Educator Well Being Quotes

What horrifies me most is the idea of being useless: well-educated, brilliantly promising, and fading out into an indifferent middle age.

Governments want efficient technicians, not human beings, because human beings become dangerous to governments – and to organized religions as well. That is why governments and religious organizations seek to control education.

Giving birth does not make you a mother. Being there daily in good times and bad to provide, care, comfort, teach, sing, feed, clothe, encourage, discipline, clean, hug, pray, listen, cry, experience, protect, kiss, read, advocate, bandage, educate, coach, cheer, laugh, play and love unconditionally...well, that's a mother.

Being intelligent—being good with numbers, or being well educated, or even winning a Nobel Prize—is not a shortcut to global factual knowledge. Experts are experts only within their field.

I am but too conscious of the fact that we are born in an age when only the dull are treated seriously, and I live in terror of not being misunderstood. Don't degrade me into the position of giving you useful information. Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.

Education develops the intellect; and the intellect distinguishes man from other creatures. It is education that enables man to harness nature and utilize her resources for the well-being and improvement of his life. The key for the betterment and completeness of modern living is education. But, ' Man cannot live by bread alone '. Man, after all, is also composed of intellect and soul. Therefore, education in general, and higher education in particular, must aim to provide, beyond the physical, food for the intellect and soul. That education which ignores man's intrinsic nature, and neglects his intellect and reasoning power can not be considered true education.

Saving the world requires saving democracy. That requires well-informed citizens. Conservation, environment, poverty, community, education, family, health, economy- these combine to make one quest: liberty and justice for all. Whether one's special emphasis is global warming or child welfare, the cause is the same cause. And justice comes from the same place being human comes from: compassion.

Is he well educated?" "Yes, I think so, as far as he's gone," I answered. "Of course he will go on being educated every day of his life, same as father. He says it is all rot about 'finishing' your education. You never do. You learn more important things each day...

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

Few of us would regret the years it takes to complete an education or master a crucial skill. So why complain about the perseverance needed to become a well-balanaced and truly compassionate human being?

And only well-informed, warm-hearted people can teach others things they’ll always remember and love. Computers and TV don’t do that. A computer teaches a child what a computer can become. An educated human being teaches a child what a child can become.

It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles.

But there’s a reason. There’s a reason. There’s a reason for this, there’s a reason education sucks, and it’s the same reason that it will never, ever, ever be fixed. It’s never gonna get any better. Don’t look for it. Be happy with what you got. Because the owners of this country don't want that. I'm talking about the real owners now, the real owners, the big wealthy business interests that control things and make all the important decisions. Forget the politicians. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They’ve long since bought and paid for the senate, the congress, the state houses, the city halls, they got the judges in their back pockets and they own all the big media companies so they control just about all of the news and information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying, lobbying, to get what they want. Well, we know what they want. They want more for themselves and less for everybody else, but I'll tell you what they don’t want: They don’t want a population of citizens capable of critical thinking. They don’t want well informed, well educated people capable of critical thinking. They’re not interested in that. That doesn’t help them. Thats against their interests. Thats right. They don’t want people who are smart enough to sit around a kitchen table to figure out how badly they’re getting fucked by a system that threw them overboard 30 fucking years ago. They don’t want that. You know what they want? They want obedient workers. Obedient workers. People who are just smart enough to run the machines and do the paperwork, and just dumb enough to passively accept all these increasingly shittier jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it, and now they’re coming for your Social Security money. They want your retirement money. They want it back so they can give it to their criminal friends on Wall Street, and you know something? They’ll get it. They’ll get it all from you, sooner or later, 'cause they own this fucking place. It's a big club, and you ain’t in it. You and I are not in the big club. And by the way, it's the same big club they use to beat you over the head with all day long when they tell you what to believe. All day long beating you over the head in their media telling you what to believe, what to think and what to buy. The table is tilted folks. The game is rigged, and nobody seems to notice, nobody seems to care. Good honest hard-working people -- white collar, blue collar, it doesn’t matter what color shirt you have on -- good honest hard-working people continue -- these are people of modest means -- continue to elect these rich cocksuckers who don’t give a fuck about them. They don’t give a fuck about you. They don’t give a fuck about you. They don't care about you at all -- at all -- at all. And nobody seems to notice, nobody seems to care. That's what the owners count on; the fact that Americans will probably remain willfully ignorant of the big red, white and blue dick that's being jammed up their assholes everyday. Because the owners of this country know the truth: it's called the American Dream, because you have to be asleep to believe it.

Education may well be, as of right, the instrument whereby every individual, in a society like our own, can gain access to any kind of discourse. But we well know that in its distribution, in what it permits and in what it prevents, it follows the well-trodden battle-lines of social conflict. Every educational system is a political means of maintaining or of modifying the appropriation of discourse, with the knowledge and the powers it carries with it.

The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. it opened my eyes to the horrible pit, but to no ladder upon which to get out. in moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

Karma yoga is giving food to the hungry, clothes to the needy, shelter to the homeless, education to the uneducated, medicine to the sick, and trees and cleanliness to the environment.

Reading is an escape, an education, a delving into the brain of another human being on such an intimate level that every nuance of thought, every snapping of synapse, every slippery desire of the author is laid open before you like, well, a book.

How can well-educated, high-income people be so naive about money? Because being a well-educated, high-income earner does not automatically translate into financial independence. It takes planning and sacrificing.

In indigenous ways of knowing, it is understood that each living being has a particular role to play. Every being is endowed with certain gifts, its own intelligence, its own spirit, its own story. Our stories tell us that the Creator gave these to us, as original instructions. The foundation of education is to discover that gift within us and learn to use it well.

Youth was the time for happiness, its only season; young people, leading a lazy, carefree life, partially occupied by scarcely absorbing studies, were able to devote themselves unlimitedly to the liberated exultation of their bodies. They could play, dance, love, and multiply their pleasures. They could leave a party, in the early hours of the morning, in the company of sexual partners they had chosen, and contemplate the dreary line of employees going to work. They were the salt of the earth, and everything was given to them, everything was permitted for them, everything was possible. Later on, having started a family, having entered the adult world, they would be introduced to worry, work, responsibility, and the difficulties of existence; they would have to pay taxes, submit themselves to administrative formalities while ceaselessly bearing witness--powerless and shame-filled--to the irreversible degradation of their own bodies, which would be slow at first, then increasingly rapid; above all, they would have to look after children, mortal enemies, in their own homes, they would have to pamper them, feed them, worry about their illnesses, provide the means for their education and their pleasure, and unlike in the world of animals, this would last not just for a season, they would remain slaves of their offspring always, the time of joy was well and truly over for them, they would have to continue to suffer until the end, in pain and with increasing health problems, until they were no longer good for anything and were definitively thrown into the rubbish heap, cumbersome and useless. In return, their children would not be at all grateful, on the contrary their efforts, however strenuous, would never be considered enough, they would, until the bitter end, be considered guilty because of the simple fact of being parents. From this sad life, marked by shame, all joy would be pitilessly banished. When they wanted to draw near to young people's bodies, they would be chased away, rejected, ridiculed, insulted, and, more and more often nowadays, imprisoned. The physical bodies of young people, the only desirable possession the world has ever produced, were reserved for the exclusive use of the young, and the fate of the old was to work and to suffer. This was the true meaning of solidarity between generations; it was a pure and simple holocaust of each generation in favor of the one that replaced it, a cruel, prolonged holocaust that brought with it no consolation, no comfort, nor any material or emotional compensation.

Some sleepers have intelligent faces even in sleep, while other faces, even intelligent ones, become very stupid in sleep and therefore ridiculous. I don't know what makes that happen; I only want to say that a laughing man, like a sleeping one, most often knows nothing about his face. A great many people don't know how to laugh at all. However, there's nothing to know here: it's a gift, and it can't be fabricated. It can only be fabricated by re-educating oneself, developing oneself for the better, and overcoming the bad instincts of one's character; then the laughter of such a person might quite possibly change for the better. A man can give himself away completely by his laughter, so that you suddenly learn all of his innermost secrets. Even indisputably intelligent laughter is sometimes repulsive. Laughter calls first of all for sincerity, and where does one find sincerity? Laughter calls for lack of spite, but people most often laugh spitefully. Sincere and unspiteful laughter is mirth. A man's mirth is a feature that gives away the whole man, from head to foot. Someone's character won't be cracked for a long time, then the man bursts out laughing somehow quite sincerely, and his whole character suddenly opens up as if on the flat of your hand. Only a man of the loftiest and happiest development knows how to be mirthful infectiously, that is, irresistibly and goodheartedly. I'm not speaking of his mental development, but of his character, of the whole man. And so, if you want to discern a man and know his soul, you must look, not at how he keeps silent, or how he speaks, or how he weeps, or even how he is stirred by the noblest ideas, but you had better look at him when he laughs. If a man has a good laugh, it means he's a good man. Note at the same time all the nuances: for instance, a man's laughter must in no case seem stupid to you, however merry and simplehearted it may be. The moment you notice the slightest trace of stupidity in someone's laughter, it undoubtedly means that the man is of limited intelligence, though he may do nothing but pour out ideas. Or if his laughter isn't stupid, but the man himself, when he laughs, for some reason suddenly seems ridiculous to you, even just slightly—know, then, that the man has no real sense of dignity, not fully in any case. Or finally, if his laughter is infectious, but for some reason still seems banal to you, know, then, that the man's nature is on the banal side as well, and all the noble and lofty that you noticed in him before is either deliberately affected or unconsciously borrowed, and later on the man is certain to change for the worse, to take up what's 'useful' and throw his noble ideas away without regret, as the errors and infatuations of youth.

Farms and food production should be, I submit, at least as important as who pierced their navel in Hollywood this week. Please tell me I'm not the only one who believes this. Please. As a culture, we think we're well educated, but I'm not sure that what we've learned necessarily helps us survive.

The aim of education is to develop resources in the child that will contribute to his well-being as long as life endures; to develop power of self-mastery that he may never be a slave to indulgence or other weaknesses, to develop [strong] manhood, beautiful womanhood that in every child and every youth may be found at least the promise of a friend, a companion, one who later may be fit for husband or wife, an exemplary father or a loving intelligent mother, one who can face life with courage, meet disaster with fortitude, and face death without fear.

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

There was a particular sort of indignity that came along with being simultaneously well-educated and in dire straits financially.

Social issues impact every business. Whether we're talking about womens health or education or economic equity or climate change or renewable energy... All of these things impact businesses and their ability to profit. And they all present business opportunities also. So there's a lot to consider at the intersection of business and social work. And you can't really care about business without also caring about people's well-being, so every entrepreneur should be a social entrepreneur trying to help other people live better lives in some way.

It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.

If we all make systematic mistakes in our decisions, then why not develop new strategies, tools, and methods to help us make better decisions and improve our overall well-being? That's exactly the meaning of free lunches- the idea that there are tools, methods, and policies that can help all of us make better decisions and as a consequence achieve what we desire-pg. 241

In our society, we no longer pride ourselves on being educated, knowledgable, well-read. We prefer, instead, the illusion of erudition.

For truly barren is profane education, which is always in labor but never gives birth. For what fruit worthy of such pangs does philosophy show for being so long in labor? Do not all who are full of wind and never come to term miscarry before they come to the light of the knowledge of God, although they could as well become men if they were not altogether hidden in the womb of barren wisdom?

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

I felt sick with hatred then for my own people. If you had asked me why I hated them, I might have said that I hated them for being so loud and for being so drunk. But now I believe I hated them for suddenly being my people, not just other people. In the United States, it is very easy for me to forget that the people around me are my people. It is easy, with all our divisions, to think of myself as an outsider in my own country. I have been taught, and I have learned well, I realize now, to think of myself as distinctly different from other white folks - more educated, more articulate, less crude. But in Mexico these distinctions became as meaningless to me as they should have always been.

If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

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

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

I recall how miserable I was, and how one day you brought me to a realization of my miserable state. I was preparing to deliver a eulogy upon the emperor in which I would tell plenty of lies with the object of winning favor with the well-informed by my lying; so my heart was panting with anxiety and seething with feverish, corruptive thoughts. As I passed through a certain district in Milan I noticed a poor beggar, drunk, as I believe, and making merry. I groaned and pointed out to the friends who were with me how many hardships our idiotic enterprises entailed. Goaded by greed, I was dragging my load of unhappiness along, and feeling it all the heavier for being dragged. Yet while all our efforts were directed solely to the attainment of unclouded joy, it appeared that this beggar had already beaten us to the goal, a goal which we would perhaps never reach ourselves. With the help of the few paltry coins he had collected by begging this man was enjoying the temporal happiness for which I strove by so bitter, devious and roundabout a contrivance. His joy was no true joy, to be sure, but what I was seeking in my ambition was a joy far more unreal; and he was undeniably happy while I was full of foreboding; he was carefree, I apprehensive. If anyone had questioned me as to whether I would rather be exhilarated or afraid, I would of course have replied, "Exhilarated"; but if the questioner had pressed me further, asking whether I preferred to be like the beggar, or to be as I was then, I would have chosen to be myself, laden with anxieties and fears. Surely that would have been no right choice, but a perverse one? I could not have preferred my condition to his on the grounds that I was better educated, because that fact was not for me a source of joy but only the means by which I sought to curry favor with human beings: I was not aiming to teach them but only to win their favor.

Being a polymath makes me a better investor and a better CEO. Because I have multiple interests and multiple skill sets that span across various industries and topic areas, I’m often able to approach investments from a place knowing, from a place of experience and with a sense of authority. Whether it’s IP, Patents, Transportation, Music, Education or Wellness…. I’ve got some background in it so I’m able lead Mayflower-Plymouth with investing in any or all of these effectively.

We want you to write it down--to camouflage it. Only for the present, of course. Once the thing gets going we shan't have to bother about the great heart of the British public. We'll make the great heart what we want it to be. But in the meantime, it does make a difference how things are put. For instance, if it were even whispered that the N.I.C.E. wanted powers to experiment on criminals, you'd have all the old women of both sexes up in arms and yapping about humanity. Call it re-education of the mal-adjusted, and you have them all slobbering with delight that the brutal era of retributive punishment has at last come to and end. Odd thing it is--the word 'experiment' is unpopular, but not the word 'experimental.' You must'nt experiment on children; but offer the dear little kiddies free education in an experimental school attached to the N.I.C.E. and it's all correct!

You have a picture of life within you, a faith, a challenge, and you were ready for deeds and sufferings and sacrifices, and then you became aware by degrees that the world asked no deeds and no sacrifices of you whatever, and that life is no poem of heroism with heroic parts to play and so on, but a comfortable room where people are quite content with eating and drinking, coffee and knitting, cards and wireless. And whoever wants more and has got it in him--the heroic and the beautiful, and the reverence for the great poets or for the saints--is a fool and a Don Quixote. Good. And it has been just the same for me, my friend. I was a gifted girl. I was meant to live up to a high standard, to expect much of myself and do great things. I could have played a great part. I could have been the wife of a king, the beloved of a revolutionary, the sister of a genius, the mother of a martyr. And life has allowed me just this, to be a courtesan of fairly good taste, and even that has been hard enough. That is how things have gone with me. For a while I was inconsolable and for a long time I put the blame on myself. Life, thought I, must in the end be in the right, and if life scorned my beautiful dreams, so I argued, it was my dreams that were stupid and wrong headed. But that did not help me at all. And as I had good eyes and ears and was a little inquisitive too, I took a good look at this so-called life and at my neighbors and acquaintances, fifty or so of them and their destinies, and then I saw you. And I knew that my dreams had been right a thousand times over, just as yours had been. It was life and reality that were wrong. It was as little right that a woman like me should have no other choice than to grow old in poverty and in a senseless way at a typewriter in the pay of a money-maker, or to marry such a man for his money's sake, or to become some kind of drudge, as for a man like you to be forced in his loneliness and despair to have recourse to a razor. Perhaps the trouble with me was more material and moral and with you more spiritual--but it was the same road. Do you think I can't understand your horror of the fox trot, your dislike of bars and dancing floors, your loathing of jazz and the rest of it? I understand it only too well, and your dislike of politics as well, your despondence over the chatter and irresponsible antics of the parties and the press, your despair over the war, the one that has been and the one that is to be, over all that people nowadays think, read and build, over the music they play, the celebrations they hold, the education they carry on. You are right, Steppenwolf, right a thousand times over, and yet you must go to the wall. You are much too exacting and hungry for this simple, easygoing and easily contented world of today. You have a dimension too many. Whoever wants to live and enjoy his life today must not be like you and me. Whoever wants music instead of noise, joy instead of pleasure, soul instead of gold, creative work instead of business, passion instead of foolery, finds no home in this trivial world of ours--

If you sincerely desire a truly well-rounded education, you must study the extremists, the obscure and "nutty." You need the balance! Your poor brain is already being impregnated with middle-of-the-road crap, twenty-four hours a day, no matter what. Network TV, newspapers, radio, magazines at the supermarket... even if you never watch, read, listen, or leave your house, even if you are deaf and blind, the telepathic pressure alone of the uncountable normals surrounding you will insure that you are automatically well-grounded in consensus reality.

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.

Sir Hamish Graham has many of the qualities & most of the failings that result from being born to a middle-class Scottish family. He was well educated, hard working & honest, while at the same time being narrow-minded, uncompromising & proud.

H.M.," said the Woggle-Bug, pompously, "means Highly Magnified; and T.E. means Thoroughly Educated. I am, in reality, a very big bug, and doubtless the most intelligent being in all this broad domain." "How well you disguise it," said the Wizard.

Tell the world what scares you the most” says Brandy. She gives us each an Aubergine Dreams eyebrow pencil and says “Save the world with some advice from the future” Seth writes on the back of a card and hands the card to Brandy for her to read. On game shows, Brandy reads, some people will take the trip to France, but most people will take the washer dryer pair.” Brandy puts a big Plumbago kiss in the little square for the stamp and lets the wind lift and card and sail it off toward the towers of downtown Seattle. Seth hands her another, and Brandy reads: Game shows are designed to make us feel better about the random useless facts that are all we have left from our education” A kiss and the card’s on it’s way toward Lake Washington. From Seth: When did the future switch from being a promise to being a threat?” A kiss and it’s off on the wind toward Ballard. Only when we eat up this planet will God give us another. We’ll be remembered more for what we destroy than what we create.” Interstate 5 snakes by in the distance. From high atop the Space Needle, the southbound lanes are red chase lights, and the northbound lanes are white chase lights. I take a card and write: I love Seth Thomas so much I have to destroy him. I overcompensate by worshipping the queen supreme. Seth will never love me. No one will ever love me ever again. Beandy is waiting to rake the card and read it out loud. Brandy’s waiting to read my worst fears to the world, but I don’t give her the card. I kiss it myself with the lips I don’t have and let the wind take it out of my hand. The card flies up, up, up to the stars and then falls down to land in the suicide net. While I watch my future trapped in the suicide net Brandy reads another card from Seth. We are all self-composting” I write another card from the future and Brandy reads it: When we don’t know who to hate, we hate ourselves” An updraft lifts up my worst fears from the suicide net and lifts them away. Seth writes and Brandy reads. You have to keep recycling yourself”. I write and Brandy reads. Nothing of me is original. I am the combined effort of everybody I’ve ever known.” I write and Brandy reads. The one you love and the one who loves you are never ever the same person.

