Educated Illiterate Quotes

A dog doesn't care if you're rich or poor, educated or illiterate, clever or dull. Give him your heart and he will give you his.

People cited violation of the First Amendment when a New Jersey schoolteacher asserted that evolution and the Big Bang are not scientific and that Noah's ark carried dinosaurs. This case is not about the need to separate church and state; it's about the need to separate ignorant, scientifically illiterate people from the ranks of teachers.

A dog has no use for fancy cars or big homes or designer clothes. Status symbol means nothing to him. A waterlogged stick will do just fine. A dog judges others not by their color or creed or class but by who they are inside. A dog doesn't care if you are rich or poor, educated or illiterate, clever or dull. Give him your heart and he will give you his. It was really quite simple, and yet we humans, so much wiser and more sophisticated, have always had trouble figuring out what really counts and what does not. As I wrote that farewell column to Marley, I realized it was all right there in front of us, if only we opened our eyes. Sometimes it took a dog with bad breath, worse manners, and pure intentions to help us see.

That educated didn’t mean smart. He had a point. Nothing in my education or knowledge of the future had helped me to escape. Yet in a few years an illiterate runaway named Harriet Tubman would make nineteen trips into this country and lead three hundred fugitives to freedom.

Whether one is rich or poor, educated or illiterate, religious or nonbelieving, man or woman, black, white, or brown, we are all the same. Physically, emotionally, and mentally, we are all equal. We all share basic needs for food, shelter, safety, and love. We all aspire to happiness and we all shun suffering. Each of us has hopes, worries, fears, and dreams. Each of us wants the best for our family and loved ones. We all experience pain when we suffer loss and joy when we achieve what we seek. On this fundamental level, religion, ethnicity, culture, and language make no difference.

People are wrong when they think that an unemployed man only worries about losing his wages; on the contrary, an illiterate man, with the work habit in his bones, needs work even more than he needs money. An educated man can put up with enforced idleness, which is one of the worst evils of poverty. But a man like Paddy, with no means of filling up time, is as miserable out of work as a dog on the chain. That is why it is such nonsense to pretend that those who have 'come down in the world' are to be pitied above all others. The man who really merits pity is the man who has been down from the start, and faces poverty with a blank, resourceless mind.

When an illiterate gets angry, you'll get to understand that calmness is probably a sign of education.

The standard explanation of the madness of crowds is ignorance: a mediocre education system has left the populace scientifically illiterate, at the mercy of their cognitive biases, and thus defenseless against airhead celebrities, cable-news gladiators, and other corruptions from popular culture.

A dog judges others not by their color or creed or class but by who they are inside. A dog doesn't care if you are rich or poor, educated or illiterate, clever or dull. Give him your heart and he will give you his.

All over the world there are enormous numbers of smart, even gifted, people who harbor a passion for science. But that passion is unrequited. Surveys suggest that some 95 percent of Americans are “scientifically illiterate.” That’s just the same fraction as those African Americans, almost all of them slaves, who were illiterate just before the Civil War—when severe penalties were in force for anyone who taught a slave to read. Of course there’s a degree of arbitrariness about any determination of illiteracy, whether it applies to language or to science. But anything like 95 percent illiteracy is extremely serious.

A dog doesn't care if you are rich or poor, educated of illiterate, clever or dull. Give him your heart and he will give you his. It was really quite simple, and yet we humans, so much wiser and more sophisticated, have always had trouble figuring out what really counts and what does not.

By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of the Human Resources Research Organization phrases it simply: ‘The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction—how to teach himself. Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

Literacy rate tells us about the section of society who can read and write, but do we have a tool which can share the stats about out how many educated illiterates we have in our society.

A dog doesn’t care if you’re rich or poor, educated or illiterate, clever or dull. Give him your heart and he will give you his. -Marley and Me

I am no enemy of Nepal being a fully literate society. It is a good thing for society and the nation as a whole.

His voice was a deep and quiet rumble. It made me think of a freshly tuned tractor engine.. He didn't sound illiterate, but he didn't sound educated. In his speech as in so many other things, he was a mystery. Mostly it was his eyes that troubled me - a kind of peaceful absence in them, as if he were floating far, far away.

The effects of lack of democracy and the rule of law is a problem that does not discriminate, whether you are a corporation or a start-up, rich or poor, educated or illiterate, employed or unemployed.

In Catholic countries we saw (and sometimes still see) a large number of illiterates side by side with an intellectual élite of high standards. The Protestant goal of education is usually one of good averages- the optimum for a democracy. In democracies there will always be resentment and contempt for the “highbrow” and the illiterate, the intellectual and the “peasant.

is not at all uncommon for women in my country to be illiterate, but to see my mother, a proud and intelligent woman, struggle to read the prices in the bazaar was an unspoken sadness for both of us, I think.

We are a city that has had Islam for one thousand years. We had the greatest teachers and universities. And now these Bedouins, these illiterates, these ignoramuses, tell us how to wear our pants, and how to say our prayers, and how our wives should dress, as if they were the ones who invented the way?

When I asked Afghans to describe to me the difference between men and women, over the years interesting responses came back. While Afghan men often begin to describe women as more sensitive, caring, and less physically capable than men, Afghan women tend to offer up only one difference, which had never entered my mind before. Want to take a second and guess what that one difference may be? Here is the answer: Regardless of who they are, whether they are rich or poor, educated or illiterate, Afghan women often describe the difference between men and women in just one word: freedom. As in: Men have it, women do not.

