Heard Education Quotes

I raise up my voice-not so I can shout but so that those without a voice can be heard...we cannot succeed when half of us are held back.

W.W. Hale the Forth bought the car for Headmaster Franklin, or didn’t they mention that? Granted it was to make up for the fire that W.W. Hale allegedly started in the eighth grade before they suggested that all current and future W.W. Hales continue their education elsewhere- which worked out just as well since I’m at the Knightsbury Institute now.” “I’ve never heard of it” “My father got a letter just this week telling him I have become a model student” “Congratulations”… “Yeah, well, I’m the only student.”… “Of course the downside of attending a fictional school is that our lacrosse team sucks.

I love you, too," I whispered so softly I didn't know if he'd heard me. "Ti amo tanto, Sebastian, sempre e per sempre.

A free thinker used to be a man who had been educated on ideas of religion, law, morality, and had arrived at free thought by virtue of his own struggle and toil; but now a new type of born freethinker has been appearing, who’ve never even heard that there have been laws of morality and religion, and that there are authorities, but who simply grow up with negative ideas about everything, that is savages.

Those who know the least want to be heard the most.

The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. it opened my eyes to the horrible pit, but to no ladder upon which to get out. in moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

Granma's name was Bonnie Bee. I knew that when I heard him late at night say, 'I kin ye, Bonnie Bee,' he was saying, 'I love ye,' for the feeling was in the words.

You’ve heard the saying, "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime." Well, just change that to "F**k a man and you’ve made him happy for a day. Teach a man to f**k and you’ve made him happy for a lifetime.

I was delighted to see him growing more cautious and skeptical about what he heard, especially when he heard it from someone in apparent authority. I think that is fundamental to a good education. And if it comes back to bite me from time to time, that's a price worth paying.

I never heard that it had been anybody’s business to find out what his natural bent was, or where his failings lay, or to adapt any kind of knowledge to him. He had been adapted to the verses and had learnt the art of making them to such perfection. I did doubt whether Richard would not have profited by some one studying him a little, instead of his studying them quite so much.

It constantly amazes me that defenders of the free market are expected to offer certainty and perfection while government has only to make promises and express good intentions. Many times, for instance, I’ve heard people say, "A free market in education is a bad idea because some child somewhere might fall through the cracks," even though in today’s government school, millions of children are falling through the cracks every day.

Now the best relation to our spiritual home is to be near enough to love it. But the next best is to be far enough away not to hate it. It is the contention of these pages that while the best judge of Christianity is a Christian, the next best judge would be something more like a Confucian. The worst judge of all is the man now most ready with his judgements; the ill-educated Christian turning gradually into the ill-tempered agnostic, entangled in the end of a feud of which he never understood the beginning, blighted with a sort of hereditary boredom with he knows not what, and already weary of hearing what he has never heard.

What do I miss, as a human being, if I have never heard of the Second Law of Thermodynamics? The answer is: Nothing. And what do I miss by not knowing Shakespeare? Unless I get my understanding from another source, I simply miss my life. Shall we tell our children that one thing is as good as another-- here a bit of knowledge of physics, and there a bit of knowledge of literature? If we do so, the sins of the fathers will be visited upon the children unto the third and fourth generation, because that normally is the time it takes from the birth of an idea to its full maturity when it fills the minds of a new generation and makes them think by it. Science cannot produce ideas by which we could live.

You've never heard of bagpipes?" Cody asked, sounding aghast. "They're as Scottish as kilts and red armpit hair!" "Um . . . yuck?" I said. "That's it." Cody said. "Steelheart has to fall so we can get back to educating children properly. This is an offense against the dignity of my motherland." "Great," Prof said. "I'm glad we now have proper motivation.

The word and the way Shawn had said it hadn’t changed; only my ears were different. They no longer heard the jingle of a joke in it. What they heard was a signal, a call through time, which was answered with a mounting conviction: that never again would I allow myself to be made a foot soldier in a conflict I did not understand.

