Essentials School Quotes

You can drag my body to school but my spirit refuses to go.

Each person's heart breaks in it's own way. Every cure will be different, but there are some things we all need. Before anything else, we need to feel safe.

I have always, essentially, been waiting. Waiting to become something else, waiting to be that person I always thought I was on the verge of becoming, waiting for that life I thought I would have. In my head, I was always one step away. In high school, I was biding my time until I could become the college version of myself, the one my mind could see so clearly. In college, the post-college “adult” person was always looming in front of me, smarter, stronger, more organized. Then the married person, then the person I’d become when we have kids. For twenty years, literally, I have waited to become the thin version of myself, because that’s when life will really begin. And through all that waiting, here I am. My life is passing, day by day, and I am waiting for it to start. I am waiting for that time, that person, that event when my life will finally begin. I love movies about “The Big Moment” – the game or the performance or the wedding day or the record deal, the stories that split time with that key event, and everything is reframed, before it and after it, because it has changed everything. I have always wanted this movie-worthy event, something that will change everything and grab me out of this waiting game into the whirlwind in front of me. I cry and cry at these movies, because I am still waiting for my own big moment. I had visions of life as an adventure, a thing to be celebrated and experienced, but all I was doing was going to work and coming home, and that wasn’t what it looked like in the movies. John Lennon once said, “Life is what happens when you’re busy making other plans.” For me, life is what was happening while I was busy waiting for my big moment. I was ready for it and believed that the rest of my life would fade into the background, and that my big moment would carry me through life like a lifeboat. The Big Moment, unfortunately, is an urban myth. Some people have them, in a sense, when they win the Heisman or become the next American Idol. But even that football player or that singer is living a life made up of more than that one moment. Life is a collection of a million, billion moments, tiny little moments and choices, like a handful of luminous, glowing pearl. It takes so much time, and so much work, and those beads and moments are so small, and so much less fabulous and dramatic than the movies. But this is what I’m finding, in glimpses and flashes: this is it. This is it, in the best possible way. That thing I’m waiting for, that adventure, that move-score-worthy experience unfolding gracefully. This is it. Normal, daily life ticking by on our streets and sidewalks, in our houses and apartments, in our beds and at our dinner tables, in our dreams and prayers and fights and secrets – this pedestrian life is the most precious thing any of use will ever experience.

Life is beautiful. Some people just remind you of that more than others.

A lady must always be prepared. Snacks are an essential part of espionage.” Sophronia

I am starting to think that maybe memories are like this dessert. I eat it, and it becomes a part of me, whether I remember it later or not.

Sometimes, niña, our greatest gifts grow from what we are not given.

Damn it,Izzy, I told you, keeping a low profile is an essential part of every job." "I was trying!" "And breaking someone's arm by second period? That was your attempt at trying?

The name for the cocoa tree is theobroma, which means "food of the gods." I know that chocolate is meant for us, however, because the melting point for good chocolate just happens to be the temperature within your very human mouth.

Sensuality does not wear a watch but she always gets to the essential places on time. She is adventurous and not particularly quiet. She was reprimanded in grade school because she couldn’t sit still all day long. She needs to move. She thinks with her body. Even when she goes to the library to read Emily Dickinson or Emily Bronte, she starts reading out loud and swaying with the words, and before she can figure out what is happening, she is asked to leave. As you might expect, she is a disaster at office jobs. Sensuality has exquisite skin and she appreciates it in others as well. There are other people whose skin is soft and clear and healthy but something about Sensuality’s skin announces that she is alive. When the sun bursts forth in May, Sensuality likes to take off her shirt and feel the sweet warmth of the sun’s rays brush across her shoulder. This is not intended as a provocative gesture but other people are, as usual, upset. Sensuality does not understand why everyone else is so disturbed by her. As a young girl, she was often scolded for going barefoot. Sensuality likes to make love at the border where time and space change places. When she is considering a potential lover, she takes him to the ocean and watches. Does he dance with the waves? Does he tell her about the time he slept on the beach when he was seventeen and woke up in the middle of the night to look at the moon? Does he laugh and cry and notice how big the sky is? It is spring now, and Sensuality is very much in love these days. Her new friend is very sweet. Climbing into bed the first time, he confessed he was a little intimidated about making love with her. Sensuality just laughed and said, ‘But we’ve been making love for days.

The paralysis of potential is essential to the manufacturing of victims.

We are all just ingredients, Tom What matters is the grace with which you cook the meal

If you live in your sense, slowly, with attention, if you use your eyes and your fingertips and your taste buds, then romance is something you’ll never need a greeting card to make you remember.

In this lifetime we are like Superman who must remain disguised as the nerdy newspaper journalist Clark Kent, or Harry Potter and his friends who are not allowed to do magic while they are on holiday, away from Hogwarts School of Witchcraft and Wizardry... but even Harry Potter and Clark Kent get to tap into their ‘special powers’ once in a while, especially when the going gets tough.

In much the same way, motherhood has become the essential female experience, valued above all others: giving life is where it's at. "Pro-maternity" propaganda has rarely been so extreme. They must be joking, the modern equivalent of the double constraint: "Have babies, it's wonderful, you'll feel more fulfilled and feminine than ever," but do it in a society in freefall in which waged work is a condition of social survival but guaranteed to no one, and especially not to women. Give birth in cities where accommodation is precarious, schools have surrendered the fight and children are subject to the most vicious mental assault through advertising, TV, internet, fizzy drink manufacturers and so on. Without children you will never be fulfilled as a woman, but bringing up kids in decent conditions is almost impossible.

He was resentful against all those in authority over him, and this, combined with a lazy indifference toward his work, exasperated every master in school. He grew discouraged and imagined himself a pariah; took to sulking in corners and reading after lights. With a dread of being alone he attached a few friends, but since they were not among the elite of the school, he used them simply as mirrors of himself, audiences before which he might do that posing absolutely essential to him. He was unbearably lonely, desperately unhappy.

I was amazed at how quickly a person could become an essential part of your life.

Being around her, he found even every day experiences were deeper, nuanced. Satisfaction and awareness slipped in between the layers of life like love notes hidden in the pages of a textbook.

When she realized that there are many kinds of love and not all of them are obvious. That some wait like presents in the back of the closet until you are able to open them.

