Gradual School Quotes

Gradually, I began to resent Christian school and doubt everything I was told. It became clear that the suffering they were praying to be released from was a suffering they had imposed on themselves—and now us. The beast they lived in fear of was really themselves: It was man, not some mythological demon, that was going to destroy man in the end. And this beast had been created out of their fear.

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

Of course, I couldn’t explain this vector calculus concept and so, slightly embarrassed in front of Rahul and the other Bengali students, I told Sanjit just that; he had cornered me, and honesty emerged as my only option. Simultaneous to my humiliating disclosure of the truth, Sanjit gradually inched toward where I was sitting. After hearing my reply, he slowly returned to his teacher stool and whiteboard, his back turned away from the class, the suspense building and his words impending, before turning around and breaking into speech, “Don’t trust your interior monologue. If you are asked something and you know it, then express or demonstrate it. Don’t just nod or say yes because then you are lying to yourself. Any ass can say yes, but not all asses can express it.” I modified my first impression: Sanjit was full of explicit aphorisms. Humbled, those words encouragingly rang between my ears for quite some time.

For me, the last few years of the postmodern era have seemed a bit like the way you feel when you're in high school and your parents go on a trip, and you throw a party. You get all your friends over and throw this wild disgusting fabulous party. For a while it's great, free and freeing, parental authority gone and overthrown, a cat's-away-let's-play Dionysian revel. But then time passes and the party gets louder and louder, and you run out of drugs, and nobody's got any money for more drugs, and things get broken and spilled, and there's cigarette burn on the couch, and you're the host and it's your house too, and you gradually start wishing your parents would come back and restore some fucking order in your house. It's not a perfect analogy, but the sense I get of my generation of writers and intellectuals or whatever is that it's 3:00 A.M. and the couch has several burn-holes and somebody's thrown up in the umbrella stand and we're wishing the revel would end. The postmodern founders' patricidal work was great, but patricide produces orphans, and no amount of revelry can make up for the fact that writers my age have been literary orphans throughout our formative years. We're kind of wishing some parents would come back. And of course we're uneasy about the fact that we wish they'd come back--I mean, what's wrong with us? Are we total pussies? Is there something about authority and limits we actually need? And then the uneasiest feeling of all, as we start gradually to realize that parents in fact aren't ever coming back--which means we're going to have to be the parents.

There certainly are some women who treat their male partners badly, berating them, calling them names, attempting to control them. The negative impact on these men’s lives can be considerable. But do we see men whose self-esteem is gradually destroyed through this process? Do we see men whose progress in school or in their careers grinds to a halt because of the constant criticism and undermining? Where are the men whose partners are forcing them to have unwanted sex? Where are the men who are fleeing to shelters in fear for their lives? How about the ones who try to get to a phone to call for help, but the women block their way or cut the line? The reason we don’t generally see these men is simple: They’re rare. I don’t question how embarrassing it would be for a man to come forward and admit that a woman is abusing him. But don’t underestimate how humiliated a woman feels when she reveals abuse; women crave dignity just as much as men do. If shame stopped people from coming forward, no one would tell.

The great cognitive shift is an expansion of consciousness from the perspectival form contained in the lives of particular creatures to an objective, world-encompassing form that exists both individually and intersubjectively. It was originally a biological evolutionary process, and in our species it has become a collective cultural process as well. Each of our lives is a part of the lengthy process of the universe gradually waking up and becoming aware of itself.

You will not remember much from school. School is designed to teach you how to respond and listen to authority figures in the event of an emergency. Like if there's a bomb in a mall or a fire in an office. It can, apparently, take you more than a decade to learn this. These are not the best days of your life. They are still ahead of you. You will fall in love and have your heart broken in many different, new and interesting ways in college or university (if you go) and you will actually learn things, as at this point, people will believe you have a good chance of obeying authority and surviving, in the event of an emergency. If, in your chosen career path, there are award shows that give out more than ten awards in one night or you have to pay someone to actually take the award home to put on your mantlepiece, then those awards are more than likely designed to make young people in their 20's work very late, for free, for other people. Those people will do their best to convince you that they have value. They don't. Only the things you do have real, lasting value, not the things you get for the things you do. You will, at some point, realise that no trophy loves you as much as you love it, that it cannot pay your bills (even if it increases your salary slightly) and that it won't hold your hand tightly as you say your last words on your deathbed. Only people who love you can do that. If you make art to feel better, make sure it eventually makes you feel better. If it doesn't, stop making it. You will love someone differently, as time passes. If you always expect to feel the same kind of love you felt when you first met someone, you will always be looking for new people to love. Love doesn't fade. It just changes as it grows. It would be boring if it didn't. There is no truly "right" way of writing, painting, being or thinking, only things which have happened before. People who tell you differently are assholes, petrified of change, who should be violently ignored. No philosophy, mantra or piece of advice will hold true for every conceivable situation. "The early bird catches the worm" does not apply to minefields. Perfection only exists in poetry and movies, everyone fights occasionally and no sane person is ever completely sure of anything. Nothing is wrong with any of this. Wisdom does not come from age, wisdom comes from doing things. Be very, very careful of people who call themselves wise, artists, poets or gurus. If you eat well, exercise often and drink enough water, you have a good chance of living a long and happy life. The only time you can really be happy, is right now. There is no other moment that exists that is more important than this one. Do not sacrifice this moment in the hopes of a better one. It is easy to remember all these things when they are being said, it is much harder to remember them when you are stuck in traffic or lying in bed worrying about the next day. If you want to move people, simply tell them the truth. Today, it is rarer than it's ever been. (People will write things like this on posters (some of the words will be bigger than others) or speak them softly over music as art (pause for effect). The reason this happens is because as a society, we need to self-medicate against apathy and the slow, gradual death that can happen to anyone, should they confuse life with actually living.)

Reclaimed by the small-time day-to-day, pretending life is Back To Normal, wrapping herself shivering against contingency's winter in some threadbare blanket of first-quarter expenses, school committees, cable-bill irregularities, a workday jittering with low-life fantasies for which "fraud" is often too elegant a term, upstairs neighbors to whom bathtub caulking is an alien concept, symptoms upper-respiratory and lower-intestinal, all in the quaint belief that change will always be gradual enough to manage, with insurance, with safety equipment, with healthy diets and regular exercise, and that evil never comes roaring out of the sky to explode into anybody's towering delusions about being exempt. . .

At birth we are red-faced, round, intense, pure. The crimson fire of universal consciousness burns in us. Gradually, however, we are devoured by our parents, gulped by schools, chewed up by peers, swallowed by social institutions, wolfed by bad habits, and gnawed by age; and by that time we have been digested, cow style, in those six stomachs, we emerge a single disgusting shade of brown. The lesson of the beet, then, is this: hold on to your divine blush, your innate rosy magic, or end up brown. Once you’re brown, you’ll find that you’re blue. As blue as indigo. And you know what that means, Indigo. Indigoing. Indigone.

You know, you spend your childhood watching TV, assuming that at some point in the future everything you see will one day happen to you: that you too will win a Formula One race, hop a train, foil a group of terrorists, tell someone 'Give me the gun', etc. Then you start secondary school, and suddenly everyone's asking you about your career plans and your long-term goals, and by goals they don't mean the kind you are planning to score in the FA Cup. Gradually the awful truth dawns on you: that Santa Claus was just the tip of the iceberg - that your future will not be the rollercoaster ride you'd imagined,that the world occupied by your parents, the world of washing dishes, going to the dentist, weekend trips to the DIY superstore to buy floor-tiles, is actually largely what people mean when they speak of 'life'.

Is enlightenment gradual or is it sudden? Whole schools of Buddhism have grown up around this issue. But it has always seemed to me that liberation is both sudden and gradual, that there is no polarity between the two.

The Revolution won't happen with guns, rather it will happen incrementally, year by year, generation by generation. We will gradually infiltrate their educational institutions and their political offices, transforming them slowly into Marxist entities as we move towards universal egalitarianism.

But what is [the] quality of originality? It is very hard to define or specify. Indeed, to define originality would in itself be a contradiction, since whatever action can be defined in this way must evidently henceforth be unoriginal. Perhaps, then, it will be best to hint at it obliquely and by indirection, rather than to try to assert positively what it is. One prerequisite for originality is clearly that a person shall not be inclined to impose his preconceptions on the fact as he sees it. Rather, he must be able to learn something new, even if this means that the ideas and notions that are comfortable or dear to him may be overturned. But the ability to learn in this way is a principle common to the whole of humanity. Thus it is well known that a child learns to walk, to talk, and to know his way around the world just by trying something out and seeing what happens, then modifying what he does (or thinks) in accordance with what has actually happened. In this way, he spends his first few years in a wonderfully creative way, discovering all sorts of things that are new to him, and this leads people to look back on childhood as a kind of lost paradise. As the child grows older, however, learning takes on a narrower meaning. In school, he learns by repetition to accumulate knowledge, so as to please the teacher and pass examinations. At work, he learns in a similar way, so as to make a living, or for some other utilitarian purpose, and not mainly for the love of the action of learning itself. So his ability to see something new and original gradually dies away. And without it there is evidently no ground from which anything can grow.

Before the war Sofya Levinton had once said to Yevgenia Nikolaevna Shaposhnikova, 'If one man is fated to be killed by another, it would be interesting to trace the gradual convergence of their paths. At the start they might be miles away from one another – I might be in Pamir picking alpine roses and clicking my camera, while this other man, my death, might be eight thousand miles away, fishing for ruff in a little stream after school. I might be getting ready to go to a concert and he might be at the railway station buying a ticket to go and visit his mother-in-law – and yet eventually we are bound to meet, we can't avoid it...

Dear Future Daughter: 1) When you’re at some party, chain smoking on the roof with some strange girl with blue hair and exorbitant large dark eyes, ask her about her day. I promise you, you won’t regret it. Often times you’ll find the strangest of people have the most captivating of stories to tell. 2) Please, never mistake desire for love. Love will engulf your soul, whilst desire will emerge as acid, slowly making it’s way through your veins, gradually burning you from the inside out. 3) No one is going to fucking save you, anything you’ve read or heard otherwise is bullshit. 4) One day a boy is going to come along who’s touch feels like fire and who’s words taste like vanilla, when he leaves you, you will want to die. If you know anything at all, know that it is only temporary. 5) Your mental health comes before school baby, always. If its midnight, and you have an exam the next day but your hands have been shaking for the past hour and a half and you’re not so sure you want to be alive anymore, pull out that carton of Ben and Jerry’s and afterwards, go the fuck to bed. So what if you get a 68% on the exam the next day? You took care of yourself and at the end of the day that will always come before a high test score. To hell with anyone who tells you differently.

Their friendship, remembered from the battle school days, gradually disappeared. It was to each other that they became close; it was with each other that they exchanged confidences.

Tom was not good at math. He’d started to lose his way in middle school, as so many American kids did. It had happened gradually; first he hadn’t understood one lesson, and then another and another.

The many meanings of 'evolution' are frequently exploited by Darwinists to distract their critics. Eugenie Scott recommends: 'Define evolution as an issue of the history of the planet: as the way we try to understand change through time. The present is different from the past. Evolution happened, there is no debate within science as to whether it happened, and so on... I have used this approach at the college level.' Of course, no college student—indeed, no grade-school dropout— doubts that 'the present is different from the past.' Once Scott gets them nodding in agreement, she gradually introduces them to 'The Big Idea' that all species—including monkeys and humans—are related through descent from a common ancestor... This tactic is called 'equivocation'—changing the meaning of a term in the middle of an argument.