People used to think that learning to read evidenced human progress; they still celebrate the decline of illiteracy as a great victory; they condemn countries with a large proportion of illiterates; they think that reading is a road to freedom. All this is debatable, for the important thing is not to be able to read, but to understand what one reads, to reflect on and judge what one reads. Outside of that, reading has no meaning (and even destroys certain automatic qualities of memory and observation). But to talk about critical faculties and discernment is to talk about something far above primary education and to consider a very small minority. The vast majority of people, perhaps 90 percent, know how to read, but do not exercise their intelligence beyond this. They attribute authority and eminent value to the printed word, or, conversely, reject it altogether. As these people do not possess enough knowledge to reflect and discern, they believe—or disbelieve—in toto what they read. And as such people, moreover, will select the easiest, not the hardest, reading matter, they are precisely on the level at which the printed word can seize and convince them without opposition. They are perfectly adapted to propaganda.

Many of the kids coming into my classes at the university are all but illiterate. You give them a page to read and they can't tell you what's on it. Try teaching them the classics, and they can't pronounce the words. Ask them to write about something, and they can't make complete sentences - much less spell anything over two syllables.

Corruption in education leads to some people getting highly educated and then these people support the uneducated to rule over the illiterate masses.

He was defiantly narrow-minded, barely educated, and at least close to functionally illiterate. His beliefs were powerful but consistently dubious, and made him seem, in the words of The New Yorker, “mildly unbalanced.” He did not like bankers, doctors, liquor, tobacco, idleness of any sort, pasteurized milk, Wall Street, overweight people, war, books or reading, J. P. Morgan and Co., capital punishment, tall buildings, college graduates, Roman Catholics, or Jews. Especially he didn’t like Jews. Once he hired a Hebraic scholar to translate the Talmud in a manner designed to make Jewish people appear shifty and avaricious.

If you've ever wondered how many prisons need to operate withinin America, just look at the literacy rate. 60% of America's prison inmates are illiterate and 85% of all juvenile offenders have reading problems.

As educational standards decline and pop culture disseminates the inarticulate ravings and unintelligible patois of surfers, jocks, and valley girls, we are turning into a nation of functioning illiterates [...]. English itself will steadily decay unless we get back to basics and start to respect our language again.

As Rebeca reveals what scraps of story she does have to Luca, he starts to understand that this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond.

[If we extrapolate the United States population down to a 100-people village]This village that you inhabit has 14 illiterate members and 27 who have a college education; 5 of the villagers earn a third of the village’s entire income, while 6 of them earn less than .3 percent of it; 40 of them think and hope your village is headed towards a biblical end-times Armageddon; and 7 of them own a Britney Spears album.

As Rebeca reveals what scraps of story she does have to Luca, he starts to understand that this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond. Some, like Rebeca, share their stories carefully, selectively, finding a faithful ear and then chanting their words like prayers. Other migrants are like blown-open grenades, telling their anguish compulsively to everyone they meet, dispensing their pain like shrapnel so they might one day wake to find their burdens have grown lighter. Luca wonders what it would feel like to blow up like that. But for now he remains undetonated, his horrors sealed tightly inside, his pin fixed snugly in place.

The de facto censorship which leaves so many Americans functionally illiterate about the history of US foreign affairs may be all the more effective because it is not official, heavy-handed or conspiratorial, but woven artlessly into the fabric of education and media. No conspiracy is needed.

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

But what about a person's anger? What about her voice? Her laughter? Her arrogance? Her irreverence? Her humor, her ego, her honor, her character? Do these fingerprints of an individual life simply evaporate and disappear with the last exhale? And if that is so, what use all this struggle, misery and strife? What difference whether a woman ever lived or not? Whether she was loved or unloved, educated or illiterate, wanted or unwanted by her parents, whether or not she suffered hurt and betrayal, or whether she still managed to retain her humanity and nobility? In the end, Bhima thinks, it doesn't matter. It is all ash and dust. This is what it means to be human, she thinks: Grains of dust arranged in human form - some dark, some light, some tall, some short, some male, some female. And in the end, the same gust of wind breaks them all down.

When I like a black person, they dislike me. When I like a white person, they despise me. When I like a mixed person, they harass me. When I like an illiterate person, they revile me. When I like an educated person, they attack me. When I like a weak person, they berate me. When I like a strong person, they condemn me. When I like a lowly person, they denounce me. When I like an eminent person, they renounce me. When I like a famous person, they disparage me. When I like a rich person, they trouble me. When I like a poor person, they hassle me. When I like an obscure person, they pester me. When I like a young person, they deride me. When I like an old person, they hate me. When I like myself, they slander me. Age doesn't separate us, maturity does. Ethnicity doesn't separate us, prejudice does. Tradition doesn't separate us, bigotry does. Ancestry doesn't separate us, character does. Religion doesn't separate us, ignorance does. Tribe doesn't separate us, intolerance does. Culture doesn't separate us, misunderstanding does. Sex doesn't separate us, bias does. Race doesn't separate us, injustice does. Class doesn't separate us, poverty does. Politics doesn't separate us, corruption does. Gender doesn't separate us, mentality does. Wealth doesn't separate us, greed does. Appearance doesn't separate us, attitude does. Power doesn't separate us, ambition does. Fame doesn't separate us, ego does.

I want to weep too, not for me but for us all--for rich or poor, educated or illiterate, here we are finally reduced to a sameness in this sisterhood of deprivation.

the illiterate of the 21st century will not be those who cannot read and write. The illiterate will be those who cannot learn, unlearn, and relearn.” Consider

Regardless of who they are, whether they are rich or poor, educated or illiterate, Afghan women often describe the difference between men and women in just one word: freedom.

