Fulfilled Education Quotes

It still remains unrecognised, that to bring a child into existence without a fair prospect of being able, not only to provide food for its body, but instruction and training for its mind, is a moral crime, both against the unfortunate offspring and against society; and that if the parent does not fulfil this obligation, the State ought to see it fulfilled, at the charge, as far as possible, of the parent.

Education must provide the opportunities for self-fulfillment; it can at best provide a rich and challenging environment for the individual to explore, in his own way.

Today is the day you choose to find joy, fulfillment and the path that will make your heart sing. It's your choice, never lose sight of that.

You start to live when you commit your life to cause higher than yourself. You must learn to depend on divine power for the fulfillment of a higher calling.

This idea that children won't learn without outside rewards and penalties, or in the debased jargon of the behaviorists, "positive and negative reinforcements," usually becomes a self-fulfilling prophecy. If we treat children long enough as if that were true, they will come to believe it is true. So many people have said to me, "If we didn't make children do things, they wouldn't do anything." Even worse, they say, "If I weren't made to do things, I wouldn't do anything." It is the creed of a slave.

The essentials," I answered, "are to learn to shape God with forethought, care, and work; to educate and benefit their community, their families, and themselves; and to contribute to the fulfillment of the Destiny.

There is a kind of listening with half an ear that presumes already to know what the other person has to say. It is an impatient, inattentive listening, that despises the brother and is only waiting for a chance to speak and thus get rid of the other person. This is no fulfillment of our obligation, and it is certain that here too our attitude toward our brother only reflects our relationship to God. It is little wonder that we are no longer capable of the greatest service of listening that God has committed to us, that of hearing our brother's confession, if we refuse to give ear to our brother on lesser subjects. Secular education today is aware that often a person can be helped merely by having someone who will listen to him seriously, and upon this insight it has constructed its own soul therapy, which has attracted great numbers of people, including Christians. But Christians have forgotten that the ministry of listening has been committed to them by Him who is Himself the great listener and whose work they should share. We should listen with the ears of God that we may speak the Word of God.

Everyone at some point in life have faced rejection and failure, it is part of the process to self realisation.

The future is not simply a continuation of the past, nor should education be. To serve its purpose, education must be relevant to the future, helpful, and fulfilling.

The mere stuffing of the mind with a knowledge of facts is not education. The mind must not only possess a knowledge of the truth, but the soul must revere it, cherish it, love it as a priceless gem; and this human life must be guided and shaped by it in order to fulfill its destiny.

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

Adversity quickens the mind, awakens the spirit and strength the soul.

In his essay “Schopenhauer as Educator,” Nietzsche wrote that the way to discover what you were put on earth for is to go back into your past, list the times you felt most fulfilled, and then see if you can draw a line through them.

LET US THINK OF EDUCATION AS THE MEANS OF DEVELOPING OUR GREATEST ABILITIES, BECAUSE IN EACH OF US THERE IS A PRIVATE HOPE AND DREAM WHICH FULFILLED CAN BE TRANSLATED INTO BENEFIT FOR EVERYONE AND GREATER STRENGTH FOR OUR NATION. ONE PERSON CAN MAKE A DIFFERENCE AND EVERYONE SHOULD TRY.

He was always so zealous and honorable in fulfilling his compact with me, that he made me zealous and honorable in fulfilling mine with him. If he had shown indifference as a master, I have no doubt I should have returned the compliment as a pupil. He gave me no such excuse, and each of us did the other justice.

Experimentation is the essence of living a satisfying, productive, fulfilling life. The more you Experiment, the more you learn, and the more you’ll achieve.

We obtain our education at home, at school, and, most important, from life itself.

Woman's sexual problems are, in this sense, by-products of the suppression of her basic need to grow and fulfill her potentialities as a human being, potentialities which the mystique of feminine fulfillment ignores.

Many people have asked me, 'How do you make a single life a happy one? My answer is, 'Create the best life possible. The decisions you make determine where life takes you. I would make every effort, married or single, to get closer to Heavenly Father, to get the most education possible, to make my home a heaven on earth, and to learn how to manage my time and finances.' I sought for and still seek for any experience I can have to make my life happier and more fulfilling; being single or married has nothing to do with it.

There have been numerous studies suggesting that one of the most effective ways to reduce poverty is through the education of women and girls. It’s one of the best returns on investment in the developing world, but sixty-six million girls worldwide are not enrolled in school. Educated women spread what they’ve learned to their families and villages and children. Educated girls get pregnant later, have fewer children, and have a far lower infant mortality rate. Educated women and girls have greater power to determine their own fate; earn more; live a rich, fulfilled life; and give back to their communities at a greater level.

