Effective Instruction Quotes

It is an axiom in my mind, that our liberty can never be safe but in the hands of the people themselves, and that too of the people with a certain degree of instruction. This it is the business of the State to effect, and on a general plan.

For I found myself embarrassed with so many doubts and errors that it seemed to me that the effort to instruct myself had no effect other than the increasing discovery of my own ignorance

All stories teach, whether the storyteller intends them to or not. They teach the world we create. They teach the morality we live by. They teach it much more effectively than moral precepts and instructions.

Instruction in world history in the so-called high schools is even today in a very sorry condition. Few teachers understand that the study of history can never be to learn historical dates and events by heart and recite them by rote; that what matters is not whether the child knows exactly when this battle or that was fought, when a general was born, or even when a monarch (usually a very insignificant one) came into the crown of his forefathers. No, by the living God, this is very unimportant. To 'learn' history means to seek and find the forces which are the causes leading to those effects which we subsequently perceive as historical events.

An uninstructed person will lay the fault of his own bad condition upon others. Someone just starting instruction will lay the fault on himself. Some who is perfectly instructed will place blame neither on others nor on himself.

Life is a perpetual instruction in cause and effect.

I see the most effective teacher being the one who facilitates learning in the same way a gardener facilitates growth, as opposed to the one who is just giving instruction.

Freedom only for the members of the government, only for the members of the Party – though they are quite numerous – is no freedom at all. Freedom is always the freedom of the one who thinks differently. Not because of any fanatical concept of justice, but because all that is instructive, wholesome and purifying in political freedom depends on this essential characteristic, and its effectiveness vanishes when ‘freedom’ becomes a special privilege.

A good deal of the corporate planning I have observed is like a ritual rain dance; it has no effect on the weather that follows, but those who engage in it think it does. Moreover, it seems to me that much of the advice and instruction related to corporate planning is directed at improving the dancing, not the weather.

She needs to be educated. She needs to know the contents of those books, there. She needs to understand the movements of the stars and the origins of the universe and the requirements of kindness. She needs to know mathematics and poetry. She must ask questions. She must seek to understand. She must understand the laws of cause and effect and unintended consequences. She must learn compassion and curiosity and awe. All of these things. We have to instruct her, Glerk. All three of us. It is a great responsibility.” The

The scriptures are like a written “recording” of the “voice” of the Lord—a voice we feel in our hearts more than we hear with our ears. As we study the written word of God, we learn to hear His voice in the words we read. As we return repeatedly to the holy scriptures, we gain experience and confidence in hearing and feeling His voice. Five basic principles can help us learn more effectively from our personal scripture study. 1. Pray for understanding and invite the help of the Holy Ghost. Begin scripture study with prayer. Ask for understanding as you study. Express gratitude as you conclude. 2. Work. Pay the price of regular and diligent study. 3. Be consistent. Set aside a specific and scheduled time each day. 4. Ponder. Think about the truths, experiences, and lessons in the scriptures. Take time—pondering cannot be forced, hurried, or rushed. 5. Write down impressions, thoughts, and feelings. Record what you learn, think, and feel. Invite the Holy Ghost to continue instruction.

Some teachers, the less effective ones, thought that fair meant distributing instruction equally to all students regardless of their needs. The exemplary teachers we studied, however thought fair meant working in ways that evened out differences between students

The greatest book in the world, the Mahabharata, tells us we all have to live and die by our karmic cycle. Thus works the perfect reward-and-punishment, cause-and-effect, code of the universe. We live out in our present life what we wrote out in our last. But the great moral thriller also orders us to rage against karma and its despotic dictates. It teaches us to subvert it. To change it. It tells us we also write out our next lives as we live out our present. The Mahabharata is not a work of religious instruction. It is much greater. It is a work of art. It understands men will always fall in the shifting chasm between the tug of the moral and the lure of the immoral. It is in this shifting space of uncertitude that men become men. Not animals, not gods. It understands truth is relative. That it is defined by context and motive. It encourages the noblest of men - Yudhishtra, Arjuna, Lord Krishna himself - to lie, so that a greater truth may be served. It understands the world is powered by desire. And that desire is an unknowable thing. Desire conjures death, destruction, distress. But also creates love, beauty, art. It is our greatest undoing. And the only reason for all doing. And doing is life. Doing is karma. Thus it forgives even those who desire intemperately. It forgives Duryodhana. The man who desires without pause. The man who precipitates the war to end all wars. It grants him paradise and the admiration of the gods. In the desiring and the doing this most reviled of men fulfils the mandate of man. You must know the world before you are done with it. You must act on desire before you renounce it. There can be no merit in forgoing the not known. The greatest book in the world rescues volition from religion and gives it back to man. Religion is the disciplinarian fantasy of a schoolmaster. The Mahabharata is the joyous song of life of a maestro. In its tales within tales it takes religion for a spin and skins it inside out. Leaves it puzzling over its own poisoned follicles. It gives men the chance to be splendid. Doubt-ridden architects of some small part of their lives. Duryodhanas who can win even as they lose.

There's always moral instruction whether the writer inserts it deliberately or not. The least effective moral instruction in fiction is that which is consciously inserted. Partly because it won't reflect the storyteller's true beliefs, it will only reflect what he BELIEVES he believes, or what he thinks he should believe or what he's been persuaded of. But when you write without deliberately expressing moral teachings, the morals that show up are the ones you actually live by. The beliefs that you don't even think to question, that you don't even notice-- those will show up. And that tells much more truth about what you believe than your deliberate moral machinations.

…I have fallen in love with a painting. Though that phrase doesn’t seem to suffice, not really—rather’s it that I have been drawn into the orbit of a painting, have allowed myself to be pulled into its sphere by casual attraction deepening to something more compelling. I have felt the energy and life of the painting’s will; I have been held there, instructed. And the overall effect, the result of looking and looking into it’s brimming surface as long as I could look, is love, by which I mean a sense of tenderness toward experience, of being held within an intimacy with the things of the world.

Criticism can never instruct or benefit you. Its chief effect is that of a telegram with dubious news. Praise leaves no glow behind, for it is a writer's habit to remember nothing good of himself. I have usually forgotten those who have admired my work, and seldom anyone who disliked it. Obviously, this is because praise is never enough and censure always too much.

No fossil is buried with its birth certificate. That, and the scarcity of fossils, means that it is effectively impossible to link fossils into chains of cause and effect in any valid way... To take a line of fossils and claim that they represent a lineage is not a scientific hypothesis that can be tested, but an assertion that carries the same validity as a bedtime story—amusing, perhaps even instructive, but not scientific.

It instructed Germany’s ambassador in Mexico to offer Mexican president Venustiano Carranza an alliance, to take effect if the new submarine campaign drew America into the war. “Make war together,” Zimmermann proposed. “Make peace together.” In return, Germany would take measures to help Mexico seize previously held lands—“lost territory”—in Texas, New Mexico, and Arizona.

The Greeks’ Christian successors rejected the idea that the universe is governed by indifferent natural law. They also rejected the idea that humans do not hold a privileged place within that universe. And though the medieval period had no single coherent philosophical system, a common theme was that the universe is God’s dollhouse, and religion a far worthier study than the phenomena of nature. Indeed, in 1277 Bishop Tempier of Paris, acting on the instructions of Pope John XXI, published a list of 219 errors or heresies that were to be condemned. Among the heresies was the idea that nature follows laws, because this conflicts with God’s omnipotence. Interestingly, Pope John was killed by the effects of the law of gravity a few months later when the roof of his palace fell in on him.

Through the discovery of Buchner, Biology was relieved of another fragment of mysticism. The splitting up of sugar into CO2 and alcohol is no more the effect of a 'vital principle' than the splitting up of cane sugar by invertase. The history of this problem is instructive, as it warns us against considering problems as beyond our reach because they have not yet found their solution.

A related question is where in time to begin. Should you begin far back in a character's past and move forward, or should you begin in the present and make use of flashbacks only where necessary? ... If the material with which you want to open the story is from the character's deep past, then there has to be an important relationship between what has happened in the past and what is about to happen. In other words, is the material with which you open the story an arrow pointing toward the unified effect?

Instead of letting labels like romantic and platonic (or friend versus partner) guide actions and expectations, it is possible for the desires themselves to guide actions and expectations. More effective than relying on labels to provide instruction is skipping directly to asking for what we want—around time, touch, commitment, and so on as David Jay wrote—regardless of whether those desires confuse hardline ideas of what these two categories are supposed to look like. When the desires don’t fit the labels, it is often the labels that should be adjusted or discarded, not the desires. If everyone is behaving ethically, it doesn’t matter if a relationship doesn’t fit into a preconceived social role, if it feels neither platonic nor romantic or if it feels like both at the same time.

Written things are not for speech; their form is literary; they are stiff, inflexible, and will not lend themselves to happy and effective delivery with the tongue--where their purpose is to merely entertain, not instruct; they have to be limbered up, broken up, colloquialized and turned into common forms of premeditated talk--otherwise they will bore the house and not entertain it.

To avoid the hard necessity of either obeying or rejecting the plain instructions of our Lord in the New Testament we take refuge in a liberal interpretation of them. We evangelicals also know how to avoid the sharp point of obedience by means of fine and intricate explanations. These are tailor-made for the flesh. They excuse disobedience, comfort carnality and make the words of Christ of none effect. And the essence of it all is that Christ simply could not have meant what He said. His teachings are accepted even theoretically only after they have been weakened by interpretation.

With the growing popularity in e-learning, it occurred to me that the e should mean more than electronic. If we are going to call it e-learning, shouldn't it be effective, efficient, and engaging?

Nor is it a short experience that can instruct us [...], because the real effects of moral causes are not always immediate; that which in the first instance is prejudicial may be excellent in its remoter operation, and its excellence may arise even from the ill effects it produces in the beginning.

Using all three forms of communication creates a natural, conversational style. Description combined with occasional instruction, and punctuated with sound effects or exclamations: It’s how people talk.

Imagine a society’s discovering a vaccine against a deadly disease that has been ravaging its people and continues to ravage people in neighboring societies, where the cause of the disease is incorrectly attributed to improper diet. What would be the judgment on such a society if it withheld its vaccine on the grounds that it would be ethnocentric to try to instruct members of another culture that their medical ideas are incorrect, and to induce them to adopt the effective treatment? If one accepts that one has the good fortune to be in possession of the true religion and thereby has access to the most valuable possible rewards, is one not similarly obligated to spread this blessing to those less fortunate?

