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.

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.

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?

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.

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.

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.

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.

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.

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 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 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!

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.

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 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"]

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.

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?

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

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,

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.

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.

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.

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.

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.

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!

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.

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.

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

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.

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.

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.

The extraction of discrete parts of Chöd teachings from their broader philosophical contexts is symptomatic of how Chöd has been incorporated into and transmitted through other Tibetan Buddhist lineages. For example [...] Chöd practices gradually merged with pre-existing models of deity yoga, such the Vajrayoginī practices within Nyingma, Kagyü, and Geluk traditions. Fundamental Chöd practices such as those described in The Common Eightfold Supplementary Section do not tend to involve the kind of deity visualization common to *anuttaratantra practices, but many Mahāmudrā Chöd practices have been reconciled with other lineages through the employment of such visualizations. The incorporation of Chöd by the Geluk and Kagyü schools has thus had equivocal results: on the one hand, fragments of Chöd teachings are preserved, but on the other, the distinctiveness of Chöd is diminished in the service of different fundamental standpoints such as that of Mahāmudrā.

The Kapha Season Kapha season is like springtime for your body. For the first twenty years, your body builds bones and tissues, and the circadian rhythm fluctuates wildly at times, trying to find a balance. Babies aren’t born with a set sleep schedule, but they develop one quickly during the first months of life. Gradually, the body settles into a system in which the hormones, blood pressure, bowels, and other systems function on a diurnal schedule. Anyone with teenagers knows that they give up their regular sleep habits and become night owls. They are impossible to pry out of bed in the morning and sleep until noon on weekends. In fact, some researchers suggest that the real end of adolescence can be marked by the time when young adults give up trying to stay up so late. Teenagers’ eating schedules, too, become erratic as they crave energy while their bodies are growing and maturing. When they get out of balance, teens can struggle in school and get inflammatory conditions, such as acne. They can adopt dietary habits that will be harder to shake as they become adults, which can lead to weight gain and depression in adulthood. This is a crucial time to introduce kids to healthy eating, a good night’s sleep, and plenty of exercise. Their growing bodies demand a lot of fuel, and their muscles need to move in order to develop properly. I often see patients who are still in their teen years struggling with school, friendships, and finding a sense of purpose. Though it may sound surprising, I can often trace these problems back to an unhealthy schedule, including late nights of doing homework (or texting while pretending to do homework), and eating unhealthy foods late in the day. Another culprit is little or no exercise, and a lack of natural light. Kids need natural light during these critical growing years.

Grievers I've come across function within society, and most days it appears pretty seamless. We volunteer at church. We go to school plays. We shop. We cheer from the sidelines. We try to blend in. We smile. We look normal. We need people to feel okay being open and natural around us, so as not to drive us even further apart from the world. We are not from another planet, but it feels that way, so far removed is our experience from those around us. There is a constant undercurrent of loss, a schism in our brains, which we gradually learn to adapt to, but is ever present. It's as if our brains are operating on two separate tracks. One is the here and now. The second is the parallel track of what could or should have been yet will not be. Most days I can keep the second track hidden. Other times, I haven't got a prayer.