Perhaps the most essential thing for a continuing education is to develop the capacity to know what you see and to understand what it means. Many people seem to go through life without seeing.

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

As I see it, the aims of education are to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens.

Happiness is the byproduct of fulfilled dreams.

Keep on desiring. Keep on seeking.

You can make a difference, wherever you are. It begins with a decision and defined purpose.

God holds the right key to every door.

What lies ahead is often unknown. But keep traveling.

To fulfill that mission, my teachers made sure they “knew” us. They knew our parents, our economic status, where we worshipped, what our homes were like, and how we were treated in the family.

As you work to become a better student, remember that learning is far more important than the numbers on your transcript. I know it can be hard sometimes to remember what you're in school for. In some places, students go crazy over a tenth of a point - but this is an unhealthy and unsustainable way to manage your education. The real reason you're in school is to grow as a person and fulfill your potential.

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

Where has God promised to fulfill our every whim according to the minutia of our earthly desires? Where has He promised to keep us from suffering or disappointment? Things He did not spare His own Son? You were raised in one of the finest manors in the borough, by a man and woman who could not have loved you better. You have been given the best education, the best of everything. You are of sound mind and limb, and yet you dare to rail at God? I for one grow weary of it. Now leave off simpering like an ungrateful brat and make something of this new life you've been given.

Love is heavenly. Expression of love gives us the sweetest joy and deepest fulfillment.

Dare to try again when you failure.

I will pursue the dream, no matter how long it takes to fulfil it.

I am pushing through every barrier to fulfill my dream.

It is, however, the better part of wisdom to regard the mistake as experience which will help guide you in the future, a part, though a painful part, of your education.

Never waste your energy to dwell on the past failures and mistakes. May you find renewed energy, courage and hope to pursue new adventures.

Education shouldn’t be about raising statistics. It should be about raising and fulfilling human potential. Focusing on the stats leads to a lost perspective of what is truly important—the game.

We should teach our kids that they're blessing and not a burden and that they're valuable beyond what they can imagine - in God's eyes, in the world's eyes - that they're purpose is so important to fulfill and it's gonna make a difference in the world. And they're the only ones that can make the difference that they can make, in the way that they can make it. That's why we all have different fingerprints. And I feel like the message is not clear enough. It's not clear because they go to school and they get challenged and they're bombarded with the idea that abortion is okay, that we can just go ahead and, you know, if we're not ready to have a kid we can just take care of that problem. But kids are not a problem, they're not a mistake, they're not a burden. They're blessing from God and that's what we don't understand. My mom was sixteen when she had me and we both almost died, I was a second kid, she had my brother when she was fifteen. And we both almost died and the doctors told her to abort me and I think that a lot of people gave her that advice. So when I grew up I think I had a sense of being a burden. And I think a lot of kids actually have that sense.

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

I still clung to the belief that I could find meaning and fulfillment in work - the result of over two decades of educational affirmation, parental encouragement, socioeconomic privilege, and generational mythology.

But there are differences. The social studies I’ve read …” “They don’t deal with any basic difference in human nature between black and white,” I said. “They only study the effects of environment on human nature. You place the white man in the ghetto, deprive him of educational advantages, arrange it so he has to struggle hard to fulfill his instinct for self-respect, give him little physical privacy and less leisure, and he would after a time assume the same characteristics you attach to the Negro. These characteristics don’t spring from whiteness or blackness, but from a man’s conditioning.

I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called education people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from fiction.

They don't deal with any basic difference in human nature between black and white..., they only study the effects of environment on human nature. You place the white man in the ghetto, deprive him of educational advantages, arrange it so he has to struggle hard to fulfill his instinct for self-respect, give him little physical privacy and leisure time, and he would after a time assume the same characteristics you attach to the Negro. These characteristics don't spring from whiteness or blackness, but from a man's conditioning.

Success is a way of life, which progressively expands your joyfulness, happiness, and fulfillment.

Every intention emits a power of attraction, which brings all the forces of universe to fulfill your dreams.

expert teachers fulfill four main roles: they engage, enable, expect, and empower. ENGAGE

There is no greater fulfillment as the pursuit of dreams.

Education provides the necessary tools, equipment by which we learn how to learn.

The more of a person we succeed in making a child, the better will he both fulfil his own life and serve society.

Imagination is a reality.

The grace of fulfilled dream is phenomenal.

The problem with our world is that it does not stop emphasizing that success, calm, happiness, and fulfillment could, somehow, one day be ours. And in this way it never ceases to torture us.

It was in Poland that the Einsatzgruppen were to fulfill their mission as “ideological soldiers” by eliminating the educated classes of a defeated enemy. (They were in some sense killing their peers: fifteen of the twenty-five Einsatzgruppe and Einsatzkommando commanders had doctorates.)