Assessment in this spirit does not concern assignment of grades or evaluation of whether instruction was effective. It's assessment designed squarely to feed into the learning process and make the learning stronger.

The recipe for becoming a good novelist, for example is easy to give but to carry it out presupposes qualities one is accustomed to overlook when one says 'I do not have enough talent'. One has only to make a hundred or so sketches for novels, none longer than two pages but of such distinctness that every word in them is necessary; one should write down anecdotes each day until one has learned how to give them the most pregnant and effective form; one should be tireless in collecting and describing human types and characters; one should above all relate things to others and listen to others relate, keeping one's eyes and ears open for the effect produced on those present, one should travel like a landscape painter or costume designer; one should excerpt for oneself out of the individual sciences everything that will produce an artistic effect when it is well described, one should, finally, reflect on the motives of human actions, disdain no signpost to instruction about them and be a collector of these things by day and night. One should continue in this many-sided exercise some ten years: what is then created in the work­shop, however, will be fit to go out into the world. - What, however, do most people do? They begin, not with the parts, but with the whole. Per­haps they chance to strike a right note, excite attention and from then on strike worse and worse notes, for good, natural reasons.

Following Locke's doctrine that the mind is a tabula rasa, Helvetius considered the differences between individuals entirely due to differences of education: in every individual, his talents and his virtues are the effect of his instruction.

most policy makers—and many school administrators—have absolutely no idea what kind of instruction is required to produce students who can think critically and creatively, communicate effectively, and collaborate versus merely score well on a test.

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school? "If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

Mr. Langton one day asked him [Samuel Johnson] how he had acquired so accurate a knowledge of Latin, in which, I believe, he was exceeded by no man of his time; he said, 'My master whipt me very well. Without that, Sir, I should have done nothing.' He told Mr. Langton, that while Hunter was flogging his boys unmercifully, he used to say, 'And this I do to save you from the gallows.' Johnson, upon all occasions, expressed his approbation of enforcing instruction by means of the rod. 'I would rather (said he) have the rod to be the general terrour to all, to make them learn, than tell a child, if you do thus, or thus, you will be more esteemed than your brothers or sisters. The rod produces an effect which terminates in itself. A child is afraid of being whipped, and gets his task, and there's an end on't; whereas, by exciting emulation and comparisons of superiority, you lay the foundation of lasting mischief; you make brothers and sisters hate each other.

Most organised abuser groups call each particular training a “programme”, as if you were a computer. Many specific trained behaviours have “on” and “off” triggers or switches. Some personality systems are set up with an inner world full of wires or strings that connect switches to their effects. These can facilitate a series of actions by a series of insiders. For example, one part watches the person function in the outside world, and presses a button if he or she sees the person disobeying instructions. The button is connected to an internal wire, which rings a bell in the ear of another part. This part then engages in his or her trained behaviour, opening a door to release the pain of a rape, or cutting the person's arm in a certain pattern, or pushing out a child part. So the watcher has no idea of who the other part is or what she or he does. These events can be quite complicated.

It is over the lowest class of mankind that government by terror is intended to operate, and it is on them that it operates to the worst effect. They have sense enough to feel they are the objects aimed at; and they inflict in their turn the examples of terror they have been instructed to practise.

If you eat a destroying angel, for the rest of the day you’ll feel fine. Later that night, or the next morning, you’ll start exhibiting cholera-like symptoms—vomiting, abdominal pain, and severe diarrhea. Then you start to feel better. At the point where you start to feel better, the damage is probably irreversible. Amanita mushrooms contain amatoxin, which binds to an enzyme that is used to read information from DNA. It hobbles the enzyme, effectively interrupting the process by which cells follow DNA’s instructions. Amatoxin causes irreversible damage to whatever cells it collects in. Since most of your body is made of cells,4 this is bad. Death is generally caused by liver or kidney failure, since those are the first sensitive organs in which the toxin accumulates. Sometimes intensive care and a liver transplant can be enough to save a patient, but a sizable percentage of those who eat Amanita mushrooms die.

The power of random anchors has been demonstrated in some unsettling ways. German judges with an average of more than fifteen years of experience on the bench first read a description of a woman who had been caught shoplifting, then rolled a pair of dice that were loaded so every roll resulted in either a 3 or a 9. As soon as the dice came to a stop, the judges were asked whether they would sentence the woman to a term in prison greater or lesser, in months, than the number showing on the dice. Finally, the judges were instructed to specify the exact prison sentence they would give to the shoplifter. On average, those who had rolled a 9 said they would sentence her to 8 months; those who rolled a 3 said they would sentence her to 5 months; the anchoring effect was 50%.

that they had never been properly taught to govern their inclinations and tempers, by that sense of duty which can alone suffice. They had been instructed theoretically in their religion, but never required to bring it into daily practice. To be distinguished for elegance and accomplishments—the authorised object of their youth—could have had no useful influence that way, no moral effect on the mind. He had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them.

Remember that everything you do teaches your baby. Therefore, when you put him to bed by cuddling him on your chest or rocking him for forty minutes, in effect you’re instructing him. You’re saying, “This is how you get to sleep.” Once you go down that road, then you’d better be prepared to cuddle and rock him for a long, long time.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

There’s something comforting, almost soothing, about realism, and it’s nothing to do with shocks of recognition — well it wouldn’t, since shocks never console — or even with the familiarity that breeds content, so as much as with the fact that the realistic world, in literature, at least, is one that, from a certain perspective, always makes sense, even in its bum deals and tragedies, inasmuch as it plays — even showboats and grandstands — to our passion for reason. The realistic tradition presumes to deal, I mean, with cause and effect, with some deep need in readers — in all of us — for justice, with the demand for the explicable reap/sow benefits (or punishments), with the law of just desserts — with all God’s and Nature’s organic bookkeeping. And since form fits and follows function, style is instructed not to make waves but merely to tag along, easy as pie, taking in everything that can be seen along the way but not much more and nothing at all of what isn’t immediately available to the naked eye.

Student diversity in classrooms increases the need for diversity in teaching approaches.

Kati Haycock has calculated that three to four weeks of effective, full-day literacy instruction would allow the average student to gain an entire year of academic growth.

My new mistress proved to be all she appeared when I first met her at the door,—a woman of the kindest heart and finest feelings. She had never had a slave under her control previously to myself, and prior to her marriage she had been dependent upon her own industry for a living. She was by trade a weaver; and by constant application to her business, she had been in a good degree preserved from the blighting and dehumanizing effects of slavery. I was utterly astonished at her goodness. I scarcely knew how to behave towards her. She was entirely unlike any other white woman I had ever seen. I could not approach her as I was accustomed to approach other white ladies. My early instruction was all out of place. The crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not deem it impudent or unmannerly for a slave to look her in the face. The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen her. Her face was made of heavenly smiles, and her voice of tranquil music.

It was Daisuke's conviction that all morality traced its origins to social realities. He believed there could be no greater confusion of cause and effect than to attempt to conform social reality to a rigidly predetermined notion of morality. Accordingly, he found the ethical education conducted by lecture in Japanese schools utterly meaningless. In the schools, students were either instructed in the old morality or crammed with a morality suited to the average European. For an unfortunate people beset by the fierce appetites of life, this amounted to nothing more than vain, empty talk. When the recipients of this education saw society before their eyes, they would recall those lectures and burst out laughing. Or else they would feel that they had been made fools of. In Daisuke's case it was not just school; he had received the most rigorous and least functional education from his father. Thanks to this, he had at one time experienced acute anguish stemming from contradictions. Daisuke even felt bitter over it.

No amount of further research will provide an airtight model of instruction. There are simply too many variations in the situations, types of content, and types of students encountered across the K–12 continuum.

The Dalai Lama has said that transforming thought is one of his favorite practices. He instructs, “Let yourself visualize the effects of unskillful thought patterns such as annoyance, anger, self-judgment, and so forth. Inwardly see how such thoughts affect you: the tension, the raising of your pulse rate, the discomfort. Outwardly see how such thoughts affect others who hold them, making them upset, rigid, even ugly. Then make the compassionate determination, ‘I will never allow such states to make me lose my peace of mind.

feel that it had not been the most direful mistake in his plan of education. Something must have been wanting within, or time would have worn away much of its ill effect. He feared that principle, active principle, had been wanting, that they had never been properly taught to govern their inclinations and tempers, by that sense of duty which can alone suffice. They had been instructed theoretically in their religion, but never required to bring it into daily practice. To be distinguished for elegance and accomplishments—the authorised object of their youth—could have had no useful influence that way, no moral effect on the mind. He had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them.

System 2 and the electrical circuits in your home both have limited capacity, but they respond differently to threatened overload. A breaker trips when the demand for current is excessive, causing all devices on that circuit to lose power at once. In contrast, the response to mental overload is selective and precise: System 2 protects the most important activity, so it receives the attention it needs; “spare capacity” is allocated second by second to other tasks. In our version of the gorilla experiment, we instructed the participants to assign priority to the digit task. We know that they followed that instruction, because the timing of the visual target had no effect on the main task. If the critical letter was presented at a time of high demand, the subjects simply did not see it. When the transformation task was less demanding, detection performance was better.

The phenomena of nature, which strike on the senses and are understood by the mind, form not only a magnificent spectacle, but also a most coherent, entertaining, and instructive Discourse; and to effect this, they are conducted, adjusted, and ranged by the greatest wisdom. This Language or Discourse is studied with different attention, and interpreted with different degrees of skill. But so far as men have studied and remarked its rules, and can interpret right, so far they may be said to be knowing in nature. A beast is like a man who hears a strange tongue but understands nothing.

In Wegner’s studies, participants are asked to try hard not to think about something, such as a white bear, or food, or a stereotype. This is hard to do. More important, the moment one stops trying to suppress a thought, the thought comes flooding in and becomes even harder to banish. In other words, Wegner creates minor obsessions in his lab by instructing people not to obsess. Wegner explains this effect as an “ironic process” of mental control. 32 When controlled processing tries to influence thought (“Don’t think about a white bear!”), it sets up an explicit goal. And whenever one pursues a goal, a part of the mind automatically monitors progress, so that it can order corrections or know when success has been achieved. When that goal is an action in the world (such as arriving at the airport on time), this feedback system works well. But when the goal is mental, it backfires. Automatic processes continually check: “Am I not thinking about a white bear?” As the act of monitoring for the absence of the thought introduces the thought, the person must try even harder to divert consciousness. Automatic and controlled processes end up working at cross purposes, firing each other up to ever greater exertions. But because controlled processes tire quickly, eventually the inexhaustible automatic processes run unopposed, conjuring up herds of white bears. Thus, the attempt to remove an unpleasant thought can guarantee it a place on your frequent-play list of mental ruminations.