Picture it. Nineteenth-century man with his horses, dogs, carts, slow motion. Then, in the twentieth century, speed up your camera. Books cut shorter. Condensations. Digests, Tabloids. Everything boils down to the gag, the snap ending.” “Snap ending.” Mildred nodded. “Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume. I exaggerate, of course. The dictionaries were for reference. But many were those whose sole knowledge of Hamlet (you know the title certainly, Montag; it is probably only a faint rumor of a title to you, Mrs. Montag), whose sole knowledge, as I say, of Hamlet was a one-page digest in a book that claimed: now at last you can read all the classics; keep up with your neighbors. Do you see? Out of the nursery into the college and back to the nursery; there’s your intellectual pattern for the past five centuries or more.” Mildred arose and began to move around the room, picking things up and putting them down. Beatty ignored her and continued: “Speed up the film, Montag, quick. Click, Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom! Digest-digests, digest-digest-digests. Politics? One column, two sentences, a headline! Then, in mid-air, all vanishes! Whirl man’s mind around about so fast under the pumping hands of publishers, exploiters, broadcasters that the centrifuge flings off all unnecessary, time-wasting thought!” Mildred smoothed the bedclothes. Montag felt his heart jump and jump again as she patted his pillow. Right now she was pulling at his shoulder to try to get him to move so she could take the pillow out and fix it nicely and put it back. And perhaps cry out and stare or simply reach down her hand and say, “What’s this?” and hold up the hidden book with touching innocence. “School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

The community of Partageuse had drifted together like so much dust in a breeze, settling in this spot where two oceans met, because there was fresh water and a natural harbor and good soil. Its port was no rival to Albany, but convenient for locals shipping timber or sandalwood or beef. Little businesses had sprung up and clung on like lichen on a rock face, and the town had accumulated a school, a variety of churches with different hymns and architectures, a good few brick and stone houses and a lot more built of weatherboard and tin. It gradually produced various shops, a town hall, even a Dalgety's stock and station agency. And pubs. Many pubs.

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored.

... and even I, looking at the high masts, saw, or imagined, the geography which had been scantily dosed to me at school gradually taking substance under my eyes.

Sooner or later, someone will say a no to us that we can’t ignore. It’s built into the fabric of life. Observe the progression of nos in the life of the person who resists others’ limits: the no of parents the no of siblings the no of schoolteachers the no of school friends the no of bosses and supervisors the no of spouses the no of health problems from overeating, alcoholism, or an irresponsible lifestyle the no of police, the courts, and even prison Some people learn to accept boundaries early in life, even as early as stage number one. But some people have to go all the way to number eight before they get the picture that we have to accept life’s limits: “Stop listening to instruction, my son, and you will stray from the words of knowledge” (Prov. 19:27). Many out-of-control adolescents don’t mature until their thirties, when they become tired of not having a steady job and a place to stay. They have to hit bottom financially, and sometimes they may even have to live on the streets for a while. In time, they begin sticking with a career, saving money, and starting to grow up. They gradually begin to accept life’s limits.

But all of a sudden the scene changed; it was the memory, no longer of old impressions but of an old desire, only recently reawakened by the Fortuny gown in blue and gold, that spread before me another spring, a spring not leafy at all but on the contrary suddenly stripped of its trees and flowers by the name that I had just murmured to myself: “Venice”; a decanted springtime, which is reduced to its own essence and expresses the lengthening, the warming, the gradual unfolding of its days in the progressive fermentation, no longer, now, of an impure soil, but of a blue and virginal water, springlike without bud or blossom, which could answer the call of May only by the gleaming facets fashioned and polished by May, harmonising exactly with it in the radiant, unalterable nakedness of its dusky sapphire. Likewise, too, no more than the seasons to its flowerless creeks, do modern times bring any change to the Gothic city; I knew it, even if I could not imagine it, or rather, imagining it, this was what I longed for with the same desire which long ago, when I was a boy, in the very ardour of departure, had broken and robbed me of the strength to make the journey: to find myself face to face with my Venetian imaginings, to observe how that divided sea enclosed in its meanderings, like the sinuosities of the ocean stream, and urbane and refined civilization, but one that, isolated by their azure girdle, had evolved independently, had had its own schools of painting and architecture, to admire that fabulous garden of fruits and birds in coloured stone, flowering in the midst of the sea which kept it refreshed, lapped the base of the columns with its tide, and, like a somber azure gaze watching in the shadows, kept patches of light perpetually flickering on the bold relief of the capitals.

It was a generation growing in its disillusionment about the deepening recession and the backroom handshakes and greedy deals for private little pots of gold that created the largest financial meltdown since the Great Depression. As heirs to the throne, we all knew, of course, how bad the economy was, and our dreams, the ones we were told were all right to dream, were teetering gradually toward disintegration. However, on that night, everyone seemed physically at ease and exempt from life’s worries with final exams over and bar class a distant dream with a week before the first lecture, and as I looked around at the jubilant faces and loud voices, if you listened carefully enough you could almost hear the culmination of three years in the breath of the night gasp in an exultant sigh as if to say, “Law school was over at last!

During this time (at high school) I discovered the Public Library... It was here that I found a source of knowledge and the means to acquire it by reading, a habit of learning which I still follow to this day. I also became interested in chemistry and gradually accumulated enough test tubes and other glassware to do chemical experiments, using small quantities of chemicals purchased from a pharmacy supply house. I soon graduated to biochemistry and tried to discover what gave flowers their distinctive colours. I made the (to me) astounding discovery that the pigments I extracted changed their colours when I changed the pH of the solution.

I was very fond of strange stories when I was a child. In my village-school days, I used to buy stealthily popular novels and historical recitals. Fearing that my father and my teacher might punish me for this and rob me of these treasures, I carefully hid them in secret places where I could enjoy them unmolested. As I grew older, my love for strange stories became even stronger, and I learned of things stranger than what I had read in my childhood. When I was in my thirties, my memory was full of these stories accumulated through years of eager seeking. l have always admired such writers of the T'ang Dynasty as Tuan Ch'eng-shih [author of the Yu-yang tsa-tsu] and Niu Sheng [author of the Hsuan-kuai lu]. Who wrote short stories so excellent in portrayal of men and description of things. I often had the ambition to write a book (of stories) which might be compared with theirs. But I was too lazy to write, and as my laziness persisted, I gradually forgot most of the stories which I had learned. Now only these few stories, less than a score, have survived and have so successfully battled against my laziness that they are at last written down. Hence this Book of Monsters. I have sometimes laughingly said to myself that it is not I who have found these ghosts and monsters, but they, the monstrosities themselves, which have found me! ... Although my book is called a book or monsters, it is not confined to them: it also records the strange things of the human world and sometimes conveys a little bit of moral lesson.

The conclusion that all these studies converge upon is that about half of your IQ was inherited, and less than a fifth was due to the environment you shared with your siblings – the family. The rest came from the womb, the school and outside influences such as peer groups. But even this is misleading. Not only does your IQ change with age, but so does its heritability. As you grow up and accumulate experiences, the influence of your genes increases. What? Surely, it falls off? No: the heritability of childhood IQ is about forty-five per cent, whereas in late adolescence it rises to seventy-five per cent. As you grow up, you gradually express your own innate intelligence and leave behind the influences stamped on you by others. You select the environments that suit your innate tendencies, rather than adjusting your innate tendencies to the environments you find yourself in. This proves two vital things: that genetic influences are not frozen at conception and that environmental influences are not inexorably cumulative. Heritability does not mean immutability.

One recurrent factor that complicated the emotions of these very bright individuals was the ongoing discrepancy between what was expected of them by their parents, grandparents, and teachers and even themselves and their frequent failure to achieve the expected success. Most of these patients had struggled since early childhood with continuing conflict between their picture of themselves as exceptionally bright and talented and their view of themselves as disappointing failures, unable to “deliver the goods” expected of them. Some had been very successful in their childhood, earning high grades and strong praise during the elementary school years, then gradually lost status and self-esteem due to increasing evidence of their difficulty in coping with the escalating demands of middle school, high school, and postsecondary schooling.

A woman once told me that, for a time after her husband died, her grief was as constant as breathing. Then one day, while pushing a shopping cart, she realized she was thinking about yogurt. With time, thoughts in this vein became contiguous. With more time thoughts in this vein became sustained. Eventually they won a kind of majority. Her grieving had ended while she wasn’t watching (although, she added, grief never ends). And so it was with my depression. One day in December I changed a furnace filter with modest interest in the process. The day after that I drove to Gorst for the repair of a faulty seat belt. On the thirty-first I went walking with a friend—grasslands, cattails, asparagus fields, ice-bound sloughs, frost-rimed fencerows—with a familiar engrossment in the changing of winter light. I was home, that night, in time to bang pots and pans at the year’s turn: “E quindi uscimmo a riveder le stelle.” It wasn’t at all like that—this eve was cloudy, the stars hidden by high racing clouds—but I found myself looking skyward anyway, into the night’s maw, and I noticed I was thinking of January’s appointments without a shudder, even with anticipation. Who knows why, but the edge had come off, and being me felt endurable again. My crucible had crested, not suddenly but less gradually than how it had come, and I felt the way a newborn fawn looks in an elementary school documentary. Born, but on shaky, insecure legs. Vulnerable, but in this world for now, with its leaf buds and packs of wolves. Was it pharmacology, and if so, is that a bad thing? Or do I credit time for my healing? Or my Jungian? My reading? My seclusion? My wife’s love? Maybe I finally exhausted my tears, or my dreams at last found sufficient purchase, or maybe the news just began to sound better, the world less precarious, not headed for disaster. Or was it talk in the end, the acknowledgments I made? The surfacing of so many festering pains? My children’s voices down the hall,

A devastating, a traumatic defeat, [to Germany] and the Danes might well have fallen into a Treaty of Versailles mentality. Mysteriously, they did not. Instead they redirected their aims and will; they did turn inward. They changed their agriculture from grain to dairy products, they set up cooperatives, gave their attention to social and economic advancement, chose a neutral policy, developed an altogether new kind of adult schooling. It was a chain reaction, but the links gradually forged themselves into a virtuous circuit. It has turned out well. [from "Portrait Sketch of a Country: Denmark 1962"]

Another example is the modern political order. Ever since the French Revolution, people throughout the world have gradually come to see both equality and individual freedom as fundamental values. Yet the two values contradict each other. Equality can be ensured only by curtailing the freedoms of those who are better off. Guaranteeing that every individual will be free to do as he wishes inevitably short-changes equality. The entire political history of the world since 1789 can be seen as a series of attempts to reconcile this contradiction. Anyone who has read a novel by Charles Dickens knows that the liberal regimes of nineteenth-century Europe gave priority to individual freedom even if it meant throwing insolvent poor families in prison and giving orphans little choice but to join schools for pickpockets. Anyone who has read a novel by Alexander Solzhenitsyn knows how Communism’s egalitarian ideal produced brutal tyrannies that tried to control every aspect of daily life. Contemporary American politics also revolve around this contradiction. Democrats want a more equitable society, even if it means raising taxes to fund programmes to help the poor, elderly and infirm. But that infringes on the freedom of individuals to spend their money as they wish. Why should the government force me to buy health insurance if I prefer using the money to put my kids through college? Republicans, on the other hand, want to maximise individual freedom, even if it means that the income gap between rich and poor will grow wider and that many Americans will not be able to afford health care. Just as medieval culture did not manage to square chivalry with Christianity, so the modern world fails to square liberty with equality. But this is no defect. Such contradictions are an inseparable part of every human culture. In fact, they are culture’s engines, responsible for the creativity and dynamism of our species. Just

