Educating Young Minds Quotes

The world that I should wish to see would be one freed from the virulence of group hostilities and capable of realizing that happiness for all is to be derived rather from co-operation than from strife. I should wish to see a world in which education aimed at mental freedom rather than imprisoning the minds of the young in rigid armor of dogma calculated to protect them through life against the shafts of impartial evidence.

If people are well paid for reality television and cotton candy and dunking a basketball, why can't they be well paid for changing young minds?

While one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally.

I began my studies with eagerness. Before me I saw a new world opening in beauty and light, and I felt within me the capacity to know all things. In the wonderland of Mind I should be as free as another [with sight and hearing]. Its people, scenery, manners, joys, and tragedies should be living tangible interpreters of the real world. The lecture halls seemed filled with the spirit of the great and wise, and I thought the professors were the embodiment of wisdom... But I soon discovered that college was not quite the romantic lyceum I had imagined. Many of the dreams that had delighted my young inexperience became beautifully less and "faded into the light of common day." Gradually I began to find that there were disadvantages in going to college. The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures – solitude, books and imagination – outside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day.

It is a truism that almost any sect, cult, or religion will legislate its creed into law if it acquires the political power to do so, and will follow it by suppressing opposition, subverting all education to seize early the minds of the young, and by killing, locking up, or driving underground all heretics.

Through the computer, the heralds say, we will make education better, religion better, politics better, our minds better — best of all, ourselves better. This is, of course, nonsense, and only the young or the ignorant or the foolish could believe it.

I should wish to see a world in which education aimed at mental freedom rather than at imprisoning the minds of the young in a rigid armor of dogma calculated to protect them through life against the shafts of impartial evidence.

A thousand years or more ago, When I was newly sewn, There lived four wizards of renown, Whose name are still well-known: Bold Gryffindor from wild moor, Fair Ravlenclaw from glen, Sweet Hufflepuff from valley broad, Shrewd Slytherin from fen. They share a wish, a hope, a dream, They hatched a daring plan, To educate young sorcerers, Thus Hogwarts school began. Now each of these four founders Formed their own house, for each Did value different virtues, In the ones they had to teach. By Gryffindor, the bravest were Prized far beyond the rest; For Ravenclaw, the cleverest Would always be the best; For Hufflepuff, hardworkers were Most worthy of admission; And power-hungry Slytherin Loved those of great ambition. While still alive they did divide Their favourates from the throng, Yet how to pick the worthy ones When they were dead and gone? 'Twas Gryffindor who found the way, He whipped me off his head The founders put some brains in me So I could choose instead! Now slip me snug around your ears, I've never yet been wrong, I'll have alook inside your mind And tell where you belong!

Only that education deserves emphatically to be termed cultivation of the mind which teaches young people how to begin to think.

Fundamentalist religion is hell-bent on ruining the scientific education of countless thousands of innocent, well-meaning, eager young minds. Non-fundamentalist, "sensible" religion may not be doing that. But it is making the world safe for fundamentalism by teaching children, from their earliest years, that unquestioning faith is a virtue.

Work in classrooms isn’t significant work; it fails to satisfy real needs pressing on the individual; it doesn’t answer real questions experience raises in the young mind; it doesn’t contribute to solving any problem encountered in actual life. The net effect of making all schoolwork external to individual longings, experiences, questions, and problems is to render the victim listless.

Teach him to live rather than to avoid death: life is not breath, but action, the use of our senses, our mind, our faculties, every part of ourselves which makes us conscious of our being. Life consists less in length of days than in the keen sense of living. A man maybe buried at a hundred and may never have lived at all. He would have fared better had he died young.

As in the political sphere, the child is taught that he is free, a democrat, with a free will and a free mind, lives in a free country, makes his own decisions. At the same time he is a prisoner of the assumptions and dogmas of his time, which he does not question, because he has never been told they exist. By the time a young person has reached the age when he has to choose (we still take it for granted that a choice is inevitable) between the arts and the sciences, he often chooses the arts because he feels that here is humanity, freedom, choice. He does not know that he is already moulded by a system: he does not know that the choice itself is the result of a false dichotomy rooted in the heart of our culture. Those who do sense this, and who don't wish to subject themselves to further moulding, tend to leave, in a half-unconscious, instinctive attempt to find work where they won't be divided against themselves. With all our institutions, from the police force to academia, from medicine to politics, we give little attention to the people who leave—that process of elimination that goes on all the time and which excludes, very early, those likely to be original and reforming, leaving those attracted to a thing because that is what they are already like. A young policeman leaves the Force saying he doesn't like what he has to do. A young teacher leaves teaching, here idealism snubbed. This social mechanism goes almost unnoticed—yet it is as powerful as any in keeping our institutions rigid and oppressive.

Get the Jews out of banking and they cannot control the economic life of the community. Get the Jews out of education and they cannot pervert the minds of the young to their subversive doctrines. Get the Jews out of government and they cannot betray the nation.

I happened to see Larry King interview Billy Graham shortly after the shootings at Columbine High School in Littleton, Colorado. I had read an article the previous month about violent video games and their effects on the minds of children, desensitizing them to the act of killing. Larry King asked Billy Graham what was wrong with the world, and how such a thing as Columbine could happen. I knew, because Billy Graham was an educated man, he had read the same article I had read, and I began calculating his answer for him, that violence begets violence, and that we live in a culture desensitized to the beauty of human life and the sanctity of creation. But Billy Graham did not blame video games. Billy Graham looked Larry King in the eye and said, 'Thousands of years ago, a young couple lived in a garden called Eden, and God placed a tree in the Garden and told them not to eat from the tree...' And I knew in my soul he was right.

Stay strong. Focus on the ultimate goal.

With a mind as bright as yours you will want to find a proper school to continue your education. ..... You must continue the education your mother began. Young women must have an education.

Learning is the ecstasy of life which keeps our hearts young and our minds sharp.

Do all the work you while you still have strength.

The most important thing we can do is inspire young minds and to advance the kind of science, math and technology education that will help youngsters take us to the next phase of space travel. John Glenn

Nothing is so much coveted by a young man as the reputation of being a genius; and many seem to feel that the want of patience for laborious application and deep research is such a mark of genius as cannot be mistaken: while a real genius, like Sir Isaac Newton, with great modesty says, that the great and only difference between his mind and the minds of others consisted solely in his having more patience.

Experience alone, that supreme educator of peoples, will be at pains to show us our mistake. It alone will be powerful enough to prove the necessity of replacing our odious text-books and our pitiable examinations by industrial instruction capable of inducing our young men to return to the fields, to the workshop, and to the colonial enterprise which they avoid to-day at all costs.

The cultural integration of psychedelics won't happen overnight, and the question of young people is perhaps the most difficult involved. The first step is for people who have knowledge of these substances to share it, "coming out" about their own experiences. Drug education should be honest and present a balanced picture of risks and benefits.

Our young should be at ease with the fact that every mind works differently, and that there is never an issue if someone’s mind is not adapted to this or that subject, or even to this or that manner of teaching or learning. His mind, in whatever manner it needs to function, is a precious stone in humanity’s treasure, whether he realizes it or not.

for All Ages Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. —HENRY FORD It is utterly false and cruelly arbitrary to put all the play and learning into childhood, all the work into middle age, and all the regrets into old age. —MARGARET MEAD

Even when I was a very young man, I was looking for the purpose of life; I was looking for happiness all over the world; In fame and in glamour, in wealth and in splendor, not knowing how foolish it was. Happiness is not out there. Happiness is not in wealth or splendor. Happiness is inside me, in my mind, in my thoughts, It is in my perception of the world.

Lord Peter was hampered in his career as a private detective by a public school education. Despite Parker's admonitions, he was not always able to discount it. His mind had been warped in its young growth by "Raffles" and "Sherlock Holmes," or the sentiments for which they stand. He belonged to a family which had never shot a fox. 'I am an amateur,' said Lord Peter

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.