If education makes a person ignorant towards others, then I'd rather be illiterate.

A person can be highly educated, professionally successful, and financially illiterate

Financial literacy makes it okay for you to make small or big mistakes. On the other hand, being financially illiterate only makes those mistakes dire and regrettable.

The illiterate do not write letters; they draw them.

In short, Virginia ensured that there would be schooling for whites but not blacks; and after that, the state changed its laws so that those who were illiterate would not be able to vote.

t was not illiterate savages, but graduates of the finest educational systems of the West who designed the gas chambers used to burn millions of innocent men, women and children in Germany.

Let’s appreciate and welcome the arrival of a new prophet The one who can be Reasonable and rational Realistic and democrat The one who respects the rights of women and children And does not make everyone slave of his nation Let’s do not whip some virgin pregnant women They may have Christ in their belly Let’s arrange a new miracle That can be little rationale and less awkward Maybe an application (software) or a gadget That can make us smile Or let’s build a green park that children could play and be happy And let’s bring a little educated prophet Not like the old one Illiterate! Marrying 10 to 12 women and waging war Maybe someone who does not blind the world by his Eye to eye policy and manifestation A little kind and a little rational

People are wrong when they think that an unemployed man only worries about losing his wages; on the contrary, an illiterate man, with the work habit in his bones, needs work even more than he needs money. An educated man can put up with enforced idleness, which is one of the worst evils of poverty. But a man like Paddy, with no means of filling up time, is as miserable out of work as a dog on the chain.

It is so awkward that how our ancestors wasted their whole life and never thought about education or making difference for the future generations. My Grandfather lived more than a 100+ years, married 3 women and as he was illiterate he just wasted 115 fucking years. I wish I could live a hundred years like him to make difference, so the next generation does not use the same insulting words I am using today.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

That 45 per cent figure really is something of a national educational disgrace. You’d have to travel right past Europe to the theocratic societies around the Middle East before you hit a comparable level of anti-scientific miseducation. It is bafflingly paradoxical that the United States is by far the world’s leading scientific nation while simultaneously housing the most scientifically illiterate populace outside the Third World.

The best way to get them is through education,” Junior countered. “What good are laws that cannot be read or understood, or a tongue that spews only hatred and ignorance? What good is the written word to an illiterate man?

People think of our life as harsh, and of course in many ways it is. But going into the unknown world and confronting it without a single rupee in our pockets means that differences between rich and poor, educated and illiterate, all vanish, and a common humanity emerges. As wanderers, we monks and nuns are free of shadows from the past. This wandering life, with no material possessions, unlocks our souls. There is a wonderful sense of lightness, living each day as it comes, with no sense of ownership, no weight, no burden. Journey and destination became one, thought and action became one, until it is as if we are moving like a river into complete detachment.

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." All this demagoguery' had one purpose: to create trouble for Zhou Enlai and Deng Xiao-ping and generate chaos. It was only in persecuting people and in destruction that Mme Mao and the other luminaries of the Cultural Revolution had a chance to "shine." In construction they had no place. Zhou and Deng had been making tentative efforts to open the country up, so Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra. In the two years since the fall of Lin Biao, my mood had changed from hope to despair and fury. The only source of comfort was that there was a fight going on at all, and that the lunacy was not reigning supreme, as it had in the earlier years of the Cultural Revolution. During this period, Mao was not giving his full backing to either side. He hated the efforts of Zhou and Deng to reverse the Cultural Revolution, but he knew that his wife and her acolytes could not make the country work. Mao let Zhou carry on with the administration of the country, but set his wife upon Zhou, particularly in a new campaign to 'criticize Confucius." The slogans ostensibly denounced Lin Biao, but were really aimed at Zhou, who, it was widely held, epitomized the virtues advocated by the ancient sage. Even though Zhou had been unwaveringly loyal, Mao still could not leave him alone. Not even now, when Zhou was fatally ill with advanced cancer of the bladder.

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

Progressives have spent the better part of a hundred years pushing their agenda - and they've hijacked everything from our kindergartens to our colleges to do it. The more 'educated' we get, the dumber we become. And that has always been the goal. There's a reason that slave masters wanted to keep their slaves illiterate: they understood that true education makes makes people long for freedom and liberty. Today's slave masters are the professors and unions and bureaucrats in Washington who run our education system.

It's odd," Amory said to Tom one night when they had grown more amicable on the subject, "that the people who violently disapprove of Burne's radicalism are distinctly the Pharisee class—I mean they're the best-educated men in college—the editors of the papers, like yourself and Ferrenby, the younger professors.... The illiterate athletes like Langueduc think he's getting eccentric, but they just say, 'Good old Burne has got some queer ideas in his head,' and pass on—the Pharisee class—Gee! they ridicule him unmercifully.

Let's start a revolution, a revolution with no gun, but words and action to inspire the next generation. The truth should make us better human beings, it shouldn't create enemies out of ignorance. "IGNORANCE" got Liberia way, way back, because some of us were blind back then and failed to see the clear picture before. Before it was the Americo VS the Native. Today is corrupt educated or not so educated Liberian brothers and sisters against those people who they call illiterate. STAND FOR CHANGE AND SAY NO! ENOUGH IS ENOUGH!

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra.