If troops are punished before their loyalty is secured they will be disobedient. If not obedient, it is difficult to employ them. If troops are loyal, but punishments are not enforced, you cannot employ them. Thus, command them with civility and imbue them uniformly with martial ardor and it may be said that victory is certain. If orders which are consistently effective are used in instructing the troops, they will be obedient. If orders which are not consistently effective are used in instructing them, they will be disobedient. When orders are consistently trustworthy and observed, the relationship of a commander with his troops is satisfactory.

Many readers are familiar with the spirit and the letter of the definition of “prayer”, as given by Ambrose Bierce in his Devil’s Dictionary. It runs like this, and is extremely easy to comprehend: Prayer: A petition that the laws of nature be suspended in favor of the petitioner; himself confessedly unworthy. Everybody can see the joke that is lodged within this entry: The man who prays is the one who thinks that god has arranged matters all wrong, but who also thinks that he can instruct god how to put them right. Half–buried in the contradiction is the distressing idea that nobody is in charge, or nobody with any moral authority. The call to prayer is self–cancelling. Those of us who don’t take part in it will justify our abstention on the grounds that we do not need, or care, to undergo the futile process of continuous reinforcement. Either our convictions are enough in themselves or they are not: At any rate they do require standing in a crowd and uttering constant and uniform incantations. This is ordered by one religion to take place five times a day, and by other monotheists for almost that number, while all of them set aside at least one whole day for the exclusive praise of the Lord, and Judaism seems to consist in its original constitution of a huge list of prohibitions that must be followed before all else. The tone of the prayers replicates the silliness of the mandate, in that god is enjoined or thanked to do what he was going to do anyway. Thus the Jewish male begins each day by thanking god for not making him into a woman (or a Gentile), while the Jewish woman contents herself with thanking the almighty for creating her “as she is.” Presumably the almighty is pleased to receive this tribute to his power and the approval of those he created. It’s just that, if he is truly almighty, the achievement would seem rather a slight one. Much the same applies to the idea that prayer, instead of making Christianity look foolish, makes it appear convincing. Now, it can be asserted with some confidence, first, that its deity is all–wise and all–powerful and, second, that its congregants stand in desperate need of that deity’s infinite wisdom and power. Just to give some elementary quotations, it is stated in the book of Philippians, 4:6, “Be careful for nothing; but in everything by prayer and supplication and thanksgiving, let your requests be known to God.” Deuteronomy 32:4 proclaims that “he is the rock, his work is perfect,” and Isaiah 64:8 tells us, “Now O Lord, thou art our father; we art clay and thou our potter; and we are all the work of thy hand.” Note, then, that Christianity insists on the absolute dependence of its flock, and then only on the offering of undiluted praise and thanks. A person using prayer time to ask for the world to be set to rights, or to beseech god to bestow a favor upon himself, would in effect be guilty of a profound blasphemy or, at the very least, a pathetic misunderstanding. It is not for the mere human to be presuming that he or she can advise the divine. And this, sad to say, opens religion to the additional charge of corruption. The leaders of the church know perfectly well that prayer is not intended to gratify the devout. So that, every time they accept a donation in return for some petition, they are accepting a gross negation of their faith: a faith that depends on the passive acceptance of the devout and not on their making demands for betterment. Eventually, and after a bitter and schismatic quarrel, practices like the notorious “sale of indulgences” were abandoned. But many a fine basilica or chantry would not be standing today if this awful violation had not turned such a spectacularly good profit. And today it is easy enough to see, at the revival meetings of Protestant fundamentalists, the counting of the checks and bills before the laying on of hands by the preacher has even been completed. Again, the spectacle is a shameless one.

Religions always and everywhere insist upon the argument from authority. You should do this or that because the Pope or the Koran or the local priest says you should. For centuries most of the world convinced itself that the only reason people act morally is because of instruction, that in effect without superstition there can be no ethical behaviour.

Give so a child’s basic physical needs can be met. 2. Understand so a child is not provoked or exasperated. 3. Instruct so your child can know and apply God’s wisdom. 4. Discipline so your child can correct poor choices. 5. Encourage so your child can courageously develop God-given gifts. 6. Supplicate in prayer so your child can experience God’s touch and truth.

The frequent hearing of my mistress reading the bible--for she often read aloud when her husband was absent--soon awakened my curiosity in respect to this mystery of reading, and roused in me the desire to learn. Having no fear of my kind mistress before my eyes, (she had given me no reason to fear,) I frankly asked her to teach me to read; and without hesitation, the dear woman began the task, and very soon, by her assistance, I was master of the alphabet, and could spell words of three or four letters...Master Hugh was amazed at the simplicity of his spouse, and, probably for the first time, he unfolded to her the true philosophy of slavery, and the peculiar rules necessary to be observed by masters and mistresses, in the management of their human chattels. Mr. Auld promptly forbade the continuance of her [reading] instruction; telling her, in the first place, that the thing itself was unlawful; that it was also unsafe, and could only lead to mischief.... Mrs. Auld evidently felt the force of his remarks; and, like an obedient wife, began to shape her course in the direction indicated by her husband. The effect of his words, on me, was neither slight nor transitory. His iron sentences--cold and harsh--sunk deep into my heart, and stirred up not only my feelings into a sort of rebellion, but awakened within me a slumbering train of vital thought. It was a new and special revelation, dispelling a painful mystery, against which my youthful understanding had struggled, and struggled in vain, to wit: the white man's power to perpetuate the enslavement of the black man. "Very well," thought I; "knowledge unfits a child to be a slave." I instinctively assented to the proposition; and from that moment I understood the direct pathway from slavery to freedom. This was just what I needed; and got it at a time, and from a source, whence I least expected it.... Wise as Mr. Auld was, he evidently underrated my comprehension, and had little idea of the use to which I was capable of putting the impressive lesson he was giving to his wife.... That which he most loved I most hated; and the very determination which he expressed to keep me in ignorance, only rendered me the more resolute in seeking intelligence.

The Gauls were so advanced in the practical phases of occultism that they gave every condemned criminal a respite of five years, after sentence of death, before execution, in order that he might prepare himself for a future state by meditation, instruction and other preparation; and also to prevent ushering an unprepared and guilty soul into the plane of the departed—the

To an extent that has surprised us and the rest of the scientific community, telomeres do not simply carry out the commands issued by your genetic code. Your telomeres, it turns out, are listening to you. They absorb the instructions you give them. The way you live can, in effect, tell your telomeres to speed up the process of cellular aging. But it can also do the opposite.

The Atonist nobility knew it was impossible to organize and control a worldwide empire from Britain. The British Isles were geographically too far West for effective management. In order to be closer to the “markets,” the Atonist corporate executives coveted Rome. Additionally, by way of their armed Templar branch and incessant murderous “Crusades,” they succeeded making inroads further east. Their double-headed eagle of control reigned over Eastern and Western hemispheres. The seats of Druidic learning once existed in the majority of lands, and so the Atonist or Christian system spread out in similar fashion. Its agents were sent from Britain and Rome to many a region and for many a dark purpose. To this very day, the nobility of Europe and the east are controlled from London and Rome. Nothing has changed when it comes to the dominion of Aton. As Alan Butler and Stephen Dafoe have proven, the Culdean monks, of whom we write, had been hired for generations as tutors to elite families throughout Europe. In their book The Knights Templar Revealed, the authors highlight the role played by Culdean adepts tutoring the super-wealthy and influential Catholic dynasties of Burgundy, Champagne and Lorraine, France. Research into the Templars and their affiliated “Salt Line” dynasties reveals that the seven great Crusades were not instigated and participated in for the reasons mentioned in most official history books. As we show here, the Templars were the military wing of British and European Atonists. It was their job to conquer lands, slaughter rivals and rebuild the so-called “Temple of Solomon” or, more correctly, Akhenaton’s New World Order. After its creation, the story of Jesus was transplanted from Britain, where it was invented, to Galilee and Judea. This was done so Christianity would not appear to be conspicuously Druidic in complexion. To conceive Christianity in Britain was one thing; to birth it there was another. The Atonists knew their warped religion was based on ancient Amenism and Druidism. They knew their Jesus, Iesus or Yeshua, was based on Druidic Iesa or Iusa, and that a good many educated people throughout the world knew it also. Their difficulty concerned how to come up with a believable king of light sufficiently appealing to the world’s many pagan nations. Their employees, such as St. Paul (Josephus Piso), were allowed to plunder the archive of the pagans. They were instructed to draw from the canon of stellar gnosis and ancient solar theologies of Egypt, Chaldea and Ireland. The archetypal elements would, like ingredients, simply be tossed about and rearranged and, most importantly, the territory of the new godman would be resituated to suit the meta plan.

How important was mantra to Gandhi’s transformation? Extremely. When done systematically, mantra has a powerful effect on the brain. It gathers and focuses the energy of the mind. It teaches the mind to focus on one point, and it cultivates a steadiness that over time becomes an unshakable evenness of temper. The cultivation of this quality of “evenness” is a central principle of the Bhagavad Gita. It is called samatva in Sanskrit, and it is a central pillar of Krishna’s practice. When the mind develops steadiness, teaches Krishna, it is not shaken by fear or greed. So, in his early twenties, Gandhi had already begun to develop a still-point at the center of his consciousness—a still-point that could not be shaken. This little seed of inner stillness would grow into a mighty oak. Gandhi would become an immovable object. Rambha had given Gandhi an enchanting image to describe the power of mantra. She compared the practice of mantra to the training of an elephant. “As the elephant walks through the market,” taught Rambha, “he swings his trunk from side to side and creates havoc with it wherever he goes—knocking over fruit stands and scattering vendors, snatching bananas and coconuts wherever possible. His trunk is naturally restless, hungry, scattered, undisciplined. This is just like the mind—constantly causing trouble.” “But the wise elephant trainer,” said Rambha, “will give the elephant a stick of bamboo to hold in his trunk. The elephant likes this. He holds it fast. And as soon as the elephant wraps his trunk around the bamboo, the trunk begins to settle. Now the elephant strides through the market like a prince: calm, collected, focused, serene. Bananas and coconuts no longer distract.” So too with the mind. As soon as the mind grabs hold of the mantra, it begins to settle. The mind holds the mantra gently, and it becomes focused, calm, centered. Gradually this mind becomes extremely concentrated. This is the beginning stage of meditation. All meditation traditions prescribe some beginning practice of gathering, focusing, and concentration—and in the yoga tradition this is most often achieved precisely through mantra. The whole of Chapter Six in the Bhagavad Gita is devoted to Krishna’s teachings on this practice: “Whenever the mind wanders, restless and diffuse in its search for satisfaction without, lead it within; train it to rest in the Self,” instructs Krishna. “When meditation is mastered, the mind is unwavering like the flame of a lamp in a windless place.

