "People like me are America's best friends in the region," Bashir said at last shaking his head ruefully, "I'm a moderate Msulim, an educated man. But watching this, even I could become a jihadi. How can Americans say they are making themselves safer?" Bashir asked, struggling not to direct his anger toward the large American target on the other side of the desk. "Your president Bush had done a wonderful job of uniting one billion Muslims against America for the next two hundred years.

If we throw blankets over our children's dreams, we darken their world and extinguish their desire to live.

We are fond of talking about 'liberty'; but the way we end up actually talking of it is an attempt to avoid discussing what is 'good.' We are fond of talking about 'progress'; that is a dodge to avoid discussing what is good. We are fond of talking about 'education'; that is a dodge to avoid discussing what is good. The modern man says, 'Let us leave all these arbitrary standards and embrace unadulterated liberty.' This is, logically rendered, 'Let us not decide what is good, but let it be considered good not to decide it.' He says, 'Away with your old moral standard; I am for progress.' This, logically stated, means, 'Let us not settle what is good; but let us settle whether we are getting more of it.' He says, 'Neither in religion nor morality, my friend, lie the hopes of the race, but in education.' This, clearly expressed, means, 'We cannot decide what is good, but let us give it to our children.

Meditation is one of the most serious things; you do it all day, in the office, with the family, when you say to somebody "I love you", when you are considering your children, when you educate them to become soldiers, to kill, to be nationalized, worshipping the flag, educating them to enter into this trap of the modern world; watching all that, realizing your part in it, all that is part of meditation. And when you so meditate you will find in it an extraordinary beauty; you will act rightly at every moment; and if you do not act rightly at a given moment it does not matter, you will pick it up again - you will not waste time in regret. Meditation is part of life, not something different from life.

No one warned you that having children reduced you right down to some smaller, rudimentary, primitive version of yourself, where your talents and your education and your achievements meant nothing.

One of the main reasons we homeschool is to foster relationships with our children, so when we prioritize the relationship over the to-do list, we are succeeding.

An educated mind is nothing but the God-given mind of a child after his parents’ and his grandparents’ generation have got through molding it. We can’t help teaching you; you will ask that of us; but we are prone to teach you what we know, and I am going, now and again, to warn you: Remember we really don’t know anything. Keep your baby eyes (which are the eyes of genius) on what we don’t know. That is your playground, bare and graveled, safe and unbreakable.

Dad on Child-rearing: "There's no education superior to travel. Think of The Motorcycle Diaries, or what Montrose St. Millet wrote in Ages of Exploration: 'To be still is to be stupid. To be stupid is to die.' And so we shall live. Every Betsy sitting next to you in a classroom will only know Maple Street on which sits her boxy white house, inside of which whimper her boxy white parents. After your travels, you'll know Maple Street, sure, but also wilderness and ruins, carnivals and the moon. You'll know the man sitting on an apple crate outside a gas station in Cheerless, Texas, who lost his legs in Vietnam, the woman in the tollboth outside Dismal, Delaware, in possession of six children, a husband with black lung but no teeth. When a teacher asks the class to interpret Paradise Lost, no one will be able to grab your coattails, sweet, for you will be flying far, far out in front of them all. For them, you will be a speck somewhere above the horizon. And thus, when you're ultimately set loose upon the world..." He shrugged, his smile lazy as an old dog. "I suspect you'll have no choice but to go down in history.

I truly am %100 convinced that, if you want to raise knights and noble women, you must teach your children the philosophies of old. I have been teaching my son ancient philosophies since he was nine years old. It becomes a thought pattern, a way of life, an ingrained character. The philosophy of old is the stuff of knights and queens! If I can one day, I will put up a school dedicated to raising young children in the ways of old, from a fresh young age!

Just because a book is considered “children’s literature”, doesn’t mean it’s childish. Many of my favorite books are written for children! A good story is a good story, and you will find that you enjoy many well-written books just as much (if not more) than your children.

A tax-supported, compulsory educational system is the complete model of the totalitarian state...The most vindictive resentment may be expected from the pedagogic profession for any suggestion that they should be dislodged from their dictatorial position; it will be expressed mainly in epithets, such as "reactionary," at the mildest. Nevertheless, the question to put to any teacher moved to such indignation is: Do you think nobody would willingly entrust his children to you to pay you for teaching them? Why do you have to extort your fees and collect your pupils by compulsion?

I want to say that further you are not a great chief of this country. That you have no following, no power, no control." Logan continued, "You are on an Indian reservation merely at the sufferance of the government. You are fed by the government, clothed by the government, your children are educated by the government, and all you have and are today is because of the government. If it were not for the government you would be freezing and starving today in the mountains. I merely say these things to notify you that you cannot insult the people of the United States of America or its committees ...the government feeds and clothes and educates your children now, and desires to teach you to become farmers, and to civilize you, and make you as white men. -Senator John Logan, 1883

When it comes to the education of our young, this privilege should only be given to those whose visions are solely in the uplifting benefit of the child. There is no room for the ego in the education of children! Children should not be looked after, nor educated, by those who have not made a sacrifice within their hearts, laying down their own personal agenda and dreams, for the total ascension of the child. Even if you are to educate the children simply sitting under a tree; if you have the vision and the heart of a sage, those children will grow to be mighty men and women under your watch! And even if you wine and dine the children, putting them up in a palace; if you do not have the vision and the selfless heart of a sage, all you do is in utter vanity!

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men are created equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious — because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe — some people are smarter than others, some people have more opportunity because they’re born with it, some men make more money than others, some ladies make better cakes than others — some people are born gifted beyond the normal scope of most men. But there is one way in this country in which all men are created equal — there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levelers, and in our courts all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and in the jury system — that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. I am confident that you gentlemen will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty. In the name of God, believe him.

It would save money in the end if the Government paid a comfortable allowance to all mothers of young children who would otherwise be compelled to work. . . . It doesn't make sense to let mothers go to work making dresses in a factory or tapping typewriters in an office, and have them pay other people to do a poorer job of bringing up their children.

Come then, come with us, out into the night. Come now, America the lovesick, America the timid, the blessed, the educated, come stalk the dark backroads and stand outside the bright houses, calm as murderers in the yard, quiet as deer. Come, you slumberers, you lumps, arise from your legion of sleep and fly. Come, all you dreamers, all you zombies, all you monsters. What are you doing anyway, paying the bills, washing the dishes, waiting for the doorbell? Come on, take your keys, leave the bowl of candy on the porch, put on the suffocating mask of someone else and breathe. Be someone you don't love so much, for once. Listen: like the children, we only have one night.