It is this heightened state that may produce several relatively new phenomena in childhood today. As the clinical psychologist Catherine Steiner-Adair,10 the author of The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age, observes, the most commonly heard complaint when children are asked to go off-line is “I’m bored.” Confronted with the dazzling possibilities for their attention on a nearby screen, young children quickly become awash with, then accustomed to, and ever so gradually semi-addicted to continuous sensory stimulation. When the constant level of stimulation is taken away, the children respond predictably with a seemingly overwhelming state of boredom. “I’m Bored.” There are different kinds of boredom. There is a natural boredom that is part of the woof of childhood that can often provide children with the impetus to create their own forms of entertainment and just plain fun. This is the boredom that Walter Benjamin described years ago as the “dream bird that hatches the egg of experience.”11 But there may also be an unnatural, culturally induced, new form of boredom that follows too much digital stimulation. This form of boredom may de-animate children in such a fashion as to prevent them from wanting to explore and create real-world experiences for themselves, particularly outside their rooms, houses, and schools. As Steiner-Adair wrote, “If they become addicted to playing on screens,12 children will not know how to move through that fugue state they call boredom, which is often a necessary prelude to creativity.” It would be an intellectual shame to think that in the spirit of giving our children as much as we can through the many creative offerings of the latest, enhanced e-books and technological innovations, we may inadvertently deprive them of the motivation and time necessary to build their own images of what is read and to construct their own imaginative off-line worlds that are the invisible habitats of childhood. Such cautions are neither a matter of nostalgic lament nor an exclusion of the powerful, exciting uses of the child’s imagination fostered by technology. We will return to such uses a little later. Nor should worries over a “lost childhood” be dismissed as a cultural (read Western) luxury. What of the real lost childhoods? one might ask, in which the daily struggle to survive trumps everything else? Those children are never far from my thoughts or my work every day of my life.

Beginning at the end of the Civil War in the mid-19th century, and escalating in the mid-20th century, however, America began to gradually move away from these common law principles. Law schools began to teach a different type of law to their students in the early 20th century and by the mid-20th century the legal landscape had changed significantly in America.

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.

Dad had gone ballistic when Ruby got suspended from school for smoking, but not Nora. Her mother had picked Ruby up from the principal’s office and driven her to the state park at the tip of the island. She’d dragged Ruby down to the secluded patch of beach that overlooked Haro Strait and the distant glitter of downtown Victoria. It had been exactly three in the afternoon, and the gray whales had been migrating past them in a spouting, splashing row. Nora had been wearing her good dress, the one she saved for parent–teacher conferences, but she had plopped down cross-legged on the sand. Ruby had stood there, waiting to be bawled out, her chin stuck out, her arms crossed. Instead, Nora had reached into her pocket and pulled out the joint that had been found in Ruby’s locker. Amazingly, she had put it in her mouth and lit up, taking a deep toke, then she had held it out to Ruby. Stunned, Ruby had sat down by her mother and taken the joint. They’d smoked the whole damn thing together, and all the while, neither of them had spoken. Gradually, night had fallen; across the water, the sparkling white city lights had come on. Her mother had chosen that minute to say what she’d come to say. “Do you notice anything different about Victoria?” Ruby had found it difficult to focus. “It looks farther away,” she had said, giggling. “It is farther away. That’s the thing about drugs. When you use them, everything you want in life is farther away.” Nora had turned to her. “How cool is it to do something that anyone with a match can do? Cool is becoming an astronaut…or a comedian…or a scientist who cures cancer. Lopez Island is exactly what you think it is—a tiny blip on a map. But the world is out there, Ruby, even if you haven’t seen it. Don’t throw your chances away. We don’t get as many of them as we need. Right now you can go anywhere, be anyone, do anything. You can become so damned famous that they’ll have a parade for you when you come home for your high-school reunion…or you can keep screwing up and failing your classes and you can snip away the ends of your choices until finally you end up with that crowd who hangs out at Zeke’s Diner, smoking cigarettes and talking about high-school football games that ended twenty years ago.” She had stood up and brushed off her dress, then looked down at Ruby. “It’s your choice. Your life. I’m your mother, not your warden.” Ruby remembered that she’d been shaking as she’d stood up. That’s how deeply her mother’s words had reached. Very softly, she’d said, “I love you, Mom.

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.