The Brontë sisters have a renewed hold upon our imagination. They were gifted, well-educated, especially self-educated, and desperate. Their seriousness and poverty separated them forever from the interests and follies of respectable young girls. It was Charlotte’s goal to represent the plight of plain, poor, high-minded young women. Sometimes she gave them more rectitude and right thinking than we can easily endure, but she knew their vulnerability, the neglect they expected and received, the spiritual and psychological scars inflicted upon them, the way their frantic efforts were scarcely noticed, much less admired or condoned.

Across the centuries the moral systems from medival chivalry to Bruce Springsteen love anthems have worked the same basic way. They take immediate selfish interests and enmesh them within transcendent, spiritual meanings. Love becomes a holy cause, an act of self-sacrifice and selfless commitment. But texting and the utilitarian mind-set are naturally corrosive toward poetry and imagination. A coat of ironic detachment is required for anyone who hopes to withstand the brutal feedback of the marketplace. In today's world, the choice of a Prius can be a more sanctified act than the choice of an erotic partner. This does not mean that young people today are worse or shallower than young people in the past. It does mean they get less help. People once lived within a pattern of being, which educated the emotions, guided the temporary toward the permanent and linked everyday urges to higher things. The accumulated wisdom of the community steered couples as they tried to earn each other's commitment. Today there are fewer norms that guide that way. Today's technology seems to threaten the sort of recurring and stable reciprocity that is the building block of trust.

Philosophy is a bitter medicine with many fearsome side effects, but if you are able to stomach it, it can cure your soul of the many ills and infirmities of ignorance. Given the choice, most men prefer not to take it, and many of those who do soon find that they cannot carry on with it. In the end, they choose what is more pleasant over what is more wholesome, and prefer the society of those who encourage them in their follies to that of those who admonish and improve them. You, on the other hand, appear to be minded otherwise, for when a young men sets for himself the highest standards of education and conduct, he naturally shuns the company of mindless nobodies and boldly seeks out that of the singular men who are prepared to teach him and challenge him and exhort him to virtue. In time, by his strivings, he will come to realize that it is from the hardest toil and noblest deeds that the purest and most persisting pleasures are to be had, and, taking pity on other men, and thinking also of the gods, he will do everything in his power to share this precious secret.

To my Newly Forming Black Radical mind, women -- more specifically black women -- had a way of existing without being present. It's a natural result of consuming history and culture through the fables of masculine triumph.

And so, there in the penitentiary, Juan's education began. He didn't want to be a puto weakling, so he worked hard at learning to read. His earthly body was locked up, but his mind was set free as a young eagle soaring through the heavens.

when the Vietnamese came to the United States they often faced prejudice from everyone—White, Black, and Hispanics. But they didn’t beg for handouts and often took the lowest jobs offered. Even well-educated individuals didn’t mind sweeping floors if it was a paying job. Today many of these same Vietnamese are property owners and entrepreneurs. That’s the message I try to get across to the young people. The same opportunities are there, but we can’t start out as vice president of the company. Even if we landed such a position, it wouldn’t do us any good anyway because we wouldn’t know how to do our work. It’s better to start where we can fit in and then work our way up.

In sleep a person passes in and out of two stages, dreaming and dreamless sleep. In the first, consciousness is withdrawn from the body and senses but still engaged in the mind. In dreamless sleep, however, consciousness is withdrawn from the mind as well. Then the thinking process – even the sense of “I” – is temporarily suspended, and consciousness is said to rest in the Self. In this state a person ceases to be a separate creature, a separate personality. In dreamless sleep, the Upanishads say, a king is not a king nor a pauper poor; no one is old or young, male or female, educated or ignorant. When consciousness returns to the mind, however, the thinking process starts up again, and personality returns to the body.

When we look back, it becomes clear that the acts and accomplishments of human beings are the signatures of history. Human signatures have created an enormous chasm between the joyeous light of the age of the Renaissance to the dark shadow of September 11, 2001. Those of us living on that fateful day experienced the lower depths of mankind. As an author, avid reader, world traveler, and person of enormous curiosity, my life experiences have taught me that discord often erupts from a lack of knowledge and education. To discourage future dark moments, I believe we must nourish the minds of our young with learning that creates understanding between ethnic and religious groups. Perhaps understanding will lead to a marvelous day when we take a last fleeting look at violence so harmful to so many. I sincerely believe that nothing will further the cause of peace more than the education of our young. I would like for readers to know that a percentage of the profits from the sale of this book will be devoted to the cause of education. May all roads lead to peace.

So, it is a basic function of education to help you to find out what you really love to do, so that you can give your whole mind and heart to it, because that creates human dignity, that sweeps away mediocrity, the petty bourgeois mentality. That is why it is very important to have the right teachers, the right atmosphere, so that you will grow up with the love which expresses itself in what you are doing. Without this love your examinations, your knowledge, your capacities, your position and possessions are just ashes, they have no meaning; without this love your actions are going to bring more wars, more hatred, more mischief and destruction. All this may mean nothing to you, because outwardly you are still very young, but I hope it will mean something to your teachers—and also to you, somewhere inside.

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?

Unfortunately for the university, none of that information could make the slightest place for itself inside the circuits of my brain. I was looking for education, but all I found was heartless indoctrination. And indoctrination is not just demeaning to the human conscience, it is lethal for the flourishing psychology of the hungry, young mind.

Solve these two problems- Encourage the rich and protect the poor, abolish pauperdom, put an end to the unjust exploitation of the weak by the strong, and a bridle on the innate jealousy of the man who is on his way for a man who has arrived, achieve a fair and brotherly relationship between work and wages, associate compulsory free education with the bringing up of the young, and make knowledge the criterion of manhood, develop minds while finding work for hands, become both a powerful nation and a family of contented people.

At the University of Utah we not only educate the mind we transform it.

Nowadays, education no longer matters, rather it is college or university life that has become so appealing to young minds.

Indoctrination is not just demeaning to the human conscience, it is lethal for the flourishing psychology of the hungry, young mind.

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.

As the taste for what may be called book-learning increases, manual labor should not be neglected. The education of the mind and the education of the body should go hand in hand. A skillful brain should be joined with a skillful hand. Manual labor should be dignified among us and always be made honorable. The tendency, which is too common in these days, for young men to get a smattering of education and then think themselves unsuited for mechanical or other laborious pursuits is one that should not be allowed to grow among us....Every one should make it a matter of pride to be a producer, and not a consumer alone. Our children should be taught to sustain themselves by their own industry and skill, and not only do this, but to help sustain others, and that to do this by honest toil is one of the most honorable means which God has furnished to His children here on earth. The subject of the proper education of the youth of Zion is one of the greatest importance.