Before school, there had to be vaccination. That was the law. How it was dreaded! When the health authorities tried to explain to the poor and illiterate that vaccination was a giving of the harmless form of smallpox to work up immunity against the deadly form, the parents didn’t believe it. All they got out of the explanation was that germs would be put into a healthy child’s body. Some foreign-born parents refused to permit their children to be vaccinated. They were not allowed to enter school. Then the law got after them for keeping the children out of school. A free country? they asked. You should live so long. What’s free about it, they reasoned, when the law forces you to educate your children and then endangers their lives to get them into school? Weeping mothers brought bawling children to the health center for inoculation. They carried on as though bringing their innocents to the slaughter. The children screamed hysterically at the first sight of the needle and their mothers, waiting in the anteroom, threw their shawls over their heads and keened loudly as if wailing for the dead. Francie

What really shapes and conditions and makes us is somebody only a few of us ever have the courage to face: and that is the child you once were, long before formal education ever got its claws into you - that impatient, all-demanding child who wants love and power and can't get enough of either and who goes on raging and weeping in your spirit till at last your eyes are closed and all the fools say, 'Doesn't he look peaceful?' It is those pent-up, craving children who make all the wars and all the horrors and all the art and all the beauty and discovery in life, because they are trying to achieve what lay beyond their grasp before they were five years old.

In modern affluent societies it is customary to take a shower and change your clothes every day. Medieval peasants went without washing for months on end, and hardly ever changed their clothes. The very thought of living like that, filthy and reeking to the bone, is abhorrent to us. Yet medieval peasants seem not to have minded. They were used to the feel and smell of a long-unlaundered shirt. It’s not that they wanted a change of clothes but couldn’t get it – they had what they wanted. So, at least as far as clothing goes, they were content. That’s not so surprising, when you think of it. After all, our chimpanzee cousins seldom wash and never change their clothes. Nor are we disgusted by the fact that our pet dogs and cats don’t shower or change their coats daily. We pat, hug and kiss them all the same. Small children in affluent societies often dislike showering, and it takes them years of education and parental discipline to adopt this supposedly attractive custom. It is all a matter of expectations.

Most peasants did not miss the school. "What's the point?" they would say. "You pay fees and read for years, and in the end you are still a peasant, earning your food with your sweat. You don't get a grain of rice more for being able to read books. Why waste time and money? Might as well start earning your work points right away." The virtual absence of any chance of a better future and the near total immobility for anyone born a peasant took the incentive out of the pursuit of knowledge. Children of school age would stay at home to help their families with their work or look after younger brothers and sisters. They would be out in the fields when they were barely in their teens. As for girls, the peasants considered it a complete waste of time for them to go to school. "They get married and belong to other people. It's like pouring water on the ground." The Cultural Revolution was trumpeted as having brought education to the peasants through 'evening classes." One day my production team announced it was starting evening classes and asked Nana and me to be the teachers. I was delighted. However, as soon as the first 'class' began, I realized that this was no education. The classes invariably started with Nana and me being asked by the production team leader to read out articles by Mao or other items from the People's Daily. Then he would make an hour-long speech consisting of all the latest political jargon strung together in undigested and largely unintelligible hunks. Now and then he would give special orders, all solemnly delivered in the name of Mao.

Right now, you are living off the fruits of millions of people in the past who have made your life incomparably easier through their struggles and inventions. You have benefited from an education that embodies the wisdom of thousands of years of experience. It is so easy to take this all for granted, to imagine that it all just came about naturally and that you are entitled to have all of these powers. That is the view of spoiled children, and you must see any signs of such an attitude within you as shameful. This world needs constant improvement and renewal. You are here not merely to gratify your impulses and consume what others have made but to make and contribute as well, to serve a higher purpose.

Aye. 'Tis a free country." Monq had come to check on Elora just as she asked that question. "Well, that kind of has to be qualified," he interjected. "You can't come or go without a passport. You can't drive without a driver's license, registration, auto insurance and proof that your vehicle is up to code. You can't work or even get health care without a social security number. You have to pay taxes on everything including air and water. The closest distance between point A and B may involve paying a road toll. There are over three hundred thousand federal laws. You have to educate your children according to legal standards set by someone that's not you. There are laws about who can marry whom. But other than a few more such trivialities, it's a free country.

Well, that's pretty much what the schools are like, I think: they reward discipline and obedience, and they punish independence of mind. If you happen to be a little innovative, or maybe you forgot to come to school one day because you were reading a book or something, that's a tragedy, that's a crime―because you're not supposed to think, you're supposed to obey, and just proceed through the material in whatever way they require. And in fact, most of the people who make it through the education system and get into the elite universities are able to do it because they've been willing to obey a lot of stupid orders for years and years―that's the way I did it, for example. Like, you're told by some stupid teacher, "Do this," which you know makes no sense whatsoever, but you do it, and if you do it you get to the next rung, and then you obey the next order, and finally you work your way through and they give you your letters: an awful lot of education is like that, from the very beginning. Some people go along with it because they figure, "Okay, I'll do any stupid thing that asshole says because I want to get ahead"; others do it because they've just internalized the values―but after a while, those two things tend to get sort of blurred. But you do it, or else you're out: you ask too many questions and you're going to get in trouble. Now, there are also people who don't go along-and they're called "behavior problems," or "unmotivated," or things like that. Well, you don't want to be too glib about it―there are children with behavior problems but a lot of them are just independent-minded, or don't like to conform, or just want to go their own way. And they get into trouble right from the very beginning, and are typically weeded out. I mean, I've taught young kids too, and the fact is there are always some who just don't take your word for it. And the very unfortunate tendency is to try to beat them down, because they're a pain in the neck. But what they ought to be is encouraged. Yeah: why take my word for it? Who the heck am I? Figure it out for yourself. That's what real education would be about, in fact.

with Jewish families: they believed that education was an investment in the future, the only thing that no one can ever take away from your children, even if, heaven forbid, there’s another war, another revolution, another migration, more discriminatory laws—your diploma you can always fold up quickly, hide it in the seams of your clothes, and run away to wherever Jews are allowed to live.

Most children seem eager, even desperate, to please those in authority, reluctant to rock the boat even when the boat clearly needs rocking. In a way, an occasional roll-your-eyes story of excess in the other direction marks the exception that proves the rule. And the rule is a silent epidemic of obedience. For every kid who is slapped with the label “Oppositional Defiant Disorder,” hundreds suffer from what one educator has mischievously called Compliance Acquiescent Disorder. The symptoms of CAD, he explained, include the following: “defers to authority,” “actively obeys rules,” “fails to argue back,” “knuckles under instead of mobilizing others in support,” and “stays restrained when outrage is warranted.

In a devastating of example critical thinking gone bad, highly educated, deeply caring parents avoid the vaccinations that would protect their children from killer diseases. I love critical thinking and I admire scepticism, but only in a framework that respects evidence. So if you are sceptical about the measles vaccinations, I ask you to do two things. First, make sure you know what it looks like when a child dies of measles. Most children who catch measles recover, but there is still no cure and even with the best modern medicine, one or two in every thousand will die from it. Second, ask yourself, “What kind of evidence would convince me change my mind about vaccination. If the answer is ‘no evidence could ever change my mind about vaccination,” then you are putting yourself outside evidence-based rationality, outside the very critical thinking that first brought you to this point. In that case, to be consistent in your scepticism about science, next time you have an operation please ask your surgeon not to bother washing her hands.