They were all unconscious worshippers of the State. Whether the State they worshipped was the Fascist State or the incarnation of quite another dream, they thought of it as something that transcended both its citizens and their lives. Whether it was tyrannical or paternalistic, dictatorial or democratic, it remained to them monolithic, centralized, and remote. This was why the political leaders and my peasants could never understand one another. The politicians oversimplified things, even while they clothed them in philosophical expressions. Their solutions were abstract and far removed from reality; they were schematic halfway measures, which were already out of date. Fifteen years of Fascism had erased the problem of the South from their minds and if now they thought of it again they saw it only as a part of some other difficulty, through the fictitious generalities of party and class and even race...All of them agreed that the State should be something about it, something concretely useful, and beneficent, and miraculous, and they were shocked when I told them that the State, as they conceived it, was the greatest obstacle to the accomplishment of anything...We can bridge the abyss only when we succeed in creating a government in which the peasants feel they have some share...Plans laid by a central government, however much good they may do, still leave two hostile Italys on either side of the abyss. The difficulties we were discussing, I explained to them, were far more complex than they realized...First of all, we are faced with two very different civilizations, neither of which can absorb the other...The second aspect of the trouble is economic, the dilemma of poverty. The land has been gradually impoverished: the forests have been cut down, the rivers have been reduced to mountain streams that often run dry, and livestock has become scarce. Instead of cultivating trees and pasture lands there has been an unfortunate attempt to raise wheat in soil that does not favor it. There is no capital, no industry, no savings, no schools; emigration is no longer possible, taxes are unduly heavy, and malaria is everywhere. All this is in large part due to the ill-advised intentions and efforts of the State, a State in which the peasants cannot feel they have a share, and which has brought them only poverty and deserts...We must make ourselves capable of inventing a new form of government, neither Fascist, nor Communist, nor even Liberal, for all three of these are forms of the religion of the State. We must rebuild the foundations of our concept of the State with the concept of the individual, which is its basis...The individual is not a separate unit, but a link, a meeting place of relationships of every kind...The name of this way out is autonomy. The State can only be a group of autonomies, an organic federation, The unit or cell through which the peasants can take part in the complex life of the nation must be the autonomous or self-governing rural community. This is the only form of government which can solve in our time the three interdependent aspects of the problem of the South; which can allow the co-existence of two different civilizations, without one lording it over the other or weighing the other down; which can furnish a good chance for escape from poverty...But the autonomy or self-government of the community cannot exist without the autonomy of the factory, the school, and the city, of every form of social life. This is what I learned from a year of life underground.

The above difference between Eno and Jinshu later came to cause the division of Zen Buddhism into two branches: the Southern School, derived from Hui-neng, and the Northern School, stemming from Shenhsiu. The former advocated direct seeing into one’s original Buddha nature—that is, sudden awakening to one’s self-nature. The latter taught gradual awakening through perpetual endeavor to keep one’s mind clean.

like to believe that once our society truly focuses on the needs of children, all forms of social support for families—a policy that remains so controversial in this country—will gradually come to seem not only desirable but also doable. What difference would it make if all American children had access to high-quality day care where parents could safely leave their children as they went off to work or school? What would our school systems look like if all children could attend well-staffed preschools that cultivated cooperation, self-regulation, perseverance, and concentration (as opposed to focusing on passing tests, which will likely happen once children are allowed to follow their natural curiosity and desire to excel, and are not shut down by hopelessness, fear, and hyperarousal)?

Carne isn’t a school. It’s a sanatorium for intellectual lepers. The symptoms began when we came down from university; a gradual putrefaction of our intellectual extremities. From day to day our minds die, our spirits atrophy and rot. We watch the process in one another, hoping to forget it in ourselves.