Baby girl, this is your mother. I know I’ve given you explicit instructions to trace this into your yearbook, but they’re my words. That means this is from me, my heart, and my love for you. There’s so many things I want to say to you, things I want you to hear, to know, but let’s start with the reason I’m having you put these words in your senior yearbook. First of all, this book is everything. It may be pictures, some names of people you won’t remember in five years, ten years, or longer, but this book is more important than you can imagine. It’s the first book that’s the culmination of your first chapter in life. You will have many. So many! But this book is the physical manifestation of your first part in life. Keep it. Treasure it. Whether you enjoyed school or not, it’s done. It’s in your past. These were the times you were a part of society from a child to who you are now, a young adult woman. When you leave for college, you’re continuing your education, but you’re moving onto your next chapter in life. The beginning of adulthood. This yearbook is your bridge. Keep this as a memento forever. It sums up who you grew up with. It houses images of the buildings where your mind first began to learn things, where you first began to dream, to set goals, to yearn for the road ahead. It’s so bittersweet, but those memories were your foundation to set you up for who you will become in the future. Whether they brought pain or happiness, it’s important not to forget. From here, you will go on and you will learn the growing pains of becoming an adult. You will refine your dreams. You will set new limits. Change your mind. You will hurt. You will laugh. You will cry, but the most important is that you will grow. Always, always grow, honey. Challenge yourself. Put yourself in uncomfortable situations (BUT BE SAFE!) and push yourself not to think about yourself, your friends, your family, but to think about the world. Think about others. Understand others, and if you can’t understand, then learn more about them. It’s so very important. Once you have the key to understanding why someone else hurts or dreams or survives, then you have ultimate knowledge. You have empathy. Oh, honey. As I’m writing this, I can see you on the couch reading a book. You are so very beautiful, but you are so very humble. You don’t see your beauty, and I want you to see your beauty. Not just physical, but your inner kindness and soul. It’s blinding to me. That’s how truly stunning you are. Never let anyone dim your light. Here are some words I want you to know as you go through the rest of your life: Live. Learn. Love. Laugh. And, honey, know. Just know that I am with you always.

In 1761, we moved to the town of Marlow, where we remained until we had four children. When we moved there it was no other than a desolate and dreary wilderness. Only four families resided within forty miles. Here I was thrown into a situation to appreciate more fully the talents and virtues of my excellent wife; for, as our children were deprived of schools, she assumed the charge of their education, and performed the duties of an instructress as none, save a mother, is capable of. Precepts accompanied with examples such as hers, were calculated to make impressions on the minds of the young, never to be forgotten.

When governments take over education, young minds suffer. The exploitation of the education racket is particularly vicious because to miseducate or under-educate a child is to cripple their future. Young minds naturally absorb information and seek the skills most essential to their happiness and prosperity. Threatening young people with consequences to ensure obedience stifles free-thinking and teaches the way of government: to accept rule by force.

Why do we go through the struggle to be educated? Is it merely in order to pass some examinations and get a job? Or is it the function of education to prepare us while we are young to understand the whole process of life? And what does life mean? Is not life an extraordinary thing? The birds, the flowers, the flourishing trees, the heavens, the stars, the rivers and the fish therein—all this is life. Life is the poor and the rich; life is the constant battle between groups, races and nations; life is meditation; life is what we call religion, and it is also the subtle, hidden things of the mind—the envies, the ambitions, the passions, the fears, fulfilments and anxieties. All this and much more is life.

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.

Skill teachers are made scarce by the belief in the value of licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind. Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their pupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than most schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions.

...the process of truly learning is laborious, monotonous, and at times down right bitter and boring. Therefore, obtaining a truly higher education will require of you a determined mind and a will to stick and stay. In short, it will take discipline. But in the end, it will be worth it all.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

When Heidegger returned to teaching after his escapade as Nazi rector, one of his colleagues famously quipped, “Back from Syracuse?” The reference, of course, is to the three expeditions Plato made to Sicily in hopes of turning the young ruler Dionysius to philosophy and justice. The education failed, Dionysius remained a tyrant, and Plato barely escaped with his life. The parallel has been invoked more than once in discussions of Heidegger, the implication being that his tragicomic error was to have momentarily believed that philosophy could guide politics, especially the gutter politics of National Socialism.

In any case, Swann was blind not only to the gaps in Odette’s education, but also to her poverty of mind. Indeed, when she told one of her silly stories, he would listen to her full of an obliging, cheerful, even admiring attentiveness, which could be explained only by his finding her still sexually arousing;

Education is necessary above all to make the country strong and industrious.” “Yes, but it must not challenge the people’s time-tested view of the world. When half-baked people with a grudge against the world go in for teaching, education damages young minds. And the more schools there are, the more people they corrupt.

For some years now there has been considerable conflict in educational circles about what and how children should be taught. The old system was to serve two purposes: to discipline the mind and to provide young people with a background of knowledge about the past, history, philosophy, and the arts. More recently, the influence of Dewey has been powerful in effecting a change in orientation. It is not so important, according to this school, to provide the child with a background of general culture. The essential thing is to relate every fact learned to the tangible world around him. The purpose of his education is to explain to him the things he can feel and see and touch and experience in his daily life.

Education for All Ages Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. —HENRY FORD It is utterly false and cruelly arbitrary to put all the play and learning into childhood, all the work into middle age, and all the regrets into old age. —MARGARET MEAD

Nicholas looked down at his battered shoes and said nothing. He did indeed wish to be contrary—at the moment it was his most earnest wish of all—but somehow he found the presence of mind not to express this feeling. Mr. Collum was right about one thing, anyway. Adoption, in his case, was unlikely. Had he not been in orphanages all his life? He had not been a beautiful baby; he was not a beautiful boy. At the last orphanage, adoptions of any child had been rare, but Nicholas had paid close attention to the process. He had figured out the right things to say, the right way to act, when prospective parents visited. And one time he had actually come close—the young couple liked him; they even spoke about him with Mr. Cuckieu.

Comedy, much of the time, is built on disorder. Comedy is intoxicating to a young mind in distress. You see these famous people pointing out the ridiculousness of a world that you’ve never been able to make sense of. Comedians offer the hope, the chance, however slim, that it’s not you that’s broken but the world. And they dress up in cool clothes! And hang out with various late-night hosts named Jimmy! And they make people laugh, and those people then love them. I can’t say for certain that depression leads people to a career in comedy, but it seems like the path is smoothly paved and well lit. Comedian Solomon Georgio came to the United States as a refugee from Ethiopia when he was three years old, and his family relied on comedy early on for entertainment and education. “We all loved comedy because that’s one of the few things that we comprehended when we didn’t speak the language,” he says. “Surprisingly, standup comedy, too, which, even though we didn’t know what was going on, you kind of see a rhythm and you know people are being entertained and laughing along. So we watched a lot of old television. Three Stooges, I Love Lucy, and, like, slapstick. We just immediately started watching and enjoying. So you can only imagine how disappointed I was when I met my first white person in real life and I was like, ‘Oh, you’re not like the Three Stooges. I can’t slap you and poke you in the eye. You guys aren’t doing any of that stuff out here. Okay.

I am as firmly convinced that religions do harm as I am that they are untrue. The harm that is done by a religion is of two sorts, the one depending on the kind of belief which it is thought ought to be given to it, and the other upon the particular tenets believed. As regards the kind of belief: it is thought virtuous to have faith - that is to say, to have a conviction which cannot be shaken by contrary evidence. Or, if contrary evidence might induce doubt, it is held that contrary evidence must be suppressed. On such grounds the young are not allowed to hear arguments, in Russia, in favour of Capitalism, or, in America, in favour of Communism. This keeps the faith of both intact and ready for internecine war. The conviction that it is important to believe this or that, even if a free inquiry would not support the belief, is one which is common to almost all religions and which inspires all systems of State education. The consequence is that the minds of the young are stunted and are filled with fanatical hostility both to those who have other fanaticisms, and, even more virulently, to those who object to all fanaticisms.

The belief that nature is an Other, a separate realm defiled by the unnatural mark of humans, is a denial of our own wild being. Emerging as they do from the evolved mental capacities of primates manipulating their environment, the concrete sidewalk, the spew of liquids from a paint factory, and the city documents that plan Denver’s growth are as natural as the patter of cottonwood leaves, the call of the young dipper to its kind, and the cliff swallow’s nest. Whether all these natural phenomena are wise, beautiful, just or good are different questions. Such puzzles are best resolved by beings who understand themselves to be nature. Muir said he walked “with” nature, and many conservation groups continue that narrative. Educators warn that if we spend too long on the wrong side of the divide, we’ll develop a pathology, the disorder of nature deficit. We can extend Muir’s thought and understand that we walk “within.” Nature needs no home; it is home. We can have no deficit of nature; we are nature, even when we are unaware of this nature. With the understanding that humans belong in this world, discernment of the beautiful and good can emerge from human minds networked within the community of life, not human minds peering in from the outside.