If you ever visit the Philippines and hear the jungle tribesmen call upon their gods for help, you'll discover that the names of the gods are supposed to have magic power. These people believe that when they invoke the name of a certain god, he must come and do their bidding--whether or not he wants to! Like many pagans, they believe a god is a kind of supernatural serving boy who will jump to help them the moment they snap their fingers. But the true God is not like that. He is the sovereign Ruler of the universe, who expects us to serve Him--not the other way around! So when we call upon the name of God, we are using a "handle" to bring Him to us. He will help us only if we have followed His commandments; He will put His promises into effect only if we have met the conditions of those promises. . . . These [New Testament apostles] were not ordering God around by using His "handle." Not by any means! They received God's blessing only because they were obedient to God in every way, including the manner in which they prayed. God instructed them to pray in His name; that's what we are expected to do as followers of Jesus Christ. But that in itself would not force God to do something against His will, nor would it force Him to bless someone unworthy of a blessing.

(...) You Sophotechs are smarter than I am; why did you let me do such a foolish thing?” “We answer every question our resources and instruction parameters allow; we are more than happy to advise you, when and if we are asked.” “That’s not what I’m thinking of, and you know it.” “You are thinking we should use force to defend you against yourself against your will? That is hardly a thought worth thinking, sir. Your life has exactly the value you yourself place on it. It is yours to damage or ruin as you wish.” (...) “Is that another hint? Are you saying I’m destroying my life? People at the party, twice now, have said or implied that I’m going to endanger the Oecumene itself. Who stopped me?” “Not I. While life continues, it cannot be made to be without risk. The assessment of whether or not a certain risk is worth taking depends on subjective value-judgments. About such judgments even reasonable men can differ. We Sophotechs will not interfere with such decisions. (...) If we were to overrule your ownership of your own life, your life, would, in effect, become our property, and you, in effect, would become merely the custodian or trustee of that life. Do you think you would value it more in such a case, or less? And if you valued it less, would you not take greater risks and behave more self-destructively? If, on the other hand, each man’s life is his own, he may experiment freely, risking only what is his, till he find his best happiness.” “I see the results of failed experiments all around us, in these cylinders. I see wasted lives, and people trapped in mind sets and life forms which lead nowhere.” “While life continues, experimentation and evolution must also. The pain and risk of failure cannot be eliminated. The most we can do is maximize human freedom, so that no man is forced to pay for another man’s mistakes, so that the pain of failure falls only on he who risks it. And you do not know which ways of life lead nowhere. Even we Sophotechs do not know where all paths lead.” “How benevolent of you! We will always be free to be stupid.” “Cherish that freedom, young master; it is basic to all others.

To the secular arm, therefore, be delivered any and every book which, catering for the youngsters, throttles the life of the old folktales with coils of explanatory notes, and heaps on their maimed corpses the dead weight of biographical appendices. Nevertheless, that which delighted our childhood may instruct our manhood; and notes, appendices, and all the gear of didactic exposition, have their place elsewhere in helping the student, anxious to reach the seed of fact which is covered by the pulp of fiction. For, to effect this is to make approach to man's thoughts and conceptions of himself and his surroundings, to his way of looking at things and to explanation of his conduct both in work and play. Hence the folk-tale and the game are alike pressed into the service of study of the human mind. Turn where we may, the pastimes of children are seen to mimic the serious pursuits of men.

The effect of any writing on the public mind is mathematically measurable by its depth of thought. How much water does it draw? If it awaken you to think, if it lift you from your feet with the great voice of eloquence, then the effect is to be wide, slow, permanent, over the minds of men; if the pages instruct you not, they will die like flies in the hour. The way to speak and write what shall not go out of fashion is, to speak and write sincerely.

But so soon as I had achieved the entire course of study at the close of which one is usually received into the ranks of the learned, I entirely changed my opinion. For I found myself embarrassed with so many doubts and errors that it seemed to me that the effort to instruct myself had no effect other than the increasing discovery of my own ignorance. —Rene Descartes, Discourse on the Method of Rightly Conducting the Reason and Seeking the Truth in the Sciences, 1637

Today, as in the past, we ought to remind ourselves that the true natural law is not a mere congeries of appetites, and that it is not from the vagrant musings of the hour's judges that the natural law derives its high authority. . . . The Catholic tradition of natural law, to borrow a phrase from Sir Ernest Barker, holds that "law--in the sense of last resort--is somehow above lawmaking." This understanding, in effect, still prevails among many Americans, not all of them Catholics. They agree with Justice Frankfurter that natural law is "what sensible and right-minded men do every day." Yet often the public's apprehension of the teachings of natural law is much decayed, in part because of the total secularization of instruction in public schools. . . . Human nature is not vulpine nature, leonine nature, or serpentine nature. Natural law is bound up with the concept of the dignity of man, and with the experience of humankind ever since the beginning of social community.

How To Detoxify Using Apple Cider Vinegar ACV detox Drink Always try and use organic apple cider vinegar that is raw, unprocessed and unfiltered. Use of any other types of apple cider vinegar like the processed and unfiltered ones is likely to be less effective. You can start the detoxification process by drinking two tablespoons of apple cider vinegar dissolved in water daily. ACV Tea Detox Drink Ingredients 1 tbsp of apple cider vinegar 2 tbsp of lemon juice 1 tsp of cinnamon 12 ounces of filtered water Honey to taste Dash of cayenne pepper Instructions Combine all the ingredients and consume immediately. For best results, drink three times a day. In case you feel that you have taken too much of apple cider vinegar and want a break from all that, you can also detoxify by soaking in a bath. ACV Detox Bath Add one cup of Apple cider vinegar and 1 cup of Epsom salts in your bath. Soak for twenty to thirty minutes to draw out toxins through your skin. This will relieve joints, aching and heal eczema and acne.

I asked a nurse for dental floss and was told that I am not allowed dental floss. Apparently dental floss can be used for several functions besides the maintenance of healthy gums. These apparently include self-harm. When instructed that I was not permitted dental floss because of “risks it raises associated with suicide” I envisioned a noose made entirely of floss. Realizing such a noose would require a dramatic amount of floss to effectively uphold any human person, I brought it to the attention of a nurse. “I don’t believe that even the most practiced engineers could fashion any functioning noose out of a single container of floss,” I say. “People use it to cut themselves,” she explained. “Oh,” I replied. I had just about come to terms with the no-floss rule until the hospital, in a flagrant display of disrespect for its patients, chose to serve us corn on the cob for lunch. “Are you aware that we are not allowed dental floss?” I yelled at the nurse bringing me the corn. I then threw the corn violently from my plate into the nearest wall.

Now it is perfectly true that nothing unifies a group more effectively than a threat, particularly an enemy. This may be external, but an internal enemy, a traitor, a trouble-maker, a deviant, will do as well, and the group feels better if it has someone to bully and despise. But while every group and society contains despised groups and individuals, they are not normally killed or even necessarily ill-treated, let alone selected for slaughter. Not surprisingly, it is very hard to find eyewitness accounts of human sacrifice, but the following example is nevertheless very instructive.

teachers typically gave students no more than a second or two before they directed the question to another student or answered the question themselves. They also tended to repeat or paraphrase the question several times rather than silently wait for the student to formulate a response. Although such rapid question/answer patterns are typical of audiolingual classes, they also occur in communicative instruction. Finding a balance between placing too much pressure on students to respond quickly and creating awkward silences seems to be a real challenge. Research has shown that when teachers are trained to give their students more time to respond to questions, not only do students produce more responses but their responses are also longer and more complex. Not surprisingly, this effect has been observed to be stronger with open/referential questions compared with closed/display questions (Long et al. 1985). In classrooms with students at different age levels and in different kinds of instruction, finding the right balance can lead to students providing fuller answers, expanding their ideas, and more successfully processing the material to be learned. Study 10: Time for learning languages in school

When an independent company undertakes to travel across the plains, they are generally too independent for their own safety and good. There never was and never will be a people in heaven nor on earth, in time nor in eternity, that can be considered truly and entirely independent of counsel and direction. Our independent companies entertain the same mistaken views of independence as people generally do of the independence of a Republican Government. Man in his ignorance is impatient of control, and when he finds himself from under its influence he supposes that he is then independent, or, in other words, that he is a free man. Independence so viewed and so employed, either individually or collectively, religiously or politically, must open a wide arena of action for all the evil, selfish and malignant qualities of depraved men, introducing distraction into every ramification of society, destroying confidence, checking the onward progress of industry and universal prosperity, and bringing in famine, pestilence and destruction everywhere. . . . Individual self-government lies at the root of all true and effective government, whether in heaven or on earth. Those who govern should be wiser and better than the governed, that the lesser may be blessed of the greater. Were this so, then the people would willingly repose their dearest interests to the trusts of their rulers or leaders, and with a feeling of pleasure bow to and carry out to the letter their instructions and conclusions on all matters that pertained to the general good. This will apply to great kingdoms and mighty nations, to small companies of immigrants crossing the plains, or to the home circle. A Republican Government in the hands of a wicked people must terminate in woe to that people, but in the hands of the righteous it is everlasting, while its power reaches to heaven.