Unless men may come to a reasonable, solid persuasion and conviction of the truth of the gospel, by the internal evidences of it, . . . by a sight of its glory; it is impossible that those who are illiterate, and unacquainted with history, should have any thorough and effectual conviction of it at all. They may without this, see a great deal of probability of it; it may be reasonable for them to give much credit to what learned men and historians tell them. . . . But to have a conviction, so clear, and evident, and assuring, as to be sufficient to induce them, with boldness to sell all, confidently and fearlessly to run the venture of the loss of all things, and of enduring the most exquisite and long continued torments, and to trample the world under foot, and count all things but dung for Christ, the evidence they can have from history, cannot be sufficient.

Often, during my stay in your country, such comparisons troubled me. In fact, they did more than trouble me: they made me resentful. Four thousand years ago, we, the people of the Indus River basin, had cities that were laid out on grids and boasted underground sewers, while the ancestors of those who would invade and colonize America were illiterate barbarians. Now our cities were largely unplanned, unsanitary affairs, and America had universities with individual endowments greater than our national budget for education. To be reminded of this vast disparity was, for me, to be ashamed.

In American terms, the accomplishment of Genghis Khan might be understood if the United States, instead of being created by a group of educated merchants or wealthy planters, had been founded by one of its illiterate slaves, who, by the sheer force of personality, charisma, and determination, liberated America from foreign rule, united the people, created an alphabet, wrote the constitution, established universal religious freedom, invented a new system of warfare, marched an army from Canada to Brazil, and opened roads of commerce in a free-trade zone that stretched across the continents.

The consequences of treating generations of women as economically illiterate are that women have been unable to educate their daughters about money, women have been shut out from one of the main sources of power in capitalist societies (money), and few girls have grown up believing that finance is a career for them.

Alvin Toffler explained in Future Shock, “The illiterate of the twenty-first century will not be those who cannot read and write. The illiterate will be those who cannot learn, unlearn, and relearn.” His message applies to teachers as well. If we can’t unlearn and relearn, education is headed for irrelevance. Quickly.

this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond.

As Rebeca reveals what scraps of story she does have to Luca, he starts to understand that this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond. Some, like Rebeca, share their stories carefully, selectively, finding a faithful ear and then chanting their words like prayers. Other migrants are like blown-open grenades, telling their anguish compulsively to everyone they meet, dispensing their pain like shrapnel so they might one day wake to find their burdens have grown lighter.

Obviously James did not himself write the epistle; he was, like his brother Jesus and most of the apostles, an illiterate peasant with no formal education. James’s epistle was probably written by someone from within his inner circle. Again, that is true of almost every book in the New Testament, including the gospels of Mark, Matthew, and John, as well as a good number of Paul’s letters (Colossians, Ephesians, 2 Thessalonians, 1 and 2 Timothy, and Titus).

unloved, educated or illiterate, wanted or unwanted by her parents, whether or not she suffered hurt and betrayal, or whether she still managed to retain her humanity and nobility? In the end, Bhima thinks, it doesn’t matter. It is all ash and dust. This is what it means to be human, she thinks: grains of dust arranged in human form—some dark, some light, some tall, some short, some male, some female. And in the end, the same gust of wind breaks them all down.

America is also the nameless foreigner, the homeless refugee, the hungry boy begging for a job and the black body dangling on a tree. America is the illiterate immigrant who is ashamed that the world of books and intellectual opportunities is closed to him. We are all that nameless foreigner, that homeless refugee, that hungry boy, that illiterate immigrant and that lynched black body. All of us, from the first Adams to the last Filipino, native born or alien, educated or illiterate—We are America!

Written culture itself, up to its recently implemented universal literacy, has had sharply selective effects. It has riven its host societies and formed a divide between literate and illiterate human beings, whose unbridgeability almost attained the firmness of a species differentiation. If one wished, despite Heidegger’s dissuasions, to speak anthropologically again, then the human beings of historical times could be defined as the animals of whom some can read and write while the others cannot. From here it is only a single step, if a demanding one, to the thesis that human beings are the animals of whom some breed those like them, while the others are bred—a thought that belongs to the pastoral folklore of Europeans since the time of Plato’s reflections on education and the state. Something of this is still heard in Nietzsche’s statement that few of the human beings in the small houses will, but most are willed. But to be only willed means to exist merely as an object, not as a subject, of selection.

The great Russian literature is above all a literature of pessimism, more accurately of passive pessimism.... Russian passive pessimism educated the cadre of "superfluous people," or to put it more simply, parasites, "dreamers," people "without any given responsibilities," "whimperers," "grey little people" of the "twentieth rank.".... In contemporary Russian ethnographic romanticism such an idealization of past Razins and Pugachevs fuses with a sense of Russian "imperial" patriotism and obscures dreams concerning the future. It is incapable of going beyond this. The great Russian literature has reached its limit and has halted at the crossroads.... And the illiterate advice to found our orientation upon Muscovite art sounds like a malicious irony directed at the same Russian literature. By the will of history entirely the opposite will come to pass: Russian literature can only find the magical balm for its revival beneath the luxuriant, vital tree of the renaissance of young national republics, in the atmosphere of the springtime of once oppressed nations.

In fact, in Dolgov there were many people with names that had meanings. There was even a period when the town possessed simultaneously a head of police called Tiuryagin (an obvious hint at the word “tiuryaga,” or jail), a public prosecutor called Strogii (meaning “strict”) with a deputy who rejoiced in the name of Vorovaty (“ light-fingered”!), a judge called Shemyakin (reminiscent of the seventeenth-century hanging judge Shemyaka) and a head of the department of public education called Bogdan Filippovich Nechitailo (a surname which could be interpreted to mean “illiterate”).