But, on the other hand, the study of music is one of the best ways to learn about human nature. This is why I am so sad about music education being practically nonexistent today in schools. Education means preparing children for adult life; teaching them how to behave and what kinds of human beings they want to be. Everything else is information and can be learned in a very simple way. To play music well you need to strike a balance between your head, your heart, and your stomach. And if one of the three is not there or is there in too strong a dose, you cannot use it. What better way than music to show a child how to be human?

You see, this is a problem all over the world. Man is seeking a new response, a new approach to life, because the old ways are decaying, whether in Europe, in Russia, or here. Life is a continual challenge, and merely to try to bring about a better economic order is not a total response to that challenge, which is always new; and when cultures, peoples, civilizations are incapable of responding totally to the challenge of the new, they are destroyed. Unless you are properly educated, unless you have this extraordinary confidence of innocence, you are inevitably going to be absorbed by the collective and lost in mediocrity. You will put some letters after your name, you will be married, have children, and that will be the end of you. You see,

I wrote a song called "Stinky Sodomite." It isn't a pop song, a historical song, or a song condemning homosexuality. Rather, it is a children's song that teaches them how to count. In fact, the only time the words "Stinky Sodomite" appear in the song is in the title. Other tracks on the educational CD include "The Ratio of Fellatio," "Thomas Jefferson's Johnson," and "It's Never Too Early to Ask Your Father About His First Erection.

Top Five Chinese Rules 1. Respect your parents, your elders and your teachers. Never talk back or challenge them under any circumstance. 2. Education is the most important thing. It's more important than independence, the pursuit of happiness and sex. 3. Pay back your parents when you are working. We were all born with a student loan debt to our Asian parents. Asian parents' retirement plans are their kids. 4. Always call your elders "Uncle" or "Auntie," even if they are not related to you. Never call them by their first names. 5. Family first, money second, pursue your dreams never.

O Solon, Solon, you Hellenes are but children. [...] There is no old doctrine handed down among you by ancient tradition nor any science which is hoary with age, and I will tell you the reason behind this. There have been and will be again many destructions of mankind arising out of many causes, the greatest having been brought about by earth-fire and inundation. Whatever happened either in your country or ours or in any other country of which we are informed, any action which is noble and great or in any other way remarkable which has taken place, all that has been inscribed long ago in our temple records, whereas you and other nations did not keep imperishable records. And then, after a period of time, the usual inundation visits like a pestilence and leaves only those of you who are destitute of letters and education. And thus you have to begin over again as children and know nothing of what happened in ancient times either among us or among yourselves.' 'As for those genealogies of yours which you have related to us, they are no better than tales of children; for in the first place, you remember one deluge only, whereas there were a number of them. And in the next place there dwelt in your land, which you do not know, the fairest and noblest race of men that ever lived of which you are but a seed or remnant. And this was not known to you because for many generations the survivors of that destruction made no records.' [Spoken by a priest of Egypt]

This conference on religious education seems to your humble servant the last word in absurdity. We are told by a delightful 'expert' that we ought not really teach our children about God lest we rob them of the opportunity of making their own discovery of God, and lest we corrupt their young minds by our own superstitions. If we continue along these lines the day will come when some expert will advise us not to teach our children the English language, since we rob them thereby of the possibility of choosing the German, French or Japanese languages as possible alternatives. Don't these good people realize that they are reducing the principle of freedom to an absurdity?

A DOZEN PHALLACIES WOMEN BUY Phallacy 3. If you use your power to support a man, he'll always support you. Truth Alas, not true. It's wonderful to stand by your man, to give to the one you love, but you must never forget yourself, and your children, since he may. Being a man, he takes for granted that his needs come first. Being a woman, you take that for granted too. Don't. Protect yourself -- not with feminist rhetoric or argument, but with actions. A bank account and real estate in your own name, money put aside for your kids' education that he can't touch (or give to the next -- younger -- wife and her spawn), a profession of your own to rely on. Above all, empower yourself, and then help empower him if it pleases you to do so.

if you do not share the universities' values, it could be a big mistake to send your children to college before they are intellectually and morally prepared for the indoctrination-rather-than-education they will receive there. Therefore, prepare them morally and intellectually and, if possible, do not send them to college right after high school. Let them work for a year, or perhaps travel (for example, given the antipathy to Israel on campuses, a trip to Israel would be both morally clarifying and maturing). The younger the student, the less life experience and maturity they have, the more they are likely to embrace the rejection of your values.

A Swedish minister having assembled the chiefs of the Susquehanna Indians, made a sermon to them, acquainting them with the principal historical facts on which our religion is founded — such as the fall of our first parents by eating an apple, the coming of Christ to repair the mischief, his miracles and suffering, etc. When he had finished an Indian orator stood up to thank him. ‘What you have told us,’ says he, ‘is all very good. It is indeed bad to eat apples. It is better to make them all into cider. We are much obliged by your kindness in coming so far to tell us those things which you have heard from your mothers. In return, I will tell you some of those we have heard from ours. ‘In the beginning, our fathers had only the flesh of animals to subsist on, and if their hunting was unsuccessful they were starving. Two of our young hunters, having killed a deer, made a fire in the woods to boil some parts of it. When they were about to satisfy their hunger, they beheld a beautiful young woman descend from the clouds and seat herself on that hill which you see yonder among the Blue Mountains. ‘They said to each other, “It is a spirit that perhaps has smelt our broiling venison and wishes to eat of it; let us offer some to her.” They presented her with the tongue; she was pleased with the taste of it and said: “Your kindness shall be rewarded; come to this place after thirteen moons, and you will find something that will be of great benefit in nourishing you and your children to the latest generations.” They did so, and to their surprise found plants they had never seen before, but which from that ancient time have been constantly cultivated among us to our great advantage. Where her right hand had touched the ground they found maize; where her left had touched it they found kidney-beans; and where her backside had sat on it they found tobacco.’ The good missionary, disgusted with this idle tale, said: ‘What I delivered to you were sacred truths; but what you tell me is mere fable, fiction, and falsehood.’ The Indian, offended, replied: ‘My brother, it seems your friends have not done you justice in your education; they have not well instructed you in the rules of common civility. You saw that we, who understand and practise those rules, believed all your stories; why do you refuse to believe ours?