The most surprising discovery made by Baumeister’s group shows, as he puts it, that the idea of mental energy is more than a mere metaphor. The nervous system consumes more glucose than most other parts of the body, and effortful mental activity appears to be especially expensive in the currency of glucose. When you are actively involved in difficult cognitive reasoning or engaged in a task that requires self-control, your blood glucose level drops. The effect is analogous to a runner who draws down glucose stored in her muscles during a sprint. The bold implication of this idea is that the effects of ego depletion could be undone by ingesting glucose, and Baumeister and his colleagues have confirmed this hypothesis in several experiments. Volunteers in one of their studies watched a short silent film of a woman being interviewed and were asked to interpret her body language. While they were performing the task, a series of words crossed the screen in slow succession. The participants were specifically instructed to ignore the words, and if they found their attention drawn away they had to refocus their concentration on the woman’s behavior. This act of self-control was known to cause ego depletion. All the volunteers drank some lemonade before participating in a second task. The lemonade was sweetened with glucose for half of them and with Splenda for the others. Then all participants were given a task in which they needed to overcome an intuitive response to get the correct answer. Intuitive errors are normally much more frequent among ego-depleted people, and the drinkers of Splenda showed the expected depletion effect. On the other hand, the glucose drinkers were not depleted. Restoring the level of available sugar in the brain had prevented the deterioration of performance. It will take some time and much further research to establish whether the tasks that cause glucose-depletion also cause the momentary arousal that is reflected in increases of pupil size and heart rate.

He feared that principle, active principle, had been wanting; that they had never been properly taught to govern their inclinations and tempers by that sense of duty which can alone suffice. They had been instructed theoretically in their religion, but never required to bring it into daily practice. To be distinguished for elegance and accomplishments, the authorised object of their youth, could have had no useful influence that way, no moral effect on the mind. He had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them.

Educational research is not a blunt instrument that shatters all doubt about best practice. Rather it provides general direction that must be interpreted by individual districts, schools, and teachers in terms of their unique circumstances. In short, research will never be able to identify instructional strategies that work with every student in every class. The best research can do is tell us which strategies have a good chance (i.e., high probability) of working well with students. Individual classroom teachers must determine which strategies to employ with the right students at the right time. In effect, a good part of effective teaching is an art—hence the title, The Art and Science of Teaching.

Until Americans can overcome this idealization of law, until they begin to see that law is, like other institutions and actions, to be measured against moral principles, against human needs, we will remain a static society in a world of change, a society deaf to the rising cries for justice- and therefore,a society in serious trouble.” Added a quotation: “The realities of american politics, it turns out, are different than as described in old civic textbooks, which tell us how fortunate we are to have the ballot. The major nominees for president are not chosen by the ballot, but are picked for us by a quadrennial political convention which is half farce, half circus, most of whose delegates have not been instructed by popular vote. For months before the convention, the public has been conditioned by the mass media on who is who, so that it will not be temped to think beyond that list which the party regulars have approved.” Added a quotation: “I do not think civil disobedience is enough; it is a way of protest, but in itself it does not construct a new society. There are many other things that citizens should do to begin to build a new way of life in the midst of the old, to live the way human beings should live- enjoying the fruits of the earth, the warmth of nature and of one another-without hostility, without the artificial separation of religion, or race, or nationalism. Further, not all forms of civil disobedience are moral; not all are effective.” Added a quotation: “It is very hard, in the comfortable environment of middle-class America, to discard the notion that everything will be better if we don't have the disturbance of civil disobedience, if we confine ourselves to voting, writing letters to our congressmen, speaking our minds politely.....somehow we must transcend our own tight, air-conditioned chambers and begin to feel their plight, their needs. It may become evident that, despite out wealth, we can have no real peace until they do. We might then join them in battering at the complacency of those who guard a false "order," with that healthy commotion that has always attended the growth of justice.

Those who tread these paths should be informed of a matter respecting their confession in which they are apt to err. When they begin to give an account of their sins, instead of the regret and contrition they had been accustomed to feel, they find that love and tranquility sweetly pervade and take possession of their souls: now those who are not properly instructed are desirous of withdrawing from this sensation to form an act of contrition, because they have heard, and with truth, that it is requisite: but they are not aware that they lose thereby the genuine contrition, which is this Intuitive Love, infinitely surpassing any effect produced by self-exertion . . . Be not then troubled about other things when God acts so excellently in you and for you.

although they do not fear them to such an extent as to be drawn to the commission of like iniquities, nay, not by any threats or violence soever; yet those very deeds which they refuse to share in the commission of, they often decline to find fault with, when possibly they might by finding fault prevent their commission. They abstain from interference, because they fear that, if it fail of good effect, their own safety or reputation may be damaged or destroyed; not because they see that their preservation and good name are needful, that they may be able to influence those who need their instruction, but rather because they weakly relish the flattery and respect of men, and fear the judgments of the people, and the pain or death of the body; that is to say, their non-intervention is the result of selfishness, and not of love.

The effects following this movement are wholly good — the church raised up to a higher spiritual level, almost entire absence of fanaticism because of previous careful instruction in the Bible; not one case of insanity, but many thousands clothed in their right mind; scores of men called to the holy ministry; greater congregations, searching the Word, as many as two thousand meeting in one place for the study of the Bible; many thousands learning to read, and making inquiries; multitudes of them pressing upon the tired missionary and native pastors praying, “Give us to eat.” I beseech you do not listen to any word suggestions of doubt as to the vitality and reality of this. Drunkards, gamblers, thieves, adulterers, murderers, self-righteous Confucianists and dead Buddhists, and thousands of devil-worshipers have been made new men in Christ, the old things gone forever.29

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

But as the cause of perturbations is now discovered, 162for all of them arise from the judgment or opinion, or volition, I shall put an end to this discourse. But we ought to be assured, since the boundaries of good and evil are now discovered, as far as they are discoverable by man, that nothing can be desired of philosophy greater or more useful than the discussions which we have held these four days. For besides instilling a contempt of death, and relieving pain so as to enable men to bear it, we have added the appeasing of grief, than which there is no greater evil to man. For though every perturbation of mind is grievous, and differs but little from madness, yet we are used to say of others when they are under any perturbation, as of fear, joy, or desire, that they are agitated and disturbed; but of those who give themselves up to grief, that they are miserable, afflicted, wretched, unhappy. So that it doth not seem to be by accident, but with reason proposed by you, that I should discuss grief, and the other perturbations separately; for there lies the spring and head of all our miseries; but the cure of grief, and of other disorders, is one and the same in that they are all voluntary, and founded on opinion; we take them on ourselves because it seems right so to do. Philosophy undertakes to eradicate this error, as the root of all our evils: let us therefore surrender ourselves to be instructed by it, and suffer ourselves to be cured; for while these evils have possession of us, we not only cannot be happy, but cannot be right in our minds. We must either deny that reason can effect anything, while, on the other hand, nothing can be done right without reason, or else, since philosophy depends on the deductions of reason, we must seek from her, if we would be good or happy, every help and assistance for living well and happily.

The studies reviewed above provide evidence to support the intuitions of teachers and learners that instruction based on the ‘Get it right from the beginning’ proposal has important limitations. Learners receiving audiolingual or grammar-translation instruction are often unable to communicate their messages and intentions effectively in a second language. Experience has also shown that primarily or exclusively structure-based approaches to teaching do not guarantee that learners develop high levels of accuracy and linguistic knowledge. In fact, it is often very difficult to determine what students know about the target language. The classroom emphasis on accuracy often leads learners to feel inhibited and reluctant to take chances in using their knowledge for communication. The results from these studies provide evidence that learners benefit from opportunities for communicative practice in contexts where the emphasis is on understanding and expressing meaning.

The Spirit’s Direction, INTERCESSION. This promise carries deep instruction. We dare not suppose we can truly intercede effectively on the sole basis of our perspective or understanding. Since we never really thoroughly know how to pray as we ought, we must exercise the humility and faith to wait on God and let the Holy Spirit direct us. Presumption—supposing we already know how to intercede for others—will not only hinder maximum effectiveness, it will also cause us to miss the thrilling sense of adventure God wants to bless us with as we receive His insight and enablement for intercessory prayer. How do we know without infinite minds whether God wants to move through us with weeping, travailing, wrestling, fasting, the gifts of the Holy Spirit, dreams, visions, mental pictures, impressions, verses of Scripture quickened to us, or silence? Only by waiting on God and giving Him time to move on and through us. Ps. 62:5 teaches this wisdom: “My soul, wait silently for God alone, for my expectation is from Him.

Until Americans can overcome this idealization of law, until they begin to see that law is, like other institutions and actions, to be measured against moral principles, against human needs, we will remain a static society in a world of change, a society deaf to the rising cries for justice- and therefore,a society in serious trouble.” “The realities of american politics, it turns out, are different than as described in old civic textbooks, which tell us how fortunate we are to have the ballot. The major nominees for president are not chosen by the ballot, but are picked for us by a quadrennial political convention which is half farce, half circus, most of whose delegates have not been instructed by popular vote. For months before the convention, the public has been conditioned by the mass media on who is who, so that it will not be temped to think beyond that list which the party regulars have approved.” “I do not think civil disobedience is enough; it is a way of protest, but in itself it does not construct a new society. There are many other things that citizens should do to begin to build a new way of life in the midst of the old, to live the way human beings should live- enjoying the fruits of the earth, the warmth of nature and of one another-without hostility, without the artificial separation of religion, or race, or nationalism. Further, not all forms of civil disobedience are moral; not all are effective.” “It is very hard, in the comfortable environment of middle-class America, to discard the notion that everything will be better if we don't have the disturbance of civil disobedience, if we confine ourselves to voting, writing letters to our congressmen, speaking our minds politely.....somehow we must transcend our own tight, air-conditioned chambers and begin to feel their plight, their needs. It may become evident that, despite out wealth, we can have no real peace until they do. We might then join them in battering at the complacency of those who guard a false "order," with that healthy commotion that has always attended the growth of justice.