School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

Before his and Pushkin's advent Russian literature was purblind. What form it perceived was an outline directed by reason: it did not see color for itself but merely used the hackneyed combinations of blind noun and dog-like adjective that Europe had inherited from the ancients. The sky was blue, the dawn red, the foliage green, the eyes of beauty black, the clouds grey, and so on. It was Gogol (and after him Lermontov and Tolstoy) who first saw yellow and violet at all. That the sky could be pale green at sunrise, or the snow a rich blue on a cloudless day, would have sounded like heretical nonsense to your so-called "classical" writer, accustomed as he was to the rigid conventional color-schemes of the Eighteenth Century French school of literature. Thus the development of the art of description throughout the centuries may be profitably treated in terms of vision, the faceted eye becoming a unified and prodigiously complex organ and the dead dim "accepted colors" (in the sense of "idées reçues") yielding gradually their subtle shades and allowing new wonders of application. I doubt whether any writer, and certainly not in Russia, had ever noticed before, to give the most striking instance, the moving pattern of light and shade on the ground under trees or the tricks of color played by sunlight with leaves.

It is said that here we practise free discipline. That's wrong, quite wrong. It would be more correct to say that we are seeking, as best we can, to establish disciplined freedom, that state in which the child feels free to work, play and express himself without fear of those whose job it is to direct and stimulate his efforts into constructive channels. As things are we cannot expect of them high academic effort, but we can take steps to ensure that their limited abilities are exploited to the full." Here he smiled briefly, as if amused by some fleeting, private reflection. "We encourage them to speak up for themselves, no matter what the circumstances or the occasion; this may probably take the form of rudeness at first but gradually, through the influences of the various committees and the student council, we hope they will learn directness without rudeness, and humility without sycophancy. We try to show them a real relationship between themselves and their work, in preparation for the day when they leave school.

Unfortunately, this natural connection between growth and enjoyment tends to disappear with time. Perhaps because “learning” becomes an external imposition when schooling starts, the excitement of mastering new skills gradually wears out. It becomes all too easy to settle down within the narrow boundaries of the self developed in adolescence.

Gradually, I began to resent Christian school and doubt everything I was told. It became clear that the suffering they were praying to be released from was a suffering they had imposed on themselves—and now us. The beast they lived in fear of was really themselves: It was man, not some mythological demon, that was going to destroy man in the end. And this beast had been created out of their fear. The seeds of who I am now had been planted. “Fools aren’t born,” I wrote in my notebook one day during ethics class. “They are watered and grown like weeds by institutions such as Christianity.” During dinner that night, I confessed it all to my parents. “Listen,” I explained, “I want to go to public school, because I don’t belong here. Everything I like, they’re against.

Laura ordered a margarita, then sometimes turned her head 90 degrees, to her right, to stare outside—at the sidewalk, or the quiet street—with a self-consciously worried expression, seeming disoriented and shy in a distinct, uncommon manner indicating to Paul an underlying sensation of “total yet failing” (as opposed to most people’s “partial and successful”) effort, in terms of the social interaction but, it would often affectingly seem, also generally, in terms of existing. Paul had gradually recognized this demeanor, the past few years, as characteristic, to some degree, of every person, maybe since middle school, with whom he’d been able to form a friendship or enter a relationship (or, it sometimes seemed, earnestly interact and not feel alienated or insane). After

She thought of the verse from Genesis she’d memorized in Sunday school, the one that had struck a gong of terror in her heart. And the earth was without form, and void, and darkness was upon the face of the deep. How could she still remember this, and not the word after “house” and “apple”? It wasn’t death that scared her so much as oblivion, the face of the deep, that missing word that she’d never retrieve. One after another, the words going poof. Not a sudden death, but a gradual one, an accretion of losses, one you were in denial about until it was too late, the way the ptarmigans and butterflies had vanished somehow without her even noticing. Maybe the world had it too: a memory problem. The density of its ideas was in freefall. She and the earth were in this together.

You know, you spend your childhood watching TV, assuming that at some point in the future everything you see there will one day happen to you: that you too will win a Formula One race, hop a train, foil a group of terrorists, tell someone 'Give me the gun', etc. Then you start secondary school, and suddenly everyone's asking you about your career plans and your long-term goals, and by goals they don't mean the kind you are planning to score in the FA Cup. Gradually the awful truth dawns on you: that Santa Claus was just the tip of the iceberg — that your future will not be the rollercoaster ride you'd imagined, that the world occupied by your parents, the world of washing the dishes, going to the dentist, weekend trips to the DIY superstore to buy floor-tiles, is actually largely what people mean when they speak of 'life'. Now, with every day that passes, another door seems to close, the one marked PROFESSIONAL STUNTMAN, or FIGHT EVIL ROBOT, until as the weeks go by and the doors — GET BITTEN BY SNAKE, SAVE WORLD FROM ASTEROID, DISMANTLE BOMB WITH SECONDS TO SPARE — keep closing, you begin to hear the sound as a good thing, and start closing some yourself, even ones that didn't necessarily need to be closed.

My impressions were this: There is an insect called the hunting wasp. The female hunts for spiders and other insects and preys on them in an unusual way. She stings them in the large nerve ganglion on the underside of the thorax so that they are not killed but only paralyzed. She then lays an egg on the paralyzed victim (or within it’s body) and seals the prey up in a nest. When the egg hatches, the wasp larva commences to eat the prey, slowly, gradually, in a highly systemized way. The nonvital tissues and organs are eaten first, so that the paralyzed creature remains alive for a good many days. Eventually, of course, its guest eats away so much of it that it dies. During the whole long process of consumption, the prey cannot move, cry out or resist in any way.” “Now, suppose we view the Church as the hunting wasp, it’s stinger being represented by the nuns and priests who teach in the schools. And let us view the pupils as the paralyzed prey. The egg that is injected into them is the dogma, which in time must hatch into the larva-personal philosophy or religious attitude. This larva, as that of the wasp eats away from within, slowly and in a specialized manner, until the victim in destroyed. That is my impression of parochial education.

best places to hide but also because he changed his spots frequently. However, those days were gradually falling behind, especially now that he was in his last days of primary school. By the end of the summer, he would start middle school, so he had to take advantage of what little childhood he had left. He went around the house into the backyard and found the kitchen door hung wide open. Too easy, he told himself. Besides, he risked

now I want to speak about the word ‘theory’. This was originally an Orphic word, which Cornford interprets as ‘passionate sympathetic contemplation’. In this state, he says, ‘The spectator is identified with the suffering God, dies in his death, and rises again in his new birth.’ for Pythagoras, the ‘passionate sympathetic contemplation’ was intellectual, and issued in mathematical knowledge. In this way, through Pythagoreanism, ‘theory’ gradually acquired its modern meaning; but for all who were inspired by Pythagoras it retained an element of ecstatic revelation. To those who have reluctantly learnt a little mathematics in school this may seem strange; but to those who have experienced the intoxicating delight of sudden understanding that mathematics gives, from time to time, to those who love it, the Pythagorean view will seem completely natural even if untrue.

Certainty is an unrealistic and unattainable ideal. We need to have pastors who are schooled in apologetics and engaged intellectually with our culture so as to shepherd their flock amidst the wolves. People who simply ride the roller coaster of emotional experience are cheating themselves out of a deeper and richer Christian faith by neglecting the intellectual side of that faith. They know little of the riches of deep understanding of Christian truth, of the confidence inspired by the discovery that one’s faith is logical and fits the facts of experience, and of the stability brought to one’s life by the conviction that one’s faith is objectively true. God could not possibly have intended that reason should be the faculty to lead us to faith, for faith cannot hang indefinitely in suspense while reason cautiously weighs and reweighs arguments. The Scriptures teach, on the contrary, that the way to God is by means of the heart, not by means of the intellect. When a person refuses to come to Christ, it is never just because of lack of evidence or because of intellectual difficulties: at root, he refuses to come because he willingly ignores and rejects the drawing of God’s Spirit on his heart. unbelief is at root a spiritual, not an intellectual, problem. Sometimes an unbeliever will throw up an intellectual smoke screen so that he can avoid personal, existential involvement with the gospel. In such a case, further argumentation may be futile and counterproductive, and we need to be sensitive to moments when apologetics is and is not appropriate. A person who knows that Christianity is true on the basis of the witness of the Spirit may also have a sound apologetic which reinforces or confirms for him the Spirit’s witness, but it does not serve as the basis of his belief. As long as reason is a minister of the Christian faith, Christians should employ it. It should not surprise us if most people find our apologetic unconvincing. But that does not mean that our apologetic is ineffective; it may only mean that many people are closed-minded. Without a divine lawgiver, there can be no objective right and wrong, only our culturally and personally relative, subjective judgments. This means that it is impossible to condemn war, oppression, or crime as evil. Nor can one praise brotherhood, equality, and love as good. For in a universe without God, good and evil do not exist—there is only the bare valueless fact of existence, and there is no one to say that you are right and I am wrong. No atheist or agnostic really lives consistently with his worldview. In some way he affirms meaning, value, or purpose without an adequate basis. It is our job to discover those areas and lovingly show him where those beliefs are groundless. We are witnesses to a mighty struggle for the mind and soul of America in our day, and Christians cannot be indifferent to it. If moral values are gradually discovered, not invented, then our gradual and fallible apprehension of the moral realm no more undermines the objective reality of that realm than our gradual, fallible apprehension of the physical world undermines the objectivity of that realm. God has given evidence sufficiently clear for those with an open heart, but sufficiently vague so as not to compel those whose hearts are closed. Because of the need for instruction and personal devotion, these writings must have been copied many times, which increases the chances of preserving the original text. In fact, no other ancient work is available in so many copies and languages, and yet all these various versions agree in content. The text has also remained unmarred by heretical additions. The abundance of manuscripts over a wide geographical distribution demonstrates that the text has been transmitted with only trifling discrepancies.

Another example is the modern political order. Ever since the French Revolution, people throughout the world have gradually come to see both equality and individual freedom as fundamental values. Yet the two values contradict each other. Equality can be ensured only by curtailing the freedoms of those who are better off. Guaranteeing that every individual will be free to do as he wishes inevitably short-changes equality. The entire political history of the world since 1789 can be seen as a series of attempts to reconcile this contradiction. Anyone who has read a novel by Charles Dickens knows that the liberal regimes of nineteenth-century Europe gave priority to individual freedom even if it meant throwing insolvent poor families in prison and giving orphans little choice but to join schools for pickpockets. Anyone who has read a novel by Alexander Solzhenitsyn knows how Communism’s egalitarian ideal produced brutal tyrannies that tried to control every aspect of daily life.

weirdly, thought of a problem put forth by his high school physics teacher: How can you make a marble bed as soft as a Simmons mattress? The answer: Dig out a depression in that marble the exact size and shape of a human body. Then when you lie in that depression, the pressure will be evenly distributed and it would feel incredibly soft. He closed his eyes and imagined that the warmth of his body was melting the iron ore beneath him and forming that kind of depression.… Gradually, this calmed him.