Over the years the Indian leadership, and the educated Indian, have deliberately projected and embellished an image about Indians that they know to be untrue, and have wilfully encouraged the well-meaning but credulous foreign observer to accept it. What is worse, they have fallen in love with this image, and can no longer accept that it is untrue.

It may well be that the chemist or physiologist is right when he decides that he will become a better chemist or physiologist if he concentrates on his subject at the expense of his general education. But in the study of society exclusive concentration on a speciality has a peculiarly baneful effect: it will not merely prevent us from being attractive company or good citizens but may impair our competence in our proper field—or at least for some of the most important tasks we have to perform. The physicist who is only a physicist can still be a first class physicist and a most valuable member of society. But nobody can be a great economist who is only an economist—and I am even tempted to add that the economist who is only an economist is likely to become a nuisance if not a positive danger.

All zoos, even the most enlightened, are built upon the idea both beguiling and repellent—the notion that we can seek out the wildness of the world and behold its beauty, but that we must first contain that wildness. Zoos argue that they are fighting for the conservation of the Earth, that they educate the public and provide refuge and support for vanishing species. And they are right. Animal-rights groups argue that zoos traffic in living creatures, exploiting them for financial gain and amusement. And they are right. Caught inside this contradiction are the animals themselves, and the humans charged with their well-being.

Depression is now ten times as prevalent as it was in 1960, and it strikes at a much younger age. The mean age of a person’s first episode of depression forty years ago was 29.5, while today it is 14.5 years. This is a paradox, since every objective indicator of well-being—purchasing power, amount of education, availability of music, and nutrition—has been going north, while every indicator of subjective well-being has been going south. How is this epidemic to be explained?

I am a sick man. ... I am a spiteful man. I am an unattractive man. I believe my liver is diseased. However, I know nothing at all about my disease, and do not know for certain what ails me. I don't consult a doctor for it, and never have, though I have a respect for medicine and doctors. Besides, I am extremely superstitious, sufficiently so to respect medicine, anyway (I am well-educated enough not to be superstitious, but I am superstitious). No, I refuse to consult a doctor from spite. That you probably will not understand. Well, I understand it, though. Of course, I can't explain who it is precisely that I am mortifying in this case by my spite: I am perfectly well aware that I cannot "pay out" the doctors by not consulting them; I know better than anyone that by all this I am only injuring myself and no one else. But still, if I don't consult a doctor it is from spite. My liver is bad, well--let it get worse! I have been going on like that for a long time--twenty years. Now I am forty. I used to be in the government service, but am no longer. I was a spiteful official. I was rude and took pleasure in being so. I did not take bribes, you see, so I was bound to find a recompense in that, at least. (A poor jest, but I will not scratch it out. I wrote it thinking it would sound very witty; but now that I have seen myself that I only wanted to show off in a despicable way, I will not scratch it out on purpose!)

The hell to be endured hereafter, of which theology tells, is no worse than the hell we make for ourselves in this world by habitually fashioning our characters in the wrong way. Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. We are spinning our fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never so little scar. The drunken Rip Van Winkle, in Jefferson’s play, excuses himself for every fresh dereliction by saying, “I won’t count this time!” Well! He may not count it, and a kind Heaven may not count it; but it is being counted none the less. Down among his nerve-cells and fibers the molecules are counting it, registering and storing it up to be used against him when the next temptation comes. Nothing we ever do is, in strict scientific literalness, wiped out. Of course this has its good side as well as its bad one. As we become permanent drunkards by so many separate drinks, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work. Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keeps faithfully busy each hour of the working-day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning, to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out.

In this world, the optimists have it, not because they are always right, but because they are positive. Even when wrong, they are positive, and that is the way of achievement, correction, improvement, and success. Educated, eyes-open optimism pays; pessimism can only offer the empty consolation of being right. The one lesson that emerges is the need to keep trying. No miracles. No perfection. No millennium. No apocalypse. We must cultivate a skeptical faith, avoid dogma, listen and watch well, try to clarify and define ends, the better to choose means.

The poorly sophisticated, since many of us are, as presumed to be, lacking in good arguments, we are then prone to being well-versed in insults.

The meeting began well, meaning it had the potential for being short.

Music does not depend on being right, on having good taste and education and all that.” “Indeed. Then what does it depend on?” “On making music, Herr Haller, on making music as well and as much as possible and with all the intensity of which one is capable.

We'll have to see," Belbo said. He rummaged in his drawer and took out some sheets of paper. "Potio-section..." He looked at me, saw my bewilderment. "Potio-section, as everybody knows, of course, is the art of slicing soup. No, no," he said to Diotallevi. "It's not the department, it's a subject, like Mechanical Avunculogratulation or Pylocatabasis. They all under the same heading of Tetrapyloctomy." "What's tetra...?" I asked. "The art of splitting hairs four ways. This is the department of useless techniques. Mechanical Avunculogratulation, for example, is how to build machines for greeting uncles. We're not sure, though, if Pylocatabasis belongs, since it's the art of being saved by a hair. Somehow that doesn't seem completely useless." "All right, gentlemen," I said, "I give up. What are you two talking about?" "Well, Diotallevi and I are planning a reform in higher education. A School of Comparative Irrelevance, where useless or impossible courses are given. The school's main is to turn out scholars capable of endlessly increasing the number of unnecessary subjects.

You know, you sound a very educated man for a barbarian,” said Rincewind. “Oh, dear me, I didn’t start out a barbarian. I used to be a school teacher. That’s why they call me Teach.” “What did you teach?” “Geography. And I was very interested in Auriental* studies. But I decided to give it up and make a living by the sword.” “After being a teacher all your life?” “It did mean a change of perspective, yes.” “But … well … surely … the privation, the terrible hazards, the daily risk of death…” Mr. Saveloy brightened up. “Oh, you’ve been a teacher, have you?

Many people in fact have very negative associations with needs. They associate needs with being needy, dependant, selfish, and again I think that comes from our history of educating people to fit well into domination structures so that they are obedient and submissive to authority.

Most people of my grandparents' generation had an intuitive sense of agricultural basics ... This knowledge has vanished from our culture. We also have largely convinced ourselves it wasn't too important. Consider how many Americans might respond to a proposal that agriculture was to become a mandatory subject in all schools ... A fair number of parents would get hot under the collar to see their kids' attention being pulled away from the essentials of grammar, the all-important trigonometry, to make room for down-on-the-farm stuff. The baby boom psyche embraces a powerful presumption that education is a key to moving away from manual labor and dirt--two undeniable ingredients of farming. It's good enough for us that somebody, somewhere, knows food production well enough to serve the rest of us with all we need to eat, each day of our lives.

My own acid-eating experience is limited in terms of total consumption, but widely varied as to company and circumstances ... and if I had a choice of repeating any one of the half dozen bouts I recall, I would choose one of those Hell's Angels parties in La Honda, complete with all the mad lighting, cops on the road, a Ron Boise sculpture looming out of the woods, and all the big speakers vibrating with Bob Dylan's "Mr. Tambourine Man." It was a very electric atmosphere. If the Angels lent a feeling of menace, they also made it more interesting ... and far more alive than anything likely to come out of a controlled experiment or a politely brittle gathering of well-educated truth-seekers looking for wisdom in a capsule. Dropping acid with the Angels was an adventure; they were too ignorant to know what to expect, and too wild to care. They just swallowed the stuff and hung on ... which is probably just as dangerous as the experts say, but a far, far nuttier trip than sitting in some sterile chamber with a condescending guide and a handful of nervous, would-be hipsters.

Nothing can be rightly known, if God be not known; nor is any study well managed, nor to any great purpose, if God is not studied. We know little of the creature, till we know it as it stands related to the Creator: single letters, and syllables uncomposed, are no better than nonsense. He who overlooketh him who is the 'Alpha and Omega, the beginning and the ending,' and seeth not him in all who is the All of all, doth see nothing at all. All creatures, as such, are broken syllables; they signify nothing as separated from God. Were they separated actually, they would cease to be, and the separation would be annhiliation; and when we separate them in our fancies, we make nothing of them to ourselves. It is one thing to know the creatures as Aristotle, and another thing to know them as a Christian. None but a Christian can read one line of his Physics so as to understand it rightly. It is a high and excellent study, and of greater use than many apprehend; but it is the smallest part of it that Aristotle can teach us.

I am not a well educated man except that I have educated myself, and, because I have educated myself, what I say will not stand up, for lack of recognized authority. This in turn leaves me free to say what I will, in the hope that, like those small forces that do not threaten empires and are thus not fully pursued, the things in which I believe can survive in some high and forgotten place until the power of empire subsides. And although I know that few will listen to or credit this, I think we are in a lost age, in which holiness and charity have been traded for the victory and penetration of knowledge, though all the knowledge in the world has not brought us any further than where we can go without it even in the outermost halls of grace. I believe that more is to be known and apprehended from the beauty of a face than in delving, no matter how deep, simply into how things work, no matter how marvelous that may be. The greatest substance of the world is immaterial, the province of the heart, and its study cannot be forced or reasoned. Merely to touch upon the edge of things in parsing their mechanics is to forswear their fullness, for the entry to this fullness lies not in science but in art. I cannot prove this, for it cannot be proven, but I claim, assert, and have seen it.

The point is to make room for POC to prioritize their own well-being over the “education” of white people, which I don’t think we allow ourselves enough. White supremacy demands that we centralize whiteness at all times, even when we are supposed to be taking care of ourselves. I reject the idea that white people’s education about my experiences of racism is more important than my psychological well-being and my right to say no to that kind of engagement.

There is, indeed, nothing more vexing than to be, for example, rich, of good family, of decent appearance, fairly well educated, not stupid, rather good-hearted even, and at the same time to possess no talent, no special quality, no eccentricity even, not a single idea of one's own, to be precisely "like everyone else." One is rich, but not so rich as Rothschild; of a good family, but one which has never distinguished itself in any way; of decent appearance, but an appearance expressive of very little; well educated, but without knowing what to do with that education; one is intelligent, but without one's own ideas; one is good-hearted, but without greatness of soul, and so on and so forth. There are a great number of such people in the world, far more than it appears.

Teaching isn’t rocket science. It’s about being engaged, listening, paying attention. Despite conventional wisdom, you don’t need to talk a lot to teach well. You do need to care, though. Not so much about what people think of you or whether or not they like you, but about the kids and doing what’s best for them.

Well," he said with equanimity, "you see, in my opinion there is no point at all in talking about music. I never talk about music. What reply, then, was I to make to your very able and just remarks? You were perfectly right in all you said. But, you see, I am a musician, not a professor, and I don't believe that, as regards music, there is the least point in being right. Music does not depend on being right, on having good taste and education and all that." "Indeed. Then what does it depend on?" "On making music, Herr Haller, on making music as well and as much as possible and with all the intensity of which one is capable. That is the point, Monsieur. Though I carried the complete works of Bach and Haydn in my head and could say the cleverest things about them, not a soul would be the better for it. But when I take hold of my mouthpiece and play a lively shimmy, whether the shimmy be good or bad, it will give people pleasure. It gets into their legs and into their blood. That's the point and that alone. Look at the faces in a dance hall at the moment when the music strikes up after a longish pause, how eyes sparkle, legs twitch and faces begin to laugh. That is why one makes music.

I also very well remember that on another occasion the father dean said: ‘In order that at responsible age a man may be a real man and not a parasite, his education must without fail be based on the following ten principles. ‘From early childhood there should be instilled in the child: Belief in receiving punishment for disobedience. Hope of receiving reward only for merit. Love of God—but indiference to the saints. Remorse of conscience for the ill-treatment of animals. Fear of grieving parents and teachers. Fearlessness towards devils, snakes and mice. Joy in being content merely with what one has. Sorrow at the loss of the goodwill of others. Patient endurance of pain and hunger. The striving early to earn one’s bread.

To learn that a man can make foolish plays for no reason whatever was a valuable lesson. It cost me millions to learn that another dangerous enemy to a trader is his susceptibility to the urgings of a magnetic personality when plausibly expressed by a brilliant mind. It has always seemed to me, however, that I might have learned my lesson quite as well if the cost had been only one million. But Fate does not always let you fix the tuition fee. She delivers the educational wallop and presents her own bill, knowing you have to pay it, no matter what the amount may be.

Musk has talked about having more kids, and it’s on this subject that he delivers some controversial philosophizing vis-à-vis the creator of Beavis and Butt-head. “There’s this point that Mike Judge makes in Idiocracy, which is like smart people, you know, should at least sustain their numbers,” Musk said. “Like, if it’s a negative Darwinian vector, then obviously that’s not a good thing. It should be at least neutral. But if each successive generation of smart people has fewer kids, that’s probably bad, too. I mean, Europe, Japan, Russia, China are all headed for demographic implosion. And the fact of the matter is that basically the wealthier—basically wealth, education, and being secular are all indicative of low birth rate. They all correlate with low birth rate. I’m not saying like only smart people should have kids. I’m just saying that smart people should have kids as well. They should at least maintain—at least be a replacement rate. And the fact of the matter is that I notice that a lot of really smart women have zero or one kid. You’re like, ‘Wow, that’s probably not good.

You Christians studied them,” Settembrini exclaimed, “studied the classical poets and philosophers until you broke out in a sweat, attempted to make their precious heritage your own, just as you used the stones of their ancient edifices for your meeting houses. Because you were well aware that no new art could come from your own proletarian souls and hoped to defeat antiquity with its own weapon. And so it will be again, so it will always be. And you with your crude visions of a new morning will likewise have to be taught by those whom—so at least you would like to persuade yourselves, and others—you despise. For without education you cannot prevail before humanity, and there is only one kind of education—you call it bourgeois, but in fact it is human.

Whom, then, do I call educated, since I exclude the arts and sciences and specialties? First, those who manage well the circumstances which they encounter day by day, and who possess a judgement which is accurate in meeting occasions as they arise and rarely misses the expedient course of action; next, those who are decent and honorable in their intercourse with all with whom they associate, tolerating easily and good-naturedly what is unpleasant or offensive in others and being themselves as agreeable and reasonable to their associates as it is possible to be; furthermore, those who hold their pleasures always under control and are not unduly overcome by their misfortunes, bearing up under them bravely and in a manner worthy of our common nature; finally, and most important of all, those who are not spoiled by successes and do not desert their true selves and become arrogant, but hold their ground steadfastly as intelligent men, not rejoicing in the good things which have come to them through chance rather than in those which through their own nature and intelligence are theirs from their birth. Those who have a character which is in accord, not with one of these things, but with all of them—these, I contend, are wise and complete men, possessed of all the virtues.

I have no doubt that we will one day abolish the death penalty in America. It will come sooner if people like me who know the truth about executions do our work well and educate the public. It will come slowly if we do not. Because, finally, I know that it is not a question of malice or ill will or meanness of spirit that prompts our citizens to support executions. It is, quite simply, that people don't know the truth of what is going on. That is not by accident. The secrecy surrounding executions makes it possible for executions to continue. I am convinced that if executions were made public, the torture and violence would be unmasked, and we would be shamed into abolishing executions. We would be embarrassed at the brutalization of the crowds that would gather to watch a man or woman be killed. And we would be humiliated to know that visitors from other countries - Japan, Russia, Latina America, Europe - were watching us kill our own citizens - we, who take pride in being the flagship of democracy in the world. (p. 197)

As you leave here and proceed along life's paths, try to leave tracks. Use the education you have received to help repair tears in your communities. Take part in efforts to move those communities, your nation, and our world closer to the conditions needed to ensure the health and well-being of your generation and generations following your own.

So what have I learned that is helpful? Well, if you are white, like I am, you can't get rid of the privilege you have, but you can use it for good. Don't say I don't even notice race! like it's a positive thing. Instead, recognize that differences between people make it harder for some to cross a finish line, and create fair paths to success for everyone that accommodate those differences. Educate yourself. If you think someone's voice is being ignored, tell others to listen. If your friend makes a racist joke, call him out on it, instead of just going along with it. If the two former skinheads I met can have such a complete change of heart, I feel confident that ordinary people can, too.

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

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

Opinion about religion might be different, but religion should be one and that is the well being of humanity.

The moment men begin to care more for education than for religion they begin to care more for ambition than for education. It is no longer a world in which the souls of all are equal before heaven, but a world in which the mind of each is bent on achieving unequal advantage over the other. There begins to be a mere vanity in being educated whether it be self-educated or merely state-educated. Education ought to be a searchlight given to a man to explore everything, but very specially the things most distant from himself. Education tends to be a spotlight; which is centered entirely on himself. Some improvement may be made by turning equally vivid and perhaps vulgar spotlights upon a large number of other people as well. But the only final cure is to turn off the limelight and let him realize the stars.

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.

Memorization has gotten a bad rap recently. Lots of students, and even some educators, say that being able to reason is more important than knowing facts; and besides, why bother committing things to memory when you've got Google? My response to this - after I've finished inwardly groaning - is that of course reasoning is important, but that doesn't mean you shouldn't know facts as well. It's not like you have to choose between one or the other. Besides, facts give you a foundation on which to reason about things.

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

Your son is more likely to seek a job in a sector that is being increasingly outsourced overseas- as with computer technology and manufacturing, as well as online jobs. Your daughter is more likely to hold jobs in stable sectors that are more recession proof, like health and education, both of which are 75 percent women.

One of the keys to happiness, experts tell us, is autonomy in one’s life – the luxury of being able to decide your own destiny and achieve the fulfilment of self-realisation. It is no coincidence that the region that is consistently judged to have the highest levels of well-being and life quality, and the happiest, most fulfilled people, also has the greatest equality of educational opportunity and, according to a London School of Economics study comparing the incomes of fathers and sons over thirty years, among the very highest levels of social mobility in the world. The four main Nordic countries occupied the top four places on the list.

New Rule: Just because a country elects a smart president doesn't make it a smart country. A couple of weeks ago, I was asked on CNN if I thought Sarah Palin could get elected president, and I said I hope not, but I wouldn't put anything past this stupid country. Well, the station was flooded with emails, and the twits hit the fan. And you could tell that these people were really mad, because they wrote entirely in CAPITAL LETTERS!!! Worst of all, Bill O'Reilly refuted my contention that this is a stupid country by calling me a pinhead, which (a) proves my point, and (b) is really funny coming from a doody-face like him. Now, before I go about demonstration how, sadly, easy it is to prove the dumbness that's dragging us down, let me just say that ignorance has life-and-death consequences. On the eve of the Iraq War, seventy percent of Americans thought Saddam Hussein was personally involved in 9/11. Six years later, thirty-four percent still do. Or look at the health-care debate: At a recent town hall meeting in South Carolina, a man stood up and told his congressman to "keep your government hands off my Medicare," which is kind of like driving cross-country to protest highways. This country is like a college chick after two Long Island iced teas: We can be talked into anything, like wars, and we can be talked out of anything, like health care. We should forget the town halls, and replace them with study halls. Listen to some of these stats: A majority of Americans cannot name a single branch of government, or explain what the Bill of Rights is. Twenty-four percent could not name the country America fought in the Revolutionary War. More than two-thirds of Americans don't know what's in Roe v. Wade. Two-thirds don't know what the Food and Drug Administration does. Some of this stuff you should be able to pick up simply by being alive. You know, like the way the Slumdog kid knew about cricket. Not here. Nearly half of Americans don't know that states have two senators, and more than half can't name their congressman. And among Republican governors, only three got their wife's name right on the first try. People bitch and moan about taxes and spending, but they have no idea what their government spends money on. The average voter thinks foreign aid consumes more twenty-four percent of our budget. It's actually less than one percent. A third of Republicans believe Obama is not a citizen ad a third of Democrats believe that George Bush had prior knowledge of the 9/11 attacks, which is an absurd sentence, because it contains the words "Bush" and "knowledge." Sarah Palin says she would never apologize for America. Even though a Gallup poll say eighteen percent of us think the sun revolves around the earth. No, they're not stupid. They're interplanetary mavericks. And I haven't even brought up religion. But here's one fun fact I'll leave you with: Did you know only about half of Americans are aware that Judaism is an older religion than Christianity? That's right, half of America looks at books called the Old Testament and the New Testament and cannot figure out which came first. I rest my case.