PROLETARIAT. This is the term used by Karl Marx to refer to the working class, and it is defined as the class within capitalism that does not own the means of production, the class that owns nothing other than its labor power. The proletariat is locked in struggle with the bourgeoisie which owns and controls the means of production, and by extension controls the state. Gradually developing in size, organization, and class consciousness the proletariat, Marx believes, will bring about revolutionary change, overthrowing capitalism and instituting communism after a transitional phase of the dictatorship of the proletariat. With the advent of communism and the abolition of private property the proletariat along with all other classes will disappear. There are a number of significant problems with Marx’s notion of the proletariat. First, Marx nowhere develops a theory of class and fails to offer more than a terse definition of the proletariat. This means that it is very difficult to determine exactly who falls into the category of proletarian. For example, managers, professionals, intellectuals and housewives/husbands are all propertyless, but it is not clear if they should be included in the proletariat since they do not create value and in the case of managers and professionals in particular they may earn vastly more than and see themselves very differently from a more typical member of the proletariat such as a factory worker. Also, there is the problem of the lack of a revolutionary consciousness emerging in the proletariat, which has led to some Marxists, such as Vladimir Ilich Lenin, arguing for a vanguard party to import revolutionary consciousness into the proletariat, and others, for example the members of the Frankfurt School, taking a more pessimistic view of the possibility of the proletariat being an agent of revolution at all.

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)

We need a chance to feel sad if we’re to be able to be authentically happy; we need to be able to say that we want the whole world to die in order gradually to become responsible and kind. What hard-of-hearing parents forget is that feelings, especially difficult feelings, invariably weaken when they’ve been aired. Feelings get less strong, not stronger, as soon as they’ve been recognised. We scream when no one has listened, not when they have listened amply with care.

The dreamer’s world was a secret hideaway for me during the lean, gray years. In the competitive school world, the doer stepped forward as needed and gradually took the helm. But the old dreamer was only dormant, biding his time. Now, as this fellow dreamer spoke of alternate colors for grass, I recognized at once that something of great importance was being granted to me. How little I grasped, at the time, just how great it was.

As their personal connections to a geographical community shrink, so people look to work to compensate; volunteer schemes organised through the workplace and corporate social responsibility programmes become a substitute. Putnam quotes one commentator's conclusion: 'As more Americans spend more of their time "at work", work gradually becomes less of a one-dimensional activity and assumes more of the concerns and activities of both private (family) and public (social and political) life. It is the corporation which hands out advice on toddler pottytraining and childcare, offers parenthood classes and sets up a reading support programme in a local school - all of which exist in British corporations – rather than the social networks of family, friends and neighbours. This amounts to a form of corporate neopaternalism which binds the employee ever tighter into a suffocating embrace, underpinning the kind of invasive management techniques described in Chapter 4.

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.

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.

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.

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.

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.

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.

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.

It is to the English schoolboy that the game of football really owes its origin. During the middle of the nineteenth century there was an athletic revival throughout England and football became the favorite pastime of the winter months in such schools as Rugby, Eton, Harrow, Charterhouse and others. The game came to its present important position through a gradual evolutionary process in which both a standard of play and of rule were developed together. In the growth of the two principal forms of modern play, "Association" and "Rugby", the size of the particular school ground was the determining factor. In 1850 the only school playground in England large enough to permit the running and tackling game was connected with Rugby.

      It never occurred to me that adopting a vegan diet would cause me to lose fifty pounds in two years, but that’s what happened. I lost the first twenty or so pounds before I left for college. People were beginning to notice that I was slimming down, but I didn’t notice a huge difference that first year until my mom took me shopping the summer before I left for my freshman year of college: I hadn’t worn a size medium shirt or a pair of pants with a 34-inch waist since I started high school.       The rest of the weight came off my freshman year, and that’s when the difference really became apparent. Gradually, over the course of that year, my body completely changed. My face looked slimmer, my waist leveled off at a size 32, and I even lost what my mother had always affectionately referred to as the “baby fat” on my hands.       Since the weight came off so slowly, it wasn’t until I went home for Christmas that year that I fully understood the extent of the changes. My friends and family couldn’t believe their eyes, and my grandmother found it rather unacceptable that I had yet to replace my new baggy clothes.       I didn’t get substantially more exercise or eat any less than I ate before: I just ate differently.