On September 11, it was government that failed. Law enforcement agencies didn't detect the plot. The FBI had reports that said young men on the terrorist watch list were going from flight school to flight school, trying to find an instructor who would teach them how to fly a commercial jet. But the FBI never acted on it. The INS let the hijackers in. Three of them had expired visas. Months after the attack, the government issued visas to two dead hijackers. The solution to such government incompetence is to give the government more power? Congress could have done what Amsterdam, Belfast, Brussels, Copenhagen, Frankfurt, Hamburg, London, Paris, and Rome did: set tough standards and let private companies compete to meet them. Many of those cities switched to private companies because they realized government-run security wasn't working very well. Private-sector competition keeps the screeners alert because the airport can fire them. No one can fire the government; that's a reason government agencies gradually deteriorate. There's no competition.

There certainly are some women who treat their male partners badly, berating them, calling them names, attempting to control them. The negative impact on these men’s lives can be considerable. But do we see men whose self-esteem is gradually destroyed through this process? Do we see men whose progress in school or in their careers grinds to a halt because of the constant criticism and undermining? Where are the men whose partners are forcing them to have unwanted sex? Where are the men who are fleeing to shelters in fear for their lives?

It had happened so gradually, but these months with Titch had schooled me to believe I could leave all misery behind, I could cast off all violence, outrun a vicious death. I had even begun thinking I'd been born for a higher purpose, to draw the earth's bounty, and to invent; I had imagined my existence a true and rightful part of the natural order. How wrong-headed it had all been. I was a black boy, only - I had no future before me, and little grace or mercy behind me. I was nothing I would die nothing, hunted hastily down and slaughtered.

The wu in wuxia means both “to cut” and “to stop.” It also refers to the weapon—usually a sword—carried by the assassin, the hero of the story. The genre became very popular during the Song Dynasty [960–1279]. These stories often depicted a soldier in revolt, usually against a corrupt political leader. In order to stop corruption and the killing of innocent people, the hero must become an assassin. So wuxia stories are concerned with the premise of ending violence with violence. Although their actions are motivated by political reasons, the hero’s journey is epic and transformative—physically, emotionally, and spiritually. In the Tang Dynasty, a prominent poet named Li Bai wrote some verses about an assassin. This is the earliest example I know of wuxia literature. Gradually, the genre gave shape to ideas and stories that had been percolating in historical and mythological spheres. Although these stories were often inspired by real events of the past, to me they feel very contemporary and relevant. It’s one of the oldest genres in Chinese literature, and there are countless wuxia novels today. I began to immerse myself in these novels when I was in elementary school, and they quickly became my favorite things to read. I started with newer books and worked my way back to the earliest writing from the Tang Dynasty.

These three characteristics-one, contagiousness; two, the fact that little causes can have big effects; and three, that change happens not gradually but at one dramatic moment-are the same three principles that define how measles moves through a grade-school classroom or the flu attacks every winter. Of the three, the third trait-the idea that epidemics can rise or fall in one dramatic moment-is the most important, because it is the principle that makes sense of the first two and that permits the greatest insight into why modern change happens the way it does. The name given to that one dramatic moment in an epidemic when everything can change all at once is the Tipping Point.

But gradually in her letters she tends to confuse me with her other friend, the Buddy who died in the 1880s; more and more, thirteenths are not the only days she stays in bed: a morning arrives in November, a leafless birdless coming of winter morning, when she cannot arouse herself to exclaim: "Oh my, it's fruitcake weather!" And when it happens, I know it. A message saying so merely confirms a piece of news some secret vein had already received, severing from me an irreplaceable part of myself, letting it loose like a kite on a broken string. That is why, walking across a school campus on this particular December morning, I keep searching the sky. As if I expected to see, rather like hearts, a lost pair of kites hurrying toward heaven.

As a girl, it had been firmly set down that one ought never speak until one was spoken to, and when one did, one ought not speak of anything that might provoke or worry. One referred to the limb of the table, not the leg, the white meat on the chicken, not the breast. Good manners were the foundations of civilization. One knew precisely with whom one sat in a room based entirely on how well they behaved, and in what manner. Forks and knives were placed at the ten-twenty on one's plate when one was finished eating, One ought to walk straight and keep one's hands to oneself when one s poke, least one be taken for an Italian or Jew. A woman was meant to tend a child, a garden, or a conversation. A woman ought to know how to mind the temperature in a room, adding a little heat in a well-timed question, or cool a warm temper with the suggestion of another drink, a bowl of nuts, and a smile. What Kitty had learned at Miss Porter's School---handed down from Sarah Porter through the spinsters teaching there, themselves the sisters of Yale men who handed down the great words, Truth. Verity. Honor--was that your brothers and your husbands and your sons will lead, and you will tend., You will watch and suggest, guide and protect. You will carry the torch forward, and all to the good. There was the world. And one fixed an eye keenly on it. One learned its history; one understood the causes of its wars. One debated and, gradually, a picture emerged of mankind over the centuries; on understood the difference between what was good and what was right. On understood that men could be led to evil, against the judgment of their better selves. Debauchery. Poverty of spirit. This was the explanation for so many unfortunate ills--slavery, for instance. The was the reason. Men, individual men, were not at fault. They had to be taught. Led. Shown by example what was best. Unfairness, unkindness could be addressed. Queitly. Patiently.. Without a lot of noisy attention. Noise was for the poorly bred. If one worried, if one were afraid, if one doubted--one kept it to oneself. One looked for the good, and one found it. The woman found it, the woman pointed it out, and the man tucked it in his pocket, heartened. These were the rules.

and I should like to ask you, as best I can, dear Sir, to be patient towards all that is unresolved in your heart and to try to love the questions themselves like locked rooms, like books written in a foreign tongue. Do not now strive to uncover answers: they cannot be given you because you have not been able to live them. And what matters is to live everything. Live the questions for now. Perhaps then you will gradually, without noticing it, live your way into the answer, one distant day in the future. Perhaps you do carry within yourself the possibility of forming and creating, as a particularly happy and pure way of living. School yourself for it, but take what comes in complete trust, and as long as it is a product of your will, of some kind of inner necessity, accept it and do not despise it.

If government had declined to build racially separate public housing in cities where segregation hadn’t previously taken root, and instead had scattered integrated developments throughout the community, those cities might have developed in a less racially toxic fashion, with fewer desperate ghettos and more diverse suburbs. If the federal government had not urged suburbs to adopt exclusionary zoning laws, white flight would have been minimized because there would have been fewer racially exclusive suburbs to which frightened homeowners could flee. If the government had told developers that they could have FHA guarantees only if the homes they built were open to all, integrated working-class suburbs would likely have matured with both African Americans and whites sharing the benefits. If state courts had not blessed private discrimination by ordering the eviction of African American homeowners in neighborhoods where association rules and restrictive covenants barred their residence, middle-class African Americans would have been able gradually to integrate previously white communities as they developed the financial means to do so. If churches, universities, and hospitals had faced loss of tax-exempt status for their promotion of restrictive covenants, they most likely would have refrained from such activity. If police had arrested, rather than encouraged, leaders of mob violence when African Americans moved into previously white neighborhoods, racial transitions would have been smoother. If state real estate commissions had denied licenses to brokers who claimed an “ethical” obligation to impose segregation, those brokers might have guided the evolution of interracial neighborhoods. If school boards had not placed schools and drawn attendance boundaries to ensure the separation of black and white pupils, families might not have had to relocate to have access to education for their children. If federal and state highway planners had not used urban interstates to demolish African American neighborhoods and force their residents deeper into urban ghettos, black impoverishment would have lessened, and some displaced families might have accumulated the resources to improve their housing and its location. If government had given African Americans the same labor-market rights that other citizens enjoyed, African American working-class families would not have been trapped in lower-income minority communities, from lack of funds to live elsewhere. If the federal government had not exploited the racial boundaries it had created in metropolitan areas, by spending billions on tax breaks for single-family suburban homeowners, while failing to spend adequate funds on transportation networks that could bring African Americans to job opportunities, the inequality on which segregation feeds would have diminished. If federal programs were not, even to this day, reinforcing racial isolation by disproportionately directing low-income African Americans who receive housing assistance into the segregated neighborhoods that government had previously established, we might see many more inclusive communities. Undoing the effects of de jure segregation will be incomparably difficult. To make a start, we will first have to contemplate what we have collectively done and, on behalf of our government, accept responsibility.

For many years there have been rumours of mind control experiments. in the United States. In the early 1970s, the first of the declassified information was obtained by author John Marks for his pioneering work, The Search For the Manchurian Candidate. Over time retired or disillusioned CIA agents and contract employees have broken the oath of secrecy to reveal small portions of their clandestine work. In addition, some research work subcontracted to university researchers has been found to have been underwritten and directed by the CIA. There were 'terminal experiments' in Canada's McGill University and less dramatic but equally wayward programmes at the University of California at Los Angeles, the University of Rochester, the University of Michigan and numerous other institutions. Many times the money went through foundations that were fronts or the CIA. In most instances, only the lead researcher was aware who his or her real benefactor was, though the individual was not always told the ultimate use for the information being gleaned. In 1991, when the United States finally signed the 1964 Helsinki Accords that forbids such practices, any of the programmes overseen by the intelligence community involving children were to come to an end. However, a source recently conveyed to us that such programmes continue today under the auspices of the CIA's Office of Research and Development. The children in the original experiments are now adults. Some have been able to go to college or technical schools, get jobs. get married, start families and become part of mainstream America. Some have never healed. The original men and women who devised the early experimental programmes are, at this point, usually retired or deceased. The laboratory assistants, often graduate and postdoctoral students, have gone on to other programmes, other research. Undoubtedly many of them never knew the breadth of the work of which they had been part. They also probably did not know of the controlled violence utilised in some tests and preparations. Many of the 'handlers' assigned to reinforce the separation of ego states have gone into other pursuits. But some have remained or have keen replaced. Some of the 'lab rats' whom they kept in in a climate of readiness, responding to the psychological triggers that would assure their continued involvement in whatever project the leaders desired, no longer have this constant reinforcement. Some of the minds have gradually stopped suppression of their past experiences. So it is with Cheryl, and now her sister Lynn.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

Ever since the French Revolution, people throughout the world have gradually come to see both equality and individual freedom as fundamental values. Yet the two values contradict each other. Equality can be ensured only by curtailing the freedoms of those who are better off. Guaranteeing that every individual will be free to do as he wishes inevitably short-changes equality. The entire political history of the world since 1789 can be seen as a series of attempts to reconcile this contradiction. Anyone who has read a novel by Charles Dickens knows that the liberal regimes of nineteenth-century Europe gave priority to individual freedom even if it meant throwing insolvent poor families in prison and giving orphans little choice but to join schools for pickpockets. Anyone who has read a novel by Alexander Solzhenitsyn knows how Communism’s egalitarian ideal produced brutal tyrannies that tried to control every aspect of daily life.