When India voted, a whole world voted. A whole world – hundreds of millions of people, speaking in a great orchestra of different languages, praying to different gods, living in a continental hugeness that not long ago was divided into hundreds of principalities people driven to centuries of war against each other by rulers seeking conquest, foreigners seeking booty, religious zealots seeking blood, educated people by the millions, illiterate peasants by the scores of millions, from mountains through great stretches of plains to southern seas. On my mind – The World of India (1 December 1989), A. M. Rosenthal

The columns and all the news on TV, and posts/discussions on social media, betray only one fact: that the educated in India, including the columnists and TV news editors, commentariat and intelligentsia, professoriat and bureaucrats, and politicians; are all economical illiterates and totally unaware of real India and her problems. The clever in India pick up some catch words, learn to profess fake sympathy with the unfortunate, and in a sea of medicocrity that is India’s ruling elite and the educated minuscule population just below it, happily go about parading their ignorance as knowledge and learning, and thus controlling the narrative

We were both failures, she and I. We'd both run and been brought back, she in days, I in only hours. I probably knew more than she did about the general layout of the Eastern Shore. She knew only the area she'd been born and raised in, and she couldn't read a map. I knew about towns and rivers miles away― and it hadn't done me a damn bit of good! What had Weylin said? That educated didn't mean smart. He had a point. Nothing in my education or knowledge of the future had helped me to escape. Yet in a few years an illiterate runaway named Harriet Tubman would make nineteen trips into this country and lead three hundred fugitives to freedom.

The columns and all the news on TV, and posts/discussions on social media, betray only one fact: that the educated in India, including the columnists and TV news editors, commentariat and intelligentsia, professoriat and bureaucrats, and politicians; are all economical illiterates and totally unaware of real India and her problems. The clever in India pick up some catch words, learn to profess fake sympathy with the unfortunate, and in a sea of medicocrity that is India’s ruling elite and the educated minuscule population just below it, happily go about parading their ignorance as knowledge and learning, and thus controlling the narrative.

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

Mr. Collins was not a sensible man, and the deficiency of nature had been but little assisted by education or society; the greatest part of his life having been spent under the guidance of an illiterate and miserly father; and though he belonged to one of the universities, he had merely kept the necessary terms, without forming at it any useful acquaintance. The subjection in which his father had brought him up had given him originally great humility of manner; but it was now a good deal counteracted by the self-conceit of a weak head, living in retirement, and the consequential feelings of early and unexpected prosperity. A fortunate chance had recommended him to Lady Catherine de Bourgh when the living of Hunsford was vacant; and the respect which he felt for her high rank, and his veneration for her as his patroness, mingling with a very good opinion of himself, of his authority as a clergyman, and his right as a rector, made him altogether a mixture of pride and obsequiousness, self-importance and humility.

I have made several comparisons... between modern and primitive man. Such comparisons... are essential to an understanding of the symbol-making propensities of man, and of the part that dreams play in expressing them. For one finds that many dreams present images and associations that are analogous to primitive ideas, myths, and rites. These dream images were called "archaic remnants" by Freud; the phrase suggests that they were psychic elements surviving in the human mind from ages long ago. This point of view is characteristic of those who regard the unconscious as a mere appendix of consciousness (or, more picturesquely, as a trash can that collects all the refuse of the conscious mind)... Further investigation suggested to me that this attitude is untenable and should be discarded. I found that associations and images of this kind are an integral part of the unconscious, and can be observed everywhere whether the dreamer is educated or illiterate, intelligent or stupid. They are not in any sense lifeless or meaningless "remnants." They still function, and they are especially valuable.

Letter II To Mrs. Saville, England. Archangel, 28th March, 17—. How slowly the time passes here, encompassed as I am by frost and snow! Yet a second step is taken towards my enterprise. I have hired a vessel and am occupied in collecting my sailors; those whom I have already engaged appear to be men on whom I can depend and are certainly possessed of dauntless courage. But I have one want which I have never yet been able to satisfy, and the absence of the object of which I now feel as a most severe evil, I have no friend, Margaret: when I am glowing with the enthusiasm of success, there will be none to participate my joy; if I am assailed by disappointment, no one will endeavour to sustain me in dejection. I shall commit my thoughts to paper, it is true; but that is a poor medium for the communication of feeling. I desire the company of a man who could sympathise with me, whose eyes would reply to mine. You may deem me romantic, my dear sister, but I bitterly feel the want of a friend. I have no one near me, gentle yet courageous, possessed of a cultivated as well as of a capacious mind, whose tastes are like my own, to approve or amend my plans. How would such a friend repair the faults of your poor brother! I am too ardent in execution and too impatient of difficulties. But it is a still greater evil to me that I am self-educated: for the first fourteen years of my life I ran wild on a common and read nothing but our Uncle Thomas' books of voyages. At that age I became acquainted with the celebrated poets of our own country; but it was only when it had ceased to be in my power to derive its most important benefits from such a conviction that I perceived the necessity of becoming acquainted with more languages than that of my native country. Now I am twenty-eight and am in reality more illiterate than many schoolboys of fifteen. It is true that I have thought more and that my daydreams are more extended and magnificent, but they want (as the painters call it) keeping; and I greatly need a friend who would have sense enough not to despise me as romantic, and affection enough for me to endeavour to regulate my mind.