A political movement that focuses on class and ignores the specific ways in which race determines financial health and well-being for people of color in this country will be a movement that maintains white supremacy, because it will not be able to identify or address the specific, race-based systems that are the main causes of inequality for people of color. Health care discrimination, job discrimination, the school-to-prison pipeline, educational bias, mass incarceration, police brutality, community trauma—none of these issues are addressed in a class-only approach. A class-only approach will lift only poor whites out of poverty and will therefore maintain white supremacy.

The chaplain has a good life, an easy life. He is well educated, modestly well-to-do, and awkwardly handsome. He has faced no particularly compelling struggle, aside from frequently being dumped by women he wished to marry. His friends and family are in good health. And, sometimes, when one is not blessed with crisis, one must manufacture it.

Look, Father, I don't think you're being straight with me. I want to join your Church and I'm going to join your Church, but you're holding too much back. I've had a long talk with a Catholic-a very pious, well-educated one, and I've learned a thing or two. For instance, that you have to sleep with your feet pointing East because that's the direction of heaven, and if you die in the night you can walk there. Now I'll sleep with my feet pointing any way that suits Julia, but d'you expect a grown man to believe about walking to heaven? And what about the Pope who made one of his horses a Cardinal? And what about the box you keep in the church porch, and if you put in a pound note with someone's name on it, they get sent to hell. I don't say there mayn't be a good reason for all this, but you ought to tell me about it and not let me find out for myself.

The value of Greek prose composition, he said, was not that it gave one any particular facility in the language that could not be gained as easily by other methods but that if done properly, off the top of one's head, it taught one to think in Greek. One's thought patterns become different, he said, when forced into the confines of a rigid and unfamiliar tongue. Certain common ideas become inexpressible; other, previously undreamt-of ones spring to life, finding miraculous new articulation. By necessity, I suppose, it is difficult for me to explain in English exactly what I mean. I can only say that an incendium is in its nature entirely different from the feu with which a Frenchman lights his cigarette, and both are very different from the stark, inhuman pur that the Greeks knew, the pur that roared from the towers of Ilion or leapt and screamed on that desolate, windy beach, from the funeral pyre of Patroklos. Pur: that one word contains for me the secret, the bright, terrible clarity of ancient Greek. How can I make you see it, this strange harsh light which pervades Homer's landscapes and illumines the dialogues of Plato, an alien light, inarticulable in our common tongue? Our shared language is a language of the intricate, the peculiar, the home of pumpkins and ragamuffins and bodkins and beer, the tongue of Ahab and Falstaff and Mrs. Gamp; and while I find it entirely suitable for reflections such as these, it fails me utterly when I attempt to describe in it what I love about Greek, that language innocent of all quirks and cranks; a language obsessed with action, and with the joy of seeing action multiply from action, action marching relentlessly ahead and with yet more actions filing in from either side to fall into neat step at the rear, in a long straight rank of cause and effect toward what will be inevitable, the only possible end. In a certain sense, this was why I felt so close to the other in the Greek class. They, too, knew this beautiful and harrowing landscape, centuries dead; they'd had the same experience of looking up from their books with fifth-century eyes and finding the world disconcertingly sluggish and alien, as if it were not their home. It was why I admired Julian, and Henry in particular. Their reason, their very eyes and ears were fixed irrevocably in the confines of those stern and ancient rhythms – the world, in fact, was not their home, at least the world as I knew it – and far from being occasional visitors to this land which I myself knew only as an admiring tourist, they were pretty much its permanent residents, as permanent as I suppose it was possible for them to be. Ancient Greek is a difficult language, a very difficult language indeed, and it is eminently possible to study it all one's life and never be able to speak a word; but it makes me smile, even today, to think of Henry's calculated, formal English, the English of a well-educated foreigner, as compared with the marvelous fluency and self-assurance of his Greek – quick, eloquent, remarkably witty. It was always a wonder to me when I happened to hear him and Julian conversing in Greek, arguing and joking, as I never once heard either of them do in English; many times, I've seen Henry pick up the telephone with an irritable, cautious 'Hello,' and may I never forget the harsh and irresistible delight of his 'Khairei!' when Julian happened to be at the other end.

It’s often said that we have to save the planet. I’m not so sure. The Earth has been around for almost five billion years, and it has another five billion years to run before it crashes into the sun. As far as we know, modern human beings like us emerged less than two hundred thousand years ago. If you imagine the whole history of the Earth as one year, we showed up at less than one minute to midnight on December 31. The danger is not to the planet, but to the conditions of our own survival on it. The Earth may well conclude that it tried humanity and is not impressed. Bacteria are much less trouble, which may be why they’ve survived for billions of years.

...it is very well worth while to be tormented for two or three years of one's life, for the sake of being able to read all the rest of it. Consider - if reading had not been taught, Mrs. Radcliffe would have written in vain - or perhaps might not have written at all.

1. Myth: Without God, life has no meaning. There are 1.2 billion Chinese who have no predominant religion, and 1 billion people in India who are predominantly Hindu. And 65% of Japan's 127 million people claim to be non-believers. It is laughable to suggest that none of these billions of people are leading meaningful lives. 2. Myth: Prayer works. Studies have now shown that inter-cessionary prayer has no effect whatsoever of the health or well-being of the subject. 3. Myth: Atheists are immoral. There are hundreds of millions of non-believers on the planet living normal, decent, moral lives. They love their children, care about others, obey laws, and try to keep from doing harm to others just like everyone else. In fact, in predominantly non-believing countries such as in northern Europe, measures of societal health such as life expectancy at birth, adult literacy, per capita income, education, homicide, suicide, gender equality, and political coercion are better than they are in believing societies. 4. Myth: Belief in God is compatible with science. In the past, every supernatural or paranormal explanation of phenomena that humans believed turned out to be mistaken; science has always found a physical explanation that revealed that the supernatural view was a myth. Modern organisms evolved from lower life forms, they weren't created 6,000 years ago in the finished state. Fever is not caused by demon possession. Bad weather is not the wrath of angry gods. Miracle claims have turned out to be mistakes, frauds, or deceptions. We have every reason to conclude that science will continue to undermine the superstitious worldview of religion. 5. Myth: We have immortal souls that survive death. We have mountains of evidence that makes it clear that our consciousness, our beliefs, our desires, our thoughts all depend upon the proper functioning of our brains our nervous systems to exist. So when the brain dies, all of these things that we identify with the soul also cease to exist. Despite the fact that billions of people have lived and died on this planet, we do not have a single credible case of someone's soul, or consciousness, or personality continuing to exist despite the demise of their bodies. 6. Myth: If there is no God, everything is permitted. Consider the billions of people in China, India, and Japan above. If this claim was true, none of them would be decent moral people. So Ghandi, the Buddha, and Confucius, to name only a few were not moral people on this view. 7. Myth: Believing in God is not a cause of evil. The examples of cases where it was someone's belief in God that was the justification for their evils on humankind are too numerous to mention. 8. Myth: God explains the origins of the universe. All of the questions that allegedly plague non-God attempts to explain our origins still apply to the faux explanation of God. The suggestion that God created everything does not make it any clearer to us where it all came from, how he created it, why he created it, where it is all going. In fact, it raises even more difficult mysteries: how did God, operating outside the confines of space, time, and natural law 'create' or 'build' a universe that has physical laws? We have no precedent and maybe no hope of answering or understanding such a possibility. What does it mean to say that some disembodied, spiritual being who knows everything and has all power, 'loves' us, or has thoughts, or goals, or plans? 9. Myth: There's no harm in believing in God. Religious views inform voting, how they raise their children, what they think is moral and immoral, what laws and legislation they pass, who they are friends and enemies with, what companies they invest in, where they donate to charities, who they approve and disapprove of, who they are willing to kill or tolerate, what crimes they are willing to commit, and which wars they are willing to fight.

My conception of freedom. -- The value of a thing sometimes does not lie in that which one attains by it, but in what one pays for it -- what it costs us. I shall give an example. Liberal institutions cease to be liberal as soon as they are attained: later on, there are no worse and no more thorough injurers of freedom than liberal institutions. Their effects are known well enough: they undermine the will to power; they level mountain and valley, and call that morality; they make men small, cowardly, and hedonistic -- every time it is the herd animal that triumphs with them. Liberalism: in other words, herd-animalization. These same institutions produce quite different effects while they are still being fought for; then they really promote freedom in a powerful way. On closer inspection it is war that produces these effects, the war for liberal institutions, which, as a war, permits illiberal instincts to continue. And war educates for freedom. For what is freedom? That one has the will to assume responsibility for oneself. That one maintains the distance which separates us. That one becomes more indifferent to difficulties, hardships, privation, even to life itself. That one is prepared to sacrifice human beings for one's cause, not excluding oneself. Freedom means that the manly instincts which delight in war and victory dominate over other instincts, for example, over those of "pleasure." The human being who has become free -- and how much more the spirit who has become free -- spits on the contemptible type of well-being dreamed of by shopkeepers, Christians, cows, females, Englishmen, and other democrats. The free man is a warrior. How is freedom measured in individuals and peoples? According to the resistance which must be overcome, according to the exertion required, to remain on top. The highest type of free men should be sought where the highest resistance is constantly overcome: five steps from tyranny, close to the threshold of the danger of servitude. This is true psychologically if by "tyrants" are meant inexorable and fearful instincts that provoke the maximum of authority and discipline against themselves; most beautiful type: Julius Caesar. This is true politically too; one need only go through history. The peoples who had some value, who attained some value, never attained it under liberal institutions: it was great danger that made something of them that merits respect. Danger alone acquaints us with our own resources, our virtues, our armor and weapons, our spirit, and forces us to be strong. First principle: one must need to be strong -- otherwise one will never become strong. Those large hothouses for the strong -- for the strongest kind of human being that has so far been known -- the aristocratic commonwealths of the type of Rome or Venice, understood freedom exactly in the sense in which I understand it: as something one has and does not have, something one wants, something one conquers

There was no point in fighting with Celia once she got mean," Evelyn says, "If things got too tense, I tended to back off before they came to a head. I would tell her I loved her and I couldn't live without her, and then I'd take my top off, and that usually ended the conversation. For all her posturing, Celia had one thing in common with almost every straight man in America: she wanted nothing more than to get her hands on my chest." "Did it stick with you, though?" I ask, "Those words?" "Of course it did. Look, I'd be the first person to say back when I was young that all I was was a nice pair of tits. The only currency I had was my sexuality, and I used it like money. I wasn't well educated when I got to Hollywood, I wasn't book-smart, I wasn't powerful, I wasn't a trained actress. What did I have to be good at other than being beautiful? And taking pride in your beauty is a damning act. Because you allow yourself to believe that the only thing notable about yourself is something with a very short shelf life.

And whether or not the educators who are trying to raise up America's students can actually set and meet higher academic standards, our cultural values make their job next to impossible. It's so much easier for pundits and politicians to point out figures and blame the people who are in the trenches every day than it is to get in there with them, or even to find out what actually goes on in those trenches. It's so much easier for parents to blame teachers when their kids get in trouble than to do the heavy lifting required at home to keep kids on track. And it's so much easier for us as a nation to cross our fingers and hope that we'll "get lucky" with the innovative "solutions" being tested on America's schools today than it is for us to roll up our sleeves and invest our own time, talent, and money in the schools that are even now-- with or without us-- shaping our nation's future.

Animals are nothing else than the figures of our virtues and our vices, straying before our eyes, the visible phantoms of our souls. God shows them to us in order to induce us to reflect. Only since animals are mere shadows, God has not made them capable of education in the full sense of the word; what is the use? On the contrary, our souls being realities and having a goal which is appropriate to them, God has bestowed on them intelligence; that is to say, the possibility of education. Social education, when well done, can always draw from a soul, of whatever sort it may be, the utility which it contains.

The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element.

If the well-being of my loved place depends on the well-being of Earth, I have a good reason for supporting the well-being of your loved place. I have selfish as well as cosmopolitan reasons for preserving the home-places of all human beings. Cosmopolitanism becomes thicker and more potent with this realization.

There is a different way forward. Artificial intelligence doesn’t have to be what it is today. We don’t need to accept the logic of unprecedented scale and consumption to achieve advancement and progress. So much of what our society actually needs—better health care and education, clean air and clean water, a faster transition away from fossil fuels—can be assisted and advanced with, and sometimes even necessitates, significantly smaller AI models and a diversity of other approaches. AI alone won’t be enough, either: We’ll also need more social cohesion and global cooperation, some of the very things being challenged by the existing vision of AI development.

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

They were like waking up to what was being done to their malenky persons and saying that they wanted to go home and like I was a wild beast. They looked like they had been in some big bitva, as indeed they had, and were all bruised and pouty. Well, if they would not go to school they must have there education. And education they had had.

I was just not cut out to be an American journalist. In England, I could phone my editor and say 'Do you want an interview with X?' and get an immediate yes or no. At Vanity Fair I had to 'pitch ideas' and then go through layers of editors, all of whom asked what my 'angle' was going to be. I have always deeply hated and resented this question. If you have an angle on someone, it means you have already decided what to write before you meet, so you really might as well not bother interviewing them" (126).

Appearing as a character in my brother’s books taught me something about myself. For most of my life, my history as an abused child with what I saw as a personality defect was shameful and embarrassing. Being a failure and a high school dropout was humiliating, no matter how well I subsequently did. I lied about my age, my education, and my upbringing for years because the truth was just too horrible to reveal. His book, and people’s remarkable acceptance of us as we are, changed all that. I was finally free.

Hampden College, as a body, was always strangely prone to hysteria. Whether from isolation, malice, or simple boredom, people there were far more credulous and excitable than educated people are generally believed to be, and this hermetic, overheated atmosphere made it a thriving black petrie dish of melodrama and distortion. I remember well, for instance, the blind animal terror which ensued when some townie set off the civil defense sirens as a joke. Someone said it was a nuclear attack; TV and radio reception, never good there in the mountains, happened to be particularly bad that night, and in the ensuing stampede for the telephones the switchboard shorted out, plunging the school into a violent and almost unimaginable panic. Cars collided in the parking lot. People sceamed, wept, gave away t heir possessions, huddled in small groups for comfort and warmth. Some hippies barricaded themselves in the Science Building, in the lone bomb shelter, and refused to let anyone in who didn't know the world to "Sugar Magnolia." Factions formed, leaders rose from the chaos. Though the world, in fact, was not destroyed, everyone had a marvelous time and people spoke fondly of the event for years afterward.

Sir Ken Robinson’s 2008 talk on educational reform—entitled “Do Schools Kill Creativity?”—has now been viewed more than 4 million times. In it Robinson cites the fact that children’s scores on standard tests of creativity decline as they grow older and advance through the educational system. He concludes that children start out as curious, creative individuals but are made duller by factory-style schools that spend too much time teaching children academic facts and not enough helping them express themselves. Sir Ken clearly cares greatly about the well-being of children, and he is a superb storyteller, but his arguments about creativity, though beguilingly made, are almost entirely baseless.

not because the moral law enjoins unselfishness, but because, given the society in which they live, it is the way in which their impulses and desires prompt them to act. It is clear that better institutions, better education of the emotions, and a better apportioning of praise and blame, would increase the already considerable extent to which people’s actions further the well-being of their community. It is to such causes, rather than to a revived belief in supernatural sanctions, that we must look for ethical progress.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

There can be no doubt whatsoever that the burning desire to obey only the call of one’s soul leaves infinite scope for action, a true state of anarchy, and there are cases of chemically pure souls actually committing crimes. But the minute a soul has morals, religion, philosophy, a well-grounded middle-class education, ideals in the spheres of duty and beauty, it has been equipped with a system of rules, conditions, and directives that it must obey before it can think of being a respectable soul, and its heat, like that of a blast furnace, is directed into orderly rectangles of sand. All that remains are only logical problems of interpretation, such as whether an action falls under this or that commandment, and the soul presents the tranquil panorama of a battlefield after the fact, where the dead lie still and one can see at once where a scrap of life still moves or groans.

We love dogs because they express so honestly and without dissimulation what we also are and want. They and other pets calm us because promote a kind of carelessness normal to animal life, unencumbered by thoughts of the past or worries about the future, none of which actually exist. Women are, in their natural state, close to this condition as well, or closer on the whole, which is where they get much of their charm and power from (the modern education, that teaches women to be hyper-aware, anxious for the future, abstract neurotics, etc., actually takes away their power to a great degree, while tricking them into thinking they are being tough or sassy; but a hyper-conscious woman is made powerless and charmless).

Anyhow, I had found something out about an unknown privation, and I realized how a general love or craving, before it is explicit or before it sees its object, manifests itself as boredom or some other kind of suffering. And what did I think of myself in relation to the great occasions, the more sizable being of these books? Why, I saw them, first of all. So suppose I wasn't created to read a great declaration, or to boss a palatinate, or send off a message to Avignon, and so on, I could see, so there nevertheless was a share for me in all that had happened. How much of a share? Why, I knew there were things that would never, because they could never, come of my reading. But this knowledge was not so different from the remote but ever-present death that sits in the corner of the loving bedroom; though it doesn't budge from the corner, you wouldn't stop your loving. Then neither would I stop my reading. I sat and read. I had no eye, ear, or interest for anything else--that is, for usual, second-order, oatmeal, mere-phenomenal, snarled-shoelace-carfare-laundry-ticket plainness, unspecified dismalness, unknown captivities; the life of despair-harness or the life of organization-habits which is meant to supplant accidents with calm abiding. Well, now, who can really expect the daily facts to go, toil or prisons to go, oatmeal and laundry tickets and the rest, and insist that all moments be raised to the greatest importance, demand that everyone breathe the pointy, star-furnished air at its highest difficulty, abolish all brick, vaultlike rooms, all dreariness, and live like prophets or gods? Why, everybody knows this triumphant life can only be periodic. So there's a schism about it, some saying only this triumphant life is real and others that only the daily facts are. For me there was no debate, and I made speed into the former.

Disappointed in his hope that I would give him the fictional equivalent of “One Hundred Ways of Cooking Eggs” or the “Carnet de la Ménagère,” he began to cross-examine me about my methods of “collecting material.” Did I keep a notebook or a daily journal? Did I jot down thoughts and phrases in a cardindex? Did I systematically frequent the drawing-rooms of the rich and fashionable? Or did I, on the contrary, inhabit the Sussex downs? or spend my evenings looking for “copy” in East End gin-palaces? Did I think it was wise to frequent the company of intellectuals? Was it a good thing for a writer of novels to try to be well educated, or should he confine his reading exclusively to other novels? And so on. I did my best to reply to these questions — as non-committally, of course, as I could. And as the young man still looked rather disappointed, I volunteered a final piece of advice, gratuitously. “My young friend,” I said, “if you want to be a psychological novelist and write about human beings, the best thing you can do is to keep a pair of cats.” And with that I left him. I hope, for his own sake, that he took my advice.