The animal soul, the intelligent soul, and two kinds of knowing There's a part of us that's like an itch. Call it the animal soul, a foolishness that, when we're in it, makes hundreds of others around us itchy. And there is an intelligent soul with another desire, more like sweet basil or the feel of a breeze. Listen and be thankful even for scolding that comes from the intelligent soul. It flows out close to where you flowed out. But that itchiness wants to put food in our mouths that will make us sick, feverish with the aftertaste of kissing a donkey's rump. It's like blackening your robe against a kettle without being anywhere near a table of companionship. The truth of being human is an empty table made of soul intelligence. Gradually reduce what you give your animal soul, the bread that after all overflows from sunlight. The animal soul itself spilled out and sprouted from the other. Taste more often what nourishes your clear light, and you'll have less use for the smoky oven. You'll bury that baking equipment in the ground! There are two kinds of knowing: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others with regard to your competence in retaining information. YOu stroll with this intelligence in and out of fields of knowledge, getting always more marks on your tablets. There is another kind of tablet, one already completed inside you. A spring overflowing its springbox. A freshness in the center of your chest. This intelligence does not turn yellow or stagnate. It's fluid, and it doesn't move from outside to inside through the conduits of plumbing-learning. This second knowing is a fountainhead from within you moving out. Drink from there!

The way you see the change in a person you've been away from for a long time, where somebody who sees him every day, day in, day out, wouldn't notice because the change is gradual. All up the coast I could see the signs of what the Combine had accomplished since I was last through this country, things like, for example a train stopping at a station and laying a string of full-grown men in mirrored suits and machined hats, laying them like a hatch of identical insects, half-life things coming pht-pht-pht out of the last car, then hooting its electric whistle and moving on down the spoiled land to deposit another hatch. Or things like five thousand houses punched out identical by a machine and strung across the hills outside of town, so fresh from the factory theyre still linked together like sausages, a sign saying NEST IN THE WEST HOMES NO DWN. PAYMENT FOR VETS, a playground down the hill from the houses, behind a checker-wire fence and another sign that read ST. LUKE'S SCHOOL FOR BOYS there were five thousand kids in green corduroy pants and white shirts under green pullover sweaters playing crack-the-whip across an acre of crushed gravel. The line popped and twisted and jerked like a snake, and every crack popped a little kid off the end, sent him rolling up against the fence like a tumbleweed. Every crack. And it was always the same little kid, over and over. All that five thousand kids lived in those five thousand houses, owned by those guys that got off the train. The houses looked so much alike that, time and time again, the kids went home by mistake to different houses and different families. Nobody ever noticed. They ate and went to bed. The only one they noticed was the little kid at the end of the whip. He'd always be so scuffed and bruised that he'd show up out of place wherever he went. He wasn't able to open up and laugh either. It's a hard thing to laugh if you can feel the pressure of those beams coming from every new car that passes, or every new house you pass.

To this day when I inhale a light scent of Wrangler—its sweet sharpness—or the stronger, darker scent of Musk, I return to those hours and it ceases to be just cologne that I take in but the very scent of age, of youth at its most beautiful peak. It bears the memory of possibility, of unknown forests, unchartered territories, and a heart light and skipping, hell-bent as the captain of any of the three ships, determined at all costs to prevail to the new world. Turning back was no option. Whatever the gales, whatever the emaciation, whatever the casualty to self, onward I kept my course. My heart felt the magnetism of its own compass guiding me on—its direction constant and sure. There was no other way through. I feel it again as once it had been, before it was broken-in; its strength and resolute ardency. The years of solitude were nothing compared to what lay ahead. In sailing for the horizon that part of my life had been sealed up, a gentle eddy, a trough of gentle waves diminishing further, receding away. Whatever loneliness and pain went with the years between the ages of 14 and 20, was closed, irretrievable—I was already cast in form and direction in a certain course. When I open the little bottle of eau de toilette five hundred different days unfold within me, conversations so strained, breaking slowly, so painstakingly, to a comfortable place. A place so warm and inviting after the years of silence and introspect, of hiding. A place in the sun that would burn me alive before I let it cast a shadow on me. Until that time I had not known, I had not been conscious of my loneliness. Yes, I had been taciturn in school, alone, I had set myself apart when others tried to engage. But though I was alone, I had not felt the pangs of loneliness. It had not burdened or tormented as such when I first felt the clear tang of its opposite in the form of another’s company. Of Regn’s company. We came, each in our own way, in our own need—listening, wanting, tentatively, as though we came upon each other from the side in spite of having seen each other head on for two years. It was a gradual advance, much again like a vessel waiting for its sails to catch wind, grasping hold of the ropes and learning much too quickly, all at once, how to move in a certain direction. There was no practicing. It was everything and all—for the first and last time. Everything had to be right, whether it was or not. The waters were beautiful, the work harder than anything in my life, but the very glimpse of any tempest of defeat was never in my line of vision. I’d never failed at anything. And though this may sound quite an exaggeration, I tell you earnestly, it is true. Everything to this point I’d ever set my mind to, I’d achieved. But this wasn’t about conquering some land, nor had any of my other desires ever been about proving something. It just had to be—I could not break, could not turn or retract once I’d committed myself to my course. You cannot force a clock to run backwards when it is made to persevere always, and ever, forward. Had I not been so young I’d never have had the courage to love her.

The ancient Romans built elaborate networks of pipes to deliver water where they wanted it to go. The networks were a marvel. But many of the pipes were made of lead, and the water carried the lead along with it. One school of thought regards this as part of the reason for the decline and fall of Rome: lead poisoning gradually took its toll, impairing the thought and judgment of many Romans, especially at the top. The theory is much disputed; perhaps it contains no truth. But as a metaphor it is irresistible. We have built networks for the delivery of information—the internet, and especially social media. These networks, too, are a marvel. But they also carry a kind of poison with them. The mind fed from those sources learns to subsist happily on quick reactions, easy certainties, one-liners, and rage. It craves confirmation and resents contradiction. Attention spans collapse; imbecility propagates, then seems normal, then is celebrated. The capacity for rational discourse between people who disagree gradually rots. I have a good deal more confidence in the lead-pipe theory of the internet, and its effect on our culture, than in the lead-pipe theory of the fall of Rome.

Blessed is he who has found his work; let him ask no other blessedness. He has a work, a life-purpose; he has found it, and will follow it! How, as a free-flowing channel, dug and torn by noble force through the sour mud-swamp of one's existence, like an ever-deepening river there, it runs and flows; draining off the sour festering water, gradually from the root of the remotest grass-blade; making, instead of pestilential swamp, a green fruitful meadow with its clear-flowing stream. How blessed for the meadow itself, let the stream and its value be great or small! Labour is Life: from the inmost heart of the Worker rises his god-given Force, the sacred celestial Life-essence breathed into him by Almighty God; from his inmost heart awakens him to all nobleness,--to all knowledge, 'self-knowledge' and much else, so soon as Work fitly begins. Knowledge? The knowledge that will hold good in working, cleave thou to that; for Nature herself accredits that, says Yea to that. Properly thou hast no other knowledge but what thou hast got by working: the rest is yet all a hypothesis of knowledge; a thing to be argued of in schools, a thing floating in the clouds, in endless logic-vortices, till we try it and fix it. 'Doubt, of whatever kind, can be ended by Action alone.

Grades can also be profoundly unfair, especially for students who are unable to keep up, because the level of the exams usually increases from week to week. Let’s take the analogy of video games. When you discover a new game, you initially have no idea how to progress effectively. Above all, you don’t want to be constantly reminded of how bad you are! That’s why video game designers start with extremely easy levels, where you are almost sure to win. Very gradually, the difficulty increases and, with it, the risk of failure and frustration—but programmers know how to mitigate this by mixing the easy with the difficult, and by leaving you free to retry the same level as many times as you need. You see your score steadily increase . . . and finally, the joyous day comes when you successfully pass the final level, where you were stuck for so long. Now compare this with the report cards of “bad” students: they start the year off with a bad grade, and instead of motivating them by letting them take the same test again until they pass, the teacher gives them a new exercise every week, almost always beyond their abilities. Week after week, their “score” hovers around zero. In the video game market, such a design would be a complete disaster. All too often, schools use grades as punishments.

Sarjomdih, which for about sixty years was another nondescript dot on a map. That part of the Chhotanagpur area which is now formally known as the Purbi Singbhum district. Sarjomdih, where most of the population is Santhal and the rest are Munda; all of them are followers of Sarna, the aboriginal faith of the Chhotanagpur area. Saijomdih, which stands atop the mineral-rich core of the Indian subcontinent. Sarjomdih, outside whose southern frontiers a mine and a copper factory were established, where the Copper Town sprang up, and which was now gradually threatening to swallow all of Sarjomdih. Sarjomdih, which bore the repercussions of development, the nationalization of the mine and the factory, the opening up of two more quarries, and the confiscation of the villagers' properties so roads and living quarters could be built. Sarjomdih, whose men were given jobs as unskilled laborers in the mines and the factory in return for their fecund land. Sarjomdih, which is a standing testimony to the collapse of an agrarian Adivasi society and the dilution of Adivasi culture, the twin gifts of industrialization and progress. Sarjomdih, which within sixty years acquired all the signs of urbanity, just like the Copper Town: concrete houses; cable television; two-wheelers; a hand-pump; a narrow, winding tarmac that everyone called the 'main road'; and a primary school...

And then what glorious consequences follow! It is through good education that all the good in the world arises. For this the germs which lie hidden in man need only to be more and more developed; for the rudiments of evil are not to be found in the natural disposition of man. Evil is only the result of nature not being brought under control. In man there are only germs of good. But by whom is the better condition of the world to be brought about? By rulers or by their subjects? [...] The management of schools ought, then, to depend entirely upon the judgment of the most enlightened experts. All culture begins with the individual, one man gradually influencing others. It is only through the efforts of people of broader views, who take an interest in the universal good, and who are capable of entertaining the idea of a better condition of things in the future, that the gradual progress of human nature towards its goal is possible. Do we not still meet, now and then, with a ruler who looks upon his people merely as forming part of the animal kingdom, and whose aim it is merely to propagate the human species? If he considers the subject of training the intellect at all, it is merely in order that his people may be of more use to him in working out his own ends. It is, of course, necessary for private individuals to keep this natural end in view, but they must also bear in mind more particularly the development of mankind, and see to it that men become not only clever, but good; and, what is most difficult, they must seek to bring posterity nearer to a state of perfection than they have themselves attained.

Adam Smith's celebrated work is entitled "The Nature and Causes of the Wealth of Nations." The founder of the prevailing economical school has therein indicated the double point of view from which the economy of nations, like that of private separate individuals, should be regarded. The CAUSES of wealth are something TOTALLY DIFFERENT from wealth itself. A person may possess wealth, i.e. exchangeable value; if, however, he does not possess the power of producing objects of more value than he consumes, he will become poorer. A person may be poor; if he, however, possesses the power of producing a larger amount of valuable articles than he consumes, he becomes rich. The power of PRODUCING wealth is therefore infinitely more important than wealth itself; it ensures not only the possession and the increase of what has been gained, but also the replacement of what has been lost. This is still more the case with entire nations (who cannot live out of mere rentals) than with private individuals. Germany has been devastated in every century by pestilence, by famine, or by civil or foreign wars; she has, nevertheless, always retained a great portion of her powers of production, and has thus quickly reattained some degree of prosperity; while rich and mighty but despot- and priest-ridden Spain, notwithstanding her comparative enjoyment of internal peace, has sunk deeper into poverty and misery. The same sun still shines on the Spaniards, they still possess the same area of territory, their mines are still as rich, they are still the same people as before the discovery of America, and before the introduction of the Inquisition; but that nation has gradually lost her powers of production, and has therefore become poor and miserable.