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

It remains one of the great inequalities of the world that some children are born light years ahead of others. They may come from more stable homes, from wealthy homes, from homes with cleaners and domestic staff, cooks and tutors. Everything is easier, more streamlined, more conducive to educational and career success. Others will come from one-bedroom huts with no running water and no electricity, little chance of a good education, and little time to do anything besides work. The child born into a rich family will, no doubt, progress at a faster rate and develop the sort of self-assurance that comes from stability. This is the case wherever you’re from; it is as true of communist societies as it is of capitalist ones. I have travelled the world and seen these inequalities. I have witnessed the problems such different starting blocks can bring. But if I’ve learned anything, it is that success is possible, whatever your situation and however your life begins. I hope that this story, my story, will prove inspirational and that it will encourage others to dream big, take a plunge, use whatever resources are available. If a small poor boy fishing for prawns on a lake in Ningbo can do it, then so can you.

One of the questions I asked Ken was “what’s your vision of an ideal education curriculum for children?” This is what Ken told me: Humanity is flying way under its full potential simply because we do not educate for the whole or complete human being. We educate for just a small part, a slice, a fragment of just what’s possible for us. . . . Because according to the great wisdom traditions around the world—not only do humans possess typical states of consciousness like waking, dreaming, or deep sleep, they also possess profoundly high states of consciousness like enlightenment or awakening—and none of our education systems teach ANY of that. Now, all of these factors I’ve mentioned . . . none of these are rare, isolated, esoteric, far-out, strange, or occult. They are all some of the very most basic and most fundamental potentials of a human being everywhere. They are simply human 101. Yet we don’t educate human 101. We educate something like human 1/10. So yes, I firmly believe that we can bring about health on this planet for the planet and the humans on it if we started educating the whole person with all their fundamental potentials and capacities and skills and stopped this fragmented, partial, broken system that we have now. Consciousness

He thought of all the living species that train their young in the art of survival, the cats who teach their kittens to hunt, the birds who spend such strident effort on teaching their fledglings to fly – yet man, whose tool of survival is the mind, does not merely fail to teach a child to think, but devotes the child’s education to the purpose of destroying his brain, of convincing him that thought is futile and evil, before he has started to think. From the first catch-phrases flung at a child to the last, it is like a series of shocks to freeze his motor, to undercut the power of his consciousness. “Don’t ask so many questions, children should be seen and not heard!” – “Who are you to think? It’s so, because I say so!” – “Don’t argue, obey!” – “Don’t try to understand, believe!” – “Don’t struggle, compromise!” – “Your heart is more important than your mind!” – “Who are you to know? Your parents know best!” – “Who are you to know? The bureaucrats know best!” – “Who are you to object? All values are relative!” – “Who are you to want to escape a thug’s bullet? That’s only a personal prejudice!” Men would shudder, he thought, if they saw a mother bird plucking the feathers from the wings of her young, then pushing him out of the nest to struggle for survival – yet that was what they did to their children.

Terry took the silence as acquiescence, “The other way to make money is to exploit people, oh, no sorry, that’s the ‘only’ way to make money, exploit other people, that’s how the billionaires have acquired all their money by exploiting others… So how did they achieve it? You’re going to love this… they changed all the rules to accommodate what they wanted to do. How I hear you ask… easy, they own the politicians, they own the banks, they own industry and they own everything. They made it easier for themselves to invest in so called emerging markets. What once would’ve been considered treasonous was now considered virtuous. Instead of building up the nation state and its resources, all of its resources, including its people, they concentrated on building up their profits. That’s all they did. They invested in parts of the world where children could be worked for 12 hours a day 7 days a week, where grown men and women could be treated like slaves and all for a pittance and they did this because we here in the west had made it illegal to work children, because we’d abolished slavery, because we had fought for workers’ rights, for a minimum wage, for a 40 hr week, for pensions, for the right to retire, for a free NHS, for free education, all of these things were getting in the way of them making a quick and easy profit and worse …had been making us feel we were worth something.

Of course it may be argued that this is a fairly bleak view of life. It means, for instance, that we can stand in a room full of dear friends, knowing that nine-tenths of them, if the pack demands it, will become your enemies-will, as it were, throw stones through your window. It means that if you are a member of a close-knit community, you know you differ from this community's ideas at the risk of being seen as a no-goodnik, a criminal, an evil-doer. This is an absolutely automatic process; nearly everyone in such situations behaves automatically. But there is always the minority who do not, and it seems to me that our future, the future of everybody depends on this minority. And that we should be thinking of ways to educate our children to strengthen this minority and not, as we mostly do now, to revere the pack.

It is necessary for the oppressors to approach the people in order, via subjugation, to keep them passive. This approximation, however, does not involve being with the people, or require true communication. It is accomplished by the oppressors' depositing myths indispensable to the preservation of the status quo: for example, the myth that the oppressive order is a "free society"; the myth that all persons are free to work where they wish, that if they don't like their boss they can leave him and look for another job; the myth that this order respects human rights and is therefore worthy of esteem; the myth that anyone who is industrious can become an entrepreneur--worse yet, the myth that the street vendor is as much an entrepreneur as the owner of a large factory; the myth of the universal right of education, when of all the Brazilian children who enter primary schools only a tiny fraction ever reach the university; the myth of the equality of all individuals, when the question: "Do you know who you're talking to?" is still current among us; the myth of the heroism of the oppressor classes as defenders of "Western Christian civilization" against "materialist barbarism"; the myth of the charity and generosity of the elites, when what they really do as a class is to foster selective "good deeds" (subsequently elaborated into the myth of "disinterested aid," which on the international level was severely criticized by Pope John XXIII); the myth that the dominant elites, "recognizing their duties," promote the advancement of the people, so that the people, in a gesture of gratitude, should accept the words of the elites and be conformed to them; the myth of private property as fundamental to personal human development (so long as oppressors are the only true human beings); the myth of the industriousness of the oppressors and the laziness and dishonesty of the oppressed as well as the myth of the natural inferiority of the latter and the superiority of the former.

If you can’t find good in your own country, you won’t find it anywhere else.” The words slipped out from Zaki Bey, but he felt that they were ungracious so he smiled to lessen their impact on Busayna, who had stood up and was saying bitterly, “You don’t understand because you’re well-off. When you’ve stood for two hours at the bus stop or taken three different buses and had to go through hell every day just to get home, when your house has collapsed and the government has left you sitting with your children in a tent on the street, when the police officer has insulted you and beaten you just because you’re on a minibus at night, when you’ve spent the whole day going around the shops looking for work and there isn’t any, when you’re a fine sturdy young man with an education and all you have in your pockets is a pound, or sometimes nothing at all, then you’ll know why we hate Egypt.