Education is free. Though the education I refer to is not confined to a stuffy old building that still manages to retain its charm – don’t get me wrong, I love my school – but it’s out there in the real world. Waiting to be experienced. Waiting for the curious young minds of tomorrow to free themselves from the shackles of ignorance and transcend above everyday like-minded thoughts and uncover the mysteries of tomorrow.

The world exists for our education; it is the nursery of God's children, served by troubled slaves, troubled because the children are themselves slaves—children, but not good children. Beyond its own will or knowledge, the whole creation works for the development of the children of God into the sons of God. When at last the children have arisen and gone to their Father; when they are clothed in the best robe, with a ring on their hands and shoes on their feet, shining out at length in their natural, their predestined sonship; then shall the mountains and the hills break forth before them into singing, and all the trees of the field shall clap their hands. Then shall the wolf dwell with the lamb, and the leopard lie down with the kid and the calf, and the young lion and the fatling together, and a little child shall lead them. Then shall the fables of a golden age, which faith invented, and unbelief threw into the past, unfold their essential reality, and the tale of paradise prove itself a truth by becoming a fact. Then shall every ideal show itself a necessity, aspiration although satisfied put forth yet longer wings, and the hunger after righteousness know itself blessed. Then first shall we know what was in the Shepherd's mind when he said, 'I came that they may have life, and may have it abundantly.

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.

A government that controls education will never teach us to stand up for our rights. A government that is responsible for the development of young minds will teach them what to think, not how to think. A government that can control what we know, and what we don’t know, can control what we do. Government schools will never teach an alternative to blind allegiance. The consequences of government education are far-reaching, profound, and compounded with each generation.

It is a truism that almost any sect, cult, or religion will legislate its creed into law if it acquires the political power to do so, and will follow it by suppressing opposition, subverting all education to seize early the minds of the young, and by killing, locking up, or driving underground all heretics. This is equally true whether the faith is Communism or Holy-Rollerism; indeed it is the bounden duty of the faithful to do so. The custodians of the True Faith cannot logically admit tolerance of heresy to be a virtue.

Do you know a Psychopath? You do not know me; but after reading my memoir you will know me a little better and you will have had the experience of safely getting into the mind and life of a young psychopath in training. Critics have written: It is a powerful and unusual memoir; brutal and raw. A Psychopath In Training: In 1997 psychiatrist’s contracted by the Correctional Service and the National Parole Board wrote in their final report, before I was released back into the community, they had diagnosed me to be a psychopath. A Psychopath: How does one become a Psychopath? After of the death of my young mother, when I was fourteen, I became a ward of the state and forced into the care and custody of the Catholic Christian Brothers at St. John’s Catholic Training School for Boys until after I turned sixteen. Since then I have been incarcerated over seventeen years in various prisons, institutions and juvenile detention centres. I have been interviewed and treated by so many prison psychiatrists and psychologists I should be called the professional. In my youth I have experienced almost every kind of sleaze, sex and violence humans can inflict on each other. I had to learn the hard way on how to identify and deal with the people who were the dangerous psychopath’s in my life and the proof I succeeded is; I am still alive. My book cover depicts what is coming out of the government foster homes and prisons today: Our communities and our police forces are not at all prepared for the dangerous psychopaths being churned out. Are you ready? You and the educators alike can learn from my memoir.

Dear Young Black Males… I encourage you to upgrade your thinking! Read books, articles, quotes, and other materials that will enhance your thinking and mindset. Embrace literature that will help propel you to greatness! Read information that will educate, empower, inspire, and motivate you. If you don’t understand the definition of a word, look it up in a dictionary. Broaden your vocabulary by utilizing the thesaurus, too. Knowledge is power, so make sure that you fill your mind with things that make you more and more powerful every day!

Piombo and his wife, persons without education, had allowed Ginevra to study as she pleased. Following her caprices as a young girl, she had studied all things for a time, and then abandoned them, — taking up and leaving each train of thought at will, until, at last, painting had proved to be her dominant passion. Ginevra would have made a noble woman had her mother been capable of guiding her studies, of enlightening her mind, and bringing into harmony her gifts of nature; her defects came from the fatal education which the old Corsican had found delight in giving her.

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…

There used to be a saying “In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule.” But as the world became networked first through newspapers, then radio, television and then the Internet mass neurosis spread more and more rapidly until a generation into the internet the average neurosis level of young adults was the same as mental patients had been in their grandparents time. The popular consensus was that knowledge was available for all, but the trade-off had become that intellectual rigour was lost and all knowledge regardless of veracity become regarded as the same worth. What was more, in the West a concept came about that knowledge should be free. This rapidly eliminated the resources which would have allow talented individuals to generate intellectual property rather than be wage slaves. The anti-intellectual trend which stemmed from the origins of universal free education expanded and insulting terms were applied to intellectuals confabulating intelligence and knowledge with poor social skills and inadequate emotional development. While this was attractive to the masses who felt that everyone had a right to equal intelligence and that any tests purporting to show differences were by definition false this offset any benefits that broader access to knowledge might have brought deterring many of the more able from high levels of attainment in a purely intellectual sphere. Combined with a belief that internalization of knowledge was no longer necessary – that it was all there on the Internet reduced the possible impact substantially as ideas on an external network could never cross pollinate and form a network of concepts in the minds of those whose primary skill was to search rather than to link concepts already internalized.

My teacher's mind and my interest in youth has brought me to some renewed conclusions, and I pass them on earnestly to mature persons who are given to assisting young people off the trail. The dictionary has a word for them: iconoclast. It is defined as, "one who attacks cherished beliefs as shames." What if the cherished beliefs that are attacked along the way are true? What if they are the very beliefs that make these boys and girls worthwhile, promising people they are? What if the foundations of their faith are effectively shaken at this crucial period, and they dangle, with no substantial footings to stand on?

What is permanent within you is Knowledge. Your intellect is a vehicle for Knowledge. It is temporary. Knowledge is the permanent and the immortal part of you. To find a permanent life, you must venture beyond your temporary life. To find a permanent intelligence, you must be willing to pass through your temporary intelligence. Accept what is permanent and what is temporary here. This will give you great freedom and flexibility in life. It will enable greater things to be learned because your mind will be growing in its scope and capacity, your desire for education will be growing, and you will be a person who is fresh and young at heart instead of old and defensive.

Because strategy is neither straightforward nor transparent and never was, it is more easily absorbed intuitively than consciously learned. As it happens, the political culture of the Roman aristocracy was especially receptive to the logic of strategy. Its able-bodied and able-minded men were educated from a very young age in the realities of force, power, and influence and in the ruthless exercise of all three to advance themselves, their kin, and their empire in a fiercely competitive fashion. They were more than capable of understanding the sharp choices that strategy invariably requires, and perfectly willing to act accordingly, whether in the forum or on the battlefield.

The entire history of asceticism proves this to be only too true. The Church, as well as Puritanism, has fought the flesh as something evil; it had to be subdued and hidden at all cost. The result of this vicious attitude is only now beginning to be recognized by modern thinkers and educators. They realize that “nakedness has a hygienic value as well as a spiritual significance, far beyond its influences in allaying the natural inquisitiveness of the young or acting as a preventative of morbid emotion. It is an inspiration to adults who have long outgrown any youthful curiosities. The vision of the essential and eternal human form, the nearest thing to us in all the world, with its vigor and its beauty and its grace, is one of the prime tonics of life."[1] But the spirit of purism has so perverted the human mind that it has lost the power to appreciate the beauty of nudity, forcing us to hide the natural form under the plea of chastity. Yet chastity itself is but an artificial imposition upon nature, expressive of a false shame of the human form. The modern idea of chastity, especially in reference to woman, its greatest victim, is but the sensuous exaggeration of our natural impulses. “Chastity varies with the amount of clothing,” and hence Christians and purists forever hasten to cover the “heathen” with tatters, and thus convert him to goodness and chastity.