Under conditions of a truly human existence, the difference between succumbing to disease at the age of ten, thirty, fifty, or seventy, and dying a "natural" death after a fulfilled life, may well be a difference worth fighting for with all instinctual energy. Not those who die, but those who die before they must and want to die, those who die in agony and pain, are the great indictment against civilization. They also testify to the unredeemable guilt of mankind. Their death arouses the painful awareness that it was unnecessary, that it could be otherwise. It takes all the institutions and values of a repressive order to pacify the bad conscience of this guilt. Once again, the deep connection between the death instinct and the sense of guilt becomes apparent. The silent "professional agreement" with the fact of death and disease is perhaps one of the most widespread expressions of the death instinct -- or, rather, of its social usefulness. In a repressive civilization, death itself becomes an instrument of repression. Whether death is feared as constant threat, or glorified as supreme sacrifice, or accepted as fate, the education for consent to death introduces an element of surrender into life from the beginning -- surrender and submission. It stifles "utopian" efforts. The powers that be have a deep affinity to death; death is a token of unfreedom, of defeat. Theology and philosophy today compete with each other in celebrating death as an existential category: perverting a biological fact into an ontological essence, they bestow transcendental blessing on the guilt of mankind which they help to perpetuate -- they betray the promise of utopia.

Our poor human heart is flawed: it is like a cake without the frosting: the first two acts of the theatre without the climax. Even its design is marred for a small piece is missing out of the side. That is why it remains so unsatisfied: it wants life and it gets death: it wants Truth and it has to settle for an education; it craves love and gets only intermittent euphoria’s with satieties. Samples, reflections and fractions are only tastes, not mouthfuls. A divine trick has been played on the human heart as if a violin teacher gave his pupil an instrument with one string missing. God kept a part of man's heart in Heaven, so that discontent would drive him back again to Him Who is Eternal Life, All-Knowing Truth and the Abiding Ecstasy of Love.

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

We should look inside ourselves for fulfillment. It is not fair to burden children or grandchildren with the obligation to make us whole. Our obligation to them is to make them safe and provide them with an education. Karin can do that alone, if she chooses. She owes no one anything else. She owes it to herself to do what is best for her. When I had said this, Mary kissed me. I can’t remember the last time she did that. Or the last time I enjoyed a conversation more.

This low-effort syndrome is often seen as a way that adolescents assert their independence from adults, but it is also a way that students with the fixed mindset protect themselves. They view the adults as saying, “Now we will measure you and see what you’ve got.” And they are answering, “No you won’t.” John Holt, the great educator, says that these are the games all human beings play when others are sitting in judgment of them.

Her moral training, both at the schools she attended and at home, was negative in nature, prohibitive in intent, and almost entirely sexual. The sexuality, however, was indirect and unacknowledged; therefore it suffused every other part of her education, which received most of its energy from that recessive and unspoken moral force. She learned that she would have duties toward her husband and family and that she must fulfill them.

This, I think, is one of the most effective and rewarding forms of education. The interest is there, lurking somewhere in another person. You have only to seek for it. It will make every encounter a challenge and it will keep alive one of the most valuable qualities a person has—curiosity.

The great mistake of contemporary life is that we have made such a virtue of intellectual growth while almost totally ignoring the necessity of conscience growth. We have failed to understand that individual evolution can take place not only in mental but in moral power. The earth tragically today is full of people who remain fixated on a childish level of conscience. What an illusion has blinded the human race: that our conscience is given to us once and for all at birth and we ourselves have to do little or nothing about it…The truth is that our moral capacity is purely potential and needs strenuous training, education and development. It is certainly not an organic power that comes to us at birth, like breathing, which demands little attention from us as long as we live…A revolution has to take place in our thinking about morality. We have to become as sensitive about being moral morons as we are now anxious about being intellectual idiots.

Our human instincts transcend physical survival and include our unique gifting and purpose. When we unleash our instincts to guide us, we discover the special ways we’ve been equipped, educated, and enlightened to fulfill our destiny. Your instincts are more resourceful, resilient, and responsive than you probably realize.

Every particular society, when it is narrow and unified, is estranged from the all-encompassing society. Every patriot is harsh to foreigners. They arc only men. They arc nothing in his eyes - This is a drawback, inevitable but not compelling. The essential thing is to be good to the people with whom one lives. Abroad, the Spartan was ambitious, avaricious. iniquitous. But disinterestedness, equity, and concord reigned within his walls. Distrust those cosmopolitans who go to great length in their books to discover duties they do not deign to fulfill around them. A philosopher loves the Tartars so as to be spared having to love his neighbors.