Bullshit is everywhere.” (...) Then there’s the more pernicious bullshit… It comes in three flavors: Making bad things sound good… “Patriot Act.” Because “Are You Scared Enough to Let Me Look at All Your Phone Records Act” doesn’t sell… Number two: hiding bad things under mountains of bullshit. “Hey, a handful of billionaires can’t buy our elections, right?” “Of course not. They can only pour unlimited, anonymous cash into a 501( c)( 4) if 50 percent is devoted to ‘issue education’”… And finally, my favorite: the bullshit of infinite possibility… “We cannot take action on climate change until everyone in the world agrees gay marriage vaccines won’t cause our children to marry goats who are coming for our guns. Until then, I say we teach the controversy.” So I say to you, friends: The best defense against bullshit is vigilance. So if you smell something, say something. ~Jon Stewart

And just what do you think that would do to incentive?” “You mean fright about not getting enough to eat, about not being able to pay the doctor, about not being able to give your family nice clothes, a safe, cheerful, comfortable place to live, a decent education, and a few good times? You mean shame about not knowing where the Money River is?” “The what?” “The Money River, where the wealth of the nation flows. We were born on the banks of it—and so were most of the mediocre people we grew up with, went to private schools with, sailed and played tennis with. We can slurp from that mighty river to our hearts’ content. And we even take slurping lessons, so we can slurp more efficiently.” “Slurping lessons?” “From lawyers! From tax consultants! From customers’ men! We’re born close enough to the river to drown ourselves and the next ten generations in wealth, simply using dippers and buckets. But we still hire the experts to teach us the use of aqueducts, dams, reservoirs, siphons, bucket brigades, and the Archimedes’ screw. And our teachers in turn become rich, and their children become buyers of lessons in slurping.” “I wasn’t aware that I slurped.” Eliot was fleetingly heartless, for he was thinking angrily in the abstract. “Born slurpers never are. And they can’t imagine what the poor people are talking about when they say they hear somebody slurping. They don’t even know what it means when somebody mentions the Money River. When one of us claims that there is no such thing as the Money River I think to myself, ‘My gosh, but that’s a dishonest and tasteless thing to say.

They asked me to tell you what it was like to be twenty and pregnant in 1950 and when you tell your boyfriend you’re pregnant, he tells you about a friend of his in the army whose girl told him she was pregnant, so he got all his buddies to come and say, “We all fucked her, so who knows who the father is?” And he laughs at the good joke…. What was it like, if you were planning to go to graduate school and get a degree and earn a living so you could support yourself and do the work you loved—what it was like to be a senior at Radcliffe and pregnant and if you bore this child, this child which the law demanded you bear and would then call “unlawful,” “illegitimate,” this child whose father denied it … What was it like? […] It’s like this: if I had dropped out of college, thrown away my education, depended on my parents … if I had done all that, which is what the anti-abortion people want me to have done, I would have borne a child for them, … the authorities, the theorists, the fundamentalists; I would have born a child for them, their child. But I would not have born my own first child, or second child, or third child. My children. The life of that fetus would have prevented, would have aborted, three other fetuses … the three wanted children, the three I had with my husband—whom, if I had not aborted the unwanted one, I would never have met … I would have been an “unwed mother” of a three-year-old in California, without work, with half an education, living off her parents…. But it is the children I have to come back to, my children Elisabeth, Caroline, Theodore, my joy, my pride, my loves. If I had not broken the law and aborted that life nobody wanted, they would have been aborted by a cruel, bigoted, and senseless law. They would never have been born. This thought I cannot bear. What was it like, in the Dark Ages when abortion was a crime, for the girl whose dad couldn’t borrow cash, as my dad could? What was it like for the girl who couldn’t even tell her dad, because he would go crazy with shame and rage? Who couldn’t tell her mother? Who had to go alone to that filthy room and put herself body and soul into the hands of a professional criminal? – because that is what every doctor who did an abortion was, whether he was an extortionist or an idealist. You know what it was like for her. You know and I know; that is why we are here. We are not going back to the Dark Ages. We are not going to let anybody in this country have that kind of power over any girl or woman. There are great powers, outside the government and in it, trying to legislate the return of darkness. We are not great powers. But we are the light. Nobody can put us out. May all of you shine very bright and steady, today and always.

The most tragic error into which older people can fall is one that is common among educators and politicians. It is to use youth as scapegoats for the sins of their elders. Is the nation wasting its young men and its honor in an unjust war? Never mind — direct your frustration at the long-haired young people who are shouting in the streets that the war must end. Curse them as hippies and immoral, dirty fanatics; after all, we older Americans could not have been wrong about anything important, because our hearts are all in the right place and God is always on our side, so anyone who opposes us must be insane, and probably in the pay of the godless Communists. Youth is in the process of being classed with the dark- skinned minorities as the object of popular scorn and hatred. It    is   as  if  Americans  have  to  have  a  "nigger,"  a  target                             for its hidden frustrations and guilt. Without someone to blame, like the Communists abroad and the young and black at home, middle America would be forced to consider whether all the problems of our time were in any way its own fault. That is the one thing it could never stand to do. Hence, it finds scapegoats. Few adults, I am afraid, will ever break free of the crippling attitudes that have been programmed into their personalities – racism, self-righteousness, lack of concern for the losers of the world, and an excessive regard for property. One reason, as I have noted, is that they do not know they are like this, and that they proclaim ideals that are the reverse of many of their actions. Such hypocrisy, even if it is unconscious, is the real barrier between them and their children.

Much of the control exerted by the caregiver is accomplished through being indirect, such as implying expectations. The caregiver may tell the child what the child feels and thinks, particularly when he or she is upset or angry. "You don't really feel that way, do you?" is a phrase heard often in the families of people with a compressed structure. Statements like, "You want to play the piano for Aunt Martha, don't you?" are used to get the child to do what the caregiver wants without directly asking the child what he wants or not leaving the child any room to say no. The caregiver may act in a way that assumes the child feels as the caregiver feels, as if the child were an extension of the caregiver, by saying, for example, "I'm cold, put on your sweater." Children growing up in this situation become so well attuned to the feelings and will of the caregiver that the caregiver may eventually need only to shiver a little for the child to go to get a sweater for both of them.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

Imagine this: A world where the quality of your life is not determined by how much money you have. You do not have to sell your labour to survive. Labour is not tied to capitalism, profit or wage. Borders do not exist; we are free to move without consequence. The nuclear family does not exist; children are raised collectively; reproduction takes on new meanings. In this world, the way we carry out dull domestic labour is transformed and nobody is forced to rely on their partner economically to survive. The principles of transformative justice are used to rectify harm. Critical and comprehensive sex education exists for all from an early age. We are liberated from the gender binary’s strangling grip and the demands it places on our bodies. Sex work does not exist because work does not exist. Education and transport are free, from cradle to grave. We are forced to reckon with and rectify histories of imperialism, colonial exploitation, and warfare collectively. We have freedom to, not just freedom from. Specialist mental health services and community care are integral to our societies. There is no “state” as we know it; nobody dies in “suspicious circumstances” at its hands; no person has to navigate sexism, racism, ableism or homophobia to survive. Detention centres do not exist. Prisons do not exist, nor do the police. The military and their weapons are disbanded across nations. Resources are reorganised to adequately address climate catastrophe. No person is without a home or loving community. We love one another, without possession or exploitation or extraction. We all have enough to eat well due to redistribution of wealth and resource. We all have the means and the environment to make art, if we so wish. All cultural gatekeepers are destroyed. Now imagine this vision not as utopian, but as something well within our reach.