One of the essential problems for education is that most countries subject their schools to the fast-food model of quality assurance when they should be adopting the Michelin model instead. The future for education is not in standardizing but in customizing; not in promoting groupthink and “deindividuation” but in cultivating the real depth and dynamism of human abilities of every sort.

I used to know a sculptor... He always said that if you looked hard enough, you could see where each person carried his soul in his body. It sounds crazy, but when you saw his sculptures, it made sense. I think the same is true with those we love... Our bodies carry our memories of them, in our muscles, in our skin, in our bones. My children are right here." She pointed to the inside curve of her elbow. "Where I held them when they were babies. Even if there comes a time when I don't know who they are anymore. I believe I will feel them here.

I've been wondering," Isabelle commented reflectively over dessert, "if it is foolish to make new memories when you know you are going to lose them.

Antifa was happy to have high school graduates turned out year after year who don’t know a fraction of the essential information that one hundred years ago every sixth-grader knew. The dumber the person, the more malleable and easier to convince they became.

Awareness is not a school quiz that can be passed by reading and memorizing some facts. It’s a journey that is fueled by our intent to be open, honest, and free.

The word school is derived from the Greek word schole, meaning “leisure.” Yet our modern school system, born in the Industrial Revolution, has removed the leisure—and much of the pleasure—out of learning.

Learning in and about the arts is essential to intellectual development.

On game day, until five o'clock or so, the white desert light held off the essential Sunday gloom—autumn sinking into winter, loneliness of October dusk with school the next day—but there was always a long still moment toward the end of those football afternoons where the mood of the crowd turned and everything grew desolate and uncertain, onscreen and off, the sheet-metal glare off the patio glass fading to gold and then gray, long shadows and night falling into desert stillness, a sadness I couldn't shake off, a sense of silent people filing toward the stadium exits and cold rain falling in college towns back east.

Everyone who has ever been to school knows that school is prison, but almost nobody beyond school age says it is. It's not polite. We all tiptoe around the truth because admitting it would make us seem cruel and would point a finger at well-intentioned people doing what they believe to be essential. . . . A prison, according to the common, general definition, is any place of involuntary confinement and restriction of liberty. In school, as in adult prisons, the inmates are told exactly what they must do and are punished for failure to comply. Actually, students in school must spend more time doing exactly what they are told than is true of adults in penal institutions. Another difference, of course, is that we put adults in prison because they have committed a crime, while we put children in school because of their age.

When we unnecessarily elongate the process of "learning to read," we postpone "reading to learn" - learning itself - by years.

The essential function of challenging behavior is to communicate to adults that a kid doesn’t possess the skills to handle certain demands in certain situations.

It was like trying to teach subtlety to a thunderstorm.

Lillian sometimes wondered why psychologists focused so much on a couple’s life in their bedroom. You could learn everything about a couple just watching their kitchen choreography as they prepared dinner.

Private time is absolutely essential if a private identity is going to develop, and private time is equally essential to the development of a code of private values, without which we aren’t really individuals at all.

When I was a kid my mom would send me off to school each day with the words, ‘Remember: be happy! The most important thing today is that you are happy!

The essential quality of a market system, contrary to popular thinking, is not that it promotes greed; but rather, that it renders greed harmless.

Things happen on the scale of centuries. Today and tomorrow are essentially the same. Your existence is a small, temporary thing. You will die and it will be as if you had never been.

A high school student wrote to ask, "What was the greatest event in American history?" I can't say. However, I suspect that like so many "great" events, it was something very simple and very quiet with little or no fanfare (such as someone forgiving someone else for a deep hurt that eventually changed the course of history). The really important "great" things are never center stage of life's dramas; they're always "in the wings". That's why it's so essential for us to be mindful of the humble and the deep rather than the flashy and the superficial.

When we black people commit ourselves to living simply as a political action, as a way of breaking the stress caused by unrelenting hedonistic desire for material objects that are not needed for survival, or essential to well-being, we will not be talking about ebonics. We will be out in the streets demanding that the public schools have enough teachers so that all kids, cross color, can read and write in standard English and in Spanish too.

Our good friend and fellow sportsman George W. Bush signed the Protection of Lawful Commerce in Arms Act into law back in 2005. Essentially, unless we make a terribly defective gun, the law creates a complete shield from liability. God bless Citizens United, the United States Chamber of Commerce, the NRA, tort reform, and needy and greedy politicians.

We’ve all heard the usual examples: Michael Jordan cut from his high school basketball team, Walt Disney fired by a newspaper editor for not being creative enough, the Beatles turned away by a record executive who told them that “guitar groups are on their way out.” In fact, many of their winning mantras essentially describe the notion of falling up: “I’ve failed over and over again in my life,” Jordan once said, “and that is why I succeed.” Robert F. Kennedy said much the same: “Only those who dare to fail greatly can ever achieve greatly.” And Thomas Edison, too, once claimed that he had failed his way to success.

Whenever I look at the Western psychotherapies of the last hundred years,’ Dr Rhinehart went on, ‘it seems to me incredible that no one acknowledges the almost total failure of these therapies to cure human unhappiness. As Dr Raymond Felt has observed: “The ratio of spontaneous remission of symptoms and the rate of supposed ‘cures’ by the psychotherapies of the various schools has remained essentially the same throughout the twentieth century.

worksheets - the archenemy of abundant, purposeful reading (and discussion and writing).

Although there are several 'schools of thought' relating to why God allows mental, emotional, and physical afflictions, it essentially remains a mystery" ~ R. Alan Woods [2012]

Argue not concerning God,… re-examine all you have been told at church or school or in any book, dismiss whatever insults your soul…. I

When a couple came to class together, it meant something else entirely - food as a solution, a diversion, or, occasionally, a playground.

Shamanism resembles an academic discipline (such as anthropology or molecular biology); with its practitioners, fundamental researchers, specialists, and schools of thought it is a way of apprehending the world that evolves constantly. One thing is certain: Both indigenous and mestizo shamans consider people like the Shipibo-Conibo, the Tukano, the Kamsá, and the Huitoto as the equivalents to universities such as Oxford, Cambridge, Harvard, and the Sorbonne; they are the highest reference in matters of knowledge. In this sense, ayahuasca-based shamanism is an essentially indigenous phenomenon. It belongs to the indigenous people of Western Amizonia, who hold the keys to a way of knowing that they have practiced without interruption for at least five thousand years. In comparison, the universities of the Western world are less than nine hundred years old.