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

Consider a child with high longterm potential: with futures open to her in which she leads a great life. It is important that her potential is preserved: that her best futures aren’t cut off due to accident, trauma or lack of education. It is important that her potential is protected: that we build in safeguards to make such a loss of potential extremely unlikely. And it is important that she ultimately fulfills her potential: that she ends up taking one of the best paths open to her. So too for humanity.

Christian educators can work to alleviate the harsh, shame-based judgmentalism that marks so much moral teaching and replace it with teachings that give life, hope, and grace.     Christian educators can give their full, critical, and honest effort to comparing, measuring, and discerning which traditions and teachings are most life-giving.

A father has done but a third of his task when he begets children and provides a living for them. He owes men to humanity, citizens to the state. A man who can pay this threefold debt and neglect to do so is guilty, more guilty, perhaps, if he pays it in part than when he neglects it entirely. He has no right to be a father if he cannot fulfil a father's duties. Poverty, pressure of business, mistaken social prejudices, none of these can excuse a man from his duty, which is to support and educate his own children.

What I have learned from my own experience is that the most important ingredients in a child’s education are curiosity, interest, imagination, and a sense of the adventure of life. You will find no courses in which these are taught; and yet they are the qualities that make all learning rewarding, that make all life zestful, that make us seek constantly for new experience and deeper understanding. They are also the qualities that enable us to continue to grow as human beings to the last day of our life, and to continue to learn.

Discipline of mind and body is one of the most difficult things one has to acquire, but in the long run it is a valuable ingredient of education and a tremendous bulwark in time of trouble. Certainly, it is essential in meeting defeats and recovering from disaster. No matter how hard hit you are, you can face what has to be faced if you have learned to master your own fears.

We talk so often about the differences between people, yet here in our country we find that, in spite of circumstances which create great differences, we have certain great similarities. Rich or poor, we want our children to be well educated. Rich or poor, we want them to do better than we have done. Rich or poor, we want the respect of our neighbors and perhaps their affection. Love and death come to us all, no matter what the circumstances of our lives. In the big things that matter, the similarities are far greater than the differences. If this is true at home it is true anywhere in the world. People want the same things. They strive for the same things. They suffer from the same things. The differences are important but often superficial. The basic things are similar.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.

The myth that if you don't start early, you might as well not start, tends to be a self-fulfilling prophecy. The music-making world that young people confront reminds me a lot of the world of school sports. After a lot of weeding out, in the end you've got a varsity with a few performers and an awful lot of people on the sidelines thinking, "Gee, it's too bad I wasn't good enough." We need to be careful about that. There seems to be an unspoken idea, in instruction of the young, that the people who start the fastest will go the farthest. But that's not only an unproven theory; it's not even a tested theory. The assumption that the steeper the learning curve, the higher it will go, is also unfounded. If we did things a little differently, we might find out that people whose learning curves were much slower might later on go up just as high or higher.

Jiu Jitsu forges friendships in a way I’ve never known. Being involved in an art as intimate as this, where bodily connection is a must, the common cultural boundaries of personal space are broken. You will never see more hugs, high fives, and physical expressions of love than on the mats. Ultimately, this proves to be one of the most fulfilling aspects of our pursuit of mastery. Along the way, we learn to love others as we love ourselves.

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

What was most interesting was that no matter what I started—like getting an education or a nice job—I never really found fulfillment, just temporary satisfaction. I bought new cars, homes, and luxury gadgets that many people dream of, but I got bored with them in a few months. I dated beautiful women, but became just as bored with them and moved on. But there was one thing that was constant that didn’t bore me. That was the knowledge gained from each experience.

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

Why does there appear to be so little magic in the world these days? It is because people have stopped believing in it or lose touch with it as they grow up. It is because we have become so sophisticated and lost our ancient and natural roots. It is because religion, science and education have taught us that magic does not exist. That even supposing it does exist – which to many is far too big an 'if' – then it couldn't possibly work. Their self-fulfilling sophistry complete, they then turn round and say 'There you are you see, there is no magic in the world, just as we said.' And we and the world are all the poorer as a result of this. I mean, what are we left with? Santa, the Easter Bunny, Harry Potter and the Tooth Fairy.

In answer to our question then, ‘What is man?’ we may give the Greek, Jewish, and Christian idea of man: man as an animal endowed with reason, whose supreme dignity is in the intellect; and man as a free individual in personal relation with God, whose supreme righteousness consists in voluntarily obeying the law of God; and man as a sinful and wounded creature called to divine life and to the freedom of grace, whose supreme perfection consists of love. . . . A person possesses absolute dignity because he is in direct relationship with the realm of being, truth, goodness, and beauty, and with God, and it is only with these that he can arrive at his complete fulfillment. His spiritual fatherland consists of the entire order of things which have absolute value, and which reflect, in some manner, a divine Absolute superior to the world and which have a power of attraction toward this Absolute.