His great concern had to do with the fact that private fortunes were significantly outpacing investments in public services like schools, parks, and safety net programs. The process tends to begin gradually before accelerating under its own momentum. As people accumulate more money, they become less dependent on public goods and, in turn, less interested in supporting them. If they get their way, through tax breaks and other means, personal fortunes grow while public goods are allowed to deteriorate. As public housing, public education, and public transportation become poorer, they become increasingly, then almost exclusively, used only by the poor themselves.[6] People then begin to denigrate the public sector altogether, as if it were rotten at the root and not something the rich had found it in their interest to destroy. The rich and the poor soon unite in their animosity toward public goods—the rich because they are made to pay for things they don’t need and the poor because what they need has become shabby and broken. Things collectively shared, especially if they are shared across class and racial divides, come to be seen as lesser. In America, a clear marker of poverty is one’s reliance on public services, and a clear marker of affluence is one’s degree of distance from them. Enough money brings “financial independence,” which tellingly does not signal independence from work but from the public sector. There was a time when Americans wished to be free of bosses. Now we wish to be free of bus drivers. We wish for the freedom to withdraw from the wider community and sequester ourselves in a more exclusive one, pulling further and further away from the poor until the world they inhabit becomes utterly unrecognizable to us.[7]

She sits with shoulders slumped, staring at the wall, waiting for an answer, waiting to feel some joy. She's holding her breath without knowing it, listening to her body like a pregnant woman, listening, bending down deep into herself. But nothing stirs, everything is silent and empty like a forest when no birds are singing. She tries harder, this twenty-eight-year-old woman, to remember what it is to be happy, and with alarm she realizes that she no longer knows, that it's like a foreign language she learned in childhood but has now forgotten, remembering only that she knew it once. When was the last time I was happy? She thinks hard, and two little lines are etched in her bowed forehead. Gradually it comes to her: an image as though from a dim mirror, a thin-legged blond girl, her schoolbag swinging above her short cotton skirt. A dozen other girls are swirling about her: it's a game of rounders in a park in suburban Vienna. A surge of laughter, a bright trill of high spirits following the ball into the air, now she remembers how light, how free that laughter felt, it was never far away, it tickled under her skin, it swirled through her blood; one shake and it would spill out over her lips, it was so free, almost too free: on the school bench you had to hug yourself and bite your lip to keep from laughing at some funny remark or silliness in French class. Any little thing would set off waves of that effervescent girlish laughter. A teacher who stammered, a funny face in the mirror, a cat chasing its tail, a look from an officer on the street, any little thing, any tiny, senseless bit of nonsense, you were so full of laughter that anything could bring it out. It was always there and ready to erupt, that free, tomboyish laughter, and even when she was asleep, its high-spirited arabesque was traced on her young mouth.

Once, books appealed to a few people, here, there, everywhere. They could afford to be different. The world was roomy. But then the world got full of eyes and elbows and mouths. Double, triple, quadruple population. Films and radios, magazines, books levelled down to a sort of paste pudding norm [...]. [...] Nineteenth-century man with his horses, dogs, carts, slow motion. Then, in the twentieth century, speed up your camera. Books cut shorter. Condensations, Digests. Tabloids. Everything boils down to the gag, the snap ending. [...] Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume. I exaggerate, of course. The dictionaries were for reference. But many were those whose sole knowledge of Hamlet [...] was a one-page digest in a book that claimed: "now at least you can read all the classics; keep up with your neighbors". Do you see? Out of the nursery into the college and back to the nursery; there's your intellectual pattern for the past five centuries or more. [...] Speed up the film, Montag, quick. Click? Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom! Digest-digests, digest-digest-digests. Politics? One column, two sentences, a headline! Then, in mid-air, all vanishes! Whirl man's mind around about so fast under the pumping hands of publishers, exploiters, broadcasters, that the centrifuge flings off all unnecessary, time-wasting thought! [...] School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts? [...] The zipper displaces the button and a man lacks just that much time to think while dressing at dawn, a philosophical hour, and thus a melancholy hour. [...] Life becomes one big pratfall, Montag; everything bang, boff, and wow!

It is not only in childhood that people of high potential can be encouraged or held back and their promise subverted or sustained. The year before I went to Amherst, a group of women had declined to stand for tenure. One of them simply said that after six years she was used up, too weary and too eroded by constant belittlement to accept tenure if it were offered to her. Women were worn down or burnt out. During the three years I spent as dean of the faculty, as I watched some young faculty members flourish and others falter, I gradually realized that the principal instrument of sexism was not the refusal to appoint women or even the refusal to promote (though both occurred, for minorities as well as women), but the habit of hiring women and then dealing with them in such a way that when the time came for promotion it would be reasonable to deny it. It was not hard to show that a particular individual who was a star in graduate school had somehow belied her promise, had proved unable to achieve up to her potential. This subversion was accomplished by taking advantage of two kinds of vulnerability that women raised in our society tend to have. The first is the quality of self-sacrifice, a learned willingness to set their own interests aside and be used and even used up by the community. Many women at Amherst ended up investing vast amounts of time in needed public-service activities, committee work, and teaching nondepartmental courses. Since these activities were not weighed significantly in promotion decisions, they were self-destructive. The second kind of vulnerability trained into women is a readiness to believe messages of disdain and derogation. Even women who arrived at Amherst full of confidence gradually became vulnerable to distorted visions of themselves, no longer secure that their sense of who they were matched the perceptions of others. When a new president, appointed in 1983, told me before coming and without previous discussion with me that he had heard I was “consistently confrontational,” that I had made Amherst “a tense, unhappy place,” and that he would want to select a new dean, I should have reacted to his picture of me as bizarre, and indeed confronted its inaccuracy, but instead I was shattered. It took me a year to understand that he was simply accepting the semantics of senior men who expected a female dean to be easily disparaged and bullied, like so many of the young women they had managed to dislodge. It took me a year to recover a sense of myself as worth defending and to learn to be angry both for myself and for the college as I watched a tranquil campus turned into one that was truly tense and unhappy.

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

It may be cheap, but it should also be sturdy. What must be avoided at all costs is dishonest, distorted and ornate work. What must be sought is the natural, direct, simple, sturdy and safe. Confining beauty to visual appreciation and excluding the beauty of practical objects has proven to be a grave error on the part of modern man. A true appreciation of beauty cannot be fostered by ignoring practical handicrafts. After all, there is no greater opportunity for appreciating beauty than through its use in our daily lives, no greater opportunity for coming into direct contact with the beautiful. It was the tea masters who first recognized this fact. Their profound aesthetic insight came as a result of their experience with utilitarian objects. If life and beauty are treated as belonging to different realms, our aesthetic sensibilities will gradually wither and decline. It is said that someone living in proximity to a flowering garden grows insensitive to its fragrance. Likewise, when one becomes too familiar with a sight, one loses the ability to truly see it. Habit robs us of the power to perceive anew, much less the power to be moved. Thus it has taken us all these years, all these ages, to detect the beauty in common objects. The world of utility and the world of beauty are not separate realms. Users and the used have exchanged a vow: the more an object is used the more beautiful it will become and the more the user uses an object, the more the object will be used. When machines are in control, the beauty they produce is cold and shallow. It is the human hand that creates subtlety and warmth. Weakness cannot withstand the rigors of daily use. The true meaning of the tea ceremony is being forgotten. The beauty of the way of tea should be the beauty of the ordinary, the beauty of honest poverty. Equating the expensive with the beautiful cannot be a point of pride. Under the snow's reflected light creeping into the houses, beneath the dim lamplight, various types of manual work are taken up. This is how time is forgotten; this is how work absorbs the hours and days. yet there is work to do, work to be done with the hands. Once this work begins, the clock no longer measures the passage of time. The history of kogin is the history of utility being transformed into beauty. Through their own efforts, these people made their daily lives more beautiful. This is the true calling, the mission, of handicrafts. We are drawn by that beauty and we have much to learn from it. As rich as it is, America is perhaps unrivalled for its vulgar lack of propriety and decorum, which may account for its having the world's highest crime rate. The art of empty space seen in the Nanga school of monochrome painting and the abstract, free-flowing art of calligraphy have already begun to exert considerable influence on the West. Asian art represents a latent treasure trove of immense and wide-reaching value for the future and that is precisely because it presents a sharp contrast to Western art. No other country has pursued the art of imperfection as eagerly as Japan. Just as Western art and architecture owe much to the sponsorship of the House of Medici during the Reformation, tea and Noh owe much to the protection of the shogun Ashikaga Yoshimasa ( 1436-1490 ). The most brilliant era of Japanese culture, the Higashiyama period ( 1443-1490 ). Literally, sabi commonly means "loneliness" but as a Buddhist term it originally referred to the cessation of attachment. The beauty of tea is the beauty of sabi. It might also be called the beauty of poverty or in our day it might be simply be called the beauty of simplicity. The tea masters familiar with this beauty were called sukisha-ki meaning "lacking". The sukisha were masters of enjoying what was lacking.

My friend’s dad was a teacher in the local public schools, a loyal member of the teachers’ union, and a more dedicated liberal than most: not only had he been a staunch supporter of George McGovern, but in the 1980 Democratic primary he had voted for Barbara Jordan, the black U.S. Representative from Texas. My friend, meanwhile, was in those days a high school Republican, a Reagan youth who fancied Adam Smith ties and savored the writing of William F. Buckley. The dad would listen to the son spout off about Milton Friedman and the godliness of free-market capitalism, and he would just shake his head. Someday, kid, you’ll know what a jerk you are. It was the dad, though, who was eventually converted. These days he votes for the farthest-right Republicans he can find on the ballot. The particular issue that brought him over was abortion. A devout Catholic, my friend’s dad was persuaded in the early nineties that the sanctity of the fetus outweighed all of his other concerns, and from there he gradually accepted the whole pantheon of conservative devil-figures: the elite media and the American Civil Liberties Union, contemptuous of our values; the la-di-da feminists; the idea that Christians are vilely persecuted—right here in the U.S. of A. It doesn’t even bother him, really, when his new hero Bill O’Reilly blasts the teachers’ union as a group that “does not love America.