Something as superfluous as "play" is also an essential feature of our consciousness. If you ask children why they like to play, they will say, "Because it's fun." But that invites the next question: What is fun? Actually, when children play, they are often trying to reenact complex human interactions in simplified form. Human society is extremely sophisticated, much too involved for the developing brains of young children, so children run simplified simulations of adult society, playing games such as doctor, cops and robber, and school. Each game is a model that allows children to experiment with a small segment of adult behavior and then run simulations into the future. (Similarly, when adults engage in play, such as a game of poker, the brain constantly creates a model of what cards the various players possess, and then projects that model into the future, using previous data about people's personality, ability to bluff, etc. The key to games like chess, cards, and gambling is the ability to simulate the future. Animals, which live largely in the present, are not as good at games as humans are, especially if they involve planning. Infant mammals do engage in a form of play, but this is more for exercise, testing one another, practicing future battles, and establishing the coming social pecking order rather than simulating the future.)

Science seeks to understand complex processes by reducing them to their essential actions and studying the interplay of those actions--and this reductionist approach extends to art as well. Indeed, my focus on one school of art, consisting of only three major representatives, is an example of this. Some people are concerned that a reductionist analysis will diminish our fascination with art, that it will trivialize art and deprive it of its special force, thereby reducing the beholder's share to an ordinary brain function. I argue to the contrary, that be encouraging a focus on one mental process at a time, reductionism can expand our vision and give us new insights into the nature and creation of art. These new insights will enable us to perceive unexpected aspects of art that derive from the relationships between the biological and psychological phenomena.

Business Education starts in Elementary School and continues through to High School and then to University. The sooner we teach students the essentials of business, the more capable they'll be at thriving in business when they're older.

MID TWENTIES BREAKDOWN: A period of mental collapse occurring in one’s twenties, often caused by an inability to function outside of school or structured environments coupled with a realization of one’s essential aloneness in the world. Often marks induction into the ritual of pharmaceutical usage.

I loved to walk in her garden after dinner; it felt alive, even in the winter. She always told me that rosemary grows in the garden of a strong woman. Hers were like trees.

From the beginning of high school, all other substances were readily available and liberally consumed by my friends, who used weed and booze like an essential garnish for activities. Peer pressure was rampant with hallucinogens and cocaine. I experimented and hated the effects. Reality wasn’t the problem. I was.

It was during that journey to Via Orazio that I began to be made unhappy by my own alienness. I had grown up with those boys, I considered their behavior normal, their violent language was mine. But for six years now I had also been following daily a path that they were completely ignorant of and in the end I had confronted it brilliantly. With them I couldn’t use any of what I learned every day, I had to suppress myself, in some way diminish myself. What I was in school I was there obliged to put aside or use treacherously, to intimidate them. I asked myself what I was doing in that car. They were my friends, of course, my boyfriend was there, we were going to Lila’s wedding celebration. But that very celebration confirmed that Lila, the only person I still felt was essential even though our lives had diverged, no longer belonged to us and, without her, every intermediary between me and those youths, that car racing through the streets, was gone. Why then wasn’t I with Alfonso, with whom I shared both origin and flight? Why, above all, hadn’t I stopped to say to Nino, Stay, come to the reception, tell me when the magazine with my article’s coming out, let’s talk, let’s dig ourselves a cave that can protect us from Pasquale’s driving, from his vulgarity, from the violent tones of Carmela and Enzo, and also—yes, also—of Antonio?

If you live in your senses, slowly, with attention, if you use your eyes and your fingertips and your taste buds, then romance is something you’ll never need a greeting card to make you remember.

Every time we prepare food we interrupt a life cycle. We pull up a carrot or kill a crab- or maybe just stop the mold that's growing on a wedge of cheese. We make meals with those ingredients and in doing so we give life to something else. It's a basic equation and if we pretend it doesn't exist, we're likely to miss the other important lesson which is to give respect to both sides of the equation.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

Educating ourselves and others is an essential step in the process of change. Few of us have been taught to think critically about issues of social injustice. We have been taught not to notice or to accept our present situation as a given, “the way it is.” But we can learn the history we were not taught, we can watch the documentaries we never saw in school, and we can read about the lives of change agents, past and present. We can discover another way. We are surrounded by a “cloud of witnesses” who will give us courage if we let them.

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

Each of us is like the waves and also like the water. Sometimes we’re excited, noisy, and agitated like the waves. Sometimes we’re tranquil like still water. When water is calm, it reflects the blue sky, the clouds, and the trees. Sometimes, whether we’re at home, work, or school, we become tired, agitated, or unhappy and we need to transform into calm water. We already have calmness in us; we just need to know how to make it manifest.

Novel is a particular form of narrative./ And narrative is a phenomenon which extends considerably beyond the scope of literature; it is one of the essential constituents of our understanding of reality. From the time we begin to understand language until our death, we are perpetually surrounded by narratives, first of all in our family, then at school, then through our encounters with people and reading. - The Novel as Research. (1968)

When Israel gave Gaza over to the Palestinians, it did not embargo essentials such as cement. But none of the millions of tons of cement allowed, or later smuggled, into Gaza were used to building schools or hospitals. They were used to build tunnels to smuggle terrorists into Israel and to hide rockets.

In the first couple of years of your life, you don't really get to pick your friends. You're assigned to them. School is essentially, "Here's a bunch of kids whose parents fucked the same year that your parents did. Now find something else you have in common." It's a lottery. Sometimes you win, sometimes you lose.

The elves had a coalition agreement with the school, the head elf had said. It almost sounded like they’d unionized, and that an essential rule of the elf union was that only elves did elf work. Perhaps they viewed it as job security. James wasn’t sure if Aunt Hermione would view this as an improvement or a setback.

It was generally less shocking to Liz that twenty years after high school she was still her essential self, the self she’d grown up as, unencumbered by spouse or child, than that nearly everyone else had changed, moved on, and multiplied. After

I have always, essentially, been waiting. Waiting to become something else, waiting to be that person I always thought I was on the verge of becoming, waiting for that life I thought I would have. In my head, I was always one step away. In high school, I was biding my time until I could become the college version of myself, the one my mind could see so clearly. In college, the post-college “adult” person was always looming in front of me, smarter, stronger, more organized. Then the married person, then the person I’d become when we have kids. For twenty years, literally, I have waited to become the thin version of myself, because that’s when life will really begin. And through all that waiting, here I am. My life is passing, day by day, and I am waiting for it to start. I am waiting for that time, that person, that event when my life will finally begin.