Monsieur de Faucombe, an old man sixty years of age, had married a young woman to whom he left the management of his affairs. He busied himself in archaeology, — a passion, or to speak more correctly, one of those manias which enable old men to fancy themselves still living. The education of his ward was therefore left to chance. Little cared-for by her uncle’s wife, a young woman given over to the social pleasures of the imperial epoch, Felicite brought herself up as a boy. She kept company with Monsieur de Faucombe in his library; where she read everything it pleased her to read. She thus obtained a knowledge of life in theory, and had no innocence of mind, though virgin personally

In dreamless sleep, the Upanishads say, a king is not a king nor a pauper poor; no one is old or young, male or female, educated or ignorant. When consciousness returns to the mind, however, the thinking process starts up again, and personality returns to the body. According to this analysis, the ego dies every night. Every morning we pick up our desires where we left off: the same person, yet a little different too. The Upanishads describe dying as a very similar process. Consciousness is withdrawn from the body into the senses, from the senses into the mind, and finally consolidated in the ego; when the body is finally wrenched away, the ego remains, a potent package of desires and karma.

When I was growing up it was still acceptable—not to me but in social terms—to say that one was not interested in science and did not see the point in bothering with it. This is no longer the case. Let me be clear. I am not promoting the idea that all young people should grow up to be scientists. I do not see that as an ideal situation, as the world needs people with a wide variety of skills. But I am advocating that all young people should be familiar with and confident around scientific subjects, whatever they choose to do. They need to be scientifically literate, and inspired to engage with developments in science and technology in order to learn more. A world where only a tiny super-elite are capable of understanding advanced science and technology and its applications would be, to my mind, a dangerous and limited one. I seriously doubt whether long-range beneficial projects such as cleaning up the oceans or curing diseases in the developing world would be given priority. Worse, we could find that technology is used against us and that we might have no power to stop it. I don’t believe in boundaries, either for what we can do in our personal lives or for what life and intelligence can accomplish in our universe. We stand at a threshold of important discoveries in all areas of science. Without doubt, our world will change enormously in the next fifty years. We will find out what happened at the Big Bang. We will come to understand how life began on Earth. We may even discover whether life exists elsewhere in the universe. While the chances of communicating with an intelligent extra-terrestrial species may be slim, the importance of such a discovery means we must not give up trying. We will continue to explore our cosmic habitat, sending robots and humans into space. We cannot continue to look inwards at ourselves on a small and increasingly polluted and overcrowded planet. Through scientific endeavour and technological innovation, we must look outwards to the wider universe, while also striving to fix the problems on Earth. And I am optimistic that we will ultimately create viable habitats for the human race on other planets. We will transcend the Earth and learn to exist in space. This is not the end of the story, but just the beginning of what I hope will be billions of years of life flourishing in the cosmos. And one final point—we never really know where the next great scientific discovery will come from, nor who will make it. Opening up the thrill and wonder of scientific discovery, creating innovative and accessible ways to reach out to the widest young audience possible, greatly increases the chances of finding and inspiring the new Einstein. Wherever she might be. So remember to look up at the stars and not down at your feet. Try to make sense of what you see and wonder about what makes the universe exist. Be curious. And however difficult life may seem, there is always something you can do and succeed at. It matters that you don’t just give up. Unleash your imagination. Shape the future.

The first time that I went to Tuskegee I was asked to make an address to the school on Sunday evening. I sat upon the platform of the large chapel and looked forth on a thousand coloured faces, and the choir of a hundred or more behind me sang a familiar religious melody, and the whole company joined in the chorus with unction. I was the only white man under the roof, and the scene and the songs made an impression on me that I shall never forget. Mr. Washington arose and asked them to sing one after another of the old melodies that I had heard all my life; but I had never before heard them sung by a thousand voices nor by the voices of educated Negroes. I had associated them with the Negro of the past, not with the Negro who was struggling upward. They brought to my mind the plantation, the cabin, the slave, not the freedman in quest of education. But on the plantation and in the cabin they had never been sung as these thousand students sang them. I saw again all the old plantations that I had ever seen; the whole history of the Negro ran through my mind; and the inexpressible pathos of his life found expression in these songs as I had never before felt it. And the future? These were the ambitious youths of the race, at work with an earnestness that put to shame the conventional student life of most educational institutions. Another song rolled up along the rafters. And as soon as silence came, I found myself in front of this extraordinary mass of faces, thinking not of them, but of that long and unhappy chapter in our country's history which followed the one great structural mistake of the Fathers of the Republic; thinking of the one continuous great problem that generations of statesmen had wrangled over, and a million men fought about, and that had so dwarfed the mass of English men in the Southern States as to hold them back a hundred years behind their fellows in every other part of the world—in England, in Australia, and in the Northern and Western States; I was thinking of this dark shadow that had oppressed every large-minded statesman from Jefferson to Lincoln. These thousand young men and women about me were victims of it. I, too, was an innocent victim of it. The whole Republic was a victim of that fundamental error of importing Africa into America.

Universities are turning out highly skilled barbarians because we don’t provide a framework of values to young people, who more and more are searching for it. – Steven Muller, President, Johns Hopkins University True education is training of both the head and the heart. It is better to be uneducated than ill-educated. An uneducated thief may steal goods from the train but an educated one may steal the entire train. We need to compete for knowledge and wisdom, not for grades. Knowledge is piling up facts, wisdom is simplifying them. One could have good grades and a degree and still not learn much. The most important thing one can learn is to ‘learn to learn’. People confuse education with the ability to memorise facts. Educating the mind without morals creates a menace in society.

Girls and young women are also starving because the women’s movement changed educational institutions and the workplace enough to make them admit women, but not yet enough to change the maleness of power itself. Women in “coeducational” schools and colleges are still isolated from one another, and admitted as men manqué. Women’s studies are kept on the margins of the curriculum, and fewer than 5 percent of professors are women; the worldview taught young women is male. The pressure on them is to conform themselves to the masculine atmosphere. Separated from their mothers, young women on campus have few older role models who are not male; how can they learn how to love their bodies? The main images of women given them to admire and emulate are not of impressive, wise older women, but of girls their own age or younger, who are not respected for their minds. Physically, these universities are ordered for men or unwomaned women. They are overhung with oil portraits of men; engraved with the rolling names of men; designed, like the Yale Club in New York, which for twenty years after women were admitted had no women’s changing room, for men. They are not lit for women who want to escape rape; at Yale, campus police maps showing the most dangerous street corners for rape were allegedly kept from the student body so as not to alarm parents. The colleges are only marginally concerned with the things that happen to women’s bodies that do not happen to the bodies of the men. Women students sense this institutional wish that the problems of their female bodies would just fade away; responding, the bodies themselves fade away.

Do you know that when one who has influence with youth- be he teacher, leader or parent- seriously weakens the foundations upon which a young person has built, by faith-destroying challenges the youngster is not yet equipped to meet, he fashions a disciple who has been effectively cut loose from fundamentals at a time when he needs most to rely on them? The challenger may himself be a moral, educated, well-meaning person of integrity, doing what he does in the name of honesty and truth. His own character may have been formed in an atmosphere of faith and conviction which, through his influence, he may now help to destroy in his young follower. "Disenchanted" himself in his mature years, he turns his powers on an immature mind and leaves it ready prey for nostrums and superstitions and behavior he himself would disdain.