The communists didn’t release their grip until the late 1980s. Effective organisation kept them in power for eight long decades, and they eventually fell due to defective organisation. On 21 December 1989 Nicolae Ceaus¸escu, the communist dictator of Romania, organised a mass demonstration of support in the centre of Bucharest. Over the previous months the Soviet Union had withdrawn its support from the eastern European communist regimes, the Berlin Wall had fallen, and revolutions had swept Poland, East Germany, Hungary, Bulgaria and Czechoslovakia. Ceaus¸escu, who had ruled Romania since 1965, believed he could withstand the tsunami, even though riots against his rule had erupted in the Romanian city of Timis¸oara on 17 December. As one of his counter-measures, Ceaus¸escu arranged a massive rally in Bucharest to prove to Romanians and the rest of the world that the majority of the populace still loved him – or at least feared him. The creaking party apparatus mobilised 80,000 people to fill the city’s central square, and citizens throughout Romania were instructed to stop all their activities and tune in on their radios and televisions. To the cheering of the seemingly enthusiastic crowd, Ceauşescu mounted the balcony overlooking the square, as he had done scores of times in previous decades. Flanked by his wife, Elena, leading party officials and a bevy of bodyguards, Ceaus¸escu began delivering one of his trademark dreary speeches. For eight minutes he praised the glories of Romanian socialism, looking very pleased with himself as the crowd clapped mechanically. And then something went wrong. You can see it for yourself on YouTube. Just search for ‘Ceauşescu’s last speech’, and watch history in action.20 The YouTube clip shows Ceaus¸escu starting another long sentence, saying, ‘I want to thank the initiators and organisers of this great event in Bucharest, considering it as a—’, and then he falls silent, his eyes open wide, and he freezes in disbelief. He never finished the sentence. You can see in that split second how an entire world collapses. Somebody in the audience booed. People

The Case of the Eyeless Fly The fruit fly has a mutant gene which is recessive, i.e., when paired with a normal gene, has no discernible effect (it will be remembered that genes operate in pairs, each gene in the pair being derived from one parent). But if two of these mutant genes are paired in the fertilised egg, the offspring will be an eyeless fly. If now a pure stock of eyeless flies is made to inbreed, then the whole stock will have only the 'eyeless' mutant gene, because no normal gene can enter the stock to bring light into their darkness. Nevertheless, within a few generations, flies appear in the inbred 'eyeless' stock with eyes that are perfectly normal. The traditional explanation of this remarkable phenomenon is that the other members of the gene-complex have been 'reshuffled and re-combined in such a way that they deputise for the missing normal eye-forming gene.' Now re-shuffling, as every poker player knows, is a randomising process. No biologist would be so perverse as to suggest that the new insect-eye evolved by pure chance, thus repeating within a few generations an evolutionary process which took hundreds of millions of years. Nor does the concept of natural selection provide the slightest help in this case. The re-combination of genes to deputise for the missing gene must have been co-ordinated according to some overall plan which includes the rules of genetic self-repair after certain types of damage by deleterious mutations. But such co-ordinative controls can only operate on levels higher than that of individual genes. Once more we are driven to the conclusion that the genetic code is not an architect's blueprint; that the gene-complex and its internal environment form a remarkably stable, closely knit, self-regulating micro-hierarchy; and that mutated genes in any of its holons are liable to cause corresponding reactions in others, co-ordinated by higher levels. This micro-hierarchy controls the pre-natal skills of the embryo, which enable it to reach its goal, regardless of the hazards it may encounter during development. But phylogeny is a sequence of ontogenies, and thus we are confronted with the profound question: is the mechanism of phylogeny also endowed with some kind of evolutionary instruction booklet? Is there a strategy of the evolutionary process comparable to the 'strategy of the genes'-to the 'directiveness' of ontogeny (as E.S. Russell has called it)?

focusing on a task can make people effectively blind, even to stimuli that normally attract attention. The most dramatic demonstration was offered by Christopher Chabris and Daniel Simons in their book The Invisible Gorilla. They constructed a short film of two teams passing basketballs, one team wearing white shirts, the other wearing black. The viewers of the film are instructed to count the number of passes made by the white team, ignoring the black players. This task is difficult and completely absorbing. Halfway through the video, a woman wearing a gorilla suit appears, crosses the court, thumps her chest, and moves on. The gorilla is in view for 9 seconds. Many thousands of people have seen the video, and about half of them do not notice anything unusual. It is the counting task—and especially the instruction to ignore one of the teams—that causes the blindness. No one who watches the video without that task would miss the gorilla. Seeing and orienting are automatic functions of System 1, but they depend on the allocation of some attention to the relevant stimulus. The authors note that the most remarkable observation of their study is that people find its results very surprising. Indeed, the viewers who fail to see the gorilla are initially sure

We summoned Molotov to us and read him the telegram in full. After pausing to think, Molotov said that he had made a lot of mistakes but felt that mistrust toward him was unjust, and then he began to cry.”35 There is no way to know whether they were describing this confrontation accurately. This was a drama played out for one spectator who was not even in the theater. What mattered was not the drama itself but the account of how the confrontation was handled, which had to be designed to satisfy Stalin. Molotov played along. That same day he sent Stalin his own telegram: “Your coded telegram was filled with deep mistrust toward me as a Bolshevik and a man, which I take as the most serious party warning for all my work going forward, wherever that might be. I will try through my deeds to earn your trust, in which every honest Bolshevik sees not simply personal trust, but the trust of the party, which is dearer to me than my life.”36 Judging by the correspondence that followed, Stalin felt that he had achieved the desired effect. He clearly knew that Molotov’s “crimes” had no significance, and his underling had never disobeyed any direct instruction. Molotov had simply used his own discretion on occasions when Stalin’s long-distance guidance was intermittent and vague.

The book of Proverbs says, “Direct your children onto the right path, and when they are older, they will not leave it.”17 This is not (despite what we wish) a warranty for a boy’s happiness. It does not mean, “If you do all the right things as a parent, your son will be happy when he grows up.” It does not mean that there is a simple formula for success. Because every boy is different, each one requires that we take a unique approach toward guiding him. Any great teacher will tell you that it’s foolish to instruct a quiet, reserved, or shy boy the same way you would discipline an outgoing, rambunctious, or aggressive boy. To nurture and discipline a boy effectively, we must see his unique heart and adapt our approach. Nurturing boys requires that our discipline be geared toward lovingly unveiling their strength and courage, according to how these characteristics are uniquely present. Whenever we discipline boys, we must do so in a way that addresses them as the unique, noble creatures they truly are—in ways that honor them and their masculinity. By disciplining our boys in ways that do not shame them, we honor their desire for strength, reinforce their sensitivity, and encourage them toward valor. If our boys are to stand a fair chance at life, they need to enter manhood believing that they are good men. If they don’t, they will be starting out behind the eight ball.

Good friendship, in Buddhism, means considerably more than associating with people that one finds amenable and who share one's interests. It means in effect seeking out wise companions to whom one can look for guidance and instruction. The task of the noble friend is not only to provide companionship in the treading of the way. The truly wise and compassionate friend is one who, with understanding and sympathy of heart, is ready to criticize and admonish, to point out one's faults, to exhort and encourage, perceiving that the final end of such friendship is growth in the Dhamma. The Buddha succinctly expresses the proper response of a disciple to such a good friend in a verse of the Dhammapada: 'If one finds a person who points out one's faults and who reproves one, one should follow such a wise and sagacious counselor as one would a guide to hidden treasure' If we associate closely with those who are addicted to the pursuit of sense pleasures, power, riches and fame, we should not imagine that we will remain immune from those addictions: in time our own minds will gradually incline to these same ends. If we associate closely with those who, while not given up to moral recklessness, live their lives comfortably adjusted to mundane routines, we too will remain stuck in the ruts of the commonplace. If we aspire for the highest — for the peaks of transcendent wisdom and liberation — then we must enter into association with those who represent the highest. Even if we are not so fortunate as to find companions who have already scaled the heights, we can well count ourselves blessed if we cross paths with a few spiritual friends who share our ideals and who make earnest efforts to nurture the noble qualities of the Dhamma in their hearts. When we raise the question how to recognize good friends, how to distinguish good advisors from bad advisors, the Buddha offers us crystal-clear advice. In the Shorter Discourse on a Full-Moon Night (MN 110) he explains the difference between the companionship of the bad person and the companionship of the good person. The bad person chooses as friends and companions those who are without faith, whose conduct is marked by an absence of shame and moral dread, who have no knowledge of spiritual teachings, who are lazy and unmindful, and who are devoid of wisdom. As a consequence of choosing such bad friends as his advisors, the bad person plans and acts for his own harm, for the harm of others, and the harm of both, and he meets with sorrow and misery. In contrast, the Buddha continues, the good person chooses as friends and companions those who have faith, who exhibit a sense of shame and moral dread, who are learned in the Dhamma, energetic in cultivation of the mind, mindful, and possessed of wisdom. Resorting to such good friends, looking to them as mentors and guides, the good person pursues these same qualities as his own ideals and absorbs them into his character. Thus, while drawing ever closer to deliverance himself, he becomes in turn a beacon light for others. Such a one is able to offer those who still wander in the dark an inspiring model to emulate, and a wise friend to turn to for guidance and advice.

Our political discourse has degenerated into anxieties about whether giving benefits to those people over there will take money out of the pockets of my kind of people over here, even when the changes are those from which we would all benefit." "The church is one of the few remaining institutions in the American scene that normalizes the effects of slavery, with most Christians preserving these segregated spaces in the interests of cultural comfort. Racially separate churches violate the interdependence that should characterize authentic Christian communities. Further, this individualism blocks churches from the blessings of gifts preserved in separate traditions. For example, segregated white churches celebrate the confessions and the rich legacies of the intellectual giants of the faith, but too often preach a weak and disembodied gospel that reduces spirituality to symbolism, and that separates material concerns from moral choices and the pursuit of righteousness." "Indeed, we have reached a sad state of affairs when we are all unwilling to be challenged when we go to church." "We should not move too quickly to a cheap reconciliation that forgets the past rather than honoring it as a clay vessel that contains a refined treasure bearing witness to the presence of Jesus at the margins. We need to make space for the histories of ethnic pain to be shared and revered among whites and all peoples of color, and to be instructed by them. That is, we need to understand how our past impinges on the present before we can move forward together toward our future. We cannot be who we are called to be unless we can gain access to the treasures of the gospel that have been preserved in the separate traditions of now segregated ethnic churches. We will not testify to the glory of God and the manifold riches of his mercy to the nations until we do.

the Cook expedition had another, far less benign result. Cook was not only an experienced seaman and geographer, but also a naval officer. The Royal Society financed a large part of the expedition’s expenses, but the ship itself was provided by the Royal Navy. The navy also seconded eighty-five well-armed sailors and marines, and equipped the ship with artillery, muskets, gunpowder and other weaponry. Much of the information collected by the expedition – particularly the astronomical, geographical, meteorological and anthropological data – was of obvious political and military value. The discovery of an effective treatment for scurvy greatly contributed to British control of the world’s oceans and its ability to send armies to the other side of the world. Cook claimed for Britain many of the islands and lands he ‘discovered’, most notably Australia. The Cook expedition laid the foundation for the British occupation of the south-western Pacific Ocean; for the conquest of Australia, Tasmania and New Zealand; for the settlement of millions of Europeans in the new colonies; and for the extermination of their native cultures and most of their native populations.2 In the century following the Cook expedition, the most fertile lands of Australia and New Zealand were taken from their previous inhabitants by European settlers. The native population dropped by up to 90 per cent and the survivors were subjected to a harsh regime of racial oppression. For the Aborigines of Australia and the Maoris of New Zealand, the Cook expedition was the beginning of a catastrophe from which they have never recovered. An even worse fate befell the natives of Tasmania. Having survived for 10,000 years in splendid isolation, they were completely wiped out, to the last man, woman and child, within a century of Cook’s arrival. European settlers first drove them off the richest parts of the island, and then, coveting even the remaining wilderness, hunted them down and killed them systematically. The few survivors were hounded into an evangelical concentration camp, where well-meaning but not particularly open-minded missionaries tried to indoctrinate them in the ways of the modern world. The Tasmanians were instructed in reading and writing, Christianity and various ‘productive skills’ such as sewing clothes and farming. But they refused to learn. They became ever more melancholic, stopped having children, lost all interest in life, and finally chose the only escape route from the modern world of science and progress – death. Alas,