The care of babies involves education, and is entrusted only to the most fit,” she repeated. “Then you separate mother and child!” I cried in cold horror, something of Terry’s feeling creeping over me, that there must be something wrong among these many virtues. “Not usually,” she patiently explained. “You see, almost every woman values her maternity above everything else. Each girl holds it close and dear, an exquisite joy, a crowning honor, the most intimate, most personal, most precious thing. That is, the child-rearing has come to be with us a culture so profoundly studied, practiced with such subtlety and skill, that the more we love our children the less we are willing to trust that process to unskilled hands—even our own.” “But a mother’s love—” I ventured. She studied my face, trying to work out a means of clear explanation. “You told us about your dentists,” she said, at length, “those quaintly specialized persons who spend their lives filling little holes in other persons’ teeth—even in children’s teeth sometimes.” “Yes?” I said, not getting her drift. “Does mother-love urge mothers—with you—to fill their own children’s teeth? Or to wish to?” “Why no—of course not,” I protested. “But that is a highly specialized craft. Surely the care of babies is open to any woman—any mother!” “We do not think so,” she gently replied. “Those of us who are the most highly competent fulfill that office; and a majority of our girls eagerly try for it—I assure you we have the very best.” “But the poor mother—bereaved of her baby—” “Oh no!” she earnestly assured me. “Not in the least bereaved. It is her baby still—it is with her—she has not lost it. But she is not the only one to care for it. There are others whom she knows to be wiser. She knows it because she has studied as they did, practiced as they did, and honors their real superiority. For the child’s sake, she is glad to have for it this highest care.

The second thing that can be said with regard to life expectancy is that it is not a good idea to be an American. Compared with your peers in the rest of the industrialized world, even being well-off doesn’t help you here. A randomly selected American aged forty-five to fifty-four is more than twice as likely to die, from any cause, as someone from the same age-group in Sweden. Just consider that. If you are a middle-aged American, your risk of dying before your time is more than double that of a person picked at random off the streets of Uppsala or Stockholm or Linköping. It is much the same when other nationalities are brought in for comparison. For every 400 middle-aged Americans who die each year, just 220 die in Australia, 230 in Britain, 290 in Germany, and 300 in France. These health deficits begin at birth and go right on through life. Children in the United States are 70 percent more likely to die in childhood than children in the rest of the wealthy world. Among rich countries, America is at or near the bottom for virtually every measure of medical well-being—for chronic disease, depression, drug abuse, homicide, teenage pregnancies, HIV prevalence. Even sufferers of cystic fibrosis live ten years longer on average in Canada than in the United States. What is perhaps most surprising is that all these poorer outcomes apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad.

With the fate of Roe v. Wade now hanging in the balance, I'm calling for a special 'pro-life tax.' If the fervent prayers of the religious right are answered and abortion is banned, let's take it a step further. All good Christians should legally be required to pony up; share the financial burden of raising an unwanted child. That's right: put your money where your Bible is. I'm not just talking about paying for food and shelter or even a college education. All those who advocate for driving a stake through the heart of a woman's right to choose must help bear the financial burden of that child's upbringing. They must be legally as well as morally bound to provide the child brought into this world at their insistence with decent clothes to wear; a toy to play with; a bicycle to ride -- even if they don't consider these things 'necessities.' Pro-lifers must be required to provide each child with all those things they would consider 'necessary' for their own children. Once the kid is out of the womb, don't wash your hands and declare 'Mission Accomplished!' It doesn't end there. If you insist that every pregnancy be carried to term, then you'd better be willing to pay the freight for the biological parents who can't afford to. And -- like the good Christians that you are -- should do so without complaint.

There was a school here now, in Concourse C. Like educated children everywhere, the children in the airport school memorized abstractions: the airplanes outside once flew through the air. You could use an airplane to travel to the other side of the world, but—the schoolteacher was a man who’d had frequent-flyer status on two airlines—when you were on an airplane you had to turn off your electronic devices before takeoff and landing, devices such as the tiny flat machines that played music and the larger machines that opened up like books and had screens that hadn’t always been dark, the insides brimming with circuitry, and these machines were the portals into a worldwide network. Satellites beamed information down to Earth. Goods traveled in ships and airplanes across the world. There was no place on earth that was too far away to get to. They were told about the Internet, how it was everywhere and connected everything, how it was us. They were shown maps and globes, the lines of the borders that the Internet had transcended. This is the yellow mass of land in the shape of a mitten; this pin here on the wall is Severn City. That was Chicago. That was Detroit. The children understood dots on maps—here—but even the teenagers were confused by the lines. There had been countries, and borders. It was hard to explain.

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

We have now reached a level in which many people are not merely unacquainted with the fundamentals of punctuation, but don’t evidently realize that there are fundamentals. Many people—people who make posters for leading publishers, write captions for the BBC, compose letters and advertisements for important institutions—seem to think that capitalization and marks of punctuation are condiments that you sprinkle through any collection of words as if from a salt shaker. Here is a headline, exactly as presented, from a magazine ad for a private school in York: “Ranked by the daily Telegraph the top Northern Co-Educational day and Boarding School for Academic results.” All those capital letters are just random. Does anyone really think that the correct rendering of the newspaper is “the daily Telegraph”? Is it really possible to be that unobservant? Well, yes, as a matter of fact. Not long ago, I received an e-mail from someone at the Department for Children, Schools and Families asking me to take part in a campaign to help raise appreciation for the quality of teaching in Great Britain. Here is the opening line of the message exactly as it was sent to me: “Hi Bill. Hope alls well. Here at the Department of Children Schools and Families…” In the space of one line, fourteen words, the author has made three elemental punctuation errors (two missing commas, one missing apostrophe; I am not telling you more than that) and gotten the name of her own department wrong—this from a person whose job is to promote education. In a similar spirit, I received a letter not long ago from a pediatric surgeon inviting me to speak at a conference. The writer used the word “children’s” twice in her invitation, spelling it two different ways and getting it wrong both times. This was a children’s specialist working in a children’s hospital. How long do you have to be exposed to a word, how central must it be to your working life, to notice how it is spelled?