[Phone interview transcript between author Roorda & Vershawn A. Young, author of Your Average Nigga: Performing Race, Literacy, and Masculinity, a book based on his Ph.D dissertation] Now the subtitle, Performing Race, Literacy, and Masculinity, what does that cover? It covers the range of enactments in speech, in dress, in the way we behave, the way that we interact with other people. Basically, it is the range of enactments that black people have to go through to be successful in America. I call it the burden of racial performance that black people are required, not only by whites but by other blacks as well, to prove through their behaviors, their speech, and their actions the kind of black person that they are. Really, there are only two kinds you can be. In the words of comedian Chris Rock, you can either be a black person, which is a respectable, bourgeois, middle-class black person, or you can be a nigger. As Chris Rock says in his show, "I love black people, but I hate niggers." So . . . when a black person walks into a room, always in the other person's mind is the question "What kind of black person is this in front of me?" They are looking for clues in your speech, in your demeanor, in your behavior, and in everything that you do -- it is like they are hyperattentive to your ways of being in order to say, "Okay, this is a real black person. I can trust them. I'll let them work here. Or, nope: this is a nigger, look at the spelling of their name: Shaniqua or Daquandre." We get discriminated against based on our actions. So that is what the subtitle was trying to suggest in performing race. And in performing literacy, just what is the prescribed means for increasing our class status? A mind-set: "Okay, black people, you guys have no excuse. You can go to school and get an education like everybody else." I wanted to pay attention to the ways in which school perpetuated a structural racism through literacy, the way in which it sort of stigmatizes and oppresses blackness in a space where it claims it is opening up opportunities for black people.

Girls in our society share in the masculine hero myth because, like boys, they must also develop a reliable ego-identity and acquire an education. But there is an older layer of the mind that seems to come to the surface in their feelings, with the aim of making them into women, not into imitation men. When this ancient content of the psyche begins to make its appearance, the modern young woman may repress it because it threatens to cut her off from the emancipated equality of friendship and opportunity to compete with men that have become her modern privileges... this repression may be so successful that for a time she will maintain an identification with the masculine intellectual goals she learned at school or college. Even when she marries, she will preserve some illusion of freedom, despite her ostensible act of submission to the archetype of marriage-- with its implicit injunction to become a mother. And so there may occur, as we very frequently see today, that conflict which in the end forces the woman to rediscover her buried womanhood in a painful (but ultimately rewarding) manner.

Ideally, the end of extrinsically applied education should be the start of an education that is motivated intrinsically. At that point the goal of studying is no longer to make the grade, earn a diploma, and find a good job. Rather, it is to understand what is happening around one, to develop a personally meaningful sense of what one’s experience is all about. From that will come the profound joy of the thinker, like that experienced by the disciples of Socrates that Plato describes in Philebus: “The young man who has drunk for the first time from that spring is as happy as if he had found a treasure of wisdom; he is positively enraptured. He will pick up any discourse, draw all its ideas together to make them into one, then take them apart and pull them to pieces. He will puzzle first himself, then also others, badger whoever comes near him, young and old, sparing not even his parents, nor anyone who is willing to listen….” The quotation is about twenty-four centuries old, but a contemporary observer could not describe more vividly what happens when a person first discovers the flow of the mind.

the sociologist Sun Liping from Beijing’s Tsinghua University identified three techniques for “mind control.”33 One central technique is the control of news sources: “The meal you cook can never be better than the rice you cook it with.” The system successfully blocks information from outside and replaces it with “patriotic education.” Hence, for example, the ubiquitous narrative in which China’s “special national circumstances” have made the country into a unique place unlike anywhere else in the world, and which requires the Party to rule in the precise way China’s subjects are currently experiencing. Second, the system starts building the parameters for your thought when you’re very young, changing the way in which you ask questions and steering you into predetermined channels. Once you have swallowed and internalized what the Party has fed you, says Sun Liping, you can’t even ask certain questions: they lie outside your realm of experience and powers of imagination. And third, the system inspires the kind of fear that suppresses awkward questions: “If you don’t swallow all this, you’ll be punished.

Oh, my son loves Japan!" she says, her voice soaring. "He's been studying Japanese, all by himself, and he went there recently actually for the first time, and he said he just felt immediately at home there, you know really comfortable. I mean with him it's mostly the, the, the-" My brain silently fills in the next word: anime. "The animation and so on, you know he's really into technology. I mean he's only seventeen, you know so who knows what is going to happen. But it does seem like, you know, a real thing for him." "Right," I say, and I nod. "That's great." Sometimes at times like these, what fills my head is the things I do not and could not ever say. For example: "You have no idea how many stories I've heard exactly like that one!" Or: "You know, even though I'm generally reluctant to admit the existence of 'types' among people, I'm often shocked by the parallels that exist between the kind of young men who like anime and all things Japanese, to the extent that I sometimes struggle to believe that a group of people with such intensely similar interests are in fact individuals." Certainly I do not say: "And what would you like to bet that he ends up marrying a Japanese woman and becomes an academic teaching the world about Japanese culture while she gives up her job to bring up his children?" But even if these things flicker through my mind, I'm not anywhere near as rageful as any of that makes me sound. In fact, if anything, what I feel in this particular moment is something like envy, for this son of hers that I've never met, I understand that taking refuge in Japan and being shielded from the demands of full adulthood is a privilege offered to predominantly white, educated, Anglophone men, because they are deemed the most desirable that the world has to offer; that it feeds off power relations that date back to the American occupation and beyond, and which hew closely to the colonial paradigm even if there are important differences (and even if Japan also has a history of colonialism of its own to reckon with); and that even leaving all of this aside, this Peter Pan status is not something I am interested in. And yet I can't help but look at the sort of person who feels "immediately" comfortable in Japan and wish that I had felt like that, only because it might validate the way I've dedicated a lot of my life to the country, but because the security of that sensation in itself feels like something I would love to experience.

Thirteen- and fourteen-year-old boys are capable of causing great damage to girls and women, and to each other. It is a brash age. These boys are possessed of reckless urges, physical exuberance, intense curiosity that often results in injury, unbridled emotion, including deep tenderness and empathy, and not quite enough experience or brain development to fully understand or appreciate the consequences of their actions or words. They are similar to the yearlings: young, awkward, gleeful, powerful. They are tall, muscular, sexually inquisitive creatures with little impulse control, but they are children. They are children and they can be taught. I’m a two-bit schoolteacher, a failed farmer, a schinda, an effeminate man, and, above all, a believer. I believe that with direction, firm love and patience these boys, aged thirteen and fourteen, are capable of relearning their roles as males in the Molotschna Colony. I believe in what the great poet Samuel Taylor Coleridge thought were the cardinal rules of early education: “To work by love and so generate love. To habituate the mind to intellectual accuracy and truth. To excite imaginative power.” In his Lecture on Education, Coleridge concluded with the words: “Little is taught by contest or dispute, everything by sympathy and love.

The cane is just not going to cut it. I shared with some of my colleagues that these brothers live in neighborhoods where they are getting whapped with a piece of stick all night, stabbed with knives, and pegged with screwdrivers that have been sharpened down, and they are leaking blood. When you come to a fella without even interviewing him, without sitting him down to find out why you did what you did, your only interest is caning him, because you are burned out and frustrated yourself. You say to him, ‘Bend over, you are getting six.’ And the boy grits his teeth, skin up his face, takes those six cuts, and he is gone. But have you really been effective? Caning him is no big deal, because he’s probably ducking bullets at night. He has a lot more things on his mind than that. On the other hand, we can further send our delinquent students into damnation by telling them they are no body and all we want to do is punish, punish, punish. Here at R.M. Bailey, we have been trying a lot of different things. But at the end of the day, nothing that we do is better than the voice itself. Nothing is better than talking to the child, listening, developing trust, developing a friendship. Feel free to come to me anytime if something is bothering you, because I was your age once before. Charles chuck Mackey, former vice principal and coach of the R. M. Bailey Pacers school.