The Jews have a saying worth remembering: "Whoever doesn't teach his son some trade or business, teaches him to be a thief." As soon as ever I can, I will make my children apprehensive of the main end for which they are to live; that so they may as soon as may be, begin to live; and their youth not be nothing but vanity. I will show them, that their main end must be, to, acknowledge the great God, and His glorious Christ; and bring others to acknowledge Him: and that they are never wise nor well, but when they are doing so. I will make them able to answer the grand question of why they live; and what is the end of the actions that fill their lives? I will teach them that their Creator and Redeemer is to be obeyed in everything, and everything is to be done in obedience to Him. I will teach them how even their diversions, and their ornaments, and the tasks of their education, must all be to fit them for the further service of Him to whom I have devoted them; and how in these also, His commandments must be the rule of all they do. I will sometimes therefore surprise them with an inquiry, "Child, what is this for? Give me a good account of why you do it?" How comfortably shall I see them walking in the light, if I may bring them wisely to answer this inquiry. -A Father's Resolutions, www.spurgeon.org/~phil/mather/resolvd...

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

I don't think anybody'd remember and certainly do know everybody'd lie. The reason I'm so bitter and, as I said, 'in anguish,' nowadays, or one of the reasons, is that everybody's begun to lie and because they lie they assume that I lie too: they overlook the fact that I remember very well many things (of course I've forgotten some...) I do believe that lying is a sin, unless it's innocent lie based on lack of memory, certainly the giving of false evidence and being a false witness is a mortal sin, but what I mean is, insofar as lying has become so prevalent in the world today (thanks to Marxian Dialectical propaganda and Comitern techniques among other causes) that, when a man tells the truth, everybody, looking in the mirror and seeing a liar... ...like those LSD heads in newspaper photographs who sit in parks gazing rapturously at the sky to show how high they are when they're only victims momentarily of a contraction of the blood vessels and nerves in the brain that causes the illusion...

And we are wise because we are not so highly educated as to look down upon our laws and customs, and are too rigorously trained in self-control to be able to disobey them. We are trained to avoid being too clever in matters that are of no use – such as being able to produce an excellent theoretical criticism of one’s enemies’ dispositions, and then failing in practice to do quite so well against them. Instead we are taught that there is not a great deal of difference between the way we think and the way others think, and that it is impossible to calculate accurately events that are determined by chance.

a large-scale policy mandating a mono-cultural curriculum – focused on teaching to the job may very well create a society of trained workers; but it will fail at creating a learning society. If we want to maintain a position of being inventive and vibrant and robust, we need an inventive, vibrant and robust educational philosophy. Just as teaching to the test distorts the learning process in ways that are often directly in opposition to the desired outcomes of the test, a teaching policy aimed at jobs alone may very well end up destroying jobs, or at the very least compromising a truly innovative culture.

Sometimes I think Earth has got to be the insane asylum of the universe. . . and I'm here by computer error. At sixty-eight, I hope I've gained some wisdom in the past fourteen lustrums and it’s obligatory to speak plain and true about the conclusions I've come to; now that I have been educated to believe by such mentors as Wells, Stapledon, Heinlein, van Vogt, Clarke, Pohl, (S. Fowler) Wright, Orwell, Taine, Temple, Gernsback, Campbell and other seminal influences in scientifiction, I regret the lack of any female writers but only Radclyffe Hall opened my eyes outside sci-fi. I was a secular humanist before I knew the term. I have not believed in God since childhood's end. I believe a belief in any deity is adolescent, shameful and dangerous. How would you feel, surrounded by billions of human beings taking Santa Claus, the Easter Bunny, the tooth fairy and the stork seriously, and capable of shaming, maiming or murdering in their name? I am embarrassed to live in a world retaining any faith in church, prayer or a celestial creator. I do not believe in Heaven, Hell or a Hereafter; in angels, demons, ghosts, goblins, the Devil, vampires, ghouls, zombies, witches, warlocks, UFOs or other delusions; and in very few mundane individuals--politicians, lawyers, judges, priests, militarists, censors and just plain people. I respect the individual's right to abortion, suicide and euthanasia. I support birth control. I wish to Good that society were rid of smoking, drinking and drugs. My hope for humanity - and I think sensible science fiction has a beneficial influence in this direction - is that one day everyone born will be whole in body and brain, will live a long life free from physical and emotional pain, will participate in a fulfilling way in their contribution to existence, will enjoy true love and friendship, will pity us 20th century barbarians who lived and died in an atrocious, anachronistic atmosphere of arson, rape, robbery, kidnapping, child abuse, insanity, murder, terrorism, war, smog, pollution, starvation and the other negative “norms” of our current civilization. I have devoted my life to amassing over a quarter million pieces of sf and fantasy as a present to posterity and I hope to be remembered as an altruist who would have been an accepted citizen of Utopia.

One guy yelled at me, 'You stupid bitch, how do you live like that with nothing in your brain?' Well, that did it. I wasn't going to put up with that. OK, so I'm not so smart. I'm working class. But it's the working class that keeps the world running, and it's the working classes that get exploited. What kind of revolution is it that just throws out big words that working-class people can't understand? What kind of crap social revolution is that? I mean, I'd like to make the world a better place, too. If somebody's really being exploited, we've got to put a stop to it. That's what I believe, and that's why I ask questions. (...) So that's when it hit me. These guys are fakes. All they've got on their minds is impressing the new girls with the big words they're so proud of, while sticking their hands up their skirts.(...) They marry pretty wives who've never read Marx and have kids they give fancy new names to that are enough to make you puke. Smash what educational-industrial complex? Don't make me laugh! (...) They're scared to death somebody's gonna find out they don't know something. They all read the same books and they all spout the same slogans, and they love listening to John Coltrane and seeing Pasolini movies. You call that 'revolution'? (...) Revolution or not, the working class will just keep on scraping a living in the same old shitholes. And what is a revolution? It sure as hell isn't just changing the name on city hall. But those guys don't know that - those guys with their big words.

A cult is a group of people who share an obsessive devotion to a person or idea. The cults described in this book use violent tactics to recruit, indoctrinate, and keep members. Ritual abuse is defined as the emotionally, physically, and sexually abusive acts performed by violent cults. Most violent cults do not openly express their beliefs and practices, and they tend to live separately in noncommunal environments to avoid detection. Some victims of ritual abuse are children abused outside the home by nonfamily members, in public settings such as day care. Other victims are children and teenagers who are forced by their parents to witness and participate in violent rituals. Adult ritual abuse victims often include these grown children who were forced from childhood to be a member of the group. Other adult and teenage victims are people who unknowingly joined social groups or organizations that slowly manipulated and blackmailed them into becoming permanent members of the group. All cases of ritual abuse, no matter what the age of the victim, involve intense physical and emotional trauma. Violent cults may sacrifice humans and animals as part of religious rituals. They use torture to silence victims and other unwilling participants. Ritual abuse victims say they are degraded and humiliated and are often forced to torture, kill, and sexually violate other helpless victims. The purpose of the ritual abuse is usually indoctrination. The cults intend to destroy these victims' free will by undermining their sense of safety in the world and by forcing them to hurt others. In the last ten years, a number of people have been convicted on sexual abuse charges in cases where the abused children had reported elements of ritual child abuse. These children described being raped by groups of adults who wore costumes or masks and said they were forced to witness religious-type rituals in which animals and humans were tortured or killed. In one case, the defense introduced in court photographs of the children being abused by the defendants[.1] In another case, the police found tunnels etched with crosses and pentacles along with stone altars and candles in a cemetery where abuse had been reported. The defendants in this case pleaded guilty to charges of incest, cruelty, and indecent assault.[2] Ritual abuse allegations have been made in England, the United States, and Canada.[3] Many myths abound concerning the parents and children who report ritual abuse. Some people suggest that the tales of ritual abuse are "mass hysteria." They say the parents of these children who report ritual abuse are often overly zealous Christians on a "witch-hunt" to persecute satanists. These skeptics say the parents are fearful of satanism, and they use their knowledge of the Black Mass (a historically well-known, sexualized ritual in which animals and humans are sacrificed) to brainwash their children into saying they were abused by satanists.[4] In 1992 I conducted a study to separate fact from fiction in regard to the disclosures of children who report ritual abuse.[5] The study was conducted through Believe the Children, a national organization that provides support and educational sources for ritual abuse survivors and their families.

Not being able to see this, culture-based explanations for economic development have usually been little more than ex post facto justifications based on a 20/20 hindsight vision. So, in the early days of capitalism, when most economically successful countries happened to be Protestant Christian, many people argued that Protestantism was uniquely suited to economic development. When Catholic France, Italy, Austria and southern Germany developed rapidly, particularly after the Second World War, Christianity, rather than Protestantism, became the magic culture. Until Japan became rich, many people thought East Asia had not developed because of Confucianism. But when Japan succeeded, this thesis was revised to say that Japan was developing so fast because its unique form of Confucianism emphasized co-operation over individual edification, which the Chinese and Korean versions allegedly valued more highly. And then Hong Kong, Singapore, Taiwan and Korea also started doing well, so this judgement about the different varieties of Confucianism was forgotten. Indeed, Confucianism as a whole suddenly became the best culture for development because it emphasized hard work, saving, education and submission to authority. Today, when we see Muslim Malaysia and Indonesia, Buddhist Thailand and even Hindu India doing well economically, we can soon expect to encounter new theories that will trumpet how uniquely all these cultures are suited for economic development (and how their authors have known about it all along).

The School Now we come to the school. The responsibility of the school is to educate a child and at the same time, not to vanquish all the virtues that a child is born with. A child is born with virtues and a school should see that it protects their virtues, that innocence, the sense of belongingness, love, and trust which every child is born with. Often in the educational system, the school only caters as an information bureau, but not as a personality-building center. Most schools can produce great computers but only a few good human beings. We have brilliant students. They have information about the world. Just by one question they can answer all the information that is needed. But are they good human beings? Do they know how to behave well? Are they cultured, civilized, compassionate human beings? This is a question that every school and every teacher should ask.

I said earlier, with more than 10 per cent of the African population being well educated, this type of excuse will do a great disservice to our continent, as well as to future generations of Africans, who will ask how we stood by with our eyes wide open and let another ‘Scramble for Africa’ take place. I remember sounding the same type of alarm in my keynote address to the Black Management Forum on 13 October 2005, when I stated, ‘Finally, I must sound this note of warning to Africa: there is a new kind of slavery marching through Africa – it is the economic giant called China. Yes, it is stimulating and exciting seeing the competition the Chinese are giving to the Western world in Africa. But we are again abandoning our independence for a quick solution to our economic woes. Africa needs to suffer a little if we are going to build a solid economic base for the generation of Africans to come.

School is often based not on problem solving, which perforce involves actions and goals, but on learning information, facts, and formulas that one has read about in texts or heard about in lectures. It is not surprising, then, that research has long shown that a student’s doing well in school, in terms of grades and tests, does not correlate with being able to solve problems in the areas in which the student has been taught (e.g., math, civics, physics).

If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

The repeated attempts that have been made to improve humanity - in particular to make it more peacable - have failed, because nobody has understood the full depth and vigour of the instincts of aggression innate in each individual. Such efforts do not seek to do more than encourage the positive, well-wishing impulses of the person while denying or suppressing his aggressive ones. And so they have been doomed to failure from the beginning. But psychoanalysis has different means at its disposal for a task of this kind. It cannot, it is true, altogether do away with man's aggressive instinct as such; but it can, by diminishing the anxiety which accentuates those instincts, break up the mutual reinforcement that is going on all the time between his hatred and his fear. When, in our analytic work, we are always seeing how the resolution of early infantile anxiety not only lessens and modifies the child's aggressive impulses, but leads to a more valuable employment and gratification of them from a social point of view; how the child shows an ever-grwing, deeply rooted desire to be loved and to love, and to be at peace with the world about it; and how much pleasure and benefit, and what a lessening of anxiety it derives from the fulfilment of this desire - when we see all this, we are ready to believe that what now would seem a Utopian state of things may well come true in those distant days when, as I hope, child-analysis will become as much a part of every person's upbringing as school-education is now. Then, perhaps, that hostile attitude, springing from fear and suspicion, which is latent more or less strongly in each human being, and which intensifies a hundredfold in him every impulse of destruction, will give way to kindlier and more trustful feelings towards his fellowmen, and people may inhabit the world together in greater peace and goodwill than they do now.

New Rule: Now that liberals have taken back the word "liberal," they also have to take back the word "elite." By now you've heard the constant right-wing attacks on the "elite media," and the "liberal elite." Who may or may not be part of the "Washington elite." A subset of the "East Coast elite." Which is overly influenced by the "Hollywood elite." So basically, unless you're a shit-kicker from Kansas, you're with the terrorists. If you played a drinking game where you did a shot every time Rush Limbaugh attacked someone for being "elite," you'd be almost as wasted as Rush Limbaugh. I don't get it: In other fields--outside of government--elite is a good thing, like an elite fighting force. Tiger Woods is an elite golfer. If I need brain surgery, I'd like an elite doctor. But in politics, elite is bad--the elite aren't down-to-earth and accessible like you and me and President Shit-for-Brains. Which is fine, except that whenever there's a Bush administration scandal, it always traces back to some incompetent political hack appointment, and you think to yourself, "Where are they getting these screwups from?" Well, now we know: from Pat Robertson. I'm not kidding. Take Monica Goodling, who before she resigned last week because she's smack in the middle of the U.S. attorneys scandal, was the third-ranking official in the Justice Department of the United States. She's thirty-three, and though she never even worked as a prosecutor, was tasked with overseeing the job performance of all ninety-three U.S. attorneys. How do you get to the top that fast? Harvard? Princeton? No, Goodling did her undergraduate work at Messiah College--you know, home of the "Fighting Christies"--and then went on to attend Pat Robertson's law school. Yes, Pat Robertson, the man who said the presence of gay people at Disney World would cause "earthquakes, tornadoes, and possibly a meteor," has a law school. And what kid wouldn't want to attend? It's three years, and you have to read only one book. U.S. News & World Report, which does the definitive ranking of colleges, lists Regent as a tier-four school, which is the lowest score it gives. It's not a hard school to get into. You have to renounce Satan and draw a pirate on a matchbook. This is for the people who couldn't get into the University of Phoenix. Now, would you care to guess how many graduates of this televangelist diploma mill work in the Bush administration? On hundred fifty. And you wonder why things are so messed up? We're talking about a top Justice Department official who went to a college founded by a TV host. Would you send your daughter to Maury Povich U? And if you did, would you expect her to get a job at the White House? In two hundred years, we've gone from "we the people" to "up with people." From the best and brightest to dumb and dumber. And where better to find people dumb enough to believe in George Bush than Pat Robertson's law school? The problem here in America isn't that the country is being run by elites. It's that it's being run by a bunch of hayseeds. And by the way, the lawyer Monica Goodling hired to keep her ass out of jail went to a real law school.

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

...[I]t doesn't take an advanced degree to figure out that this education talk is less a strategy for mitigating inequality than it is a way of rationalizing it. To attribute economic results to school years finished and SAT scores achieved is to remove matters from the realm of, well, economics and to relocate them to the provinces of personal striving and individual intelligence. From this perspective, wages aren't what they are because one party (management) has a certain amount of power over the other (workers); wages are like that because the god of the market, being surpassingly fair, rewards those who show talent and gumption. Good people are those who get a gold star from their teacher in elementary school, a fat acceptance letter from a good college, and a good life when they graduate. All because they are the best. Those who don't pay attention in high school get to spend their days picking up discarded cans by the side of the road. Both outcomes are our own doing.

A very distinct pattern has emerged repeatedly when policies favored by the anointed turn out to fail. This pattern typically has four stages: STAGE 1. THE “CRISIS”: Some situation exists, whose negative aspects the anointed propose to eliminate. Such a situation is routinely characterized as a “crisis,” even though all human situations have negative aspects, and even though evidence is seldom asked or given to show how the situation at hand is either uniquely bad or threatening to get worse. Sometimes the situation described as a “crisis” has in fact already been getting better for years. STAGE 2. THE “SOLUTION”: Policies to end the “crisis” are advocated by the anointed, who say that these policies will lead to beneficial result A. Critics say that these policies will lead to detrimental result Z. The anointed dismiss these latter claims as absurd and “simplistic,” if not dishonest. STAGE 3. THE RESULTS: The policies are instituted and lead to detrimental result Z. STAGE 4. THE RESPONSE: Those who attribute detrimental result Z to the policies instituted are dismissed as “simplistic” for ignoring the “complexities” involved, as “many factors” went into determining the outcome. The burden of proof is put on the critics to demonstrate to a certainty that these policies alone were the only possible cause of the worsening that occurred. No burden of proof whatever is put on those who had so confidently predicted improvement. Indeed, it is often asserted that things would have been even worse, were it not for the wonderful programs that mitigated the inevitable damage from other factors. Examples of this pattern are all too abundant. Three will be considered here. The first and most general involves the set of social welfare policies called “the war on poverty” during the administration of President Lyndon B. Johnson, but continuing under other labels since then. Next is the policy of introducing “sex education” into the public schools, as a means of reducing teenage pregnancy and venereal diseases. The third example will be policies designed to reduce crime by adopting a less punitive approach, being more concerned with preventive social policies beforehand and rehabilitation afterwards, as well as showing more concern with the legal rights of defendants in criminal cases.

Fairy tales, fantasy, legend and myth...these stories, and their topics, and the symbolism and interpretation of those topics...these things have always held an inexplicable fascination for me," she writes. "That fascination is at least in part an integral part of my character — I was always the kind of child who was convinced that elves lived in the parks, that trees were animate, and that holes in floorboards housed fairies rather than rodents. You need to know that my parents, unlike those typically found in fairy tales — the wicked stepmothers, the fathers who sold off their own flesh and blood if the need arose — had only the best intentions for their only child. They wanted me to be well educated, well cared for, safe — so rather than entrusting me to the public school system, which has engendered so many ugly urban legends, they sent me to a private school, where, automatically, I was outcast for being a latecomer, for being poor, for being unusual. However, as every cloud does have a silver lining — and every miserable private institution an excellent library — there was some solace to be found, between the carved oak cases, surrounded by the well–lined shelves, among the pages of the heavy antique tomes, within the realms of fantasy. Libraries and bookshops, and indulgent parents, and myriad books housed in a plethora of nooks to hide in when I should have been attending math classes...or cleaning my room...or doing homework...provided me with an alternative to a reality I didn't much like. Ten years ago, you could have seen a number of things in the literary field that just don't seem to exist anymore: valuable antique volumes routinely available on library shelves; privately run bookshops, rather than faceless chains; and one particular little girl who haunted both the latter two institutions. In either, you could have seen some variation upon a scene played out so often that it almost became an archetype: A little girl, contorted, with her legs twisted beneath her, shoulders hunched to bring her long nose closer to the pages that she peruses. Her eyes are glued to the pages, rapt with interest. Within them, she finds the kingdoms of Myth. Their borders stand unguarded, and any who would venture past them are free to stay and occupy themselves as they would.