A very small percentage of those in the church stand behind a pulpit or sport certain kinds of identifiable clothing. The actual leadership roster of the church includes disciples ministering in every arena of life, in business, law, medicine, education, the arts, sciences, government, and religion. The objective of Jesus’s church-growth strategy was not to build a single, behemoth social institution with a limited set of ordained authorities. Instead, his Spirit was to be poured out on all flesh to effect a widening, deepening base of influence within every nation, worldview, and social institution.

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

I see now how this must have come across to my mother, who was then in the ninth year of a job she’d taken primarily so she could help finance my college education, after years of not having a job so that she’d be free to sew my school clothes, cook my meals, and do laundry for my dad, who for the sake of our family spent eight hours a day watching gauges on a boiler at the filtration plant. My mom, who’d just driven an hour to fetch me from the airport, who was letting me live rent-free in the upstairs of her house, and who would have to get herself up at dawn the next morning in order to help my disabled dad get ready for work, was hardly ready to indulge my angst about fulfillment.

The most powerful country in the world has handed over all of it's affairs, the prosperity of an entire economy, the security of some 300 million citizens, the purity of it's water, the viability of it's air, the safety of it's food, the future of it's vast system of education, the soundness of it's national highways, airways, and railways, the apocalyptic potential of nuclear arsenal to a carnival barker who introduce the phrase "grab em by the pussy", into the national lexicon. It is as if the white tribe united in demonstration to say "if a black man can be president than any white man, no matter how fallen, can be president", and in that perverse way, the democratic dreams of Jefferson and Jackson were fulfilled. The American Tragedy now being wrought, is larger than most imaged and will not end with Trump. In recent times, whiteness as an overt political tactic has been restrained by a kind of cordiality held that it's overt invocation would scare off moderate whites. This has proved to be only half-true at best. Trump's legacy will be exposing the patina of decency for what it is and revealing just how much a demagague can get away with. It does not take much to imagine another politician, wiser in the ways of Washington, schooled in the methodology of governance, now liberated from the pretense of anti-racist civility, doing a much more effective job than Trump.

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

What then is the relation of law to morality? Law cannot prescribe morality, it can prescribe only external actions and therefore it should prescribe only those actions whose mere fulfillment, from whatever motive, the state adjudges to be conducive to welfare. What actions are these? Obviously such actions as promote the physical and social conditions requisite for the expression and development of free—or moral—personality.... Law does not and cannot cover all the ground of morality. To turn all moral obligations into legal obligations would be to destroy morality. Happily it is impossible. No code of law can envisage the myriad changing situations that determine moral obligations. Moreover, there must be one legal code for all, but moral codes vary as much as the individual characters of which they are the expression. To legislate against the moral codes of one’s fellows is a very grave act, requiring for its justification the most indubitable and universally admitted of social gains, for it is to steal their moral codes, to suppress their characters.

The clever seek comfort, the wise seek peace. The clever seek pleasure, the wise seek contentment. The clever seek riches, the wise seek happiness. The clever seek laughter, the wise seek joy. The clever seek company, the wise seek comrades. The clever seek crowds, the wise seek friends. The clever seek approval, the wise seek respect. The clever seek fame, the wise seek reverence. The clever seek acquaintances, the wise seek allies. The clever seek accomplices, the wise seek helpers. The clever seek associates, the wise seek partners. The clever seek connections, the wise seek mentors. The clever seek accolades, the wise seek excellence. The clever seek recognition, the wise seek awards. The clever seek prominence, the wise seek followers. The clever seek leadership, the wise seek impact. The clever seek power, the wise seek influence. The clever seek titles, the wise seek respect. The clever seek fame, the wise seek dignity. The clever seek glory, the wise seek integrity. The clever seek wants, the wise seek needs. The clever seek luxury, the wise seek convenience. The clever seek enjoyment, the wise seek fulfillment. The clever seek entertainment, the wise seek rest. The clever seek style, the wise seek grace. The clever seek brains, the wise seek heart. The clever seek appearance, the wise seek etiquette. The clever seek beauty, the wise seek honesty. The clever seek opinions, the wise seek facts. The clever seek truth, the wise seek knowledge. The clever seek ideas, the wise seek wisdom. The clever seek adventure, the wise seek discovery. The clever seek questions, the wise seek answers. The clever seek problems, the wise seek solutions. The clever seek amusement, the wise seek books. The clever seek an education, the wise seek enlightenment.