Top 10 ideas from No More Meltdowns: 1. Each day for several months, have your child imagine the sensations of anger and rehearse the calming strategy, such as: holding a squeeze ball, counting to 10, taking deep breaths, taking a walk and swinging on the swing set. He will be able to do the calming strategy without too much conscious effort (42) 2. Create a schedule of routines that involves visual reminders of their schedule to provide comfort in understanding what to expect next (40) 3. Praise their effort when they are working on a project or attempting a new activity. Those concentrating on their ability get frustrated more easily. In contrast, those attending their level of effort respond to frustration with more motivation and positive feelings. Praise their continued efforts rather than simply praise their current ability (28) 4. Avoid meltdowns by anticipating and preparing for triggering events. Use the Prevention Plan Form (20, 147) 5. Self-calming strategies: Getting a hug, swinging on the swing set, taking a walk, taking deep breaths, counting to 10, holding a favorite toy (a pup) and a squeeze ball. (42) When using humor, ask “Is it okay if I try to make you laugh to get your mind off of this?”(39) 6. Creating rules and consequences is an important starting point. Without rules and consequences, our lives would be chaotic (5) 7. Gradually expose your child to new foods by asking him first to just look at the foods. Next, ask him to smell them, taste them and eventually eat a small piece. Begin with sweet items (even candy) to allow your child to be open to trying new things. Exercise just prior to trying a new food can increase appetite (77, 78, 80) 8. A child’s passion can be the most effective distraction. Suggestions: Getting hugs, stuffed animals, favorite toys, books and looking out the window (38) 9. Give your child a sticker for each night he sleeps in his own bed. Most importantly, praise him so that he can take pride in his independence (143) 10. Set a time to do homework soon after school, before he gets too tired, and right after as snack, so he’s not hungry. Break down the homework into small steps and ask him to do one tiny part of it. Once started, he will likely be willing to do other parts as well (70) When children feel accepted and appreciated by us, they are more likely to listen to us (9)

Islamic life is like a ladder, with prayer and praising Allah as the bottom rung. The higher rungs represent helping the poor and needy, establishing schools, and supporting charities. The highest rung is jihad. The ladder is tall. Few look up to see what is at the top. And progress is usually gradual, almost imperceptible—like a barn cat stalking a swallow. The swallow never takes its eyes off the cat. It just stands there, watching the cat pace back and forth, back and forth. But the swallow does not judge depth. It does not see that the cat is getting a little bit closer with every pass until, in the blink of an eye, the cat’s claws are stained with the swallow’s blood.

The forest, I believe, will stay with Bert as he ages. It is a deep terrain, a place of unending variance and subtle meaning. It is a complete sensory environment, whispering with sounds that nourish rather than enervate, with scents that carry information more significant than 'nasty' or 'nice.' It is different each time you meet it, changing with the seasons, the weather the life cycles of its inhabitants. It is marked by history and mythologies; stories effortlessly spin from its depths. It is safe from the spite of suburban playgrounds, and dangerous in a way that insurance won't indemnify. Dig beneath its soil, and you will uncover layers of life: the frail networks of mycelia, the burrows of animals, the roots of trees. Bring questions into this space and you will receive a reply, though not an answer. Deep terrain offers up multiplicity, forked paths, symbolic meaning. It schools you in compromise, in shifting interpretation. It will mute your rationality and make you believe in magic. It removes time from the clock face and revelas the greater truth of its operation, its circularity and its vastness. It will show you rocks of unfathmoable age and bursts of life so ephemeral that they are barely there. It will show you the crawl of geological ages, the gradual change of the seasons, and the countless micro-seasons that happen across the year. It will demand your knowledge: the kind of knowledge that comes with study. Know it--name it--and it will reward you only with more layers of detail, more frustrating revelations of your own ignorance. A deep terrain is a life's work. It will beguile, nourish, and sustain you through decades, only to finally prove to you, too, are ephemeral compared to the rocks and the trees.

Clocks, for Newton, are devices that seek, albeit in a manner that is always imprecise, to follow this equal and uniform flowing of time. Newton writes that this “absolute, true, and mathematical” time is not perceptible. It must be deduced, through calculation and observation, from the regularity of phenomena. Newton’s time is not the evidence given to us by our senses: it is an elegant intellectual construction. If, my dear cultivated reader, the existence of this Newtonian concept of time which is independent of things seems to you simple and natural, it’s because you encountered it at school. Because it has gradually become the way in which we all think about time. It has filtered through school textbooks throughout the world and ended up becoming our common way of understanding time. We have turned it into our common sense. But the existence of a time that is uniform, independent of things and of their movement that today seems so natural to us is not an ancient intuition that is natural to humanity itself. It’s an idea of Newton’s.

Distractions include things such as other dogs or people, or even just a different location filled with different sights, sounds, and smells. Only after your dog has completely learned an exercise in a safe environment do you begin to gradually increase the level of distractions. Don’t expect too much at once. Don’t expect the high school diploma after the first class in elementary school. You have to learn to be a good teacher—and that means that you gradually raise the level of difficulty of the tasks so that your dog makes the least number of mistakes possible and can go from one small success to the other.

To ripen too early is not good, either for a tree or for a human being and One has to pay for it in the long run. There is nothing to beat nature’s law of gradual development, and however much prodigies may interest us at first they generally fail to fulfill their early promise.

Many reasons have been put forward by sociologists, historians, and psychologists to explain the undeviating worship of group living and group thinking in America. James Bryce credited American conformity to uniform political institutions in federal, state, and municipal government. Everywhere schools, libraries, clubs, amusements, and customs were similar. "Travel where you will," he wrote, "you feel that what you have found in one place that you will find in another." Above all, there was the rapid advance in industrial science. In America, an all-powerful technology, with its standardized techniques and methods of mass production, reached its zenith. As technology attracted larger numbers of people to urban centers, and compressed them into smaller areas, community living became a necessity. This, in turn, encouraged people to co-operate, and created relationships that invite similar activities and opinions. Gradually there emerged on the American scene, against all natural development of culture and against all individual traits inherent in every man, two striking attitudes that made American conformity broader, more unyielding, and more dangerous. The first attitude, assumed by the majority, was that the act of becoming average, of being normal, was more important than that of being distinct or superior. The second attitude, also assumed by the majority, was that the state of being well adjusted to the crowd and the community was more important than that of being a unique and original human being.

It’s an astonishing gradual evolution to develop the ability to do this – to explain other people’s behaviour as caused by their distress, rather than simply to see it in terms of how it affects us. There must have been a first time in human history this happened. And in each life there is perhaps a similar awakening. But often it is so hard for this higher consciousness to break through; we are so deeply caught up in our own troubles that we find it almost impossible to be generous in our assessment of why others are causing us trouble.

In the following years, Andrew remained at his father’s side, assisting in the farm work and livestock breeding and continuing his experiments with ostensibly labor-saving agricultural contraptions. That phase of his life came to an end with the close of the century. In 1898, the sixty-five-year-old Philip took his third wife, a widow named Frances Murphy Wilder, twenty-five years his junior. Not long afterward, Andrew left home. Despite the best efforts of researchers, little is known about the next eight years of Andrew Kehoe’s life. Census records show that, in 1900, he lived in a boardinghouse in Ann Arbor and worked as a “dairyman.”17 At some point—at least according to his claims—he enrolled at the Michigan State Agricultural College in East Lansing. Founded in 1855 as the nation’s first educational institution devoted to “instruction and practice in agriculture, horticulture and the sciences directly bearing upon successful farming,” the college (which later evolved into Michigan State University) gradually expanded its curriculum to include training in mechanical, civil, and electrical engineering, Kehoe’s alleged major.18 Sometime during this period, he evidently made his way to Iowa and found work as a lineman, stringing electrical wire. He also seems to have spent time in St. Louis, attending an electrical school while employed as an electrician for the city park.19 Family members would later report that, while residing in Missouri, he suffered a serious head injury: “a severe fall” that left him “semi-conscious for nearly two months.”20

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

Blessed is he who has found his work; let him ask no other blessedness. He has a work, a life-purpose; he has found it, and will follow it!
How, as a free-flowing channel, dug and torn by noble force through the sour mud-swamp of one's existence, like an ever-deepening river there, it runs and flows; draining off the sour festering water, gradually from the root of the remotest grass-blade; making, instead of pestilential swamp, a green fruitful meadow with its clear-flowing stream. How blessed for the meadow itself, let the stream and its value be great or small!
Labour is Life: from the inmost heart of the Worker rises his god-given Force, the sacred celestial Life-essence breathed into him by Almighty God; from his inmost heart awakens him to all nobleness,--to all knowledge, 'self-knowledge' and much else, so soon as Work fitly begins. Knowledge? The knowledge that will hold good in working, cleave thou to that; for Nature herself accredits that, says Yea to that. Properly thou hast no other knowledge but what thou hast got by working: the rest is yet all a hypothesis of knowledge; a thing to be argued of in schools, a thing floating in the clouds, in endless logic-vortices, till we try it and fix it. 'Doubt, of whatever kind, can be ended by Action alone.

With the old-school GOP aligning itself with the movement Robertson began, Republican rhetoric became toxic. Extremist characters became leaders of the alliance of the faithful and the political. And their tactics overwhelmed policy considerations outside of their culture war. This occurred in a way that was so gradual that hardly anyone, including me, truly appreciated what was happening. Instead, we played along where we could, ignored the rest, and failed to appreciate how our values were being replaced.

The forest, I believe, will stay with Bert as he ages. It is a deep terrain, a place of unending variance and subtle meaning. It is a complete sensory environment, whispering with sounds that nourish rather than enervate, with scents that carry information more significant than “nasty” or “nice.” It is different each time you meet it, changing with the seasons, the weather, the life cycles of its inhabitants. It is marked by history and mythologies; stories effortlessly spin from its depths. It is safe from the spite of suburban playgrounds, and dangerous in a way that insurance won’t indemnify. Dig beneath its soil, and you will uncover layers of life: the frail networks of mycelia, the burrows of animals, the roots of trees. Bring questions into this space and you will receive a reply, though not an answer. Deep terrain offers up multiplicity, forked paths, symbolic meaning. It schools you in compromise, in shifting interpretation. It will mute your rationality and make you believe in magic. It removes time from the clock face and reveals the greater truth of its operation, its circularity and its vastness. It will show you rocks of unfathomable age and bursts of life so ephemeral that they are barely there. It will show you the crawl of geological ages, the gradual change of the seasons, and the countless micro-seasons that happen across the year. It will demand your knowledge: the kind of knowledge that’s experiential, the kind of knowledge that comes with study. Know it—name it—and it will reward you only with more layers of detail, more frustrating revelations of your own ignorance. A deep terrain is a life’s work. It will beguile, nourish, and sustain you through decades, only to finally prove that you, too, are ephemeral compared to the rocks and the trees.

Gradually, and almost imperceptibly, the Age of Affluence silences the voice of duty. The object of the young and ambitious is no longer fame, honour or service, but cash. … No longer do schools aim at producing brave patriots ready to service their country. Parents and students alike seek educational qualifications which will command the highest salaries.