The political perspective of this book, ironically, is the progeny of the progressive potential of capitalism as an historical system. The joint possibility of universal material well-being and the democratization of society is a product of the capitalist era. But the history of capitalism is a chronicle of the tension between possibilities and limits: democracy and universal affluence in perpetual and ubiquitous conflict with class domination - itself a product of the social organization of capitalist production.

West couldn't stop staring at Lady Clare. He had the feeling if he reached out to touch her, he would come away with his fingers scorched. That hair, blazing from beneath a simple gray traveling bonnet... he'd never seen anything like it. Bird-of-paradise red, with glimmers of crimson dancing amid the pinned-up locks. Her skin was flawless ivory except for a tender spray of freckles sprinkled across her nose, like a finishing spice on some luxurious dessert. She had the look of someone who had been nurtured: educated and well dressed. Someone who had always been lovingly sheltered. But there was a shadow in her gaze... the knowledge that there were some things no human being could be protected from. God, those eyes... light gray, with striations like the rays of tiny stars.

The root destruction of religion in the country, which throughout the twenties and thirties was one of the most important goals of the GPU-NKVD, could be realized only by mass arrests of Orthodox believers. Monks and nuns, whose black habits had been a distinctive feature of Old Russian life, were intensively rounded up on every hand, placed under arrest, and sent into exile. They arrested and sentenced active laymen. The circles kept getting bigger, as they raked in ordinary believers as well, old people and particularly women, who were the most stubborn believers of all and who, for many long years to come, would be called 'nuns' in transit prisons and in camps. True, they were supposedly being arrested and tried not for their actual faith but for openly declaring their convictions and for bringing up their children in the same spirit. As Tanya Khodkevich wrote: You can pray freely But just so God alone can hear. (She received a ten-year sentence for these verses.) A person convinced that he possessed spiritual truth was required to conceal it from his own children! In the twenties the religious education of children was classified as a political crime under Article 58-10 of the Code--in other words, counterrevolutionary propaganda! True, one was permitted to renounce one's religion at one's trial: it didn't often happen but it nonetheless did happen that the father would renounce his religion and remain at home to raise the children while the mother went to the Solovetsky Islands. (Throughout all those years women manifested great firmness in their faith.) All persons convicted of religious activity received 'tenners,' the longest term then given. (In those years, particularly in 1927, in purging the big cities for the pure society that was coming into being, they sent prostitutes to the Solovetsky Islands along with the 'nuns.' Those lovers of a sinful earthly life were given three-year sentences under a more lenient article of the Code. The conditions in prisoner transports, in transit prisons, and on the Solovetsky Islands were not of a sort to hinder them from plying their merry trade among the administrators and the convoy guards. And three years later they would return with laden suitcases to the places they had come from. Religious prisoners, however, were prohibited from ever returning to their children and their home areas.)

Lots of people tried to be like Sly. Take Rick James: more than half of the shit he did was in direct imitation. But there were only two people who were capable of that kind of cool: Miles Davis and Sly. I didn’t know Miles as well, but watching Sly was a strange experience, both educational and disorienting. To me, crazy is a prerequisite for greatness. But it doesn’t have to be actual craziness. I play crazy, when in reality, I’m pretty close to sane. Sly wasn’t playing. He believed in his own abilities, but he also believed in his own legend. And while he was a real nice guy in most ways, he wouldn’t hesitate to misuse you when it came to money and drugs. Of course, he was so ahead of the game that he wouldn’t try to trick you. He’d come right out and ask you if he could misuse you.

Many of our friends who grew up here now live in Brooklyn, where they are at work on “book-length narratives.” Another contingent has moved to the Bay Area and made a fortune there. Every year or so, these west-coasters travel back to Michigan and call us up for dinner or drinks, occasions they use to educate us on the inner workings of the tech industry. They refer to the companies they work for in the first person plural, a habit I have yet to acculturate to. Occasionally they lapse into the utopian, speaking of robotics ordinances and brain-computer interfaces and the mystical, labyrinthine channels of capital, conveying it all with the fervency of pioneers on a civilizing mission. Being lectured quickly becomes dull, and so my husband and I, to amuse ourselves, will sometimes play the rube. “So what, exactly, is a venture capitalist?” we’ll say. Or: “Gosh, it sounds like science fiction.” I suppose we could tell them the truth—that nothing they’re proclaiming is news; that the boom and bustle of the coastal cities, like the smoke from those California wildfires, liberally wafts over the rest of the country. But that seems a bit rude. We are, after all, Midwesterners. Here, work is work and money is money, and nobody speaks of these things as though they were spiritual movements or expressions of one’s identity.

NAEP data show beyond question that test scores in reading and math have improved for almost every group of students over the past two decades; slowly and steadily in the case of reading, dramatically in the case of mathematics. Students know more and can do more in these two basic skills subjects now than they could twenty or forty years ago... So the next time you hear someone say that the system is "broken," that American students aren't as well educated as they used to be, that our schools are failing, tell that person the facts.

Of course present knowledge of psychology is nearer to zero than to complete perfection, and its applications to teaching must therefore be often incomplete, indefinite, and insecure. The application of psychology to teaching is more like that of botany and chemistry to farming than like that of physiology and pathology to medicine. Anyone of good sense can farm fairly well without science, and anyone of good sense can teach fairly well without knowing and applying psychology. Still, as the farmer with the knowledge of the applications of botany and chemistry to farming is, other things being equal, more successful than the farmer without it, so the teacher will, other things being equal, be the more successful who can apply psychology, the science of human nature, to the problems of the school. (pp. 9-10)

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

This fatalistic indifference is something that drives the optimistic American liberal quite mad; he is prone, in his more exasperated moments, to refer to Negroes as political children, an appellation not entirely just. Negro liberals, being consulted, assure us that this is something that will disappear with “education,” a vast, all-purpose term, conjuring up visions of sunlit housing projects, stacks of copybooks and a race of well-soaped, dark-skinned people who never slur their R’s. Actually, this is not so much political irresponsibility as the product of experience, experience which no amount of education can quite efface. It is, as much as anything else, the reason the Negro vote is so easily bought and sold, the reason for that exclamation heard so frequently on Sugar Hill: “Our people never get anywhere.

I am a sick man.... I am a spiteful man. I am an unattractive man. I believe my liver is diseased. However, I know nothing at all about my disease, and do not know for certain what ails me. I don’t consult a doctor for it, and never have, though I have a respect for medicine and doctors. Besides, I am extremely superstitious, sufficiently so to respect medicine, anyway (I am well-educated enough not to be superstitious, but I am superstitious). No, I refuse to consult a doctor from spite. That you probably will not understand. Well, I understand it, though. Of course, I can’t explain who it is precisely that I am mortifying in this case by my spite: I am perfectly well aware that I cannot “pay out” the doctors by not consulting them; I know better than anyone that by all this I am only injuring myself and no one else. But still, if I don’t consult a doctor it is from spite. My liver is bad, well — let it get worse! I have been going on like that for a long time — twenty years. Now I am forty. I used to be in the government service, but am no longer. I was a spiteful official. I was rude and took pleasure in being so. I did not take bribes, you see, so I was bound to find a recompense in that, at least. (A poor jest, but I will not scratch it out. I wrote it thinking it would sound very witty; but now that I have seen myself that I only wanted to show off in a despicable way, I will not scratch it out on purpose!)

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

Getting an education is a running leap towards becoming filthy rich in Asia. This is no secret. But like many desirable things, simply being well known does not make it easily achieved. There are forks in the road to wealth that have nothing to do with choice or desire or effort, forks that have to do with chance, and in your case, the order of your birth is one of these. Third means you are not heading back to the village. Third means you are not working as a painter's assistant. Third also means you are not, like the fourth of you three surviving siblings, a tiny skeleton in a small grave at the base of a tree.

Luxury beliefs’ are the latest status symbol for rich Americans” by Rob Henderson New York Post, August 3, 2022 In the past, upper-class Americans used to display their social status with luxury goods. Today, they do it with luxury beliefs. People care a lot about social status. In fact, research indicates that respect and admiration from our peers are even more important than money for our sense of well-being. ...as trendy clothes and other products become more accessible and affordable, there is increasingly less status attached to luxury goods. The upper classes have found a clever solution to this problem: luxury beliefs. These are ideas and opinions that confer status on the rich at very little cost, while taking a toll on the lower class. ‘Upper-class people don a luxury belief to separate themselves from the lower class’ ... White privilege is the luxury belief that took me the longest to understand, because I grew up around poor whites. Often members of the upper-class claim that racial disparities stem from inherent advantages held by whites. Yet Asian Americans are more educated, have higher earnings and live longer than whites. Affluent whites are the most enthusiastic about the idea of white privilege, yet they are the least likely to incur any costs for promoting that belief. Rather, they raise their social standing by talking about their privilege. In other words, upper-class whites gain status by talking about their high status. When laws are enacted to combat white privilege, it won’t be the privileged whites who are harmed. Poor whites will bear the brunt. ... like with diamond rings or designer clothes of old, upper-class people don a luxury belief to separate themselves from the lower class. These beliefs, in turn, produce real, tangible consequences for disadvantaged people, further widening the divide.

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.

I am a scholar and a pupil who has been lulled to sleep by the meagre fire of a mind too humble. I have been too much burned, and my injured mind has accumulated too much passion; for tormenting itself with the defending of our sex, my mind sighs, conscious of its obligation. For all things — those deeply rooted inside us as well as those outside us — are being laid at the door of our sex. In addition, I, who have always held virtue in high esteem and considered private things as secondary importance, shall wear down and exhaust my pen writing against those men who are garrulous and puffed up with false pride. I shall not fail to obstruct tenaciously their treacherous snares. And I shall strive a war of vengeance against the notorious abuse of those who fill everything with noise, since armed with such abuse, certain insane and infamous men bark and bare their teeth in vicious wrath at the republic of women, so worthy of veneration.

My conception of freedom. — The value of a thing sometimes does not lie in that which one attains by it, but in what one pays for it — what it costs us. I shall give an example. Liberal institutions cease to be liberal as soon as they are attained: later on, there are no worse and no more thorough injurers of freedom than liberal institutions. Their effects are known well enough: they undermine the will to power; they level mountain and valley, and call that morality; they make men small, cowardly, and hedonistic — every time it is the herd animal that triumphs with them. Liberalism: in other words, herd-animalization. These same institutions produce quite different effects while they are still being fought for; then they really promote freedom in a powerful way. On closer inspection it is war that produces these effects, the war for liberal institutions, which, as a war, permits illiberal instincts to continue. And war educates for freedom. For what is freedom? That one has the will to assume responsibility for oneself. That one maintains the distance which separates us. That one becomes more indifferent to difficulties, hardships, privation, even to life itself. That one is prepared to sacrifice human beings for one's cause, not excluding oneself. Freedom means that the manly instincts which delight in war and victory dominate over other instincts, for example, over those of "pleasure." The human being who has become free — and how much more the spirit who has become free — spits on the contemptible type of well-being dreamed of by shopkeepers, Christians, cows, females, Englishmen, and other democrats. The free man is a warrior. How is freedom measured in individuals and peoples? According to the resistance which must be overcome, according to the exertion required, to remain on top. The highest type of free men should be sought where the highest resistance is constantly overcome: five steps from tyranny, close to the threshold of the danger of servitude. This is true psychologically if by "tyrants" are meant inexorable and fearful instincts that provoke the maximum of authority and discipline against themselves; most beautiful type: Julius Caesar. This is true politically too; one need only go through history. The peoples who had some value, attained some value, never attained it under liberal institutions: it was great danger that made something of them that merits respect. Danger alone acquaints us with our own resources, our virtues, our armor and weapons, our spirit, and forces us to be strong. First principle: one must need to be strong — otherwise one will never become strong. Those large hothouses for the strong — for the strongest kind of human being that has so far been known — the aristocratic commonwealths of the type of Rome or Venice, understood freedom exactly in the sense in which I understand it: as something one has or does not have, something one wants, something one conquers.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

Dear lady, ... dear gentleman, reader, [it's] not right ... to put down this writer on his writing ... And I'll tell you why, too: it hurts, that's why.... People try to understand why writers commit suicide by jumping off boats or by alcoholism or by being heroic continuously or by rope or gun or drug or knife or water, and ... I can tell you straight out, ... it is reading slurring remarks about their writing that drives writers to the grave. Dirty remarks passed by ... dirty but damned nicely educated and very highly-paid ladies and gentlemen have the effect of killing writers. Yes, that's right. Dirty words ... in slick paper magazines read by smart people do assassinate writers. ... And boy let me tell you I am all for it, even when by some ... misunderstanding the dirty words are directed to me rather than to the party really deserving them. Accidents happen, dear clever reviewer or critic, and let it not be said that William Saroyan is one not to see a situation from the point of view of the other party, ... and I shall be the first to defend your right to be critical and even sarcastic, knowing full well that it is not about me and my writing, although my name is by mistake taken in vain by you. ... But go on, go on, do your good clever writing, every one of you, I am home, your are home, and we are each of us not yet on Variety's Necrology list, so if we can't take it, who can?

For example, there was a book that started out with four pictures: first there was a wind-up toy; then there was an automobile; then there was a boy riding a bicycle; then there was something else. And underneath each picture, it said "What makes it go?" I thought, I know what it is: They're going to talk about mechanics, how the springs work inside the toy; about chemistry, how the engine of an automobile works; and biology, about how the muscles work. It was the kind of thing my father would have talked about: "What makes it go? Everything goes because the sun is shining." And then we would have fun discussing it: "No, the toy goes becaues the spring is wound up, I would say. "How did the spring get would up" he would ask. "I wound it up" "And how did you get moving?" "From eating" "And food grows only because the sun is shining. So it's because the sun is shining that all these things are moving" That would get the concept across that motion is simply the transformation of the sun's power. I turned the page. The answer was, for the wind-up toy, "Energy makes it go." And for the boy on the bicycle, "Energy makes it go." For everything "Energy makes it go." Now that doesn't mean anything. Suppose it's "Wakalixes." That's the general principle: "Wakalixes makes it go." There is no knowledge coming in. The child doesn't learn anything; it's just a word What the should have done is to look at the wind-up toy, see that there are springs inside, learn about springs, learn about wheels, and never mind "energy". Later on, when the children know something about how the toy actually works, they can discuss the more general principles of energy. It is also not even true that "energy makes it go", because if it stops, you could say, "energy makes it stop" just as well. What they're talking about is concentrated energy being transformed into more dilute forms, which is a very subtle aspect of energy. Energy is neither increased nor decreased in these examples; it's just changed from one form to another. And when the things stop, the energy is changed into heat, into general chaos.

We live in a day of superheroes and superstars, in a world of the haves and the have-nots. In our culture being somebody really matters: being smart, good looking, educated, athletic or musical – the pressure is on to be somebody. This thinking has seeped into the church as well. The mindset that God only uses the “special” people, those who are ordained or have graduated from seminary, is pervasive. As a result, many are left feeling that they are simply not good enough to be used by God. The world pushes us to be “somebody” and get recognized for our achievements. But God’s Kingdom – a Kingdom made up of the weak, the broken, the pushed-aside, the ordinary – is opposed to the world’s obsession with the superstar.

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.

Let a simple philosopher introduce these new pupils to the inscrutable but wonderful sublimities of Nature; let him prove to them that awareness of a god, often highly dangerous to men, never contributed to their happiness, and that they will not be happier for acknowledging as a cause of what they do not understand, something they well understand even less; that it is far less essential to inquire into the workings of Nature than to enjoy her and obey her laws; that these laws are as wise as they are simple; that they are written in the hearts of all men; and that it is but necessary to interrogate that heart to discern its impulse. If they wish absolutely that you speak to them of a creator, answer that things always having been what now they are, never having had a beginning and never going to have an end, it thus becomes as useless as impossible for man to be able to trace things back to an imaginary origin which would explain nothing and do not a jot of good. Tell them that men are incapable of obtaining true notions of a being who does not make his influence felt on one of our senses.

A primary purpose of school - and this is true for our culture's science and religion as well - is to lead us away from our own experience. The process of schooling does not give birth to human beings - as education should but never will so long as it springs from the collective consciousness of our culture - but instead it teaches us to value abstract rewards at the expense of our autonomy, curiosity, interior lives, and time. This lesson is crucial to individual economic success ("I love art," my students would say, "but I've got to make a living"), to the perpetuation of our economic system (What if all those who hated their jobs quit?), and it is crucial, as should be clear now, to the rationale that causes all mass atrocities.

I hope this doesn’t sound racist—these days I never know what will give offense—but black people seem terribly good at waiting, as if they inherited the gene for patience along with the one for sickle-cell. I noticed that in Africa as well: dozens of Africans sitting or standing by the side of the road, waiting for the bus or, even harder, waiting for nothing in particular, and they never appeared restive or annoyed. They didn’t pull grass and chew the tender ends with their front teeth; they didn’t draw aimless pictures with the toes of their plastic sandals in the dry red clay. They were still, and present. The capacity is existential, that ability to just be, with a profundity that I have seen elude some very well educated people.

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

I had many things to say, I did not have the words to say them. Painfully aware of my limitations, I watched helplessly as language became an obstacle. It became clear that it would be necessary to invent a new language. But how was one to rehabilitate and transform words betrayed and perverted by the enemy? Hunger—thirst—fear—transport—selection—fire—chimney: these words all have intrinsic meaning, but in those times, they meant something else. Writing in my mother tongue—at that point close to extinction—I would pause at every sentence, and start over and over again. I would conjure up other verbs, other images, other silent cries. It still was not right. But what exactly was "it"? "It" was something elusive, darkly shrouded for fear of being usurped, profaned. All the dictionary had to offer seemed meager, pale, lifeless. Was there a way to describe the last journey in sealed cattle cars, the last voyage toward the unknown? Or the discovery of a demented and glacial universe where to be inhuman was human, where disciplined, educated men in uniform came to kill, and innocent children and weary old men came to die? Or the countless separations on a single fiery night, the tear- ing apart of entire families, entire communities? Or, incredibly, the vanishing of a beautiful, well-behaved little Jewish girl with golden hair and a sad smile, murdered with her mother the very night of their arrival? How was one to speak of them without trembling and a heart broken for all eternity?