Here are some of the essential take-homes: we all need nearby nature: we benefit cognitively and psychologically from having trees, bodies of water, and green spaces just to look at; we should be smarter about landscaping our schools, hospitals, workplaces and neighborhoods so everyone gains. We need quick incursions to natural areas that engage our senses. Everyone needs access to clean, quiet and safe natural refuges in a city. Short exposures to nature can make us less aggressive, more creative, more civic minded and healthier overall. For warding off depression, lets go with the Finnish recommendation of five hours a month in nature, minimum. But as the poets, neuroscientists and river runners have shown us, we also at times need longer, deeper immersions into wild spaces to recover from severe distress, to imagine our futures and to be our best civilized selves.

Without demolishing religious schools (madrassahs) and minarets and without abandoning the beliefs and ideas of the medieval age, restriction in thoughts and pains in conscience will not end. Without understanding that unbelief is a kind of religion, and that conservative religious belief a kind of disbelief, and without showing tolerance to opposite ideas, one cannot succeed. Those who look for the truth will accomplish the mission. Mevlana Jalal ad-Din RUMI

Every type of political power presupposes some particular form of human slavery, for the maintenance of which it is called into being. Just as outwardly, that is, in relation to other states the state has to create certain artificial antagonisms in order to justify its existence, so also internally the cleavage of society into castes, ranks and classes is an essential condition of its continuance. The development of the Bolshevist bureaucracy in Russia under the alleged dictatorship of the proletariat (which has never been anything but the dictatorship of a small clique over the proletariat and the whole Russian people) is merely a new instance of an old historical experience which has repeated itself countless times. This new ruling class, which to-day is rapidly growing into a new aristocracy, is set apart from the great masses of the Russian peasants and workers just as clearly as are the privileged castes and classes in other countries from the mass of the people. And this situation becomes still more unbearable when a despotic state denies to the lower classes the right to complain of existing conditions, so that any protest is made at the risk of their lives. But even a far greater degree of economic equality than that which exists in Russia would be no guarantee against political and social oppression. Economic equality alone is not social liberation. It is precisely this which all the schools of authoritarian Socialism have never understood. In the prison, in the cloister, or in the barracks one finds a fairly high degree of economic equality, as all the inmates are provided with the same dwelling, the same food, the same uniform, and the same tasks. The ancient Inca state in Peru and the Jesuit state in Paraguay had brought equal economic provision for every inhabitant to a fixed system, but in spite of this the vilest despotism prevailed there, and the human being was merely the automaton of a higher will on whose decisions he had not the slightest influence. It was not without reason that Proudhon saw in a "Socialism" without freedom the worst form of slavery. The urge for social justice can only develop properly and be effective when it grows out of man's sense of freedom and responsibility, and is based upon it. In other words, Socialism will be free or it will not be at all. In its recognition of this fact lies the genuine and profound justification of Anarchism.

The essential difference between rich societies and poor societies does not stem from any greater effort the former devote to work, nor even from any greater technological knowledge the former hold. Instead it arises mainly from the fact that rich nations possess a more extensive network of capital goods wisely invested from an entrepreneurial standpoint. These goods consists of machines, tools, computers, buildings, semi-manufactured goods, software, etc., and they exist due to prior savings of the nation's citizens. In other words, comparatively rich societies possess more wealth because they have more time accumulated in the form of capital goods, which places them closer in time to the achievement of much more valuable goals.

If today you can take a thing like evolution and make it a crime to teach it in the public school, tomorrow you can make it a crime to teach it in the private schools, and the next year you can make it a crime to teach it to the hustings or in the church. At the next session you may ban books and the newspapers. Soon you may set Catholic against Protestant and Protestant against Protestant, and try to foist your own religion upon the minds of men. If you can do one you can do the other. Ignorance and fanaticism is ever busy and needs feeding. Always it is feeding and gloating for more. Today it is the public school teachers, tomorrow the private. The next day the preachers and the lectures, the magazines, the books, the newspapers. After while, your honor, it is the setting of man against man and creed against creed until with flying banners and beating drums we are marching backward to the glorious ages of the sixteenth century when bigots lighted fagots to burn the men who dared to bring any intelligence and enlightenment and culture to the human mind.

... I, as an anarch, renouncing any bond, any limitation of freedom, also reject compulsory education as nonsense. It was one of the greatest well-springs of misfortune in the world. Compulsory schooling is essentially a means of curtailing natural strength and exploiting people. The same is true of military conscription, which developed within the same context. The anarch rejects both of them - just like obligatory vaccination and insurance of all kinds. He has reservations when swearing an oath. He is not a deserter, but a conscientious objector.

They walked back to the chopping block, Claire carrying the crab in her hands. Helen paused. "You know, I'd like to ask you something a friend asked me once, if you don't think it's too personal." "What is it?" "What do you do that makes you happy? Just you?" Claire looked at Helen for a moment and thought, the crab resting on the block beneath her hands. "I was just wondering," Helen continued. "No one ever asked me when I was your age, and I think it's a good thing to think about." Claire nodded. Then she took the cleaver and cut the crab into ten pieces.

The institution known as "school" isn't just a facility for doing classwork. It's essentially a microcosm of society, all of humanity put together in a little diorama. Bully exists in schools because war and conflict exist in the world, and school castes reflect our stratified, hierarchical society. Living in a democracy, the tyranny of the majority naturally applies at school, too. The majority -- that is to say, the people with the most friends -- are superior.

While the egg yolks cooled, he directed the beaters at the egg whites, setting the mixer on high speed that sent small bubbles giggling to the side of the bowl, where a few became many until they were a white froth rising up and then lying down again in patters and ridges, leaving an intricate design like the ribs of a leaf in the wake of the beaters

Then, having thus made the Creator responsible for all those pains and diseases and miseries above enumerated, and which he could have prevented, the gifted Christian blandly calls him Our Father! It is as I tell you. He equips the Creator with every trait that goes to the making of a fiend, and then arrives at the conclusion that a fiend and a father are the same thing! Yet he would deny that a malevolent lunatic and a Sunday school superintendent are essentially the same.