No matter what level of instruction Marlboro Man gave me, no matter how many pointers, a horse trot for me meant a repeated and violet Slap! Slap! Slap! on the seat of my saddle. My feet were fine--they’d stay securely in the stirrups. But I just couldn’t figure out how to use the muscles in my legs correctly, and I hadn’t yet learned how to post. It was so unpleasant, the whole riding-a-horse business: my bottom would slap, my torso would stiffen, and I’d be sore for days--not to mention that I looked like a complete freak while riding--kind of like a tree trunk with red, stringy hair. Short of taking the rectal temperatures of cows, I’d never felt more out of place doing anything in my life. All of this rushed to the surface when I saw Marlboro Man walking toward me with two of his horses, one of which was clearly meant for me. Where’s my Jeep? I thought. Where’s my torch? I don’t want a horse. My bottom can’t take it. Where’s my Jeep? I’d never wanted to drive a Jeep so much. “Hey,” I said, walking toward him and smiling, trying to appear not only calm but also totally unconcerned about the reality that faced me. “Uh…I thought we were going burning.” I clearly sounded out the g. It was a loud, clanging cymbal. “Oh, we are,” he said, smiling. “But we’ve got to get to some areas the Jeep can’t reach.” My stomach lurched. For more than a couple of seconds, I actually considered feigning illness so I wouldn’t have to go. What can I say? I wondered. That I feel like I’m going to throw up? Or should I just clutch my stomach, groan, then run behind the barn and make dramatic retching sounds? That could be highly effective. Marlboro Man will feel sorry for me and say, “It’s okay…you just go on up to my house and rest. I’ll be back later.” But I don’t think I can go through with it; vomiting is so embarrassing! And besides, if Marlboro Man thinks I vomited, I might not get a kiss today… “Oh, okay,” I said, smiling again and trying to prevent my face from betraying the utter dread that plagued me. I hadn’t noticed, through all my inner torture and turmoil, that Marlboro Man and the horses had been walking closer to me. Before I knew it, Marlboro Man’s right arm was wrapped around my waist while his other hand held the reins of the two horses. In another instant, he pulled me toward him in a tight grip and leaned in for a sweet, tender kiss--a kiss he seemed to savor even after our lips parted. “Good morning,” he said sweetly, grinning that magical grin. My knees went weak. I wasn’t sure if it was the kiss itself…or the dread of riding.

I returned to my daily routine of service in the board of war, and a punctual attendance in Congress, every day, in all their hours. I returned, also, to my almost daily exhortations to the institution of Governments in the States, and a declaration of independence. I soon found there was a whispering among the partisans in opposition to independence, that I was interested; that I held an office under the new government of Massachusetts; that I was afraid of losing it, if we did not declare independence; and that I consequently ought not to be attended to. This they circulated so successfully, that they got it insinuated among the members of the legislature in Maryland, where their friends were powerful enough to give an instruction to their delegates in Congress, warning them against listening to the advice of interested persons, and manifestly pointing me out to the understanding of every one. This instruction was read in Congress. It produced no other effect upon me than a laughing letter to my friend, Mr. Chase, who regarded it no more than I did. These chuckles I was informed of, and witnessed for many weeks, and at length they broke out in a very extraordinary manner. When I had been speaking one day on the subject of independence, or the institution of governments, which I always considered as the same thing, a gentleman of great fortune and high rank arose and said, he should move, that no person who held any office under a new government should be admitted to vote on any such question, as they were interested persons. I wondered at the simplicity of this motion, but knew very well what to do with it. I rose from my seat with great coolness and deliberation; so far from expressing or feeling any resentment, I really felt gay, though as it happened, I preserved an unusual gravity in my countenance and air, and said, “Mr. President, I will second the gentleman’s motion, and I recommend it to the honorable gentleman to second another which I should make, namely, that no gentleman who holds any office under the old or present government should be admitted to vote on any such question, as they were interested persons.” The moment when this was pronounced, it flew like an electric stroke through every countenance in the room, for the gentleman who made the motion held as high an office under the old government as I did under the new, and many other members present held offices under the royal government. My friends accordingly were delighted with my retaliation, and the friends of my antagonist were mortified at his indiscretion in exposing himself to such a retort.

Perhaps the hardest part of the job was simply being attached to and dependent on people who didn’t think much of you. Virginia Woolf’s diaries are almost obsessively preoccupied with her servants and the challenge of maintaining patience with them. Of one, she writes: “She is in a state of nature: untrained; uneducated … so that one sees a human mind wriggling undressed.” As a class they were as irritating as “kitchen flies.” Woolf’s contemporary Edna St. Vincent Millay was rather more blunt: “The only people I really hate are servants. They are not really human beings at all.” It was unquestionably a strange world. Servants constituted a class of humans whose existences were fundamentally devoted to making certain that another class of humans would find everything they desired within arm’s reach more or less the moment it occurred to them to desire it. The recipients of this attention became spoiled almost beyond imagining. Visiting his daughter in the 1920s, in a house too small to keep his servants with him, the tenth Duke of Marlborough emerged from the bathroom in a state of helpless bewilderment because his toothbrush wasn’t foaming properly. It turned out that his valet had always put the toothpaste on the brush for him, and the Duke was unaware that toothbrushes didn’t recharge automatically. The servants’ payoff for all this was often to be treated appallingly. It was common for mistresses to test the honesty of servants by leaving some temptation where they were bound to find it—a coin on the floor, say—and then punishing them if they pocketed it. The effect was to instill in servants a slightly paranoid sense that they were in the presence of a superior omniscience. Servants were also suspected of abetting burglars by providing inside information and leaving doors unlocked. It was a perfect recipe for unhappiness on both sides. Servants, especially in smaller households, tended to think of their masters as unreasonable and demanding. Masters saw servants as slothful and untrustworthy. Casual humiliation was a regular feature of life in service. Servants were sometimes required to adopt a new name, so that the second footman in a household would always be called “Johnson,” say, thus sparing the family the tedium of having to learn a new name each time a footman retired or fell under the wheels of a carriage. Butlers were an especially delicate issue. They were expected to have the bearing and comportment of a gentleman, and to dress accordingly, but often the butler was required to engage in some intentional sartorial gaucherie—wearing trousers that didn’t match his jacket, for instance—to ensure that his inferiority was instantly manifest.* One handbook actually gave instructions—in fact, provided a working script—for how to humiliate a servant in front of a child, for the good of both child and servant.

ROUND UP A lot more can be said, but finally, this is your last lesson in this epic 30 -day quest to become a successful conversationalist. For the past 29 days, you’ve been tutored about different techniques to make things happen, and today you’ll kick start a conversation with more confidence and organization, because you are now a professional in the communication world. There are takeaways that you should not forget as you go forth as a small talk professional. You have learnt and practiced many truths about the nature and composition of small talk, but there are certain ones that should be placed next to your heart: Small talk may be seen as a waste of time, but it is actually time well spent; take note of this important point, people might want to convince and confuse you. Small talk with personal meaning orientation will scratch business shop talk off any time. Small talk should now be seen as an effective tool that is available right next to you and can be a gateway to success. You still have the chance to go back to the previous chapters you struggled with, this way, you’ll review and assimilate the important points, no one is an island of knowledge, and so I don’t expect you to have everything registered in your brain already, constant practices will bring out the best in you. Identifying your weakness is just as important as acknowledging your strength. I want to assure you that you’ll definitely excel since you’ve been able to lay hands on this book, and this how you can help others who are still in the position that you were when you started in day one. You’ve been instructed about many secrets of success, as well as the things to exploit and avoid. It’s up to you to make this permanent, and this can only be achieved if you keep following these instructions. You have to make the decision now; whether you would make use of this manual or not, but I would advise that you want it again and again as this is the only way to dedicate your spirit, soul and body to constant improvement. You definitely would have noticed some changes in you, you’re not the same person any more. One important thing is that you shouldn’t give up; try to redouble your efforts and realize that you know everything you’re supposed to know. This shouldn’t end here, endeavour to spread the word to make sure that you impact at least three people per day, this means that you would have impacted about 90 people at the end of the next 30 days and close to about 120 people in just two months. Now, you see how you can make the world a better place? It’s up to you to decide what you want and how you want it to be. Don’t waste this golden opportunity of becoming a professional in communication, you’ll go a long way and definitely be surprised at the rate at which you’ve gone in such a small time. Take time to attend to things that need attention, don’t be too hard on yourself, and don’t go too soft on yourself, you’re one vessel that can’t be manipulated, so you have to be careful and sure about your status on communication skills. On the final note, I would like to congratulate you for reading this to the end, you’ve taken this course because you believe in the powers of small talks, so this shouldn’t be the last time I’m hearing from you. I would look forward to seeing your questions about any confusing aspect in the future. Till then, remain the professional that you are!