Truth seeks, knowledge finds. Awareness seeks, experience finds. Opinions seek, facts find. Theory seeks, certainty finds. Knowledge seeks, philosophy finds. Intelligence seeks, wisdom finds. Want seeks, need finds. Desire seeks, fulfillment finds. Contentment seeks, peace finds. Pleasure seeks, happiness finds. Laughter seeks, joy finds. Compassion seeks, mercy finds. Humility seeks, honor finds. Prudence seeks, goodness finds. Innocence seeks, freedom finds. Virtue seeks, love finds. Followers seek, leaders find. Scholars seek, sages find. Sinners seek, saints find. Religion seeks, spirituality finds. Education seeks, enlightenment finds. The mind seeks, the heart finds. The heart seeks, the soul finds. The soul seeks, the spirit finds. The spirit seeks, God finds. Reality seeks, fate finds. Experience seeks, destiny finds. Time seeks, immortality finds. The world seeks, the universe finds. The past seeks, the present finds. The present seeks, the future finds. The future seeks, eternity finds. Time seeks, eternity finds. Risk seeks, fortune finds. Peace seeks, harmony finds. Nature seeks, Heaven finds. Life seeks, Paradise finds.

BODY - cultural tendency: maintain lifestyle; treat health problems with surgery and medication / Principle; prevent diseases and problems by aligning lifestyle to be in harmony with established, universally accepted principles of health. MIND - cultural tendency: watch television: ‘entertain me’ / Principles: read broadly and deeply, continuous education HEART - cultural tendency - use relationships with others to forward your personal, selfish interests / principle: deep, respectful listening and serving others brings greatest fulfilment and joy SPIRIT - cultural tendency - succumb to growing secularism and cynicism / principle - recognise that the source of our basic need for meaning and of the positive things we seek in life is principles - which natural laws I personally believe to have their source in God.

It is recognised now that Freud never gave proper attention, even in man, to growth of the ego or self: 'the impulse to master, control or come to self-fulfilling terms with the environment'. Analysts who have freed themselves from Freud's bias and joined other behavioural scientists in studying the human need, and that interference with it, in any dimension, is the source of psychic trouble. The sexual is only one dimension of the human potential. Freud saw women only in terms of their sexual relationship with men. But in all those women in whom he saw sexual problems, there must have been very severe problems of blocked growth, growth short of full human identity -- an immature, incomplete self. Society as it was then, by explicit denial of education and independence, prevented women from realising their full potential, or from attaining those interests and ideals that might stimulated their growth. Freud reported these deficiencies, but could only explain them as the toll of 'penis envy'. He saw that women who secretly hungered to be man's equal would not enjoy being his object; and in this, he seemed to be describing a fact. But when he dismissed woman's yearning for equality as 'penis envy', was he not merely stating his own view that woman could never really be man's equal, any more than she could wear his penis?

Obama himself, underestimating Trump and thus underestimating the power of whiteness, believed the Republican nominee too objectionable to actually win. In this Obama was, tragically, wrong. And so the most powerful country in the world has handed over all of its affairs—the prosperity of an entire economy, the security of some 300 million citizens, the purity of its water, the viability of its air, the safety of its food, the future of its vast system of education, the soundness of its national highways, airways, and railways, the apocalyptic potential of its nuclear arsenal—to a carnival barker who introduced the phrase “grab ’em by the pussy” into the national lexicon. It is as if the white tribe united in demonstration to say, “If a black man can be president, then any white man—no matter how fallen—can be president.” And in that perverse way the democratic dreams of Jefferson and Jackson were fulfilled.

The care of babies involves education, and is entrusted only to the most fit,” she repeated. “Then you separate mother and child!” I cried in cold horror, something of Terry’s feeling creeping over me, that there must be something wrong among these many virtues. “Not usually,” she patiently explained. “You see, almost every woman values her maternity above everything else. Each girl holds it close and dear, an exquisite joy, a crowning honor, the most intimate, most personal, most precious thing. That is, the child-rearing has come to be with us a culture so profoundly studied, practiced with such subtlety and skill, that the more we love our children the less we are willing to trust that process to unskilled hands—even our own.” “But a mother’s love—” I ventured. She studied my face, trying to work out a means of clear explanation. “You told us about your dentists,” she said, at length, “those quaintly specialized persons who spend their lives filling little holes in other persons’ teeth—even in children’s teeth sometimes.” “Yes?” I said, not getting her drift. “Does mother-love urge mothers—with you—to fill their own children’s teeth? Or to wish to?” “Why no—of course not,” I protested. “But that is a highly specialized craft. Surely the care of babies is open to any woman—any mother!” “We do not think so,” she gently replied. “Those of us who are the most highly competent fulfill that office; and a majority of our girls eagerly try for it—I assure you we have the very best.” “But the poor mother—bereaved of her baby—” “Oh no!” she earnestly assured me. “Not in the least bereaved. It is her baby still—it is with her—she has not lost it. But she is not the only one to care for it. There are others whom she knows to be wiser. She knows it because she has studied as they did, practiced as they did, and honors their real superiority. For the child’s sake, she is glad to have for it this highest care.