(T)he essential thing is to keep in mind all the strata that go to make up the book. Archaic wisdom from the dawn of time, detached and systematic reflections of the Confucian school in the Chou era, pithy sayings from the heart of the people, subtle thoughts of the leading minds: all these disparate elements have harmonized to create the structure of the book as we know it.

The thought of the Gita is not pure Monism although it sees in one unchanging, pure, eternal Self the foundation of all cosmic existence, nor Mayavada although it speaks of the Maya of the three modes of Prakriti omnipresent in the created world; nor is it qualified Monism although it places in the One his eternal supreme Prakriti manifested in the form of the Jiva and lays most stress on dwelling in God rather than dissolution as the supreme state of spiritual consciousness; nor is it Sankhya although it explains the created world by the double principle of Purusha and Prakriti; nor is it Vaishnava Theism although it presents to us Krishna, who is the Avatara of Vishnu according to the Puranas, as the supreme Deity and allows no essential difference nor any actual superiority of the status of the indefinable relationless Brahman over that of this Lord of beings who is the Master of the universe and the Friend of all creatures. Like the earlier spiritual synthesis of the Upanishads this later synthesis at once spiritual and intellectual avoids naturally every such rigid determination as would injure its universal comprehensiveness. Its aim is precisely the opposite to that of the polemist commentators who found this Scripture established as one of the three highest Vedantic authorities and attempted to turn it into a weapon of offence and defence against other schools and systems. The Gita is not a weapon for dialectical warfare; it is a gate opening on the whole world of spiritual truth and experience and the view it gives us embraces all the provinces of that supreme region. It maps out, but it does not cut up or build walls or hedges to confine our vision.

One of the essential problems for education is that most countries subject their schools to the fast‐food model of quality assurance when they should be adopting the Michelin model instead. The future for education is not in standardizing but in customizing; not in promoting groupthink and “deindividuation” but in cultivating the real depth and dynamism of human abilities of every sort. For the future, education must be Elemental.

There's a school of thought today that rejects patriotism. People are made nervous by that intense allegiance to a country. They think it can only lead to war and bloodshed and that fights can be avoided if we all just compromise and get along. And, of course, compromise and getting along are great things as long as you're not sacrificing essential values. But I believe there's a line in the sand, some things that you have to be willing to stand up for, even if it means trouble. Charlie's patriotism is not blind, flag-waving jingoism: it's an intense allegiance to the American concept of liberty. He's through and through. He can talk about it and explain it. And he's shown he's willing to give everything for it. I admire him for that.

An unceasing interrogation of the stories told to us by the schools now felt essential. It felt wrong not to ask why, and then to ask it again. I took these questions to my father, who very often refused to offer an answer, and instead referred me to more books. My mother and father were always pushing me away from secondhand answers—even the answers they themselves believed. I don’t know that I have ever found any satisfactory answers of my own. But every time I ask it, the question is refined. That is the best of what the old heads meant when they spoke of being “politically conscious”—as much a series of actions as a state of being, a constant questioning, questioning as ritual, questioning as exploration rather than the search for certainty.

History was a subject that bored me in middle and high school, but I devoured it now. It seemed to hold some of the essential pieces to the identity questions I was asking. How could I know who I was if I didn't have a clue as to where I'd personally and collectively come from? What does it mean to be an American is all caught up in what did it mean to be one. Only some combination of those answers could lead you to what it might mean to be an American.

Isabelle had always thought of her mind as a garden, a magical place to play as a child, when the grown-ups were having conversations and she was expected to listen politely-- and even, although she hated to admit this, later with Edward, her husband, when listening to the particularities of his carpet salesmanship wore her thin. Every year the garden grew larger, the paths longer and more complicated. Meadows of memories. Of course, her mental garden hadn't always been well tended. There were the years when the children were young, fast-moving periods when life flew by without time for the roots of deep reflection, and yet she knew memories were created whether one pondered them or not. She had always considered that one of the luxuries of growing older would be the chance to wander through the garden that had grown while she wasn't looking. She would sit on a bench and let her mind take every path, tend every moment she hadn't paid attention to, appreciate the juxtaposition of the one memory against another.

Epicurus founded a school of philosophy which placed great emphasis on the importance of pleasure. "Pleasure is the beginning and the goal of a happy life," he asserted, confirming what many had long thought, but philosophers had rarely accepted. Vulgar opinion at once imagined that the pleasure Epicurus had in mind involved a lot of money, sex, drink and debauchery (associations that survive in our use of the word 'Epicurean'). But true Epicureanism was more subtle. Epicurus led a very simple life, because after rational analysis, he had come to some striking conclusions about what actually made life pleasurable - and fortunately for those lacking a large income, it seemed that the essential ingredients of pleasure, however elusive, were not very expensive. The first ingredient was friendship. 'Of all the things that wisdom provides to help one live one's entire life in happiness, the greatest by far is the possession of friendship,' he wrote. So he bought a house near Athens where he lived in the company of congenial souls. The desire for riches should perhaps not always be understood as a simple hunger for a luxurious life, a more important motive might be the wish to be appreciated and treated nicely. We may seek a fortune for no greater reason than to secure the respect and attention of people who would otherwise look straight through us. Epicurus, discerning our underlying need, recognised that a handful of true friends could deliver the love and respect that even a fortune may not. Epicurus and his friends located a second secret of happiness: freedom. In order not to have to work for people they didn't like and answer to potentially humiliating whims, they removed themselves from employment in the commercial world of Athens ('We must free ourselves from the prison of everyday affairs and politics'), and began what could best have been described as a commune, accepting a simpler way of life in exchange for independence. They would have less money, but would never again have to follow the commands of odious superiors. The third ingredient of happiness was, in Epicurus's view, to lead an examined life. Epicurus was concerned that he and his friends learn to analyse their anxieties about money, illness, death and the supernatural. There are few better remedies for anxiety than thought. In writing a problem down or airing it in conversation we let its essential aspects emerge. And by knowing its character, we remove, if not the problem itself, then its secondary, aggravating characteristics: confusion, displacement, surprise. Wealth is of course unlikely ever to make anyone miserable. But the crux of Epicurus's argument is that if we have money without friends, freedom and an analysed life, we will never be truly happy. And if we have them, but are missing the fortune, we will never be unhappy.