-- What a fool I was. "Want To Be a Little Off-Beat?" Here's ten ways, the article said. A lilac door was one. So off I tripped to the nearest hardware store to assert my unique individuality with the same tin of paint as two million other dimwits. Conned into idiocy. My mind is full of trivialities. At lunch Ian said Duncan's piece of cake is miles bigger than mine -- it's not fair, and I roared that they should quit bothering me with trivialities. So when they're at school, do I settle down with the plays of Sophocles? I do not. I think about the color of my front door. That's being unfair to myself. I took that course, Ancient Greek Drama, last winter. Yeh, I took it all right. Young academic generously giving up his Thursday evenings in the cause of adult education. Mrs. MacAindra, I don't think you've got quite the right slant on Clytemnestra. Why not? The king sacrificed their youngest daughter for success in war-- what's the queen supposed to do, shout for joy? That's not quite the point we're discussing, is it? She murdered her husband, Mrs. MacAindra, (Oh God, don't you think I know that? The poor bitch.) Yeh well I guess you must know, Dr. Thorne. Sorry. Oh, that's fine -- I always try to encourage people to express themselves. -- Young twerp. Let somebody try killing one of his daughters. But still, he had his Ph.D. What do I have? Grade Eleven. My own fault....

up with work I found meaningful. As a young person, I’d explored exactly nothing. Barack’s maturity, I realized, came in part from the years he’d logged as a community organizer and even, prior to that, a decidedly unfulfilling year he’d spent as a researcher at a Manhattan business consulting firm immediately after college. He’d tried out some things, gotten to know all sorts of people, and learned his own priorities along the way. I, meanwhile, had been so afraid of floundering, so eager for respectability and a way to pay the bills, that I’d marched myself unthinkingly into the law. In the span of a year, I’d gained Barack and lost Suzanne, and the power of those two things together had left me spinning. Suzanne’s sudden death had awakened me to the idea that I wanted more joy and meaning in my life. I couldn’t continue to live with my own complacency. I both credited and blamed Barack for the confusion. “If there were not a man in my life constantly questioning me about what drives me and what pains me,” I wrote in my journal, “would I be doing it on my own?” I mused about what I might do, what skills I might possibly have. Could I be a teacher? A college administrator? Could I run some sort of after-school program, a professionalized version of what I’d done for Czerny at Princeton? I was interested in possibly working for a foundation or a nonprofit. I was interested in helping underprivileged kids. I wondered if I could find a job that engaged my mind and still left me enough time to do volunteer work, or appreciate art, or have children. I wanted a life, basically. I wanted to feel whole. I made a list of issues that interested me: education, teen pregnancy, black self-esteem. A more virtuous

A respectable old man gives the following sensible account of the method he pursued when educating his daughter. "I endeavoured to give both to her mind and body a degree of vigour, which is seldom found in the female sex. As soon as she was sufficiently advanced in strength to be capable of the lighter labours of husbandry and gardening, I employed her as my constant companion. Selene, for that was her name, soon acquired a dexterity in all these rustic employments which I considered with equal pleasure and admiration. If women are in general feeble both in body and mind, it arises less from nature than from education. We encourage a vicious indolence and inactivity, which we falsely call delicacy; instead of hardening their minds by the severer principles of reason and philosophy, we breed them to useless arts, which terminate in vanity and sensuality. In most of the countries which I had visited, they are taught nothing of an higher nature than a few modulations of the voice, or useless postures of the body; their time is consumed in sloth or trifles, and trifles become the only pursuits capable of interesting them. We seem to forget, that it is upon the qualities of the female sex, that our own domestic comforts and the education of our children must depend. And what are the comforts or the education which a race of beings corrupted from their infancy, and unacquainted with all the duties of life, are fitted to bestow? To touch a musical instrument with useless skill, to exhibit their natural or affected graces, to the eyes of indolent and debauched young men, who dissipate their husbands' patrimony in riotous and unnecessary expenses: these are the only arts cultivated by women in most of the polished nations I had seen. And the consequences are uniformly such as may be expected to proceed from such polluted sources, private misery, and public servitude.

The President is the King's father. He is an erect, strongly built, massive featured, white-haired, tawny old gentleman of eighty years of age or thereabouts. He was simply but well dressed, in a blue cloth coat and white vest, and white pantaloons, without spot, dust or blemish upon them. He bears himself with a calm, stately dignity, and is a man of noble presence. He was a young man and a distinguished warrior under that terrific fighter, Kamehameha I., more than half a century ago. A knowledge of his career suggested some such thought as this: "This man, naked as the day he was born, and war-club and spear in hand, has charged at the head of a horde of savages against other hordes of savages more than a generation and a half ago, and reveled in slaughter and carnage; has worshipped wooden images on his devout knees; has seen hundreds of his race offered up in heathen temples as sacrifices to wooden idols, at a time when no missionary's foot had ever pressed this soil, and he had never heard of the white man's God; has believed his enemy could secretly pray him to death; has seen the day, in his childhood, when it was a crime punishable by death for a man to eat with his wife, or for a plebeian to let his shadow fall upon the King—and now look at him; an educated Christian; neatly and handsomely dressed; a high-minded, elegant gentleman; a traveler, in some degree, and one who has been the honored guest of royalty in Europe; a man practiced in holding the reins of an enlightened government, and well versed in the politics of his country and in general, practical information. Look at him, sitting there presiding over the deliberations of a legislative body, among whom are white men—a grave, dignified, statesmanlike personage, and as seemingly natural and fitted to the place as if he had been born in it and had never been out of it in his life time. How the experiences of this old man's eventful life shame the cheap inventions of romance!

The phone rang. It was a familiar voice. It was Alan Greenspan. Paul O'Neill had tried to stay in touch with people who had served under Gerald Ford, and he'd been reasonably conscientious about it. Alan Greenspan was the exception. In his case, the effort was constant and purposeful. When Greenspan was the chairman of Ford's Council of Economic Advisers, and O'Neill was number two at OMB, they had become a kind of team. Never social so much. They never talked about families or outside interests. It was all about ideas: Medicare financing or block grants - a concept that O'Neill basically invented to balance federal power and local autonomy - or what was really happening in the economy. It became clear that they thought well together. President Ford used to have them talk about various issues while he listened. After a while, each knew how the other's mind worked, the way married couples do. In the past fifteen years, they'd made a point of meeting every few months. It could be in New York, or Washington, or Pittsburgh. They talked about everything, just as always. Greenspan, O'Neill told a friend, "doesn't have many people who don't want something from him, who will talk straight to him. So that's what we do together - straight talk." O'Neill felt some straight talk coming in. "Paul, I'll be blunt. We really need you down here," Greenspan said. "There is a real chance to make lasting changes. We could be a team at the key moment, to do the things we've always talked about." The jocular tone was gone. This was a serious discussion. They digressed into some things they'd "always talked about," especially reforming Medicare and Social Security. For Paul and Alan, the possibility of such bold reinventions bordered on fantasy, but fantasy made real. "We have an extraordinary opportunity," Alan said. Paul noticed that he seemed oddly anxious. "Paul, your presence will be an enormous asset in the creation of sensible policy." Sensible policy. This was akin to prayer from Greenspan. O'Neill, not expecting such conviction from his old friend, said little. After a while, he just thanked Alan. He said he always respected his counsel. He said he was thinking hard about it, and he'd call as soon as he decided what to do. The receiver returned to its cradle. He thought about Greenspan. They were young men together in the capital. Alan stayed, became the most noteworthy Federal Reserve Bank chairman in modern history and, arguably the most powerful public official of the past two decades. O'Neill left, led a corporate army, made a fortune, and learned lessons - about how to think and act, about the importance of outcomes - that you can't ever learn in a government. But, he supposed, he'd missed some things. There were always trade-offs. Talking to Alan reminded him of that. Alan and his wife, Andrea Mitchell, White House correspondent for NBC news, lived a fine life. They weren't wealthy like Paul and Nancy. But Alan led a life of highest purpose, a life guided by inquiry. Paul O'Neill picked up the telephone receiver, punched the keypad. "It's me," he said, always his opening. He started going into the details of his trip to New York from Washington, but he's not much of a phone talker - Nancy knew that - and the small talk trailed off. "I think I'm going to have to do this." She was quiet. "You know what I think," she said. She knew him too well, maybe. How bullheaded he can be, once he decides what's right. How he had loved these last few years as a sovereign, his own man. How badly he was suited to politics, as it was being played. And then there was that other problem: she'd almost always been right about what was best for him. "Whatever, Paul. I'm behind you. If you don't do this, I guess you'll always regret it." But it was clearly about what he wanted, what he needed. Paul thanked her. Though somehow a thank-you didn't seem appropriate. And then he realized she was crying.