gave up on the idea of creating “socialist men and women” who would work without monetary incentives. In a famous speech he criticized “equality mongering,” and thereafter not only did different jobs get paid different wages but also a bonus system was introduced. It is instructive to understand how this worked. Typically a firm under central planning had to meet an output target set under the plan, though such plans were often renegotiated and changed. From the 1930s, workers were paid bonuses if the output levels were attained. These could be quite high—for instance, as much as 37 percent of the wage for management or senior engineers. But paying such bonuses created all sorts of disincentives to technological change. For one thing, innovation, which took resources away from current production, risked the output targets not being met and the bonuses not being paid. For another, output targets were usually based on previous production levels. This created a huge incentive never to expand output, since this only meant having to produce more in the future, since future targets would be “ratcheted up.” Underachievement was always the best way to meet targets and get the bonus. The fact that bonuses were paid monthly also kept everyone focused on the present, while innovation is about making sacrifices today in order to have more tomorrow. Even when bonuses and incentives were effective in changing behavior, they often created other problems. Central planning was just not good at replacing what the great eighteenth-century economist Adam Smith called the “invisible hand” of the market. When the plan was formulated in tons of steel sheet, the sheet was made too heavy. When it was formulated in terms of area of steel sheet, the sheet was made too thin. When the plan for chandeliers was made in tons, they were so heavy, they could hardly hang from ceilings. By the 1940s, the leaders of the Soviet Union, even if not their admirers in the West, were well aware of these perverse incentives. The Soviet leaders acted as if they were due to technical problems, which could be fixed. For example, they moved away from paying bonuses based on output targets to allowing firms to set aside portions of profits to pay bonuses. But a “profit motive” was no more encouraging to innovation than one based on output targets. The system of prices used to calculate profits was almost completely unconnected to the value of new innovations or technology. Unlike in a market economy, prices in the Soviet Union were set by the government, and thus bore little relation to value. To more specifically create incentives for innovation, the Soviet Union introduced explicit innovation bonuses in 1946. As early as 1918, the principle had been recognized that an innovator should receive monetary rewards for his innovation, but the rewards set were small and unrelated to the value of the new technology. This changed only in 1956, when it was stipulated that the bonus should be proportional to the productivity of the innovation. However, since productivity was calculated in terms of economic benefits measured using the existing system of prices, this was again not much of an incentive to innovate. One could fill many pages with examples of the perverse incentives these schemes generated. For example, because the size of the innovation bonus fund was limited by the wage bill of a firm, this immediately reduced the incentive to produce or adopt any innovation that might have economized on labor.

THE INSTRUCTION OF PTAHHOTEP Instruction of the Mayor of the city, the Vizier Ptahhotep, under the Majesty of King Isesi, who lives for all eternity. The mayor of the city, the vizier Ptahhotep, said: O king, my lord! Age is here, old age arrived. Feebleness came, weakness grows, Childtike one sleeps all day. Eyes are dim, ears deaf. Strength is waning through weariness, The mouth, silenced, speaks not, The heart, void, recalls not the past, The bones ache throughout. Good has become evil, all taste is gone, What age does to people is evil in everything. The nose, clogged, breathes not, Painful are standing and sitting. May this servant be ordered to make a staff of old age, So as to teil him the words of those who heard, The ways of the ancestors, Who have listened to the gods. May such be done for you. So that strife may be banned from the people, And the Two Shores may serve you! Said the majesty of this god: Instruct him then in the sayings of the past, May he become a model for the children of the great, May obedience enter him, And the devotion of him who speaks to him, No one is born wise. Beginning of the formulations of excellent discourse spoken by the Prince, Count, God's Father, God's beloved, Eldest Son of the King, of his body, Mayor of the city and Vizier, Ptahhotep, in instructing the ignorant in knowledge and in the standard of excellent discourse, as profit for him who will hear, as woe to him who would neglect them. He spoke to his son: Don’t be proud of your knowledge. Consult the ignorant and the wise; The limits of art are not reached, No artist’s skills are perfect; Good speech is more hidden than greenstone, Yet may be found among maids at the grindstones. If you meet a disputant in action, A powerful man, superior to you. Fold your arms, bend your back, To flout him will not make him agree with you. Make little of the evil speech By not opposing him while he's in action; He will be called an ignoramus, Your self-control will match his pile (of words). If you meet a disputant in action Who is your equal, on your level, You will make your worth exceed his by silence, While he is speaking evilly, There will be much talk by the hearers. Your name will be good in the mind of the magistrates. If you meet a disputant in action, A poor man, not your equal. Do not attack him because he is weak, Let him alone, he will confute himself. Do not answer him to relieve your heart, Do not vent yourself against your opponent, Wretched is he who injures a poor man, One will wish to do what you desire. You will beat him through the magistrates’ reproof. If you are a man who leads, Who controls the affairs of the many, Seek out every beneficent deed, That your conduct may be blameless. Great is justice, lasting in effect, Unchallenged since the time of Osiris. One punishes the transgressor of laws, Though the greedy overlooks this; Baseness may seize riches, Yet crime never lands its wares; In the end it is justice that lasts, Man says: “It is my father's ground.” Do not scheme against people, God punishes accordingly: If a man says: “I shall live by it,” He will lack bread for his mouth. If a man says: “I shall be rich' He will have to say: “My cleverness has snared me.” If he says: “I will snare for myself,” He will be unable to say: “I snared for my profit.” If a man says: "I will rob someone,” He will end being given to a stranger. People’s schemes do not prevail, God’s command is what prevails; Live then in the midst of peace, What they give comes by itself.

The Raisin meditation2 Set aside five to ten minutes when you can be alone, in a place, and at a time, when you will not be disturbed by the phone, family or friends. Switch off your cell phone, so it doesn’t play on your mind. You will need a few raisins (or other dried fruit or small nuts). You’ll also need a piece of paper and a pen to record your reactions afterward. Your task will be to eat the fruit or nuts in a mindful way, much as you ate the chocolate earlier (see p. 55). Read the instructions below to get an idea of what’s required, and only reread them if you really need to. The spirit in which you do the meditation is more important than covering every instruction in minute detail. You should spend about twenty to thirty seconds on each of the following eight stages: 1. Holding Take one of the raisins (or your choice of dried fruit or nuts) and hold it in the palm of your hand, or between your fingers and thumb. Focusing on it, approach it as if you have never seen anything like it before. Can you feel the weight of it in your hand? Is it casting a shadow on your palm? 2. Seeing Take the time really to see the raisin. Imagine you have never seen one before. Look at it with great care and full attention. Let your eyes explore every part of it. Examine the highlights where the light shines; the darker hollows, the folds and ridges. 3. Touching Turn the raisin over between your fingers, exploring its texture. How does it feel between the forefinger and thumb of the other hand? 4. Smelling Now, holding it beneath your nose, see what you notice with each in-breath. Does it have a scent? Let it fill your awareness. And if there is no scent, or very little, notice this as well. 5. Placing Slowly take the object to your mouth and notice how your hand and arm know exactly where to put it. And then gently place it in your mouth, noticing what the tongue does to “receive” it. Without chewing, simply explore the sensations of having it on your tongue. Gradually begin to explore the object with your tongue, continuing for thirty seconds or more if you choose. 6. Chewing When you’re ready, consciously take a bite into the raisin and notice the effects on the object, and in your mouth. Notice any tastes that it releases. Feel the texture as your teeth bite into it. Continue slowly chewing it, but do not swallow it just yet. Notice what is happening in the mouth. 7. Swallowing See if you can detect the first intention to swallow as it arises in your mind, experiencing it with full awareness before you actually swallow. Notice what the tongue does to prepare it for swallowing. See if you can follow the sensations of swallowing the raisin. If you can, consciously sense it as it moves down into your stomach. And if you don’t swallow it all at one time, consciously notice a second or even a third swallow, until it has all gone. Notice what the tongue does after you have swallowed. 8. Aftereffects Finally, spend a few moments registering the aftermath of this eating. Is there an aftertaste? What does the absence of the raisin feel like? Is there an automatic tendency to look for another? Now take a moment to write down anything that you noticed when you were doing the practice. Here’s what some people who’ve attended our courses said: “The smell for me was amazing; I’d never noticed that before.” “I felt pretty stupid, like I was in art school or something.” “I thought how ugly they looked … small and wrinkled, but the taste was very different from what I would normally have thought it tasted like. It was quite nice actually.” “I tasted this one raisin more than the twenty or so I usually stuff into my mouth without thinking.

Here we introduce the nation's first great communications monopolist, whose reign provides history's first lesson in the power and peril of concentrated control over the flow of information. Western Union's man was one Rutherford B. Hates, an obscure Ohio politician described by a contemporary journalist as "a third rate nonentity." But the firm and its partner newswire, the Associated Press, wanted Hayes in office, for several reasons. Hayes was a close friend of William Henry Smith, a former politician who was now the key political operator at the Associated Press. More generally, since the Civil War, the Republican Party and the telegraph industry had enjoyed a special relationship, in part because much of what were eventually Western Union's lines were built by the Union Army. So making Hayes president was the goal, but how was the telegram in Reid's hand key to achieving it? The media and communications industries are regularly accused of trying to influence politics, but what went on in the 1870s was of a wholly different order from anything we could imagine today. At the time, Western Union was the exclusive owner of the nationwide telegraph network, and the sizable Associated Press was the unique source for "instant" national or European news. (It's later competitor, the United Press, which would be founded on the U.S. Post Office's new telegraph lines, did not yet exist.) The Associated Press took advantage of its economies of scale to produce millions of lines of copy a year and, apart from local news, its product was the mainstay of many American newspapers. With the common law notion of "common carriage" deemed inapplicable, and the latter day concept of "net neutrality" not yet imagined, Western Union carried Associated Press reports exclusively. Working closely with the Republican Party and avowedly Republican papers like The New York Times (the ideal of an unbiased press would not be established for some time, and the minting of the Time's liberal bona fides would take longer still), they did what they could to throw the election to Hayes. It was easy: the AP ran story after story about what an honest man Hayes was, what a good governor he had been, or just whatever he happened to be doing that day. It omitted any scandals related to Hayes, and it declined to run positive stories about his rivals (James Blaine in the primary, Samuel Tilden in the general). But beyond routine favoritism, late that Election Day Western Union offered the Hayes campaign a secret weapon that would come to light only much later. Hayes, far from being the front-runner, had gained the Republican nomination only on the seventh ballot. But as the polls closed his persistence appeared a waste of time, for Tilden, the Democrat, held a clear advantage in the popular vote (by a margin of over 250,000) and seemed headed for victory according to most early returns; by some accounts Hayes privately conceded defeat. But late that night, Reid, the New York Times editor, alerted the Republican Party that the Democrats, despite extensive intimidation of Republican supporters, remained unsure of their victory in the South. The GOP sent some telegrams of its own to the Republican governors in the South with special instructions for manipulating state electoral commissions. As a result the Hayes campaign abruptly claimed victory, resulting in an electoral dispute that would make Bush v. Gore seem a garden party. After a few brutal months, the Democrats relented, allowing Hayes the presidency — in exchange, most historians believe, for the removal of federal troops from the South, effectively ending Reconstruction. The full history of the 1876 election is complex, and the power of th