he took off, rushing out the school doors and down the road. His legs kept going, stopping only when he was at least a mile from his school compound. He rested his hands on his knees, crouching down as he took a deep breath, feeling a light breeze graze his cheek. The road ahead curved down steeply, disappearing from the horizon, and a few miles away stood a tall building faced with bland, gray bricks. He walked on the pavement, following the road toward it. The structure looked much worse close up than it did from further away. It was completely broken down, its walls filled with three-foot wide gaps where the wall had broken off. He pushed through the door and ran up the stairs in the corner. He headed all the way to the top floor and went into the first room on the left. The small box-like room was completely dark, the only source of light coming from the rays of sunlight entering through the gap in the wall. The room did have windows, but after being left alone for so long, those panes were caked with dust so that thick that no light came in at all. He sat down next to the gap, letting the warm sunlight fall onto his face. The rays of light gradually changed their colors, turning from yellow to orange to a deep mystic red, becoming darker and darker as the sun

One of the most impressive aspects of language development in the school years is the astonishing growth of vocabulary. Children enter school with the ability to understand and produce several thousand words, and thousands more will be learned at school. In both the spoken and written language at school, words such as ‘homework’ or ‘ruler’ appear frequently in situations where their meaning is either immediately or gradually revealed. Words like ‘population’ or ‘latitude’ occur less frequently, but they are made important by their significance in academic subject matter.

Dharma Master Cheng Yen is a Buddhist nun living in Hualien County, a mountainous region on the east coast of Taiwan. Because the mountains formed barriers to travel, the area has a high proportion of indigenous people, and in the 1960s many people in the area, especially indigenous people, were living in poverty. Although Buddhism is sometimes regarded as promoting a retreat from the world to focus on the inner life, Cheng Yen took the opposite path. In 1966, when Cheng Yen was twenty-nine, she saw an indigenous woman with labor complications whose family had carried her for eight hours from their mountain village to Hualien City. On arriving they were told they would have to pay for the medical treatment she needed. Unable to afford the cost of treatment they had no alternative but to carry her back again. In response, Cheng Yen organized a group of thirty housewives, each of whom put aside a few cents each day to establish a charity fund for needy families. It was called Tzu Chi, which means “Compassionate Relief.” Gradually word spread, and more people joined.6 Cheng Yen began to raise funds for a hospital in Hualien City. The hospital opened in 1986. Since then, Tzu Chi has established six more hospitals. To train some of the local people to work in the hospital, Tzu Chi founded medical and nursing schools. Perhaps the most remarkable feature of its medical schools is the attitude shown to corpses that are used for medical purposes, such as teaching anatomy or simulation surgery, or for research. Obtaining corpses for this purpose is normally a problem in Chinese cultures because of a Confucian tradition that the body of a deceased person should be cremated with the body intact. Cheng Yen asked her volunteers to help by willing their bodies to the medical school after their death. In contrast to most medical schools, here the bodies are treated with the utmost respect for the person whose body it was. The students visit the family of the deceased and learn about his or her life. They refer to the deceased as “silent mentors,” place photographs of the living person on the walls of the medical school, and have a shrine to each donor. After the course has concluded and the body has served its purpose, all parts are replaced and the body is sewn up. The medical school then arranges a cremation ceremony in which students and the family take part. Tzu Chi is now a huge organization, with seven million members in Taiwan alone—almost 30 percent of the population—and another three million members associated with chapters in 51 countries. This gives it a vast capacity to help. After a major earthquake hit Taiwan in 1999, Tzu Chi rebuilt 51 schools. Since then it has done the same after disasters in other countries, rebuilding 182 schools in 16 countries. Tzu Chi promotes sustainability in everything it does. It has become a major recycler, using its volunteers to gather plastic bottles and other recyclables that are turned into carpets and clothing. In order to promote sustainable living as well as compassion for sentient beings all meals served in Tzu Chi hospitals, schools, universities, and other institutions are vegetarian.