Because there’s such an unbelievable amount that we’re all supposed to be able to cope with these days. You’re supposed to have a job, and somewhere to live, and a family, and you’re supposed to pay taxes and have clean underwear and remember the password to your damn Wi-Fi. Some of us never manage to get the chaos under control, so our lives simply carry on, the world spinning through space at two million miles an hour while we bounce about on its surface like so many lost socks. Our hearts are bars of soap that we keep losing hold of; the moment we relax, they drift off and fall in love and get broken, all in the wink of an eye. We’re not in control. So we learn to pretend, all the time, about our jobs and our marriages and our children and everything else. We pretend we’re normal, that we’re reasonably well educated, that we understand “amortization levels” and “inflation rates.” That we know how sex works. In truth, we know as much about sex as we do about USB leads, and it always takes us four tries to get those little buggers in. (Wrong way round, wrong way round, wrong way round, there! In!) We pretend to be good parents when all we really do is provide our kids with food and clothing and tell them off when they put chewing gum they find on the ground in their mouths. We tried keeping tropical fish once and they all died. And we really don’t know more about children than tropical fish, so the responsibility frightens the life out of us each morning. We don’t have a plan, we just do our best to get through the day, because there’ll be another one coming along tomorrow.

Katie stood alone... 'They think this is so good,' he thought. 'They think it's good- the tree they got for nothing and their father playing up to them and the singing and the way the neighbors are happy. They think they're mighty lucky that they're living and it's Christmas again. They can't see that we live on a dirty street in a dirty house among people who aren't much good. Johnny and the children can't see how pitiful it is that our neighbors have to make happiness out of this filth and dirt. My children must get out of this. They must come to more than Johnnny or me or all thse people around us. But how is this to come about? Reading a page from those books every day and saving pennies in the tin-can bank isn't enough. Money! Would that make it better for them? Yes, it would make it easy. But no, the money wouldn't be enough. McGarrity owns the saloon standing on the corner and he has a lot of money. His wife wears diamond earrings. But her children are not as good and smart as my children. They are mean and greedy towards others...Ah no, it isn't the money alone... That means there must be something bigger than money. Miss Jackson teaches... and she has no money. She works for charity. She lives in a little room there on the top floor. She only has the one dress but she keeps it clean and pressed. Her eyes look straight into yours when you talk to her... She understands about things. She can live in the middle of a dirty neighborhood and be fine and clean like an actress in a play; someone you can look at but is too fine to touch... So what is this difference between her and this Miss Jackson who has no money?... Education! That was it!...Education would pull them out of the grime and dirt. Proof? Miss Jackson was educated, the McGarrity wasn't. Ah! That's what Mary Rommely, her mother, had been telling her all those years. Only her mother did not have the one clear word: education!... 'Francie is smart...She's a learner and she'll be somebody someday. But when she gets educated, she will grow away from me. Why, she's growing away from me now. She does not love me the way the boy loves me. I feel her turn away from me now. She does not understand me. All she understands is that I don't understand her. Maybe when she gets education, she will be ashamed of me- the way I talk. but she will have too much character to show it. Instead she will try to make me different. She will come to see me and try to make me live in a better way and I will be mean to her because I'll know she's above me. She will figure out too much about things as she grows older; she'll get to know too much for her own happiness. She'll find out that I don't love her as much as I love the boy. I cannot help that this is so. But she won't understand that. Somethimes I think she knows that now. Already she is growing away from me; she will fight to get away soon. Changing over to that far-away school was the first step in her getting away from me. But Neeley will never leave me, that is why I love him best. He will cling to me and understand me... There is music in him. He got that from his father. He has gone further on the piano than Francie or me. Yes, his father has the music in him but it does him no good. It is ruining him... With the boy, it will be different. He'll be educated. I must think out ways. We'll not have Johnnny with us long. Dear God, I loved him so much once- and sometimes I still do. But he's worthless...worthless. And God forgive me for ever finding out.' Thus Katie figured out everything in the moments it took them to climb the stairs. People looking up at her- at her smooth pretty vivacious face- had no way of knowing about the painfully articulated resolves formulating hin her mind.

There was a small public library on Ninety-third and Hooper. Mrs. Stella Keaton was the librarian. We’d known each other for years. She was a white lady from Wisconsin. Her husband had a fatal heart attack in ’34 and her two children died in a fire the year after that. Her only living relative had been an older brother who was stationed in San Diego with the navy for ten years. After his discharge he moved to L.A. When Mrs. Keaton had her tragedies he invited her to live with him. One year after that her brother, Horton, took ill, and after three months he died spitting up blood, in her arms. All Mrs. Keaton had was the Ninety-third Street branch. She treated the people who came in there like her siblings and she treated the children like her own. If you were a regular at the library she’d bake you a cake on your birthday and save the books you loved under the front desk. We were on a first-name basis, Stella and I, but I was unhappy that she held that job. I was unhappy because even though Stella was nice, she was still a white woman. A white woman from a place where there were only white Christians. To her Shakespeare was a god. I didn’t mind that, but what did she know about the folk tales and riddles and stories colored folks had been telling for centuries? What did she know about the language we spoke? I always heard her correcting children’s speech. “Not ‘I is,’ she’d say. “It’s ‘I am.’” And, of course, she was right. It’s just that little colored children listening to that proper white woman would never hear their own cadence in her words. They’d come to believe that they would have to abandon their own language and stories to become a part of her educated world. They would have to forfeit Waller for Mozart and Remus for Puck. They would enter a world where only white people spoke. And no matter how articulate Dickens and Voltaire were, those children wouldn’t have their own examples in the house of learning—the library.

Tell me this- if you could have a guarantee that your child would be a National Merit Scholar and get into a prestigious college, have good work habits and a successful career, but that your relationship with him would be destroyed in the process, would you do it? Why not? Because you are made to love, that's why. We care about our relationships more than about our accomplishments. That's the way God made us. Then why don't we live that way? Why, come a damp and gloomy day in March, do we yell over a  math lesson or lose our temper over a writing assignment? Why do we see the lessons left to finish and get lost in an anxiety-ridden haze? We forget that we are dealing with a soul, a precious child bearing the Image of God, and all we can see is that there are only a few months left to the school year and we are still only halfway through the math book. When you are performing mommy triage- that is, when you have a crisis moment and have to figure out which fire to put out first- always choose your child. It's just a math lesson. It's only a writing assignment. It's a Latin declension. Nothing more. But your child? He is God's. And the Almighty put him in your charge for relationship. Don't damage that relationship over something so trivial as an algebra problem. And when you do (because you will, and so will I), repent. We like to feed our egos. When our children perform well, we can puff up with satisfaction and pat ourselves on the back for a job well done. But as important as it is to give our children a solid education (and it is important, don't misunderstand me), it is far more important that we love them well.  Our children need to know that the most important thing about them is not whether they finished their science curriculum or score well on the SAT. Their worth is not bound up in a booklist or a test score. Take a moment. Take ten. Look deep into your child's eyes. Listen, even when you're bored. Break out a board game or an old picture book you haven't read in ages. Resting in Him means relaxing into the knowledge that He has put these children in our care to nurture. And nurturing looks different than charging through the checklist all angst-like. Your children are not ordinary kids or ordinary people, because there are no ordinary kids or ordinary people. They are little reflections of the