Every novel which is truly written contributes to the total of knowledge which is there at the disposal of the next writer who comes, but the next writer must pay, always, a certain nominal percentage in experience to be able to understand and assimilate what is available as his birthright and what he must, in turn, take his departure from. If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

I beg your pardon, Mrs. Graham - but you get on too fast. I have not yet said that a boy should be taught to rush into the snares of life, - or even wilfully to seek temptation for the sake of exercising his virtue by overcoming it; - I only say that it is better to arm and strengthen your hero, than to disarm and enfeeble the foe; - and if you were to rear an oak sapling in a hothouse, tending it carefully night and day, and shielding it from every breath of wind, you could not expect it to become a hardy tree, like that which has grown up on the mountain-side, exposed to all the action of the elements, and not even sheltered from the shock of the tempest.' 'Granted; - but would you use the same argument with regard to a girl?' 'Certainly not.' 'No; you would have her to be tenderly and delicately nurtured, like a hot-house plant - taught to cling to others for direction and support, and guarded, as much as possible, from the very knowledge of evil. But will you be so good as to inform me why you make this distinction? Is it that you think she has no virtue?' 'Assuredly not.' 'Well, but you affirm that virtue is only elicited by temptation; - and you think that a woman cannot be too little exposed to temptation, or too little acquainted with vice, or anything connected therewith. It must be either that you think she is essentially so vicious, or so feeble-minded, that she cannot withstand temptation, - and though she may be pure and innocent as long as she is kept in ignorance and restraint, yet, being destitute of real virtue, to teach her how to sin is at once to make her a sinner, and the greater her knowledge, the wider her liberty, the deeper will be her depravity, - whereas, in the nobler sex, there is a natural tendency to goodness, guarded by a superior fortitude, which, the more it is exercised by trials and dangers, is only the further developed - ' 'Heaven forbid that I should think so!' I interrupted her at last." 'Well, then, it must be that you think they are both weak and prone to err, and the slightest error, the merest shadow of pollution, will ruin the one, while the character of the other will be strengthened and embellished - his education properly finished by a little practical acquaintance with forbidden things. Such experience, to him (to use a trite simile), will be like the storm to the oak, which, though it may scatter the leaves, and snap the smaller branches, serves but to rivet the roots, and to harden and condense the fibres of the tree. You would have us encourage our sons to prove all things by their own experience, while our daughters must not even profit by the experience of others. Now I would have both so to benefit by the experience of others, and the precepts of a higher authority, that they should know beforehand to refuse the evil and choose the good, and require no experimental proofs to teach them the evil of transgression. I would not send a poor girl into the world, unarmed against her foes, and ignorant of the snares that beset her path; nor would I watch and guard her, till, deprived of self-respect and self-reliance, she lost the power or the will to watch and guard herself; - and as for my son - if I thought he would grow up to be what you call a man of the world - one that has "seen life," and glories in his experience, even though he should so far profit by it as to sober down, at length, into a useful and respected member of society - I would rather that he died to-morrow! - rather a thousand times!' she earnestly repeated, pressing her darling to her side and kissing his forehead with intense affection. He had already left his new companion, and been standing for some time beside his mother's knee, looking up into her face, and listening in silent wonder to her incomprehensible discourse. Anne Bronte, "The Tenant of Wildfell Hall" (24,25)

back,” Daddy said. “It’ll work out.” He had no idea what to do about Helen. They spoke a completely different language. He was an old-timer who called school “schoolin”’ and called me “boy.” He had run off from Jim Crow in the South and felt that education, any education, was a privilege. Helen was far beyond that. Weeks passed, months, and Helen didn’t return. Finally Jack called. “I found her. She’s living with some crazy woman,” Jack said. She told Ma she didn’t know much about the lady other than that she wore a lot of scarves and used incense. Mommy got the address and went to the place herself. It was a dilapidated housing project near St. Nicholas Avenue, with junkies and winos standing out front. Mommy stepped past them and walked through a haze of reefer smoke and took the elevator to the eighth floor. She went to the apartment door and listened. There was music playing on a stereo inside, and the voice of someone on the phone. She knocked on the door. The stereo lowered. “Who is it?” someone asked. It sounded like Helen. “I’m here to see Helen,” Mommy said. Silence. “I know you’re there, Helen,” Mommy said. Silence. “Helen. I want you to come home. Whatever’s wrong we’ll fix. Just forget all of it and come on home.” From down the hallway, a doorway opened and a black woman watched in silence as the dark-haired, bowlegged white lady talked to the closed door. “Please come home, Helen.” The door had a peephole in it. The peephole slid back. A large black eye peered out. “Please come home, Helen. This is no place for you to be. Just come on home.” The peephole closed.

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

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

A modern princess—of England, say, or Monaco— serves the purpose of being an adornment in the fantasy life of the public. Consequently, she receives the kind of education that one might think of giving to a particularly splendid papier-mâché angel before putting it at the top of the Christmas tree: an education whose main goal is proficiency in the arts of looking pretty and standing straight. Our century, whatever virtues it may have, is not an optimal time for princesses. Things were different in the Renaissance. Intelligence had a primary value then. At almost every level of the social order, education was meant to create true amateurs—people who were in love with quality. A gentleman or lady needed to be at least minimally skilled in many arts, because that was considered the fittest way of appreciating the good things in life and honoring the goodness itself. Nor did being well-rounded mean smoothing over your finest points and becoming like the reflection of a smile in a polished teaspoon. Intelligence walked hand in hand with individuality, although having finely sharpened points of view did not, it was felt, require you to poke other people with them. If wit was a rapier, courtesy was the button at the end of the blade.

Before every elementary school classroom had a 'Drop Everything and Read' period, before parents and educators agonized more about children being glued to Call of Duty or getting sucked into the vortex of the Internet, reading as a childhood activity was not always revered. Maybe it was in some families, in some towns, in some magical places that seemed to exist only in stories, but not where I was. Nobody trotted out the kid who read all the time as someone to be admired like the ones who did tennis and ballet and other feats requiring basic coordination. While those other kids pursued their after-school activities in earnest, I failed at art, gymnastics, ice skating, soccer, and ballet with a lethal mix of inability, fear and boredom. Coerced into any group endeavor, I wished I could just be home already. Rainy days were a godsend because you could curl up on a sofa without being banished into the outdoors with an ominous 'Go play outside.' Well into adulthood, I would chastise myself over not settling on a hobby—knitting or yoga or swing dancing or crosswords—and just reading instead. The default position. Everyone else had a passion; where was mine? How much happier I would have been to know that reading was itself a passion. Nobody treated it that way, and it didn't occur to me to think otherwise.

The Measure of America, a report of the Social Science Research Council, ranks every state in the United States on its “human development.” Each rank is based on life expectancy, school enrollment, educational degree attainment, and median personal earnings. Out of the 50 states, Louisiana ranked 49th and in overall health ranked last. According to the 2015 National Report Card, Louisiana ranked 48th out of 50 in eighth-grade reading and 49th out of 50 in eighth-grade math. Only eight out of ten Louisianans have graduated from high school, and only 7 percent have graduate or professional degrees. According to the Kids Count Data Book, compiled by the Annie E. Casey Foundation, Louisiana ranked 49th out of 50 states for child well-being. And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are worse off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, and the state loses a football field–size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world’s top scientists connect to climate change.

Go on and educate me, then,” Senan says to Cal. “What’s a yeet?” “A what?” Cal says. “A yeet. I’m sitting on the sofa tonight after my tea, doing a bit of digesting, and my youngest lad comes running in, launches himself onto my feckin’ belly like he’s been shot from a cannon, yells ‘Yeet!’ out of him right in my face, and legs it out again. I asked one of my other fellas what he was on about, but he only laughed his arse off and told me I’m getting old. Then he asked me for twenty quid to go into town.” “Did you give it to him?” Cal asks. “I did not. I told him to fuck off and get a job. What the hell is a yeet?” “You never saw a yeet?” Cal says. He finds himself fed up to the back teeth with being tossed around by these guys like a beach ball. “They’re pet animals. Like hamsters, only bigger and uglier. Great big fat faces and little piggy eyes.” “I haven’t got a fat fuckin’ face. You’re telling me my young lad’s after calling me a hamster?” “Well,” Cal says, “that word’s used for something else, too, but I hope your boy wouldn’t know about that. How old is he?” “Ten.” “He got the internet?” Senan is swelling up and turning red. “If that little fecker’s been looking at porn, he can say good-bye to his drum kit, and his Xbox, and his—everything. What’s a yeet? Did he call his own father a prick?” “He’s only winding you up, ye eejit,” the buck-naked window guy tells him. “He’s no more notion of yeets than you have.” Senan glares at Cal. “Never heard of ’em,” Cal says. “But you’re cute when you’re angry.

In certain young people today…I notice what I find increasingly troubling: a cold-blooded grasping, a hunger to take and take and take, but never give; a massive sense of entitlement; an inability to show gratitude; an ease with dishonesty and pretension and selfishness that is couched in the language of self-care; an expectation always to be helped and rewarded no matter whether deserving or not; language that is slick and sleek but with little emotional intelligence; an astonishing level of self-absorption; an unrealistic expectation of puritanism from others; an over-inflated sense of ability, or of talent where there is any at all; an inability to apologize, truly and fully, without justifications; a passionate performance of virtue that is well mexecuted in the public space of Twitter but not in the intimate space of friendship. I find it obscene. People who ask you to ‘educate’ yourself while not having actually read any books themselves, while not being able to intelligently defend their own ideological positions, because by ‘educate,’ they actually mean ‘parrot what I say, flatten all nuance, wish away complexity.’ People who wield the words ‘violence’ and ‘weaponize’ like tarnished pitchforks. People who depend on obfuscation, who have no compassion for anybody genuinely curious or confused. Ask them a question and you are told that the answer is to repeat a mantra. Ask again for clarity and be accused of violence. And so we have a generation of young people on social media so terrified of having the wrong opinions that they have robbed themselves of the opportunity to think and to learn and to grow.

All men know that by sheer weight of physical force, the mass of men must in the last resort become the arbiters of human action. But reason, skill, wealth, machines and power may for long periods enable the few to control the many. But to what end? The current theory of democracy is that dictatorship is a stopgap pending the work of universal education, equitable income, and strong character. But always the temptation is to use the stopgap for narrower ends, because intelligence, thrift and goodness seem so impossibly distant for most men. We rule by junta; we turn Fascist, because we do not believe in men; yet the basis of fact in this disbelief is incredibly narrow. We know perfectly well that most human beings have never had a decent human chance to be full men. Most of us may be convinced that even with opportunity the number of utter human failures would be vast; and yet remember that this assumption kept the ancestors of present white America long in slavery and degradation. It is then one's moral duty to see that every human being, to the extent of his capacity, escapes ignorance, poverty and crime. With this high ideal held unswervingly in view, monarchy, oligarchy, dictatorships may rule; but the end will be the rule of All, if mayhap All or Most qualify. The only unforgivable sin is dictatorship for the benefit of Fools, Voluptuaries, gilded Satraps, Prostitutes and Idiots. The rule of the famished, unlettered, stinking mob is better than this and the only inevitable, logical and justifiable return. To escape from ultimate democracy is as impossible as it is for ignorant poverty and crime to rule forever.

Twenty years of being in the classroom have taught me that 90% of ‘emotional problems’ in the classroom are manipulation tactics. Why is it that so many students who exhibit emotional problems in other classes are miraculously able to make them disappear in mine? Well, either I have eight advanced psychology degrees I haven’t told you about, or the student knows they have to face a consequence they don’t want. 4. Self-esteem is not built by pow-wows in class about connections and cultural understanding, but by honest, hard work. Education theorists and other ‘professionals’ whose salaries are dependent on a dysfunctional system will tell you a teacher’s job is part psychologist, part parent, blah blah blah. This is opinion, not fact. The truth is, the best teachers spend their time doing their job—teaching. The best thing you can do for your students is to teach them your subject matter—and the best way to do that is with a classroom that is quiet, attentive, focused, and on task. To achieve that you need leverage—consequences that count for those who do not comply with your behavior standards.

The ministry was the profession that suffered most—and still suffers, though there has been great improvement—on account of not only ignorant but in many cases immoral men who claimed that they were “called to preach.” In the earlier days of freedom almost every coloured man who learned to read would receive “a call to preach” within a few days after he began reading. At my home in West Virginia the process of being called to the ministry was a very interesting one. Usually the “call” came when the individual was sitting in church. Without warning the one called would fall upon the floor as if struck by a bullet, and would lie there for hours, speechless and motionless. Then the news would spread all through the neighbourhood that this individual had received a “call.” If he were inclined to resist the summons, he would fall or be made to fall a second or third time. In the end he always yielded to the call. While I wanted an education badly, I confess that in my youth I had a fear that when I had learned to read and write well I would receive one of these “calls”; but, for some reason, my call never came.

To speak of reality becoming a spectacle is a breathtaking provincialism. It universalizes the viewing habits of a small, educated population living in the rich part of the world, where news has been converted into entertainment—that mature style of viewing which is a prime acquisition of "the modern," and a prerequisite for demanding traditional forms of party-based politics that offer real disagreement and debate. It assumes that everyone is a spectator. It suggests, perversely, unseriously, that there is no real suffering in the world. But it is absurd to identify the world with those zones in the well-off countries where people have the dubious privilege of being spectators, or of declining to be spectators, of other people's pain, just as it is absurd to generalize about the ability to respond to the sufferings of others on the basis of the mind-set of those consumers of news who know nothing at first hand about war and massive injustice and terror. There are hundreds of millions of television watchers who are far from inured to what they see on television. They do not have the luxury of patronizing reality.

The capitalist-imperialist governments, even though they themselves are about to be plundered, will not fight with any conviction against Fascism as such. Our rulers, those of them who understand the issue, would probably prefer to hand over every square inch of the British Empire to Italy, Germany, and Japan than to see Socialism triumphant. It was easy to laugh at Fascism when we imagined that it was based on hysterical nationalism, because it seemed obvious that the Fascist states, each regarding itself as the chosen people and patriotic contra mundum, would clash with one another. But nothing of the kind is happening. Fascism is now an international movement, which means not only that the Fascist nations can combine for the purposes of loot, but that they are groping, perhaps only half consciously as yet, toward a world-system. For the vision of the totalitarian state there is being substituted the vision of the totalitarian world. As I pointed out earlier, the advance of machine-technique must lead ultimately to some form of collectivism, but that form need not necessarily be equalitarian; that is, it need not be Socialism. Pace the economists, it is quite possible to imagine a world-society, economically collectivist–that is, with the profit principle eliminated–but will all political, military, and educational power in the hands of a small caste of rulers and their bravos. That or something like it is the objective of Fascism. And that, of course, is the slave-state, or rather the slave-world; it would probably be a stable form of society, and the chances are, considering the enormous wealth of the world if scientifically exploited, that the slaves would be well-fed and contented.

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…

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.   “It was, in all,” writes McCullough, “a declaration of Adams’s faith in education as the bulwark of the good society, the old abiding faith of his Puritan forebears.

If they studied their paper money for clues as to what their country was all about, they found, among a lot of other baroque trash, a picture of a truncated pyramid with a radiant eye on top of it, like this: Not even the President of the United States knew what that was all about. It was as though the country were saying to its citizens, “In nonsense is strength.” *** A lot of the nonsense was the innocent result of playfulness on the part of the founding fathers of the nation of Dwayne Hoover and Kilgore Trout. The founders were aristocrats, and they wished to show off their useless education, which consisted of the study of hocus-pocus from ancient times. They were bum poets as well. But some of the nonsense was evil, since it concealed great crimes. For example, teachers of children in the United States of America wrote this date on blackboards again and again, and asked the children to memorize it with pride and joy: The teachers told the children that this was when their continent was discovered by human beings. Actually, millions of human beings were already living full and imaginative lives on the continent in 1492. That was simply the year in which sea pirates began to cheat and rob and kill them. Here

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

Toyota wasn’t really worried that it would give away its “secret sauce.” Toyota’s competitive advantage rested firmly in its proprietary, complex, and often unspoken processes. In hindsight, Ernie Schaefer, a longtime GM manager who toured the Toyota plant, told NPR’s This American Life that he realized that there were no special secrets to see on the manufacturing floors. “You know, they never prohibited us from walking through the plant, understanding, even asking questions of some of their key people,” Schaefer said. “I’ve often puzzled over that, why they did that. And I think they recognized we were asking the wrong questions. We didn’t understand this bigger picture.” It’s no surprise, really. Processes are often hard to see—they’re a combination of both formal, defined, and documented steps and expectations and informal, habitual routines or ways of working that have evolved over time. But they matter profoundly. As MIT’s Edgar Schein has explored and discussed, processes are a critical part of the unspoken culture of an organization. 1 They enforce “this is what matters most to us.” Processes are intangible; they belong to the company. They emerge from hundreds and hundreds of small decisions about how to solve a problem. They’re critical to strategy, but they also can’t easily be copied. Pixar Animation Studios, too, has openly shared its creative process with the world. Pixar’s longtime president Ed Catmull has literally written the book on how the digital film company fosters collective creativity2—there are fixed processes about how a movie idea is generated, critiqued, improved, and perfected. Yet Pixar’s competitors have yet to equal Pixar’s successes. Like Toyota, Southern New Hampshire University has been open with would-be competitors, regularly offering tours and visits to other educational institutions. As President Paul LeBlanc sees it, competition is always possible from well-financed organizations with more powerful brand recognition. But those assets alone aren’t enough to give them a leg up. SNHU has taken years to craft and integrate the right experiences and processes for its students and they would be exceedingly difficult for a would-be competitor to copy. SNHU did not invent all its tactics for recruiting and serving its online students. It borrowed from some of the best practices of the for-profit educational sector. But what it’s done with laser focus is to ensure that all its processes—hundreds and hundreds of individual “this is how we do it” processes—focus specifically on how to best respond to the job students are hiring it for. “We think we have advantages by ‘owning’ these processes internally,” LeBlanc says, “and some of that is tied to our culture and passion for students.

Ten years ago a book appeared in France called D'Une foi l'autre, les conversions a l'Islam en Occident. The authors, both career journalists, carried out extensive interviews with new Muslims in Europe and America. Their conclusions are clear. Almost all educated converts to Islam come in through the door of Islamic spirituality. In the middle ages, the Sufi tariqas were the only effective engine of Islamisation in Muslim minority areas like Central Asia, India, black Africa and Java; and that pattern is maintained today. Why should this be the case? Well, any new Muslim can tell you the answer. Westerners are in the first instance seeking not a moral path, or a political ideology, or a sense of special identity - these being the three commodities on offer among the established Islamic movements. They lack one thing, and they know it - the spiritual life. Thus, handing the average educated Westerner a book by Sayyid Qutb, for instance, or Mawdudi, is likely to have no effect, and may even provoke a revulsion. But hand him or her a collection of Islamic spiritual poetry, and the reaction will be immediately more positive. It is an extraordinary fact that the best-selling religious poet in modern America is our very own Jalal al-Din Rumi. Despite the immeasurably different time and place of his origin, he outsells every Christian religious poet. Islam and the New Millennium

A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult. What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges.

In a similar study conducted at Yale University, undergraduate participants were offered the opportunity to use the same kind of casuistry to maintain the occupational status quo. The students evaluated one of two applicants (Michael or Michelle) for the position of police chief. One applicant was streetwise, a tough risk-taker, popular with other officers, but poorly educated. By contrast, the educated applicant was well schooled, media savvy, and family oriented, but lacked street experience and was less popular with the other officers. The undergraduate participants judged the job applicant on various streetwise and education criteria, and then rated the importance of each criterion for success as a police chief. Participants who rated Michael inflated the importance of being an educated, media-savvy family man when these were qualities Michael possessed, but devalued these qualities when he happened to lack them. No such helpful shifting of criteria took place for Michelle. As a consequence, regardless of whether he was streetwise or educated, the demands of the social world were shaped to ensure that Michael had more of what it took to be a successful police chief. As the authors put it, participants may have ‘felt that they had chosen the right man for the job, when in fact they had chosen the right job criteria for the man.’21 Ironically, the people who were most convinced of their own objectivity discriminated the most.