Your womb can’t never bear fruit.” Miss Ethel Fordham told her that. Without sorrow or alarm, she had passed along the news as though she’d examined a Burpee seedling overcome by marauding rabbits. Cee didn’t know then what to feel about that news, no more than what she felt about Dr. Beau. Anger wasn’t available to her—she had been so stupid, so eager to please. As usual she blamed being dumb on her lack of schooling, but that excuse fell apart the second she thought about the skilled women who had cared for her, healed her. Some of them had to have Bible verses read to them because they could not decipher print themselves, so they had sharpened the skills of the illiterate: perfect memory, photographic minds, keen senses of smell and hearing. And they knew how to repair what an educated bandit doctor had plundered. If not schooling, then what? Branded early as an unlovable, barely tolerated “gutter child” by Lenore, the only one whose opinion mattered to her parents, exactly like what Miss Ethel said, she had agreed with the label and believed herself worthless. Ida never said, “You my child. I dote on you. You wasn’t born in no gutter. You born into my arms. Come on over here and let me give you a hug.” If not her mother, somebody somewhere should have said those words and meant them. Frank alone valued her. While his devotion shielded her, it did not strengthen her. Should it have? Why was that his job and not her own? Cee didn’t know any soft, silly women. Not Thelma, or Sarah, or Ida, and certainly not the women who had healed her. Even Mrs. K., who let the boys play nasty with her, did hair and slapped anybody who messed with her, in or outside her hairdressing kitchen. So it was just herself. In this world with these people she wanted to be the person who would never again need rescue. Not from Lenore through the lies of the Rat, not from Dr. Beau through the courage of Sarah and her brother. Sun-smacked or not, she wanted to be the one who rescued her own self. Did she have a mind, or not? Wishing would not make it so, nor would blame, but thinking might. If she did not respect herself, why should anybody else? Okay. She would never have children to care about and give her the status of motherhood. Okay. She didn’t have and probably would never have a mate. Why should that matter? Love? Please. Protection? Yeah, sure. Golden eggs? Don’t make me laugh. Okay. She was penniless. But not for long. She would have to invent a way to earn a living. What else?

Under these circumstances the most anodyne book was a source of danger from the simple fact that love was alluded to, and woman depicted as an attractive creature; and this was enough to account for all—for the inherent ignorance of Catholics, since it was proclaimed as the preventive cure for temptations—for the instinctive horror of art, since to these craven souls every written and studied work was in its nature a vehicle of sin and an incitement to fall. Would it not really be far more sensible and judicious to open the windows, to air the rooms, to treat these souls as manly beings, to teach them not to be so much afraid of their own flesh, to inculcate the firmness and courage needed for resistance? For really it is rather like a dog which barks at your heels and snaps at your legs if you are afraid of him, but who beats a retreat if you turn on him boldly and drive him off. The fact remains that these schemes of education have resulted, on the one hand, in the triumph of the flesh in the greater number of men who have been thus brought up and then thrown into a worldly life, and on the other, in a wide diffusion of folly and fear, an abandonment of the possessions of the intellect and the capitulation of the Catholic army surrendering without a blow to the inroads of profane literature, which takes possession of territory that it has not even had the trouble of conquering. This really was madness! The Church had created art, had cherished it for centuries; and now by the effeteness of her sons she was cast into a corner. All the great movements of our day, one after the other—romanticism, naturalism—had been effected independently of her, or even against her will. If a book were not restricted to the simplest tales, or pleasing fiction ending in virtue rewarded and vice punished, that was enough; the propriety of beadledom was at once ready to bray. As soon as the most modern form of art, the most malleable and the broadest—the Novel—touched on scenes of real life, depicted passion, became a psychological study, an effort of analysis, the army of bigots fell back all along the line. The Catholic force, which might have been thought better prepared than any others to contest the ground which theology had long since explored, retired in good order, satisfied to cover its retreat by firing from a safe distance, with its old-fashioned match-lock blunderbusses, on works it had neither inspired nor written. The Church party, centuries behind the time, and having made no attempt to follow the evolution of style in the course of ages, now turned to the rustic who can scarcely read; it did not understand more than half of the words used by modern writers, and had become, it must be said, a camp of the illiterate. Incapable of distinguishing the good from the bad, it included in one condemnation the filth of pornography and real works of art; in short, it ended by emitting such folly and talking such preposterous nonsense, that it fell into utter discredit and ceased to count at all. And it would have been so easy for it to work on a little way, to try to keep up with the times, and to understand, to convince itself whether in any given work the author was writing up the Flesh, glorifying it, praising it, and nothing more, or whether, on the contrary, he depicted it merely to buffet it—hating it. And, again, it would have done well to convince itself that there is a chaste as well as a prurient nude, and that it should not cry shame on every picture in which the nude is shown. Above all, it ought to have recognized that vices may well be depicted and studied with a view to exciting disgust of them and showing their horrors.

Continued resistance to female education means that female illiteracy is higher than male, yet it is usually women who do the artificial feeding. Of the 774 million people who cannot read, 64% are women. In sixteen countries the majority of women are illiterate.13

For many Jews during Talmudic times, conversion to Christianity prob- ably did not appear as a major change: Christianity looked like a slightly di erent version of the Jewish religion, with the same core belief in one God and the Torah but with fewer demanding requirements. For many Jewish households that earned their living from farming—and especially the poorer ones that struggled to support their families and, as illiterate, were made to feel like outcasts (ammei ha-aretz) by the local rabbis and lit- erate Jews—Christianity probably seemed a welcome change: it enabled them to believe in the same God without having to obey several costly norms, including the one that required fathers to educate their sons.

It's hard to ignore ignorance, as we wear our brainy hat of hatred. Where the hammer hits the nail, indirectly.