When the time comes, & I hope it comes soon, to bury this era of moral rot & the defiling of our communal, social, & democratic norms, the perfect epitaph for the gravestone of this age of unreason should be Iowa Senator Chuck Grassley's already infamous quote: "I think not having the estate tax recognizes the people that are investing... as opposed to those that are just spending every darn penny they have, whether it’s on booze or women or movies.” Grassley's vision of America, quite frankly, is one I do not recognize. I thought the heart of this great nation was not limited to the ranks of the plutocrats who are whisked through life in chauffeured cars & private jets, whose often inherited riches are passed along to children, many of whom no sacrifice or service is asked. I do not begrudge wealth, but it must come with a humility that money never is completely free of luck. And more importantly, wealth can never be a measure of worth. I have seen the waitress working the overnight shift at a diner to give her children a better life, & yes maybe even take them to a movie once in awhile - and in her, I see America. I have seen the public school teachers spending extra time with students who need help & who get no extra pay for their efforts, & in them I see America. I have seen parents sitting around kitchen tables with stacks of pressing bills & wondering if they can afford a Christmas gift for their children, & in them I see America. I have seen the young diplomat in a distant foreign capital & the young soldier in a battlefield foxhole, & in them I see America. I have seen the brilliant graduates of the best law schools who forgo the riches of a corporate firm for the often thankless slog of a district attorney or public defender's office, & in them I see America. I have seen the librarian reshelving books, the firefighter, police officer, & paramedic in service in trying times, the social worker helping the elderly & infirm, the youth sports coaches, the PTA presidents, & in them I see America. I have seen the immigrants working a cash register at a gas station or trimming hedges in the frost of an early fall morning, or driving a cab through rush hour traffic to make better lives for their families, & in them I see America. I have seen the science students unlocking the mysteries of life late at night in university laboratories for little or no pay, & in them I see America. I have seen the families struggling with a cancer diagnosis, or dementia in a parent or spouse. Amid the struggles of mortality & dignity, in them I see America. These, & so many other Americans, have every bit as much claim to a government working for them as the lobbyists & moneyed classes. And yet, the power brokers in Washington today seem deaf to these voices. It is a national disgrace of historic proportions. And finally, what is so wrong about those who must worry about the cost of a drink with friends, or a date, or a little entertainment, to rephrase Senator Grassley's demeaning phrasings? Those who can't afford not to worry about food, shelter, healthcare, education for their children, & all the other costs of modern life, surely they too deserve to be able to spend some of their “darn pennies” on the simple joys of life. Never mind that almost every reputable economist has called this tax bill a sham of handouts for the rich at the expense of the vast majority of Americans & the future economic health of this nation. Never mind that it is filled with loopholes written by lobbyists. Never mind that the wealthiest already speak with the loudest voices in Washington, & always have. Grassley’s comments open a window to the soul of the current national Republican Party & it it is not pretty. This is not a view of America that I think President Ronald Reagan let alone President Dwight Eisenhower or Teddy Roosevelt would have recognized. This is unadulterated cynicism & a version of top-down class warfare run amok. ~Facebook 12/4/17

Just for a moment, imagine that you live in a magnificent ethereal world of indescribable beauty—a world consisting of subtle energies, where every thought you create instantly molds and shapes the immediate environment around you. Imagine a perfect world where your thoughts instantly create any reality you choose. Whatever your heart desires is suddenly made manifest before you. It is a glorious land overflowing with living light, a land where death, disease, and limitations are nonexistent. Imagine yourself in an ideal world where everyone is free to explore and develop their creative pursuits and experience their unlimited potential. Does this sound like heaven? Just think what an immature or undisciplined being could and would do in this ideal thought-responsive world. Picture the chaos and destruction that a single primitive mind could create. One undisciplined mind would wreak complete havoc, destroying the perfection of the subtle environments and the privacy of all the inhabitants. Now for a moment imagine what kind of educational environment would be the perfect training ground for this undisciplined mind. What kind of school would you create to educate this primitive state of consciousness? What kind of lessons would effectively train this disruptive mind to coexist in the thought-responsive heavenly dimensions? Welcome to the slowed-down molecular training ground of consciousness. Welcome to the dense training ground of matter, where focused thoughts are required in order to create and prosper. Welcome to the ideal environment where the young and undisciplined mind can learn by trial and error without contaminating the pure realm of spirit. Welcome to your life. This is one of the primary spiritual lessons we are here to learn. The unaware remain in the dense outer dimensions of the universe until they learn to exercise complete responsibility for their thoughts and actions. They then must learn to escape from the dense gravity field consisting of matter, form, and emotion. Eventually they recognize and break free from the illusions of form and to consciously pursue and experience their spiritual essence.

In 1931, amid that incredible transformation, a brilliant young Russian psychologist named Alexander Luria recognized a fleeting “natural experiment,” unique in the history of the world. He wondered if changing citizens’ work might also change their minds. When Luria arrived, the most remote villages had not yet been touched by the warp-speed restructuring of traditional society. Those villages gave him a control group. He learned the local language and brought fellow psychologists to engage villagers in relaxed social situations—teahouses or pastures—and discuss questions or tasks designed to discern their habits of mind. Some were very simple: present skeins of wool or silk in an array of hues and ask participants to describe them. The collective farmers and farm leaders, as well as the female students, easily picked out blue, red, and yellow, sometimes with variations, like dark blue or light yellow. The most remote villagers, who were still “premodern,” gave more diversified descriptions: cotton in bloom, decayed teeth, a lot of water, sky, pistachio. Then they were asked to sort the skeins into groups. The collective farmers, and young people with even a little formal education, did so easily, naturally forming color groups. Even when they did not know the name of a particular color, they had little trouble putting together darker and lighter shades of the same one. The remote villagers, on the other hand, refused, even those whose work was embroidery. “It can’t be done,” they said, or, “None of them are the same, you can’t put them together.” When prodded vigorously, and only if they were allowed to make many small groups, some relented and created sets that were apparently random. A few others appeared to sort the skeins according to color saturation, without regard to the color. Geometric shapes followed suit. The greater the dose of modernity, the more likely an individual grasped the abstract concept of “shapes” and made groups of triangles, rectangles, and circles, even if they had no formal education and did not know the shapes’ names. The remote villagers, meanwhile, saw nothing alike in a square drawn with solid lines and the same exact square drawn with dotted lines. To Alieva, a twenty-six-year-old remote villager, the solid-line square was obviously a map, and the dotted-line square was a watch. “How can a map and a watch be put together?” she asked, incredulous. Khamid, a twenty-four-year-old remote villager, insisted that filled and unfilled circles could not go together because one was a coin and the other a moon.

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

The two most challenging tasks a man can face in life is education of the heart and education of the child-every other task he contemplates in life before him pales in comparison to those two. On this path of absolute uncertainty, the descending heart will permiate the education of the mind... An initiation rite for young heart. An initiation rite for young men.