I used to know a sculptor," Isabella said, nodding. "He always said that if you looked hard enough, you could see where each person carried his soul in his body. It sounds crazy, but when you saw his sculptures, it made sense. I think the same is true with those we love," she explained. "Our bodies carry our memories of them, in our muscles, in our skin, in our bones. My children are right here." She pointed to the inside curve of her elbow. "Where I held them when they were babies. Even if there comes a time when I don't know who they are anymore, I believe I will feel them here.

Our work and educational institutions reinforce this preference for later over now throughout our lives. In school we focus on the ends — passing the semester, making the grade, or otherwise getting it all behind us — rather than the present-moment experience of actually learning. As employees, we want the work to be over as soon as it begins. Work culture is driven by quotas, billable hours, budgets, and Gantt charts — bottom lines of any sort. The value is always somewhere ahead of you, rather than here right now, in the room with you. We’re perpetually looking ahead to a payday or a weekend or some other kind of finish line. Virtually every day of our lives, we’re trained to lean towards something we don’t have, which essentially trains us to be dissatisfied with where we already are.

I know more about my father than I used to know: I know he wanted to be a pilot in the war but could not, because the work he did was considered essential to the war effort… I know he grew up on a farm in the backwoods of Nova Scotia, where they didn’t have running water or electricity. This is why he can build things and chop things… He did his high school courses by correspondence, sitting at the kitchen table and studying by the light by a kerosene lamp; he put himself through university by working in lumber camps and cleaning out rabbit hutches, and was so poor he lived in a tent in the summers to save money… All this is known, but unimaginable. Also I wish I did not know it. I want my father to be just my father, the way he has always been, not a separate person with an earlier, mythological life of his own. Knowing too much about other people puts you in their power, they have a claim on you, you are forced to understand their reasons for doing things and then you are weakened.

The breakdown of the neighborhoods also meant the end of what was essentially an extended family....With the breakdown of the extended family, too much pressure was put on the single family. Mom had no one to stay with Granny, who couldn't be depended on to set the house on fire while Mom was off grocery shopping. The people in the neighborhood weren't there to keep an idle eye out for the fourteen-year-old kid who was the local idiot, and treated with affection as well as tormented....So we came up with the idea of putting everybody in separate places. We lock them up in prisons, mental hospitals, geriatric housing projects, old-age homes, nursery schools, cheap suburbs that keep women and the kids of f the streets, expensive suburbs where everybody has their own yard and a front lawn that is tended by a gardener so all the front lawns look alike and nobody uses them anyway....the faster we lock them up, the higher up goes the crime rate, the suicide rate, the rate of mental breakdown. The way it's going, there'll be more of them than us pretty soon. Then you'll have to start asking questions about the percentage of the population that's not locked up, those that claim that the other fifty-five per cent is crazy, criminal, or senile. WE have to find some other way....So I started imagining....Suppose we built houses in a circle, or a square, or whatever, connected houses of varying sizes, but beautiful, simple. And outside, behind the houses, all the space usually given over to front and back lawns, would be common too. And there could be vegetable gardens, and fields and woods for the kids to play in. There's be problems about somebody picking the tomatoes somebody else planted, or the roses, or the kids trampling through the pea patch, but the fifty groups or individuals who lived in the houses would have complete charge and complete responsibility for what went on in their little enclave. At the other side of the houses, facing the, would be a little community center. It would have a community laundry -- why does everybody have to own a washing machine?-- and some playrooms and a little cafe and a communal kitchen. The cafe would be an outdoor one, with sliding glass panels to close it in in winter, like the ones in Paris. This wouldn't be a full commune: everybody would have their own way of earning a living, everybody would retain their own income, and the dwellings would be priced according to size. Each would have a little kitchen, in case people wanted to eat alone, a good-sized living space, but not enormous, because the community center would be there. Maybe the community center would be beautiful, lush even. With playrooms for the kids and the adults, and sitting rooms with books. But everyone in the community, from the smallest walking child, would have a job in it.

We all love stories, even if they’re not true. As we grow up, one of the ways we learn about the world is through the stories we hear. Some are about particular events and personalities within our personal circles of family and friends. Some are part of the larger cultures we belong to—the myths, fables, and fairy tales about our own ways of life that have captivated people for generations. In stories that are told often, the line between fact and myth can become so blurred that we easily mistake one for the other. This is true of a story that many people believe about education, even though it’s not real and never really was. It goes like this: Young children go to elementary school mainly to learn the basic skills of reading, writing, and mathematics. These skills are essential so they can do well academically in high school. If they go on to higher education and graduate with a good degree, they’ll find a well-paid job and the country will prosper too.

[986a] [1] they assumed the elements of numbers to be the elements of everything, and the whole universe to be a proportion1 or number. Whatever analogues to the processes and parts of the heavens and to the whole order of the universe they could exhibit in numbers and proportions, these they collected and correlated;and if there was any deficiency anywhere, they made haste to supply it, in order to make their system a connected whole. For example, since the decad is considered to be a complete thing and to comprise the whole essential nature of the numerical system, they assert that the bodies which revolve in the heavens are ten; and there being only nine2 that are visible, they make the "antichthon"3 the tenth.We have treated this subject in greater detail elsewhere4; but the object of our present review is to discover from these thinkers too what causes they assume and how these coincide with our list of causes.Well, it is obvious that these thinkers too consider number to be a first principle, both as the material5 of things and as constituting their properties and states.6 The elements of number, according to them, are the Even and the Odd. Of these the former is limited and the latter unlimited; Unity consists of both [20] (since it is both odd and even)7; number is derived from Unity; and numbers, as we have said, compose the whole sensible universe.Others8 of this same school hold that there are ten principles, which they enunciate in a series of corresponding pairs: (1.) Limit and the Unlimited; (2.) Odd and Even; (3.) Unity and Plurality; (4.) Right and Left; (5.) Male and Female; (6.) Rest and Motion; (7.) Straight and Crooked; (8.) Light and Darkness; (9.) Good and Evil; (10.) Square and Oblong.