The alienating effects of wealth and modernity on the human experience start virtually at birth and never let up. Infants in hunter-gatherer societies are carried by their mothers as much as 90 percent of the time, which roughly corresponds to carrying rates among other primates. One can get an idea of how important this kind of touch is to primates from an infamous experiment conducted in the 1950s by a primatologist and psychologist named Harry Harlow. Baby rhesus monkeys were separated from their mothers and presented with the choice of two kinds of surrogates: a cuddly mother made out of terry cloth or an uninviting mother made out of wire mesh. The wire mesh mother, however, had a nipple that dispensed warm milk. The babies took their nourishment as quickly as possible and then rushed back to cling to the terry cloth mother, which had enough softness to provide the illusion of affection. Clearly, touch and closeness are vital to the health of baby primates—including humans. In America during the 1970s, mothers maintained skin-to-skin contact with babies as little as 16 percent of the time, which is a level that traditional societies would probably consider a form of child abuse. Also unthinkable would be the modern practice of making young children sleep by themselves. In two American studies of middle-class families during the 1980s, 85 percent of young children slept alone in their own room—a figure that rose to 95 percent among families considered “well educated.” Northern European societies, including America, are the only ones in history to make very young children sleep alone in such numbers. The isolation is thought to make many children bond intensely with stuffed animals for reassurance. Only in Northern European societies do children go through the well-known developmental stage of bonding with stuffed animals; elsewhere, children get their sense of safety from the adults sleeping near them. The point of making children sleep alone, according to Western psychologists, is to make them “self-soothing,” but that clearly runs contrary to our evolution. Humans are primates—we share 98 percent of our DNA with chimpanzees—and primates almost never leave infants unattended, because they would be extremely vulnerable to predators. Infants seem to know this instinctively, so being left alone in a dark room is terrifying to them. Compare the self-soothing approach to that of a traditional Mayan community in Guatemala: “Infants and children simply fall asleep when sleepy, do not wear specific sleep clothes or use traditional transitional objects, room share and cosleep with parents or siblings, and nurse on demand during the night.” Another study notes about Bali: “Babies are encouraged to acquire quickly the capacity to sleep under any circumstances, including situations of high stimulation, musical performances, and other noisy observances which reflect their more complete integration into adult social activities.

When we have to pay a lot for something nice, we appreciate it to the full. Yet as its price in the market falls, passion has a habit of fading away. Why, then, do we associate a cheap price with lack of value? Our response is a hangover from our long preindustrial past. For most of human history, there truly was a strong correlation between cost and value: The higher the price, the better things tended to be, because there was simply no way both for prices to be low and for quality to be high. It is not that we refuse to buy inexpensive or cheap things. It's just that getting excited over cheap things has come to seem a little bizarre. How do we reverse this? The answer lies in a slightly unexpected area: the mind of a four-year-old. Children have two advantages: They don't know what they're supposed to like and they don't understand money, so price is never a guide to value for them. We buy them a costly wooden toy made by Swedish artisans who hope to teach lessons in symmetry and find that they prefer the cardboard box that it came in. If asked to put a price on things, children tend to answer by the utility and charm of an object, not its manufacturing costs. We have been looking at prices the wrong way. We have fetishised them as tokens of intrinsic value; we have allowed them to set how much excitement we are allowed to have in given areas, how much joy is to be mined in particular places. But prices were never meant to be like this: We are breathing too much life into them and thereby dulling too many of our responses to the inexpensive world. At a certain age, something very debilitating happens to children. They start to learn about "expensive" and "cheap" and absorb the view that the more expensive something is, the better it may be. They are encouraged to think well of saving up pocket money and to see the "big" toy they are given as much better than the "cheaper" one. We can't directly go backwards; we can't forget what we know of prices. However, we can pay less attention to what things cost and more to our own responses. We need to rethink our relationship to prices. The price of something is principally determined by what it cost to make, not how much human value is potentially to be derived from it.

Where were you yesterday?" "Yesterday? Where was I-let me see...." "I thought you took a powder." "Me? How could that be?" "You mean, you wouldn't run out on me?" Run out on fragrant, sexual, high-minded Ramona? Never in a million years. Ramona had passed through the hell of profligacy and attained the seriousness of pleasure. For when will we civilized beings become really serious? said Kierkegaard. Only when we have known hell through and through. Without this, hedonism and frivolity will diffuse hell through all our days. Ramona, however, does not believe in any sin but the sin against the body, for her the true and only temple of the spirit. "But you did leave town yesterday," said Ramona. "How do you know-are you having me tailed by a private eye?" "Miss Schwartz saw you in Grand Central with a valise in your hand." "Who? Ramona said, "Perhaps some lovely woman scared you on the train, and you turned back to your Ramona." "Oh..." said Herzog. Her theme was her power to make him happy. Thinking of Ramona with her intoxicating eyes and robust breasts, her short but gentle legs, her Carmen airs, thievishly seductive, her skill in the sack (defeating invisible rivals), he felt she did not exaggerate. The facts supported her claim. "Well, were you running away?" she said. "Why should I? You're a marvelous woman, Ramona." "In that case you're being very odd, Moses." "Well, I suppose I am one of the odder beasts." "But I know better than to be proud and demanding.” “Life has taught me to be humble." Moses shut his eyes and raised his brows. Here we go. "Perhaps you feel a natural superiority because of your education." "Education! But I don't know anything..." "Your accomplishments. You're in Who's Who. I'm only a merchant-a petit-bourgeois type." "You don't really believe this. Ramona." "Then why do you keep aloof, and make me chase you? I realize you want to play the field. After great disappointments, I've done it myself, for ego-reinforcement." "A high-minded intellectual ninny, square ..." "Who?" "Myself, I mean." She went on. "But as one recovers self-confidence, one learns the simple strength of simple desires.” “Please, Ramona, Moses wanted to say-you're lovely, fragrant, sexual, good to touch-everything. Ramona paused, and Herzog said, "It's true-I have a lot to learn.” Excerpt From: Bellow, Saul. “Herzog.” iBooks. This material may be protected by copyright.

Great Discourse on Blessings AT one time the Exalted One was living in Jeta Grove. A certain deity of astounding beauty approached the Exalted One and said: Many deities and humans have pondered on blessings. Tell me the blessings supreme. The Buddha replied: To associate not with the foolish, to be with the wise, to honor the worthy ones this is a blessing supreme. To reside in a suitable location, to have good past deeds done, to set oneself in the right direction this is a blessing supreme. To be well spoken, highly trained, well educated, skilled in handicraft, and highly disciplined, this is a blessing supreme. To be well caring of mother, of father, to look after spouse and children, to engage in a harmless occupation, this is a blessing supreme. Outstanding behavior, blameless action, open hands to all relatives and selfless giving, this is a blessing supreme. To cease and abstain from evil, to avoid intoxicants, to be diligent in virtuous practices, this is a blessing supreme. To be reverent and humble, content and grateful, to hear the Dharma at the right time, this is a blessing supreme. To be patient and obedient, to visit with spiritual people, to discuss the Dharma at the right time, this is a blessing supreme. To live austerely and purely, to see the noble truths, and to realize nirvana, this is the blessing supreme. A mind unshaken when touched by the worldly states, sorrowless, stainless, and secure, this is the blessing supreme. Those who have fulfilled all these are everywhere invincible; they find well-being everywhere, theirs is the blessing supreme. adapted from MANGALA SUTTA, translated by Gunaratana Mahathera

One of the biggest shifts in the last decade of anthropology, one of the discoveries in the field that has changed everything, is the realization that we evolved as cooperative breeders. Bringing up kids in a nuclear family is a novelty, a blip on the screen of human family life. We never did child rearing alone, isolated and shut off from others, or with just one other person, the child’s father. It is arduous and anomalous and it’s not the way it “should” be. Indeed, for as long as we have been, we have relied on other females—kin and the kindly disposed—to help us raise our offspring. Mostly we lived as Nisa did—in rangy, multifamily bands that looked out for one another, took care of one another, and raised one another’s children. You still see it in parts of the Caribbean today, where any adult in a small town can tell any kid to toe the line, and does, and the kids listen. Or in Hawaii, where kids and parents alike depend on hanai relationships—aunties and uncles, indispensible honorary relations who take a real interest in an unrelated child’s well-being and education. No, it wasn’t fire or hunting or the heterosexual dyad that gave us a leg up, anthropologists now largely concur; it was our female Homo ancestors holding and handling and caring for and even nursing the babies of other females. That is in large part why Homo sapiens flourished and flourish still, while other early hominins and prehominins bit the dust. This shared history of interdependence, of tending and caring, might explain the unique capacity women have for deep friendship with other women. We have counted on one another for child care, sanity, and survival literally forever. The loss of your child weighs heavily on me in this web of connectedness, because he or she is a little bit my own.

If I know the classical psychological theories well enough to pass my comps and can reformulate them in ways that can impress peer reviewers from the most prestigious journals, but have not the practical wisdom of love, I am only an intrusive muzak soothing the ego while missing the heart. And if I can read tea leaves, throw the bones and manipulate spirits so as to understand the mysteries of the universe and forecast the future with scientific precision, and if I have achieved a renaissance education in both the exoteric and esoteric sciences that would rival Faust and know the equation to convert the mass of mountains into psychic energy and back again, but have not love, I do not even exist. If I gain freedom from all my attachments and maintain constant alpha waves in my consciousness, showing perfect equanimity in all situations, ignoring every personal need and compulsively martyring myself for the glory of God, but this is not done freely from love, I have accomplished nothing. Love is great-hearted and unselfish; love is not emotionally reactive, it does not seek to draw attention to itself. Love does not accuse or compare. It does not seek to serve itself at the expense of others. Love does not take pleasure in other peeople's sufferings, but rejoices when the truth is revealed and meaningful life restored. Love always bears reality as it is, extending mercy to all people in every situation. Love is faithful in all things, is constantly hopeful and meets whatever comes with immovable forbearance and steadfastness. Love never quits. By contrast, prophecies give way before the infinite possibilities of eternity, and inspiration is as fleeting as a breath. To the writing and reading of many books and learning more and more, there is no end, and yet whatever is known is never sufficient to live the Truth who is revealed to the world only in loving relationship. When I was a beginning therapist, I thought a lot and anxiously tried to fix people in order to lower my own anxiety. As I matured, my mind quieted and I stopped being so concerned with labels and techniques and began to realize that, in the mystery of attentive presence to others, the guest becomes the host in the presence of God. In the hospitality of genuine encounter with the other, we come face to face with the mystery of God who is between us as both the One offered One who offers. When all the theorizing and methodological squabbles have been addressed, there will still only be three things that are essential to pastoral counseling: faith, hope, and love. When we abide in these, we each remain as well, without comprehending how, for the source and raison d'etre of all is Love.

The second part of the folk theory holds that racism is entirely a matter of individual beliefs, intentions, and actions. In the folk theory, a racist is a person who believes that people of color are biologically inferior to Whites, so that White privilege is deserved and must be defended. Racism is what this kind of White supremacist thinks and does. The folk theory holds that such people are anachronisms, who are ignorant, vicious, and remote from the mainstream. Their ignorance can be cured by education. Their viciousness can be addressed by helping them to enjoy new advantages, so that they can gain self-esteem and will not have to look down on others. Since education and general well-being are increasing, racism should soon disappear entirely, except as a sign of mental derangement or disability. One of the most difficult exercises that this book recommends is to move away from thinking of racism as entirely a matter of individual beliefs and psychological states. White Americans generally agree that things happen in the world because individuals, with beliefs, emotions, and intentions, cause them to happen. They consider this understanding to be the most obvious kind of common sense. Yet not everyone approaches the world from this perspective, and it is very interesting to try to think about racism from outside the framework that it imposes. Critical theorists do not deny that individual beliefs figure in racism. But we prefer to emphasize its collective, cultural dimensions, and to avoid singling out individuals and trying to decide whether they are racists or not. Furthermore, critical theorists insist that ordinary people who do not share White supremacist beliefs can still talk and behave in ways that advance the projects of White racism. I will try to show, in chapters to come, how

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.” ― Noam Chomsky

The remedy for what ails our democracy is not simply better education (as important as that is) or civic education (as important as that can be), but the reestablishment of a genuine democratic discourse in which individuals can participate in a meaningful way—a conversation of democracy in which meritorious ideas and opinions from individuals do, in fact, evoke a meaningful response. And in today’s world, that means recognizing that it’s impossible to have a well-informed citizenry without having a well-connected citizenry. While education remains important, it is now connection that is the key. A well-connected citizenry is made up of men and women who discuss and debate ideas and issues among themselves and who constantly test the validity of the information and impressions they receive from one another—as well as the ones they receive from their government. No citizenry can be well informed without a constant flow of honest information about contemporary events and without a full opportunity to participate in a discussion of the choices that the society must make. Moreover, if citizens feel deprived of a meaningful opportunity to participate in the national conversation, they can scarcely be blamed for developing a lack of interest in the process. And sure enough, numerous surveys and studies have documented the erosion of public knowledge of basic facts about our democracy. For example, from the data compiled by the National Election Studies on one recent election, only 15 percent of respondents could recall the name of even one of the candidates in the election in their district. Less than 4 percent could name two candidates. When there are so few competitive races, it’s hard to blame them. Two professors, James Snyder and David Stromberg, found that knowledge of candidates increased in media markets where the local newspaper covered the congressional representative more. Very few respondents claimed to learn anything at all about their congressional elections from television news.

[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.

I can hardly believe that our nation’s policy is to seek peace by going to war. It seems that President Donald J. Trump has done everything in his power to divert our attention away from the fact that the FBI is investigating his association with Russia during his campaign for office. For several weeks now he has been sabre rattling and taking an extremely controversial stance, first with Syria and Afghanistan and now with North Korea. The rhetoric has been the same, accusing others for our failed policy and threatening to take autonomous military action to attain peace in our time. This gunboat diplomacy is wrong. There is no doubt that Secretaries Kelly, Mattis, and other retired military personnel in the Trump Administration are personally tough. However, most people who have served in the military are not eager to send our young men and women to fight, if it is not necessary. Despite what may have been said to the contrary, our military leaders, active or retired, are most often the ones most respectful of international law. Although the military is the tip of the spear for our country, and the forces of civilization, it should not be the first tool to be used. Bloodshed should only be considered as a last resort and definitely never used as the first option. As the leader of the free world, we should stand our ground but be prepared to seek peace through restraint. This is not the time to exercise false pride! Unfortunately the Trump administration informed four top State Department management officials that their services were no longer needed as part of an effort to "clean house." Patrick Kennedy, served for nine years as the “Undersecretary for Management,” “Assistant Secretaries for Administration and Consular Affairs” Joyce Anne Barr and Michele Bond, as well as “Ambassador” Gentry Smith, director of the Office for Foreign Missions. Most of the United States Ambassadors to foreign countries have also been dismissed, including the ones to South Korea and Japan. This leaves the United States without the means of exercising diplomacy rapidly, when needed. These positions are political appointments, and require the President’s nomination and the Senate’s confirmation. This has not happened! Moreover, diplomatically our country is severely handicapped at a time when tensions are as hot as any time since the Cold War. Without following expert advice or consent and the necessary input from the Unites States Congress, the decisions are all being made by a man who claims to know more than the generals do, yet he has only the military experience of a cadet at “New York Military Academy.” A private school he attended as a high school student, from 1959 to 1964. At that time, he received educational and medical deferments from the Vietnam War draft. Trump said that the school provided him with “more training than a lot of the guys that go into the military.” His counterpart the unhinged Kim Jong-un has played with what he considers his country’s military toys, since April 11th of 2012. To think that these are the two world leaders, protecting the planet from a nuclear holocaust….

According to H.G. Wells, you either adapt or perish, now as ever, is nature’s inexorable imperative. It is not necessary to change, after all survival is not mandatory This generation might seem arrogant to the older generation due to some reasons. The older generation believes an older person or someone of higher authority is always right and being sceptical is an insult, lol Our generation is full of people who are so skeptical, they wanna know why this is this and that is that, they don't just hear and believe, they hear, hear from other sides, look at it critically and express their opinions based on their conviction. This generation is full of people who are somewhat confident cos they study, they observe and due to these, they are equipped with better information and like you know, knowledge is power. You know right from wrong, you know truth from lies. When you are with those in authority and have this knowledge, an ignorant person of higher authority would be scared of you, feel threatened and might resort to maltreating and frustrating you, defaming your character etc The older generation and the younger generation are usually having misunderstanding because the older generation are being deceived by pride, the younger generation due to their advanced education do not wanna give merit to whom it isn't due. While the older generation postulates that respect is not earned but compulsory for them to be accorded, the younger generation believes respect must be earned. lol The older generation rules by fiction but the younger generation lives by facts. The older generation uses age to oppress, the younger generation uses their knowledge to defend. The older generation believes they can never be wrong, the younger generation wants fair hearing, demands for it, if denied, they take it by force due to the confidence they've built around themselves. The older generation is unfair to the younger generation, there was once a time they were listened to without doubts and opposition, this is the time for the younger generation to be listened to due to advancement in education and exposure. The younger generation, due to their quest for higher knowledge through research, etc, they have realized the consequences of being ignorant and with their power of conviction, they are not letting the older generation have their autocratic ways affect them. To the younger generation, one should be able to prove whatever he says, no more latent heresies and this is what the older generation don't wanna hear of. The older generation wants to continue enslaving the younger generation but the younger generation is more equipped than the older generation and as such, not letting that happen. Technology advances every day, the younger generation are ever ready to adapt to the changes but the older generation is not ready for that, they wanna remain stagnant and still have the say of the day. Like George Bernard Shaw once said, the reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore all progress depends on the unreasonable man

It was the ultimate sacrilege that Jesus Christ, the very Son of God, was rejected and even put to death. And it continues. In many parts of the world today we see a growing rejection of the Son of God. His divinity is questioned. His gospel is deemed irrelevant. In day-to-day life, His teachings are ignored. Those who legitimately speak in His name find little respect in secular society. If we ignore the Lord and His servants, we may just as well be atheists—the end result is practically the same. It is what Mormon described as typical after extended periods of peace and prosperity: “Then is the time that they do harden their hearts, and do forget the Lord their God, and do trample under their feet the Holy One” (Helaman 12:2). And so we should ask ourselves, do we reverence the Holy One and those He has sent? Some years before he was called as an Apostle himself, Elder Robert D. Hales recounted an experience that demonstrated his father’s sense of that holy calling. Elder Hales said: "Some years ago Father, then over eighty years of age, was expecting a visit from a member of the Quorum of the Twelve Apostles on a snowy winter day. Father, an artist, had painted a picture of the home of the Apostle. Rather than have the painting delivered to him, this sweet Apostle wanted to go personally to pick the painting up and thank my father for it. Knowing that Father would be concerned that everything was in readiness for the forthcoming visit, I dropped by his home. Because of the depth of the snow, snowplows had caused a snowbank in front of the walkway to the front door. Father had shoveled the walks and then labored to remove the snowbank. He returned to the house exhausted and in pain. When I arrived, he was experiencing heart pain from overexertion and stressful anxiety. My first concern was to warn him of his unwise physical efforts. Didn’t he know what the result of his labor would be? "'Robert,' he said through interrupted short breaths, 'do you realize an Apostle of the Lord Jesus Christ is coming to my home? The walks must be clean. He should not have to come through a snowdrift.' He raised his hand, saying, 'Oh, Robert, don’t ever forget or take for granted the privilege it is to know and to serve with Apostles of the Lord.'" [In CR, April 1992, 89; or “Gratitude for the Goodness of God,” Ensign, May 1992, 64] I think it is more than coincidence that such a father would be blessed to have a son serve as an Apostle. You might ask yourself, “Do I see the calling of the prophets and apostles as sacred? Do I treat their counsel seriously, or is it a light thing with me?” President Gordon B. Hinckley, for instance, has counseled us to pursue education and vocational training; to avoid pornography as a plague; to respect women; to eliminate consumer debt; to be grateful, smart, clean, true, humble, and prayerful; and to do our best, our very best. Do your actions show that you want to know and do what he teaches? Do you actively study his words and the statements of the Brethren? Is this something you hunger and thirst for? If so, you have a sense of the sacredness of the calling of prophets as the witnesses and messengers of the Son of God.