Young man,” he went on, raising his head again, “in your face I seem to read some trouble of mind. When you came in I read it, and that was why I addressed you at once. For in unfolding to you the story of my life, I do not wish to make myself a laughing-stock before these idle listeners, who indeed know all about it already, but I am looking for a man of feeling and education. Know then that my wife was educated in a high-class school for the daughters of noblemen, and on leaving, she danced the shawl dance before the governor and other personages for which she was presented with a gold medal and a certificate of merit. The medal … well, the medal of course was sold—long ago, hm … but the certificate of merit is in her trunk still and not long ago she showed it to our landlady. And although she is most continually on bad terms with the landlady, yet she wanted to tell some one or other of her past honours and of the happy days that are gone. I don’t condemn her for it. I don’t blame her, for the one thing left her is recollection of the past, and all the rest is dust and ashes. Yes, yes, she is a lady of spirit, proud and determined. She scrubs the floors herself and has nothing but black bread to eat, but won’t allow herself to be treated with disrespect. That’s why she would not overlook Mr. Lebeziatnikov’s rudeness to her, and so when he gave her a beating for it, she took to her bed more from the hurt to her feelings than from the blows. She was a widow when I married her, with three children, one smaller than the other. She married her first husband, an infantry officer, for love, and ran away with him from her father’s house. She was exceedingly fond of her husband; but he gave way to cards, got into trouble and with that he died. He used to beat her at the end: and although she paid him back, of which I have authentic documentary evidence, to this day she speaks of him with tears and she throws him up at me; and I am glad, I am glad that, though only in imagination, she should think of herself as having once been happy.… And she was left at his death with three children in a wild and remote district where I happened to be at the time; and she was left in such hopeless poverty that, although I have seen many ups and downs of all sorts, I don’t feel equal to describing it even. Her relations had all thrown her off. And she was proud, too, excessively proud.… And then, honoured sir, and then, I, being at the time a widower, with a daughter of fourteen left me by my first wife, offered her my hand, for I could not bear the sight of such suffering. You can judge the extremity of her calamities, that she, a woman of education and culture and distinguished family, should have consented to be my wife. But she did! Weeping and sobbing and wringing her hands, she married me! For she had nowhere to turn! Do you understand, sir, do you understand what it means when you have absolutely nowhere to turn? No, that you don’t understand yet…

Countries measured their success by the size of their territory, the increase in their population and the growth of their GDP – not by the happiness of their citizens. Industrialised nations such as Germany, France and Japan established gigantic systems of education, health and welfare, yet these systems were aimed to strengthen the nation rather than ensure individual well-being. Schools were founded to produce skilful and obedient citizens who would serve the nation loyally. At eighteen, youths needed to be not only patriotic but also literate, so that they could read the brigadier’s order of the day and draw up tomorrow’s battle plans. They had to know mathematics in order to calculate the shell’s trajectory or crack the enemy’s secret code. They needed a reasonable command of electrics, mechanics and medicine in order to operate wireless sets, drive tanks and take care of wounded comrades. When they left the army they were expected to serve the nation as clerks, teachers and engineers, building a modern economy and paying lots of taxes. The same went for the health system. At the end of the nineteenth century countries such as France, Germany and Japan began providing free health care for the masses. They financed vaccinations for infants, balanced diets for children and physical education for teenagers. They drained festering swamps, exterminated mosquitoes and built centralised sewage systems. The aim wasn’t to make people happy, but to make the nation stronger. The country needed sturdy soldiers and workers, healthy women who would give birth to more soldiers and workers, and bureaucrats who came to the office punctually at 8 a.m. instead of lying sick at home. Even the welfare system was originally planned in the interest of the nation rather than of needy individuals. When Otto von Bismarck pioneered state pensions and social security in late nineteenth-century Germany, his chief aim was to ensure the loyalty of the citizens rather than to increase their well-being. You fought for your country when you were eighteen, and paid your taxes when you were forty, because you counted on the state to take care of you when you were seventy.30 In 1776 the Founding Fathers of the United States established the right to the pursuit of happiness as one of three unalienable human rights, alongside the right to life and the right to liberty. It’s important to note, however, that the American Declaration of Independence guaranteed the right to the pursuit of happiness, not the right to happiness itself. Crucially, Thomas Jefferson did not make the state responsible for its citizens’ happiness. Rather, he sought only to limit the power of the state.

But I can cite ten other reasons for not being a father." "First of all, I don't like motherhood," said Jakub, and he broke off pensively. "Our century has already unmasked all myths. Childhood has long ceased to be an age of innocence. Freud discovered infant sexuality and told us all about Oedipus. Only Jocasta remains untouchable; no one dares tear off her veil. Motherhood is the last and greatest taboo, the one that harbors the most grievous curse. There is no stronger bond than the one that shackles mother to child. This bond cripples the child's soul forever and prepares for the mother, when her son has grown up, the most cruel of all the griefs of love. I say that motherhood is a curse, and I refuse to contribute to it." "Another reason I don't want to add to the number of mothers," said Jakub with some embarrassment, "is that I love the female body, and I am disgusted by the thought of my beloved's breast becoming a milk-bag." "The doctor here will certainly confirm that physicians and nurses treat women hospitalized after an aborted pregnancy more harshly than those who have given birth, and show some contempt toward them even though they themselves will, at least once in their lives, need a similar operation. But for them it's a reflex stronger than any kind of thought, because the cult of procreation is an imperative of nature. That's why it's useless to look for the slightest rational argument in natalist propaganda. Do you perhaps think it's the voice of Jesus you're hearing in the natalist morality of the church? Do you think it's the voice of Marx you're hearing in the natalist propaganda of the Communist state? Impelled merely by the desire to perpetuate the species, mankind will end up smothering itself on its small planet. But the natalist propaganda mill grinds on, and the public is moved to tears by pictures of nursing mothers and infants making faces. It disgusts me. It chills me to think that, along with millions of other enthusiasts, I could be bending over a cradle with a silly smile." "And of course I also have to ask myself what sort of world I'd be sending my child into. School soon takes him away to stuff his head with the falsehoods I've fought in vain against all my life. Should I see my son become a conformist fool? Or should I instill my own ideas into him and see him suffer because he'll be dragged into the same conflicts I was?" "And of course I also have to think of myself. In this country children pay for their parents' disobedience, and parents for their children's disobedience. How many young people have been denied education because their parents fell into disgrace? And how many parents have chosen permanent cowardice for the sole purpose of preventing harm to their children? Anyone who wants to preserve at least some freedom here shouldn't have children," Jakub said, and fell into silence. "The last reason carries so much weight that it counts for five," said Jakub. "Having a child is to show an absolute accord with mankind. If I have a child, it's as though I'm saying: I was born and have tasted life and declare it so good that it merits being duplicated." "And you have not found life to be good?" asked Bertlef. Jakub tried to be precise, and said cautiously: "All I know is that I could never say with complete conviction: Man is a wonderful being and I want to reproduce him.