Dear Julie: If I didn't feel that there is some good in your story, I wouldn't take the time to write a criticism of it. But there is some good in it, some points that make me feel that if you expend the effort(Look who's talking about expending the effort, I couldn't help thinking) you may well achieve your very worthy ambition. First of all, you have an ear for cadence. Your sentences flow rather smoothly, and the continuity of your paragraphs is quite good. Secondly, your imagery is sharp and clear-cut. I could smell that dank, rat-infested attic and I was more than a little in love with your pretty heroine by the time she emerged from her third paragraph. Furthermore, you occasionally achieve poetic effects which are pleasing. But, my darling niece, your villains have nothing but venom in their souls, and your sympathetic characters are ready to step right off into Paradise without one spot to tarnish their purity. People aren't like that, Julie. Take a look around you. Again, all your colors, your moods, your nusances, are essentially feminine, and it just doesn't ring true to be told that a man is responsible for them. No, Julie, it will be a long time before you speak and think and feel like an anguished old German musician of eighty! And, after all, what do you know about the problems of musical composition, or the life of an impoverised German laborer such as the landlord in his nineteenth-century environment? And how much do you know about sadism and brutality? I must talk to you about any number of points. When you get home from school tomorrow, I shall have some recommendations to make; also some assignments. I am quite excited. It well may be that I have the making of a future writer in my hands. Uncle Haskell

(Page 118) I explored alleys and hidden roads I never knew existed. I discovered neighborhoods entirely new to me. And finally... I discovered I was sick of this town and everything in it. -I think this quote is interesting because hannah always speaks about how unhappy she was, how she disiked some people, etc. but it took her journeys through neighborhoods, walks through alleys and hidden routes in order for her to truly see that she hated this town. I wonder why it took her that long. I know a big factor that contributed and essentially led her to her suicide was because of the people at her school.. However, I thought she'd find comfort in the town itself because she grew up there and spoke fondly of it.. It's surprising to find out she was actually sick of the town.

In America the taint of sectarianism lies broad upon the land. Not content with acknowledging the supremacy as the Deity, and with erecting temples in his honor, where all can bow down with reverence, the pride and vanity of human reason enter into and pollute our worship, and the houses that should be of God and for God, alone, where he is to be honored with submissive faith, are too often merely schools of metaphysical and useless distinctions. The nation is sectarian, rather than Christian. Religion's first lesson is humility; its fruit, charity. In the great and sublime ends of Providence, little things are lost, and least of all is he imbued with a right spirit who believes that insignificant observances, subtleties of doctrine, and minor distinctions, enter into the great essentials of the Christian character. The wisest thing for him who is disposed to cavil at the immaterial habits of his neighbor, to split straws on doctrine, to fancy trifles of importance, and to place the man before principles, would be to distrust himself.

We all know many people who come from hard-working families, where they had to grow up with a bare minimum and become self-sufficient and independent at a very young age. We look at them now and see responsible citizens, self-reliant adults, successful members of the business community, outstanding performers, and just happy people. Yes, they’re happy, because they know the meaning of labor, they appreciate the pleasure of leisure, they value relationships with others, and they respect themselves. In contrast, there are people who come from wealthy families, had nannies to do everything for them, went to private schools where they were surrounded with special attention, never did their own laundry, never learned how to cook an omelet for themselves, never even gained the essential skills of unwinding on their own before bedtime, and of course, never did anything for anyone else either. You look at their adult life and see how dependent they are on others and how unhappy they are because of that. They need someone to constantly take care of them. They may see no meaning in their life as little things don’t satisfy them, because they were spoiled at a very young age. They may suffer a variety of eating disorders, use drugs, alcohol and other extremes in search of satisfaction and comfort. And, above all, in search of themselves.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

To suggest that someone requires a hug is to say something potentially, but only potentially, demeaning. It’s suggesting that they are, at least for the moment, rather like a child. They have the same kinds of emotional needs that we come to think of as essentially childlike. To need a hug is to admit that one is incapable of coping on one’s own, that one requires protection, guidance, the help of someone wiser and more capable, that one needs to have one’s troubles and anxieties reinterpreted by a more mature mind. It is to say, in shorthand, ‘I am at the moment like a child and I need someone else to be, for a while, like a parent.’ Yet even if we don’t usually like to admit it, there are in fact many times when we should be able to revert to a childlike position. There are moments of adult life when one seems petulant, scared, shy and sure that everything suddenly feels totally unfair. One’s ability to look after oneself is terribly depleted. At such times, to get ourselves back together, we need someone else to take the burden from us. We require the equivalent of what the parent does for the child. We are in need of someone to pat us on the head, to put us to bed early, tuck us in and hold us tight.

that play is trivial. Play is a waste of time. Play is unnecessary. Play is childish. Unfortunately, many of these negative messages come from the very place where imaginative play should be most encouraged, not stifled. The word school is derived from the Greek word schole, meaning “leisure.” Yet our modern school system, born in the Industrial Revolution, has removed the leisure—and much of the pleasure—out of learning. Sir Ken Robinson, who has made the study of creativity in schools his life’s work, has observed that instead of fueling creativity through play, schools can actually kill it: “We have sold ourselves into a fast-food model of education, and it’s impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.… Imagination is the source of every form of human achievement. And it’s the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.”2 In this he is correct.

The impotence of liberal humanism is a symptom of its essentially contradictory relationship to modern capitalism. For although it forms part of the ‘official’ ideology of such society, and the ‘humanities’ exist to reproduce it, the social order within which it exists has in one sense very little time for it at all. Who is concerned with the uniqueness of the individual, the imperishable truths of the human condition or the sensuous textures of lived experience in the Foreign Office or the boardroom of Standard Oil? Capitalism’s reverential hat-tipping to the arts is obvious hypocrisy, except when it can hang them on its walls as a sound investment. Yet capitalist states have continued to direct funds into higher education humanities departments, and though such departments are usually the first in line for savage cutting when capitalism enters on one of its periodic crises, it is doubtful that it is only hypocrisy, a fear of appearing in its true philistine colours, which compels this grudging support. The truth is that liberal humanism is at once largely ineffectual, and the best ideology of the ‘human’ that present bourgeois society can muster. The ‘unique individual’ is indeed important when it comes to defending the business entrepreneur’s right to make profit while throwing men and women out of work; the individual must at all costs have the ‘right to choose’, provided this means the right to buy one’s child an expensive private education while other children are deprived of their school meals, rather than the rights of women to decide whether to have children in the first place.