If we suggest that it is okay to make fun of everything except certain aspects of Islam because Muslims are much more sensitive than the rest of the population, isn’t that discrimination? Shouldn’t we treat the second largest religion in France exactly as we treat the first? It’s time to put an end to the revolting paternalism of the white, middle-class, “leftist” intellectual trying to coexist with these “poor, subliterate wretches.” “'I’m educated; obviously I get that 'Charlie Hebdo' is a humor newspaper because, first, I’m very intelligent, and second, it’s my culture. But you—well, you haven’t quite mastered nuanced thinking yet, so I’ll express my solidarity by fulminating against Islamaphobic cartoons and pretending not to understand them. I will lower myself to your level to show you that I like you. And if I need to convert to Islam to get even closer to you, I’ll do it!” These pathetic demagogues just have a ravenous need for recognition and a formidable domination fantasy to fulfill.

People that think are many, people that reason are few. People that theorize are many, people that prove are few. People that speculate are many, people that know are few. People that assume are many, people that verify are few. People that hear are many, people that listen are few. People that preach are many, people that practice are few. People that see are many, people that observe are few. People that recall are many, people that comprehend are few. People that question are many, people that answer are few. People that entertain are many, people that educate are few. People that misguide are many, people that enlighten are few. People that lecture are many, people that demonstrate are few. People that start are many, people that finish are few. People that quit are many, people that persevere are few. People that fall are many, people that rise are few. People that compete are many, people that win are few. People that criticize are many, people that inspire are few. People that blame are many, people that pardon are few. People that condemn are many, people that console are few. People that undermine are many, people that strengthen are few. People that take are many, people that give are few. People that teach are many, people that mentor are few. People that harm are many, people that heal are few. People that doubt are many, people that believe are few. People that wish are many, people that strive are few. People that plan are many, people that prevail are few. People that lose are many, people that gain are few. People that fail are many, people that succeed are few. People that imitate are many, people that originate are few. People that innovate are many, people that invent are few. People that conceive are many, people that realize are few. People that dream are many, people that achieve are few. People that divide are many, people that unify are few. People that follow are many, people that lead are few. People that command are many, people that influence are few. People that control are many, people that guide are few. People that feel are many, people that empathize are few. People that yearn are many, people that fulfill are few. People that trust are many, people that are devoted are few. People that age are many, people that mature are few. People that rage are many, people that forgive are few. People that despair are many, people that hope are few. People that fear are many, people that love are few. People that curse are many, people that bless are few.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")

From Bourcet he learnt the principle of calculated dispersion to induce the enemy to disperse their own concentration preparatory to the swift reuniting of his own forces. Also, the value of a 'plan with several branches', and of operating in a line which threatened alternative objectives. Moreover, the very plan which Napoleon executed in his first campaign was based on one that Bourcet had designed half a century earlier. Form Guibert he acquired an idea of the supreme value of mobility and fluidity of force, and of the potentialities inherent in the new distribution of an army in self-contained divisions. Guibert had defined the Napoleonic method when he wrote, a generation earlier: 'The art is to extend forces without exposing them, to embrace the enemy without being disunited, to link up the moves or the attacks to take the enemy in flank without exposing one's own flank.' And Guibert's prescription for the rear attack, as the means of upsetting the enemy's balance, became Napoleon's practice. To the same source can be traced Napoleon's method of concentrating his mobile artillery to shatter, and make a breach at, a key point in the enemy's front. Moreover, it was the practical reforms achieved by Guibert in the French army shortly before the Revolution which fashioned the instrument that Napoleon applied. Above all, it was Guibert's vision of a coming revolution in warfare, carried out by a man who would arise from a revolutionary state, that kindled the youthful Napoleon's imagination and ambition. While Napoleon added little to the ideas he had imbibed, he gave them fulfilment. Without his dynamic application the new mobility might have remained merely a theory. Because his education coincided with his instincts, and because these in turn were given scope by his circumstances, he was able to exploit the full possibilities of the new 'divisional' system. In developing the wider range of strategic combinations thus possible Napoleon made his chief contribution to strategy.