This table only counts physical health effects due to disruptions that took place in the Illusion of Control phase. It considers both short-run and long-run effects. Each of the claimed effects is based on a published study about that effect. First on the list is the disruption to vaccination programs for measles, diphtheria, cholera, and polio, which were either cancelled or reduced in scope in some 70 countries. That disruption was caused by travel restrictions. Western experts could not travel, and within many poor countries travel and general activity were also halted in the early days of the Illusion of Control phase. This depressive effect on vaccination programs for the poor is expected to lead to large loss of life in the coming years. The poor countries paying this cost are most countries in Africa, the poorer nations in Asia, such as India, Indonesia and Myanmar, and the poorer countries in Latin America. The second listed effect in the table relates to schooling. An estimated 90% of the world’s children have had their schooling disrupted, often for months, which reduces their lifetime opportunities and social development through numerous direct and indirect pathways. The UN children’s organisation, UNICEF, has released several reports on just how bad the consequences of this will be in the coming decades.116 The third element in Joffe’s table refers to reports of economic and social primitivisation in poor countries. Primitivisation, also seen after the collapse of the Soviet Union in the early 1990s, is just what it sounds like: a regression away from specialisation, trade and economic advancement through markets to more isolated and ‘primitive’ choices, including attempted economic self-sufficiency and higher fertility. Due to diminished labour market prospects, curtailed educational activities and decreased access to reproductive health services, populations in the Illusion of Control phase began reverting to having more children precisely in those countries where there is already huge pressure on resources. The fourth and fifth elements listed in the table reflect the biggest disaster of this period, namely the increase in extreme poverty and expected famines in poor countries. Over the 20 years leading up to 2020, gradual improvements in economic conditions around the world had significantly eased poverty and famines. Now, international organisations are signalling rapid deterioration in both. The Food and Agriculture Organisation (FAO) now expects the world to have approximately an additional 100 million extremely poor people facing starvation as a result of Covid policies. That will translate into civil wars, waves of refugees and huge loss of life. The last two items in Joffe’s table relate to the effect of lower perinatal and infant care and impoverishment. Millions of preventable deaths are now expected due to infections and weakness in new mothers and young infants, and neglect of other health problems like malaria and tuberculosis that affect people in all walks of life. The whole of the poor world has suffered fewer than one million deaths from Covid. The price to be paid in human losses in these countries through hunger and health neglect caused by lockdowns and other restrictions is much, much larger. All in the name of stopping Covid.

This leads to “private opulence and public squalor,” a self-reinforcing dynamic that transforms our communities in ways that pull us further apart. It’s an old problem, one documented by the Roman historian Sallust in his first monograph, Bellum Catilinae, which recounts the political turmoil that roiled Rome in 63 b.c.e., during the time of Julius Caesar.[5] But the mid-century economist John Kenneth Galbraith popularized the predicament in his 1958 book, The Affluent Society. Galbraith did not spill much ink (or any ink, really) on the issue of exploitation. His great concern had to do with the fact that private fortunes were significantly outpacing investments in public services like schools, parks, and safety net programs. The process tends to begin gradually before accelerating under its own momentum. As people accumulate more money, they become less dependent on public goods and, in turn, less interested in supporting them. If they get their way, through tax breaks and other means, personal fortunes grow while public goods are allowed to deteriorate. As public housing, public education, and public transportation become poorer, they become increasingly, then almost exclusively, used only by the poor themselves.[6] People then begin to denigrate the public sector altogether, as if it were rotten at the root and not something the rich had found it in their interest to destroy. The rich and the poor soon unite in their animosity toward public goods—the rich because they are made to pay for things they don’t need and the poor because what they need has become shabby and broken. Things collectively shared, especially if they are shared across class and racial divides, come to be seen as lesser. In America, a clear marker of poverty is one’s reliance on public services, and a clear marker of affluence is one’s degree of distance from them. Enough money brings “financial independence,” which tellingly does not signal independence from work but from the public sector. There was a time when Americans wished to be free of bosses. Now we wish to be free of bus drivers. We wish for the freedom to withdraw from the wider community and sequester ourselves in a more exclusive one, pulling further and further away from the poor until the world they inhabit becomes utterly unrecognizable to us.

Little I had seen on the first stop challenged my scepticism about just how much New Labour had actually done for its northern heartlands, although the successful remodelling of the Port of Blyth is a clear boon. The schools may have been improved and the housing stock better, but it did little to revive a town that gradually lost its purpose.

Then, at Miletus, at the beginning of the fifth century before our era, Thales, his pupil Anaximander, Hecataeus and their school find a different way of looking for answers. This immense revolution in thought inaugurates a new mode of knowledge and understanding, and signals the first dawn of scientific thought. The Milesians understand that by shrewdly using observation and reason, rather than searching for answers in fantasy, ancient myths or religion – and, above all, by using critical thought in a discriminating way – it is possible to repeatedly correct our world view, and to discover new aspects of reality which are hidden to the common view. It is possible to discover the new. Perhaps the decisive discovery is that of a different style of thinking, where the disciple is no longer obliged to respect and share the ideas of the master but is free to build on those ideas without being afraid to discard or criticize the part that can be improved. This is a novel middle way, placed between full adherence to a school and generic deprecation of ideas. It is the key to the subsequent development of philosophical and scientific thinking: from this moment onwards, knowledge begins to grow at a vertiginous pace, nourished by past knowledge but at the same time by the possibility of criticism, and therefore of improving knowledge and understanding. The dazzling incipit of Hecataeus’s book of history goes to the heart of this critical thinking, including as it does the awareness of our own fallibility: ‘I wrote things which seem true to me, because the accounts of the Greeks seem to be full of contradictory and ridiculous things.’ According to legend, Heracles descended to Hades from Cape Tenaro. Hecataeus visits Cape Tenaro, and determines that there is in fact no subterranean passage or other access to Hades there – and therefore judges the legend to be false. This marks the dawn of a new era. This new approach to knowledge works quickly and impressively. Within a matter of a few years, Anaximander understands that the Earth floats in the sky and the sky continues beneath the Earth; that rainwater comes from the evaporation of water on Earth; that the variety of substances in the world must be susceptible to being understood in terms of a single, unitary and simple constituent, which he calls apeiron, the indistinct; that the animals and plants evolve and adapt to changes in the environment, and that man must have evolved from other animals. Thus, gradually, was founded the basis of a grammar for understanding the world which is substantially still our own today.

But every parent will know that it makes perfect sense. After his birth, the logic is different. Instantly it became clear that the life of the child has infinite dignity. Of course it is worth the grief, even if the candle is only lit for such a short time. Once a kid is born you’ve been seized by a commitment, the strength of which you couldn’t even have imagined beforehand. It brings you to the doorstep of disciplined service. When a parent falls in love with a child, the love arouses amazing energy levels; we lose sleep caring for the infant. The love impels us to make vows to the thing we love; parents vow to always be there for their kid. Fulfilling those vows requires us to perform specific self-sacrificial practices; we push the baby in a stroller when maybe we’d rather go out alone for a run. Over time those practices become habits, and those habits engrave a certain disposition; by the time the kid is three, the habit of putting the child’s needs first has become second nature to most parents. Slowly, slowly, by steady dedication, you’ve transformed a central part of yourself into something a little more giving, more in harmony with others and more in harmony with what is good than it was before. Gradually the big loves overshadow the little ones: Why would I spend my weekends playing golf when I could spend my weekends playing ball with my children? In my experience, people repress bad desires only when they are able to turn their attention to a better desire. When you’re deep in a commitment, the distinction between altruism and selfishness begins to fade away. When you serve your child it feels like you are serving a piece of yourself. That disposition to do good is what having good character is all about. In this way, moral formation is not individual; it is relational. Character is not something you build sitting in a room thinking about the difference between right and wrong and about your own willpower. Character emerges from our commitments. If you want to inculcate character in someone else, teach them how to form commitments—temporary ones in childhood, provisional ones in youth, permanent ones in adulthood. Commitments are the school for moral formation.

Minerva McGonagall was the first child, and only daughter, of a Scottish Presbyterian minister and a Hogwarts-educated witch. She grew up in the Highlands of Scotland, and only gradually became aware that there was something strange, both about her own abilities, and her parents’ marriage. Minerva’s father, the Reverend Robert McGonagall, had become captivated by the high-spirited Isobel Ross, who lived in the same village. Like his neighbours, Robert believed that Isobel attended a select ladies’ boarding school in England. In fact, when Isobel vanished from her home for months at a time, it was to Hogwarts School of Witchcraft and Wizardry that she went.

(35) About “One Strike” （一、一つの打と云事） “One strike”13 is the surest way to victory. It cannot be understood without a solid grounding in strategy. Training diligently in “one strike” will lead to the embodiment of the combat mind and you will win in any fight. Training is the key. (36) About “Direct Transmission” （一、直通のくらひと云事） “Direct transmission” is what I convey to he who has mastered the true Way of the School of Two Swords as One. Temper your body so that it becomes [a weapon for] strategy. Study this well. Other details will be conveyed orally. This scroll is a summary of the teachings of my school. To beat people with swords in combat, you must first study the “five external forms” in conjunction with knowing the “five stances” and master the “pathway” of the sword. This way your body will move spontaneously and nimbly. Your mind will perceive the striking rhythms of combat, and the flow of your sword and techniques will be instinctively flawless as you have learned to move unrestrainedly with your body, feet and mind in unison. The principles of strategy will be realized when you defeat one foe or two, and you will come to understand what are strengths and weaknesses in combat. Analyze the content of this scroll article by article as you train and test yourself against various opponents. You will gradually become familiar with the principles of the Way. Be relentless in your study and be patient as you learn the virtue of all phenomena utilizing every opportunity to accumulate actual experience. Engage all and sundry and know their minds. Traverse the thousand-mile road one step at a time. Haste not in your training in the knowledge that this is the warrior’s calling. Seek victory today over the self of yesterday. Tomorrow, conquer your shortcomings and then [build] your strong points. Practice all I have written here, mindful of not veering from the path. Even if you defeat the most daunting of adversaries, if your victories are not in accord with the principles contained within these scrolls, then they cannot be considered true to the Way. Embracing the principles of the Way, you can prevail over dozens of men. With the accretion of wisdom in sword work, you will master the art of combat for individual duels and large-scale strategy for battle. One thousand days of training to forge, ten thousand days of training to refine. Be mindful of this.

I gradually learned the truth from the wisdom of random legends or the errors of major philosophies, when I could have learned it in my Sunday School material,

But it gradually dawned on her that she wasn’t an idiot. Not totally. In math and science, yes. But in the realm of creative thinking, she came to realize she was a sighted person in the kingdom of the blind. Because as much as she seemed unable to process algebra and geometry, she was a savant when it came to pure creativity. And not just in graphic design. In everything. Coming up with ideas for the company picnic. Throwing parties. Wording invitations. Writing poetry. She came to be thought of as a one-woman idea machine. The kind who could take four or five mundane office items and turn them into fifteen different stunning decorations. And she could figure out the most complex fictional mysteries. She was almost always able to see the coming plot twists, even when those who excelled at academics missed them entirely. So maybe she did have a different style of intellect. She thought her self-esteem had become off the charts high, but Hall’s offhanded remark had shown her that the scars of her early struggles in school still remained, as did deep-seated doubts.

These three characteristics—one, contagiousness; two, the fact that little causes can have big effects; and three, that change happens not gradually but at one dramatic moment —are the same three principles that define how measles moves through a grade-school classroom or the flu attacks every winter. Of the three, the third trait—the idea that epidemics can rise or fall in one dramatic moment—is the most important, because it is the principle that makes sense of the first two and that permits the greatest insight into why modern change happens

[...] There is no "me" at birth. The "me" is formed only through continual symbolic interaction- first with family, next with playmates, then in institutions such as schools. As the generalized other in an ongoing mental dialogue. In this way, kinds participate in their own socialization. The child gradually acquired the roles of those in the surrounding community. Mead would have us think of the "me" as the organized society within the individual. But society does not always speak in a single, consisted voice. [...] a person's generalized other can change in a short period of time when a single group holds sway.