One hundred years before the present government existed, a powerful leader, Sir William Berkeley, governor of Virginia, stated his views in clear, unflinching terms. "I thank God," he said, that "there are no free schools nor printing [in this land]. For learning has brought disobedience, and heresy, and sects into the world, and printing hath divulged them...God save us from both!

All these complexities are lost on many commentators, often the same ones who would single out the Arabs for being Arabs; now there is a keen interest in explaining any social evolution or political process through the exclusive prism of Islam. According to such commentators, Muslims act in a certain way mainly because they are Muslims, not because they are Moroccans or Jordanians, blue-collared or self-employed, educated or illiterate, urbanites or peasant, straight or gay, young or old, Arabic speakers or native Berbers, and of course their class background and financial resources are meaningless compared with their religious affiliation. Those analysts share one thing in common with the Jihadis, they believe Islam provides all the answers. The Arab Revolution: Ten Lessons From the Democratic Uprisisng

ninety percent of my ‘flock’ can’t fucking read or write anyway, the illiterate assholes. Now I’m responsible for that, too? Blame the good old U. S of Ass for our educational system in the ghettos.

Where is the true religion? It is where women, men, youth, children, elderly, the illiterate and the educated are all attracted.

Peter had declared his assured faith, that he was the Son of God. Now it was natural to observe, how it was not flesh and blood that had revealed it to him, but God: for if this knowledge were dependent on natural causes or means, how came it to pass that they, a company of poor fishermen, illiterate men, and persons of low education, attained to the knowledge of the truth; while the Scribes and Pharisees, men of vastly higher advantages, and greater knowledge and sagacity in other matters, remained in ignorance?

There are three species of people in the worldꓽ the illiterate, the educated and the enlightened. Members of the last class have become so few that they are now the endangered species.

They work harder but don’t get ahead. What is missing from their education is not how to make money, but how to manage money. It’s called financial aptitude—what you do with the money once you make it, how to keep people from taking it from you, how to keep it longer, and how to make that money work hard for you. Most people don’t understand why they struggle financially because they don’t understand cash flow. A person can be highly educated, professionally successful, and financially illiterate. These people often work harder than they need to because they learned how to work hard, but not how to have their money work hard for them.

A person can be highly educated, professionally successful, and financially illiterate. These people often work harder than they need to because they learned how to work hard, but not how to have their money work hard for them.

The illiterate is not the one who has never gone to school, but the illiterate is the one who never tries to learn something by himself.

The questions specially proposed to you in the first, namely, How and What to Read, rose out of a far deeper one, which it was my endeavor to make you propose earnestly to yourselves, namely, Why to Read. I want you to feel, with me, that whatever advantages we possess in the present day in the diffusion of education and of literature, can only be rightly used by any of us when we have apprehended clearly what education is to lead to, and literature to teach. I wish you to see that both well-directed moral training and well-chosen reading lead to the possession of a power over the ill-guided and illiterate, which is, according to the measure of it, in the truest sense, kingly; conferring indeed the purest kingship that can exist among men: too many other kingships (however distinguished by visible insignia or material power) being either spectral, or tyrannous;—Spectral—that is to say, aspects and shows only of royalty, hollow as death, and which only the "Likeness of a kingly crown have on"; or else tyrannous—that is to say, substituting their own will for the law of justice and love by which all true kings rule.

The foundation of the Chosŏn dynasty (1392- 1910), with its pronounced Neo-Confucian sympathies, brought an end to Buddhism's hegemony in Korean religion and upset this ideological status quo. Buddhism's close affiliation with the vanquished Koryŏ rulers led to centuries of persecution during this Confucian dynasty. While controls over monastic vocations and conduct had already been instituted during the Koryŏ period, these pale next to the severe restrictions promulgated during the Chosŏn dynasty. The number of monks was severely restricted—and at times a complete ban on ordination instituted—and monks were prohibited from entering the metropolitan areas. Hundreds of monasteries were disestablished (the number of temples dropping to 242 during the reign of T'aejong [r. 1401-1418]), and new construction was forbidden in the cities and villages of Korea. Monastic land holdings and temple slaves were confiscated by the government in 1406, undermining the economic viability of many monasteries. The vast power that Buddhists had wielded during the Silla and Koryŏ dynasties was now exerted by Confucians. Buddhism was kept virtually quarantined in the countryside, isolated from the intellectual debates of the times. Its lay adherents were more commonly the illiterate peasants of the countryside and women, rather than the educated male elite of the cities, as had been the case in ages past. Buddhism had become insular, and ineffective in generating creative responses to this Confucian challenge.