Yes, there is a human nature and that human nature is build for love and contact. It is build for connection, it is build for mutual protection, it is build for mutual aid. And when we rear people in base of all society on the lines that transgress those needs, we're gonna get exactly what we have today. Which is a society which is increasingly conflicted, increasingly fractured, increasingly disconnected and where human pathology is, despite all the advances of medicine, chronic human pathology is on the rise. Western medicine does not recognize that the pathologies are manifestations of our life, that diseases don't have a life of their own, that diseases express the life of the individual. And if that individual's life is changed, so can the disease in many, many cases. And furthermore, that human beings have an innate healing capacity. There is a healing capacity in all living beings, plant or animal. And along with the wonders and contributions of Western medicine we could do so much more if we actually respected and evoked and encouraged that healing capacity that is within the individual, which is very much connected to the emergence of the true self. Now, for that, you need the truth. That means, we actually have to look at what is going on. And there is so much denial in this society. My own profession is a prime example. The average doctor does not hear the information I gave you about asthma. They couldn't explain it, even though the physiology is straightforward. For all the trauma in this society, the average physician does not hear the word "trauma" in all their years of training. Not that they don't get a lecture, not that they don't get a course, they don't even hear the word, except in the physical sense, physical trauma. Teachers are not taught that the human child's brain is still developing and that the conditions for healthy brain development is the presence of nurturing and responsive adults. And that schools are not knowledge factories, they are places where human development needs to be nurtured. That's a very different proposition for an educational system. And the courts don't get it. The courts think that if a human is behaving badly, it is a choice they're making, therefore they need to be punished. For some strange reason, certain minority groups have to be punished more than the average, like in my country 5% of the population is native, and they are 25% of the jail population now. And of course when we ask the question if the science is straightforward — as I believe it to be — and the conclusions are as clear as I believe them to be, why don't we just embrace it and follow it and do something about it? Well.. the reason for that is obvious, because if everything I just said happens to be true, which I firmly believe to be true, and if it is.. everything would have to change. How we teach parents would have to change, how we treat family would have to change, how we support young parents would have to change, how we pass laws, how we educate people, how we run the economy. We have to do something different. Getting to that something different has to begin with an inquiry and I hope I've said enough to encourage you to continue on that path of inquiry.

Early on it is clear that Addie has a rebellious streak, joining the library group and running away to Rockport Lodge. Is Addie right to disobey her parents? Where does she get her courage? 2. Addie’s mother refuses to see Celia’s death as anything but an accident, and Addie comments that “whenever I heard my mother’s version of what happened, I felt sick to my stomach.” Did Celia commit suicide? How might the guilt that Addie feels differ from the guilt her mother feels? 3. When Addie tries on pants for the first time, she feels emotionally as well as physically liberated, and confesses that she would like to go to college (page 108). How does the social significance of clothing and hairstyle differ for Addie, Gussie, and Filomena in the book? 4. Diamant fills her narrative with a number of historical events and figures, from the psychological effects of World War I and the pandemic outbreak of influenza in 1918 to child labor laws to the cultural impact of Betty Friedan. How do real-life people and events affect how we read Addie’s fictional story? 5. Gussie is one of the most forward-thinking characters in the novel; however, despite her law degree she has trouble finding a job as an attorney because “no one would hire a lady lawyer.” What other limitations do Addie and her friends face in the workforce? What limitations do women and minorities face today? 6. After distancing herself from Ernie when he suffers a nervous episode brought on by combat stress, Addie sees a community of war veterans come forward to assist him (page 155). What does the remorse that Addie later feels suggest about the challenges American soldiers face as they reintegrate into society? Do you think soldiers today face similar challenges? 7. Addie notices that the Rockport locals seem related to one another, and the cook Mrs. Morse confides in her sister that, although she is usually suspicious of immigrant boarders, “some of them are nicer than Americans.” How does tolerance of the immigrant population vary between city and town in the novel? For whom might Mrs. Morse reserve the term Americans? 8. Addie is initially drawn to Tessa Thorndike because she is a Boston Brahmin who isn’t afraid to poke fun at her own class on the women’s page of the newspaper. What strengths and weaknesses does Tessa’s character represent for educated women of the time? How does Addie’s description of Tessa bring her reliability into question? 9. Addie’s parents frequently admonish her for being ungrateful, but Addie feels she has earned her freedom to move into a boardinghouse when her parents move to Roxbury, in part because she contributed to the family income (page 185). How does the Baum family’s move to Roxbury show the ways Betty and Addie think differently from their parents about household roles? Why does their father take such offense at Herman Levine’s offer to house the family? 10. The last meaningful conversation between Addie and her mother turns out to be an apology her mother meant for Celia, and for a moment during her mother’s funeral Addie thinks, “She won’t be able to make me feel like there’s something wrong with me anymore.” Does Addie find any closure from her mother’s death? 11. Filomena draws a distinction between love and marriage when she spends time catching up with Addie before her wedding, but Addie disagrees with the assertion that “you only get one great love in a lifetime.” In what ways do the different romantic experiences of each woman inform the ideas each has about love? 12. Filomena and Addie share a deep friendship. Addie tells Ada that “sometimes friends grow apart. . . . But sometimes, it doesn’t matter how far apart you live or how little you talk—it’s still there.” What qualities do you think friends must share in order to have that kind of connection? Discuss your relationship with a best friend. Enhance

Well, Mr Markham, you that maintain that a boy should not be shielded from evil, but sent out to battle against it, alone and unassisted - not taught to avoid the snares of life, but boldly to rush into them, or over them, as he may - to seek danger rather than shun it, and feed his virtue by temptation - would you-' 'I beg your pardon, Mrs Graham - but you get on too fast. I have not yet said that a boy should be taught to rush into the snares of life - or even wilfully to seek temptation for the sake of exercising his virtue by overcoming it - I only say that it is better to arm and strengthen your hero, than to disarm and enfeeble the foe; and if you were to rear an oak sapling in a hot-house, tending it carefully night and day, and shielding it from every breath of wind, you could not expect it to become a hardy tree, like that which has grown up on the mountain-side, exposed to all the action of the elements, and not even sheltered form the shock of the tempest.' 'Granted; but would you use the same arguments with regard to a girl?' 'Certainly not.' 'No; you would have her to be tenderly and delicately nurtured, like a hot-house plant - taught to cling to others for direction and support, and guarded, as much as possible, from the very knowledge of evil. But will you be so good as to inform me why you make this distinction? Is it that you think she has no virtue?' 'Assuredly not.' 'Well, but you affirm that virtue is only elicited by temptation; and you think that a woman cannot be too little exposed to temptation, or too little acquainted with vice, or anything connected therewith. It must be, either, that you think she is essentially so vicious, or so feeble-minded that she cannot withstand temptation - and though she may be pure and innocent as long as she is kept in ignorance and restraint, yet, being destitute of real virtue, to teach her how to sin, is at once to make her a sinner, and the greater her knowledge, the wider her liberty, the deeper will be her depravity - whereas, in the nobler sex, there is a natural tendency to goodness, guarded by a superior fortitude, which, the more it is exercised by trials and dangers, it is only further developed-' 'Heaven forbid that I should think so!' I interrupted her at last. 'Well then, it must be that you think they are both weak and prone to err, and the slightest error, the nearest shadow of pollution, will ruin the one, while the character of the other will be strengthened and embellished - his education properly finished by a little practical acquaintance with forbidden things. Such experience, to him (to use a trite simile), will be like the storm to the oak, which, though it may scatter the leaves, and snap the smaller branches, serves but to rivet the roots, and to harden and condense the fibres of the tree. You would have us encourage our sons to prove all things by their own experience, while our daughters must not even profit by the experience of others.

The Blue Mind Rx Statement Our wild waters provide vast cognitive, emotional, physical, psychological, social, and spiritual values for people from birth, through adolescence, adulthood, older age, and in death; wild waters provide a useful, widely available, and affordable range of treatments healthcare practitioners can incorporate into treatment plans. The world ocean and all waterways, including lakes, rivers, and wetlands (collectively, blue space), cover over 71% of our planet. Keeping them healthy, clean, accessible, and biodiverse is critical to human health and well-being. In addition to fostering more widely documented ecological, economic, and cultural diversities, our mental well-being, emotional diversity, and resiliency also rely on the global ecological integrity of our waters. Blue space gives us half of our oxygen, provides billions of people with jobs and food, holds the majority of Earth's biodiversity including species and ecosystems, drives climate and weather, regulates temperature, and is the sole source of hydration and hygiene for humanity throughout history. Neuroscientists and psychologists add that the ocean and wild waterways are a wellspring of happiness and relaxation, sociality and romance, peace and freedom, play and creativity, learning and memory, innovation and insight, elation and nostalgia, confidence and solitude, wonder and awe, empathy and compassion, reverence and beauty — and help manage trauma, anxiety, sleep, autism, addiction, fitness, attention/focus, stress, grief, PTSD, build personal resilience, and much more. Chronic stress and anxiety cause or intensify a range of physical and mental afflictions, including depression, ulcers, colitis, heart disease, and more. Being on, in, and near water can be among the most cost-effective ways of reducing stress and anxiety. We encourage healthcare professionals and advocates for the ocean, seas, lakes, and rivers to go deeper and incorporate the latest findings, research, and insights into their treatment plans, communications, reports, mission statements, strategies, grant proposals, media, exhibits, keynotes, and educational programs and to consider the following simple talking points: •Water is the essence of life: The ocean, healthy rivers, lakes, and wetlands are good for our minds and bodies. •Research shows that nature is therapeutic, promotes general health and well-being, and blue space in both urban and rural settings further enhances and broadens cognitive, emotional, psychological, social, physical, and spiritual benefits. •All people should have safe access to salubrious, wild, biodiverse waters for well-being, healing, and therapy. •Aquatic biodiversity has been directly correlated with the therapeutic potency of blue space. Immersive human interactions with healthy aquatic ecosystems can benefit both. •Wild waters can serve as medicine for caregivers, patient families, and all who are part of patients’ circles of support. •Realization of the full range and potential magnitude of ecological, economic, physical, intrinsic, and emotional values of wild places requires us to understand, appreciate, maintain, and improve the integrity and purity of one of our most vital of medicines — water.

How I Got That Name Marilyn Chin an essay on assimilation I am Marilyn Mei Ling Chin Oh, how I love the resoluteness of that first person singular followed by that stalwart indicative of “be," without the uncertain i-n-g of “becoming.” Of course, the name had been changed somewhere between Angel Island and the sea, when my father the paperson in the late 1950s obsessed with a bombshell blond transliterated “Mei Ling” to “Marilyn.” And nobody dared question his initial impulse—for we all know lust drove men to greatness, not goodness, not decency. And there I was, a wayward pink baby, named after some tragic white woman swollen with gin and Nembutal. My mother couldn’t pronounce the “r.” She dubbed me “Numba one female offshoot” for brevity: henceforth, she will live and die in sublime ignorance, flanked by loving children and the “kitchen deity.” While my father dithers, a tomcat in Hong Kong trash— a gambler, a petty thug, who bought a chain of chopsuey joints in Piss River, Oregon, with bootlegged Gucci cash. Nobody dared question his integrity given his nice, devout daughters and his bright, industrious sons as if filial piety were the standard by which all earthly men are measured. * Oh, how trustworthy our daughters, how thrifty our sons! How we’ve managed to fool the experts in education, statistic and demography— We’re not very creative but not adverse to rote-learning. Indeed, they can use us. But the “Model Minority” is a tease. We know you are watching now, so we refuse to give you any! Oh, bamboo shoots, bamboo shoots! The further west we go, we’ll hit east; the deeper down we dig, we’ll find China. History has turned its stomach on a black polluted beach— where life doesn’t hinge on that red, red wheelbarrow, but whether or not our new lover in the final episode of “Santa Barbara” will lean over a scented candle and call us a “bitch.” Oh God, where have we gone wrong? We have no inner resources! * Then, one redolent spring morning the Great Patriarch Chin peered down from his kiosk in heaven and saw that his descendants were ugly. One had a squarish head and a nose without a bridge Another’s profile—long and knobbed as a gourd. A third, the sad, brutish one may never, never marry. And I, his least favorite— “not quite boiled, not quite cooked," a plump pomfret simmering in my juices— too listless to fight for my people’s destiny. “To kill without resistance is not slaughter” says the proverb. So, I wait for imminent death. The fact that this death is also metaphorical is testament to my lethargy. * So here lies Marilyn Mei Ling Chin, married once, twice to so-and-so, a Lee and a Wong, granddaughter of Jack “the patriarch” and the brooding Suilin Fong, daughter of the virtuous Yuet Kuen Wong and G.G. Chin the infamous, sister of a dozen, cousin of a million, survived by everbody and forgotten by all. She was neither black nor white, neither cherished nor vanquished, just another squatter in her own bamboo grove minding her poetry— when one day heaven was unmerciful, and a chasm opened where she stood. Like the jowls of a mighty white whale, or the jaws of a metaphysical Godzilla, it swallowed her whole. She did not flinch nor writhe, nor fret about the afterlife, but stayed! Solid as wood, happily a little gnawed, tattered, mesmerized by all that was lavished upon her and all that was taken away!

There’s just one thing I don’t understand,” she remarked, setting the periodical aside for a moment. “And that is?” She tucked her skirts around her legs, denying him further glimpses of her ankles. “Would you by chance know what gamahuching is?” Grey would have thought himself far beyond the age of blushing, but the heat in his cheeks was unmistakable. “Good lord, Rose.” His voice was little more than a rasp. “That is hardly something a young woman brings up in casual conversation.” Oh, but he could show her what gamahuching was. He’d be all too happy to crawl between those trim ankles and climb upward until he found the slit in her drawers… Rose shrugged. “I suppose it might be offensive to someone of your age, but women aren’t as sheltered as they once were, Grey. If you won’t provide a definition, I’m sure Mr. Maxwell will when I see him tonight.” And with that threat tossed out between them, the little baggage returned her attention to her naughty reading. His age? What did she think he was, an ancient? Or was she merely trying to bait him? Tease him? Well, two could play at that game. And he refused to think of Kellan Maxwell, the bastard, educating her on such matters. “I believe you’ve mistaken me if you think I find gamahuching offensive,” he replied smoothly, easing himself down onto the blanket beside her. “I have quite the opposite view.” Beneath the high collar of her day gown, Rose’s throat worked as she swallowed. “Oh?” “Yes.” He braced one hand flat against the blanket near her hip, leaning closer as though they were co-conspirators. “But I’m afraid the notion might seem distasteful to a lady of your inexperience and sheltered upbringing.” Doe eyes narrowed. “If I am not appalled by the practice of frigging, why would anything else done between two adults in the course of making love offend me?” Christ, she had the sexual vocabulary of a whore and the naivete of a virgin. There were so many things that people could do to each other that very well could offend her-hell, some even offended him. As for frigging, that just made him think of his fingers deep inside her wet heat, her own delicate hand around his cock, which of course was rearing its head like an attention-seeking puppy. He forced a casual shrug. Let her think he wasn’t the least bit affected by the conversation. Hopefully she wouldn’t look at his crotch. “Gamahuching is the act of giving pleasure to a woman with one’s mouth and tongue.” Finally his beautiful innocent seductress blushed. She glanced down at the magazine in her hands, obviously reimagining some of what she had read. “Oh.” Then, her gaze came back to his. “Thank you.” Thank God she hadn’t asked if it was pleasurable because Grey wasn’t sure his control could have withstood that. Still, glutton for punishment that he was, he held her gaze. “Anything else you would like to ask me?” Rose shifted on the blanket. Embarrassed or aroused? “No, I think that’s all I wanted to know.” “Be careful, Rose,” he advised as he slowly rose to his feet once more. He had to keep his hands in front of him to disguise the hardness in his trousers. Damn thing didn’t show any sign of standing down either. “Such reading may lead to further curiosity, which can lead to rash behavior. I would hate to see you compromise yourself, or give your affection to the wrong man.” She met his gaze evenly, with a strange light in her eyes that unsettled him. “Have you stopped to consider Grey, that I may have done that already?” And since that remark rendered him so completely speechless, he turned on his heel and walked away.

No one acts in a void. We all take cues from cultural norms, shaped by the law. For the law affects our ideas of what is reasonable and appropriate. It does so by what it prohibits--you might think less of drinking if it were banned, or more of marijuana use if it were allowed--but also by what it approves. . . . Revisionists agree that it matters what California or the United States calls a marriage, because this affects how Californians or Americans come to think of marriage. Prominent Oxford philosopher Joseph Raz, no friend of the conjugal view, agrees: "[O]ne thing can be said with certainty [about recent changes in marriage law]. They will not be confined to adding new options to the familiar heterosexual monogamous family. They will change the character of that family. If these changes take root in our culture then the familiar marriage relations will disappear. They will not disappear suddenly. Rather they will be transformed into a somewhat different social form, which responds to the fact that it is one of several forms of bonding, and that bonding itself is much more easily and commonly dissoluble. All these factors are already working their way into the constitutive conventions which determine what is appropriate and expected within a conventional marriage and transforming its significance." Redefining civil marriage would change its meaning for everyone. Legally wedded opposite-sex unions would increasingly be defined by what they had in common with same-sex relationships. This wouldn't just shift opinion polls and tax burdens. Marriage, the human good, would be harder to achieve. For you can realize marriage only by choosing it, for which you need at least a rough, intuitive idea of what it really is. By warping people's view of marriage, revisionist policy would make them less able to realize this basic way of thriving--much as a man confused about what friendship requires will have trouble being a friend. . . . Redefining marriage will also harm the material interests of couples and children. As more people absorb the new law's lesson that marriage is fundamentally about emotions, marriages will increasingly take on emotion's tyrannical inconstancy. Because there is no reason that emotional unions--any more than the emotions that define them, or friendships generally--should be permanent or limited to two, these norms of marriage would make less sense. People would thus feel less bound to live by them whenever they simply preferred to live otherwise. . . . As we document below, even leading revisionists now argue that if sexual complementarity is optional, so are permanence and exclusivity. This is not because the slope from same-sex unions to expressly temporary and polyamorous ones is slippery, but because most revisionist arguments level the ground between them: If marriage is primarily about emotional union, why privilege two-person unions, or permanently committed ones? What is it about emotional union, valuable as it can be, that requires these limits? As these norms weaken, so will the emotional and material security that marriage gives spouses. Because children fare best on most indicators of health and well-being when reared by their wedded biological parents, the same erosion of marital norms would adversely affect children's health, education, and general formation. The poorest and most vulnerable among us would likely be hit the hardest. And the state would balloon: to adjudicate breakup and custody issues, to meet the needs of spouses and children affected by divorce, and to contain and feebly correct the challenges these children face.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

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.