From an interview with Susie Bright: SB: You were recently reviewed by the New York Times. How do you think the mainstream media regards sex museums, schools and cultural centers these days? What's their spin versus your own observations? [Note: Here's the article Susie mentions: http://www.nytimes.com/2005/12/05/nat... ] CQ: Lots of people have seen the little NY Times article, which was about an event we did, the Belle Bizarre Bazaar -- a holiday shopping fair where most of the vendors were sex workers selling sexy stuff. Proceeds went to our Exotic Dancers' Education Project, providing dancers with skills that will help them maximize their potential and choices. This event got into the Times despite the worries of its author, a journalist who'd been posted over by her editor. She thought the Times was way too conservative for the likes of us, which may be true, except they now have so many column inches to fill with distracting stuff that isn't about Judith Miller! The one thing the Times article does not do is present the spectrum of the Center for Sex & Culture's work, especially the academic and serious side of what we do. This, I think, points to the real answer to your question: mainstream media culture remains quite nervous and touchy about sex-related issues, especially those that take sex really seriously. A frivolous take (or a good, juicy, shocking angle) on a sex story works for the mainstream press: a sex-positive and serious take, not so much. When the San Francisco Chronicle did its article about us a year ago, the writer focused just on our porn collection. Now, we very much value that, but we also collect academic journals and sex education materials, and not a word about those! I think this is one really essential linchpin of sex-negative or erotophobic culture, that sex is only allowed to be either light or heavy, and when it's heavy, it's about really heavy issues like abuse. Recently I gave some quotes about something-or-other for a Cosmo story and the editors didn't want to use the term "sexologist" to describe me, saying that it wasn't a real word! You know, stuff like that from the Times would not be all that surprising, but Cosmo is now policing the language? Please!

In the elaborate con that is American electoral politics, the Republican voter has long been the easiest mark in the game, the biggest dope in the room. Everyone inside the Beltway knows this. The Republican voters themselves are the only ones who never saw it. Elections are about a lot of things, but at the highest level, they’re about money. The people who sponsor election campaigns, who pay the hundreds of millions of dollars to fund the candidates’ charter jets and TV ads and 25-piece marching bands, those people have concrete needs. They want tax breaks, federal contracts, regulatory relief, cheap financing, free security for shipping lanes, antitrust waivers and dozens of other things. They mostly don’t care about abortion or gay marriage or school vouchers or any of the social issues the rest of us spend our time arguing about. It’s about money for them, and as far as that goes, the CEO class has had a brilliantly winning electoral strategy for a generation. They donate heavily to both parties, essentially hiring two different sets of politicians to market their needs to the population. The Republicans give them everything that they want, while the Democrats only give them mostly everything. They get everything from the Republicans because you don’t have to make a single concession to a Republican voter. All you have to do to secure a Republican vote is show lots of pictures of gay people kissing or black kids with their pants pulled down or Mexican babies at an emergency room. Then you push forward some dingbat like Michele Bachmann or Sarah Palin to reassure everyone that the Republican Party knows who the real Americans are. Call it the “Rove 1-2.” That’s literally all it’s taken to secure decades of Republican votes, a few patriotic words and a little over-the-pants rubbing. Policywise, a typical Republican voter never even asks a politician to go to second base. While we always got free trade agreements and wars and bailouts and mass deregulation of industry and lots of other stuff the donors definitely wanted, we didn’t get Roe v. Wade overturned or prayer in schools or balanced budgets or censorship of movies and video games or any of a dozen other things Republican voters said they wanted.

So which theory did Lagos believe in? The relativist or the universalist?" "He did not seem to think there was much of a difference. In the end, they are both somewhat mystical. Lagos believed that both schools of thought had essentially arrived at the same place by different lines of reasoning." "But it seems to me there is a key difference," Hiro says. "The universalists think that we are determined by the prepatterned structure of our brains -- the pathways in the cortex. The relativists don't believe that we have any limits." "Lagos modified the strict Chomskyan theory by supposing that learning a language is like blowing code into PROMs -- an analogy that I cannot interpret." "The analogy is clear. PROMs are Programmable Read-Only Memory chips," Hiro says. "When they come from the factory, they have no content. Once and only once, you can place information into those chips and then freeze it -- the information, the software, becomes frozen into the chip -- it transmutes into hardware. After you have blown the code into the PROMs, you can read it out, but you can't write to them anymore. So Lagos was trying to say that the newborn human brain has no structure -- as the relativists would have it -- and that as the child learns a language, the developing brain structures itself accordingly, the language gets 'blown into the hardware and becomes a permanent part of the brain's deep structure -- as the universalists would have it." "Yes. This was his interpretation." "Okay. So when he talked about Enki being a real person with magical powers, what he meant was that Enki somehow understood the connection between language and the brain, knew how to manipulate it. The same way that a hacker, knowing the secrets of a computer system, can write code to control it -- digital namshubs?" "Lagos said that Enki had the ability to ascend into the universe of language and see it before his eyes. Much as humans go into the Metaverse. That gave him power to create nam-shubs. And nam-shubs had the power to alter the functioning of the brain and of the body." "Why isn't anyone doing this kind of thing nowadays? Why aren't there any namshubs in English?" "Not all languages are the same, as Steiner points out. Some languages are better at metaphor than others. Hebrew, Aramaic, Greek, and Chinese lend themselves to word play and have achieved a lasting grip on reality: Palestine had Qiryat Sefer, the 'City of the Letter,' and Syria had Byblos, the 'Town of the Book.' By contrast other civilizations seem 'speechless' or at least, as may have been the case in Egypt, not entirely cognizant of the creative and transformational powers of language. Lagos believed that Sumerian was an extraordinarily powerful language -- at least it was in Sumer five thousand years ago." "A language that lent itself to Enki's neurolinguistic hacking." "Early linguists, as well as the Kabbalists, believed in a fictional language called the tongue of Eden, the language of Adam. It enabled all men to understand each other, to communicate without misunderstanding. It was the language of the Logos, the moment when God created the world by speaking a word. In the tongue of Eden, naming a thing was the same as creating it. To quote Steiner again, 'Our speech interposes itself between apprehension and truth like a dusty pane or warped mirror. The tongue of Eden was like a flawless glass; a light of total understanding streamed through it. Thus Babel was a second Fall.' And Isaac the Blind, an early Kabbalist, said that, to quote Gershom Scholem's translation, 'The speech of men is connected with divine speech and all language whether heavenly or human derives from one source: the Divine Name.' The practical Kabbalists, the sorcerers, bore the title Ba'al Shem, meaning 'master of the divine name.'" "The machine language of the world," Hiro says.