the Jewish Agency and they had agreed to allocate from the next immigrant ship twenty-four Moroccans to Kibbutz Makor for work at the dig. “They’ll be pretty rough diamonds,” Eliav warned. “No English. No education.” “If they speak Arabic I can handle them,” Tabari assured the leaders, and two nights later the team went to greet the large ship that plied monotonously back and forth across the Mediterranean hauling Jewish immigrants to Israel. “Before we go aboard,” Eliav summarized, “I’ve got to warn you again that these aren’t the handsome young immigrants that you accept in America, Cullinane. These are the dregs of the world, but in two years we’ll make first-class citizens of them.” Cullinane said he knew, but if he had realized how intellectually unprepared he was for the cargo of this ship, he would have stayed at the tell and allowed Tabari to choose the new hands. For the ship that came to Israel that night brought with it not the kind of people that a nation would consciously select, not the clean nor the healthy nor the educated. From Tunisia came a pitiful family of four, stricken with glaucoma and the effects of malnutrition. From Bulgaria came three old women so broken they were no longer of use to anyone; the communists had allowed them to escape, for they had no money to buy bread nor skills to earn it nor teeth to eat it with. From France came not high school graduates with productive years ahead of them, but two tragic couples, old and abandoned by their children, with only the empty days to look forward to, not hope. And from the shores of Morocco, outcast by towns in which they had lived for countless generations, came frightened, dirty, pathetic Jews, illiterate, often crippled with disease and vacant-eyed. “Jesus Christ!” Cullinane whispered. “Are these the newcomers?” He was decent enough not to worry about himself first—although he was appalled at the prospect of trying to dig with such assistance—but he did worry about Israel. How can a nation build itself strong with such material? he asked himself. It was a shocking experience, one that cut to the heart of his sensibilities: My great-grandfather must have looked like this when he came half-starved from Ireland. He thought of the scrawny Italians that had come to New York and the Chinese to San Francisco, and he began to develop that sense of companionship with Israel that comes very slowly to a Gentile: it was building itself of the same human material that America was developed upon; and suddenly he felt a little weak. Why were these people seeking a new home coming to Israel and not to America? Where had the American dream faltered? And he saw that Israel was right; it was taking people—any people—as America had once done; so that in fifty years the bright new ideas of the world would come probably from Israel and no longer from a tired America.

Public education for African Americans was a threadbare reflection of that provided for whites—limited to half the number of days provided for white children in most cotton-producing counties. Only 5 percent of whites were entirely illiterate in 1910; nearly a third of blacks were. Nearly 69 percent of white children attended school; 37 percent of African Americans did so. Laws written and unwritten barred African Americans from selling the produce of their farms to anyone but the most powerful white merchant in their worlds and prohibited them from buying goods from anyone else as well.

I consider a human soul without education like marble in the quarry, which shows none of its inherent beauties till the skill of the polisher fetches out the colors, makes the surface shine, and discovers every ornamental cloud, spot and vein that runs through the body of it and hence the paradox of education is precisely this - that as one begins to become conscious one begins to examine the society in which he is being educated. Help Dacodep showcase the potential of orphan children and illiterate adults in the community flooded with politicians, we are working to turn Bondo into an education hub.

Anglos dominated the prisoner population in 1977 and did not lose their plurality until 1988. Meanwhile, absolute numbers grew across the board—with the total number of those incarcerated approximately doubling during each interval. African American prisoners surpassed all other groups in 1988, but by 1995, they had been overtaken by Latinos; however, Black people have the highest rate of incarceration of any racial/ethnic grouping in California, or, for that matter, in the United States (see also Bonczar and Beck 1997). TABLE 4 CDC PRISONER POPULATION BY RACE/ETHNICITY The structure of new laws, intersecting with the structure of the burgeoning relative surplus population, and the state’s concentrated use of criminal laws in the Southland, produced a remarkable racial and ethnic shift in the prison population. Los Angeles is the primary county of commitment. Most prisoners are modestly educated men in the prime of life: 88 percent are between 19 and 44 years old. Less than 45 percent graduated from high school or read at the ninth-grade level; one in four is functionally illiterate. And, finally, the percentage of prisoners who worked six months or longer for the same employer immediately before being taken into custody has declined, from 54.5 percent in 1982 to 44 percent in 2000 (CDC, Characteristics of Population, various years). TABLE 5 CDC COMMITMENTS BY CONTROLLING OFFENSE (%) At the bottom of the first and subsequent waves of new criminal legislation lurked a key contradiction. On the one hand, the political rhetoric, produced and reproduced in the media, concentrated on the need for laws and prisons to control violence. “Crime” and “violence” seemed to be identical. However, as table 5 shows, there was a significant shift in the controlling (or most serious) offenses for those committed to the CDC, from a preponderance of violent offenses in 1980 to nonviolent crimes in 1995. More to the point, the controlling offenses for more than half of 1995’s commitments were nonviolent crimes of illness or of illegal income producing activity: drug use, drug sales, burglary, motor vehicle theft. The outcome of the first two years of California’s broadly written “three strikes” law presents a similar picture: in the period March 1994–January 1996, 15 percent of controlling offenses were violent crimes, 31 percent were drug offenses, and 41 percent were crimes against property (N = 15,839) (Christoper Davis et al. 1996). The relative surplus population comes into focus in these numbers. In 1996, 43 percent of third-strike prisoners were Black, 32.4 percent Latino, and 24.6 percent Anglo. The deliberate intensification of surveillance and arrest in certain areas, combined with novel crimes of status, drops the weight of these numbers into particular places. The chair of the State Task Force on Youth Gang Violence expressed the overlap between presumptions of violence and the exigencies of everyday reproduction when he wrote: “We are talking about well-organized, drug-dealing, dangerously armed and profit-motivated young hoodlums who are engaged in the vicious crimes of murder, rape, robbery, extortion and kidnapping as a means of making a living” (Philibosian 1986: ix; emphasis added).

One thing this shows, I think, at its simplest, is that language is no respecter of persons in that it will find birth wherever and whenever it can. There is very often something wonderfully anonymous about the whole process: a pimp can coin a word as lasting as that of a poet, a street hawker as a statesman, a farmer as a scholar, a foul mouth as a Latinist, vulgar as refined, illiterate as schooled. Language leaps out of mouths regardless of class, sex, age, or education: it sees something that needs to be said or saved in a word and it pounces. In the American west it pounced for more than fifty years.