After generations of separations and decades of forgetfulness, the mention of the South brings back to our memories ancient years of pain and pleasure. At the turn of the twentieth century, many African Americans left the Southern towns, left the crushing prejudice and prohibition, and moved north to Chicago and New York City, west to Los Angeles and San Diego. They were drawn by the heady promise of better lives, of equality, fair play, and good old American four-star freedom. Their expectations were at once fulfilled and at the same time dashed to the ground and broken into shards of disappointment. The sense of fulfillment arose from the fact that there were chances to exchange the dull drudgery of sharecrop farming for protected work under unionized agreements. Sadly for the last thirty years, those jobs have been decreasing as industry became computerized and work was sent to foreign countries. The climate which the immigrants imagined as free of racial prejudice was found to be discriminatory in ways different from the Southern modes and possibly even more humiliating. A small percentage of highly skilled and fully educated blacks found and clung to rungs on the success ladder. Unskilled and undereducated black workers were spit out by the system like so many undigestible watermelon seeds. They began to find their lives minimalized, and their selves as persons trivialized. Many members of that early band of twentieth-century pilgrims must have yearned for the honesty of Southern landscapes where even if they were the targets of hate mongers who wanted them dead, they were at least credited with being alive. Northern whites with their public smiles of liberal acceptance and their private behavior of utter rejection wearied and angered the immigrants.

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

I can imagine a world without books, but I can’t imagine a world without education. I can imagine a world without degrees, but I can’t imagine a world without talent. I can imagine a world without fame, but I can’t imagine a world without honor. I can imagine a world without awards, but I can’t imagine a world without excellence. I can imagine a world without pleasure, but I can’t imagine a world without joy. I can imagine a world without amusement, but I can’t imagine a world without peace. I can imagine a world without comfort, but I can’t imagine a world without fulfillment. I can imagine a world without excitement, but I can’t imagine a world without satisfaction. I can imagine a world without governments, but I can’t imagine a world without justice. I can imagine a world without unity, but I can’t imagine a world without equality. I can imagine a world without morals, but I can’t imagine a world without freedom. I can imagine a world without religion, but I can’t imagine a world without love. I can imagine a world without answers, but I can’t imagine a world without questions. I can imagine a world without discoveries, but I can’t imagine a world without mysteries. I can imagine a world without ideas, but I can’t imagine a world without truth. I can imagine a world without professors, but I can’t imagine a world without masters. I can imagine a world without sound, but I can’t imagine a world without movement. I can imagine a world without order, but I can’t imagine a world without harmony. I can imagine a world without chance, but I can’t imagine a world without fate. I can imagine a world without life, but I can’t imagine a world without purpose. I can imagine a world without matter, but I can’t imagine a world without energy. I can imagine a world without momentum, but I can’t imagine a world without activity. I can imagine a world without air, but I can’t imagine a world without space. I can imagine a world without nature, but I can’t imagine a world without God.

In order to grasp the meaning of this liberal program we need to imagine a world order in which liberalism is supreme. Either all the states in it are liberal, or enough are so that when united they are able to repulse an attack of militarist aggressors. In this liberal world, or liberal part of the world, there is private property in the means of production. The working of the market is not hampered by government interference. There are no trade barriers; men can live and work where they want. Frontiers are drawn on the maps but they do not hinder the migrations of men and shipping of commodities. Natives do not enjoy rights that are denied to aliens. Governments and their servants restrict their activities to the protection of life, health, and property against fraudulent or violent aggression. They do not discriminate against foreigners. The courts are independent and effectively protect everybody against the encroachments of officialdom. Everyone is permitted to say, to write, and to print what he likes. Education is not subject to government interference. Governments are like night-watchmen whom the citizens have entrusted with the task of handling the police power. The men in office are regarded as mortal men, not as superhuman beings or as paternal authorities who have the right and duty to hold the people in tutelage. Governments do not have the power to dictate to the citizens what language they must use in their daily speech or in what language they must bring up and educate their children. Administrative organs and tribunals are bound to use each man’s language in dealing with him, provided this language is spoken in the district by a reasonable number of residents. In such a world it makes no difference where the frontiers of a country are drawn. Nobody has a special material interest in enlarging the territory of the state in which he lives; nobody suffers loss if a part of this area is separated from the state. It is also immaterial whether all parts of the state’s territory are in direct geographical connection, or whether they are separated by a piece of land belonging to another state. It is of no economic importance whether the country has a frontage on the ocean or not. In such a world the people of every village or district could decide by plebiscite to which state they wanted to belong. There would be no more wars because there would be no incentive for aggression. War would not pay. Armies and navies would be superfluous. Policemen would suffice for the fight against crime. In such a world the state is not a metaphysical entity but simply the producer of security and peace. It is the night-watchman, as Lassalle contemptuously dubbed it. But it fulfills this task in a satisfactory way. The citizen’s sleep is not disturbed, bombs do not destroy his home, and if somebody knocks at his door late at night it is certainly neither the Gestapo nor the O.G.P.U. The reality in which we have to live differs very much from this perfect world of ideal liberalism. But this is due only to the fact that men have rejected liberalism for etatism.