I myself was to experience how easily one is taken in by a lying and censored press and radio in a totalitarian state. Though unlike most Germans I had daily access to foreign newspapers, especially those of London, Paris and Zurich, which arrived the day after publication, and though I listened regularly to the BBC and other foreign broadcasts, my job necessitated the spending of many hours a day in combing the German press, checking the German radio, conferring with Nazi officials and going to party meetings. It was surprising and sometimes consternating to find that notwithstanding the opportunities I had to learn the facts and despite one’s inherent distrust of what one learned from Nazi sources, a steady diet over the years of falsifications and distortions made a certain impression on one’s mind and often misled it. No one who has not lived for years in a totalitarian land can possibly conceive how difficult it is to escape the dread consequences of a regime’s calculated and incessant propaganda. Often in a German home or office or sometimes in a casual conversation with a stranger in a restaurant, a beer hall, a café, I would meet with the most outlandish assertions from seemingly educated and intelligent persons. It was obvious that they were parroting some piece of nonsense they had heard on the radio or read in the newspapers. Sometimes one was tempted to say as much, but on such occasions one was met with such a stare of incredulity, such a shock of silence, as if one had blasphemed the Almighty, that one realized how useless it was even to try to make contact with a mind which had become warped and for whom the facts of life had become what Hitler and Goebbels, with their cynical disregard for truth, said they were.

What they heard was a signal, a call through time, which was answered with a mounting conviction: that never again would I allow myself to be made a foot soldier in a conflict I did not understand.

Day wouldn’t have understood the concept of immortal cells or HLA markers coming from anyone, accent or not—he’d only gone to school for four years of his life, and he’d never studied science. The only kind of cell he’d heard of was the kind Zakariyya was living in out at Hagerstown. So he did what he’d always done when he didn’t understand something a doctor said: he nodded and said yes.

I raise up my voice not so that I can shout, but so that those without a voice can be heard.

When they [parents and educators] talk of building self-esteem, they often resort to empty flattery rather than character-building honesty. I've heard so many people talk of a downward spiral in our educational system, and I think one key factor is that there is too much stroking and too little real feedback.

Fuck what you have heard or what you have seen in your son. He may lie about homework and laugh when the teacher calls home. He may curse his teacher, propose arson for the whole public system. But inside is the same sense that was in me. None of us ever want to fail. None of us want to be unworthy, to not measure up.

Talent is an amalgam of high sensitivity; easy vulnerability; high sensory equipment (seeing, hearing, touching, smelling, tasting—intensely); a vivid imagination as well as a grip on reality; the desire to communicate one’s own experience and sensations, to make one’s self heard and seen. Talent alone is not enough. Character and ethics, a point of view about the world in which you live and an education, can and must be acquired and developed.

If the breadth of perspectives is wide enough to represent the fullest range of views, consensus is unlikely. If consensus is swiftly achieved, it probably means too few voices have been heard.

The prison population consists of heterogeneous elements; but, taking only those who are usually described as 'the criminals' proper, and of whom we have heard so much lately from Lombroso and his followers, what struck me most as regards them was that the prisons, which are considered as preventive of anti-social deeds, are exactly the institutions for breeding them. Every one knows that absence of education, dislike of regular work, physical incapability of sustained effort, misdirected love of adventure, gambling propensities, absence of energy, an untrained will, and carelessness about the happiness of others are the causes which bring this class of people before the courts. Now I was deeply impressed during my imprisonment by the fact that it is exactly these defects of human nature--each one of them--which the prison breeds in its inmates; and it is bound to breed them because it is a prison, and will breed them so long as it exists.

Both of these students- both high school seniors both old enough to vote in the upcoming election- thought 'Al' Qaeda was a person. At that time the United States had been at war for five and a half years and here were two students two young adults leaving the educational system who had never heard of al Qaeda. Both by the way had passed the multiple-choice reading section of the state's high school exit exam.

The Gift of Presence, the Perils of Advice,” author and educator Parker Palmer writes, “The human soul doesn’t want to be advised or fixed or saved. It simply wants to be witnessed—to be seen, heard, and companioned exactly as it is. When we make that kind of deep bow to the soul of a suffering person, our respect reinforces the soul’s healing resources, the only resources that can help the sufferer make it through.”1 We

One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men are created equal, a phrase that the Yankees and the distaff side of the Executive branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 1935, for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious — because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe — some people are smarter than others, some people have more opportunity because they’re born with it, some men make more money than others, some ladies make better cakes than others — some people are born gifted beyond the normal scope of most men. But there is one way in this country in which all men are created equal — there is one human institution that makes a pauper the equal of a Rockefeller, the stupid man the equal of an Einstein, and the ignorant man the equal of any college president. That institution, gentlemen, is a court. It can be the Supreme Court of the United States or the humblest J.P. court in the land, or this honorable court which you serve. Our courts have their faults, as does any human institution, but in this country our courts are the great levelers, and in our courts all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and in the jury system — that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. I am confident that you gentlemen will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty. In the name of God, believe him.

Printers are educated in the belief that when men differ in opinion, both sides ought equally to have the advantage of being heard by the public; and that when Truth and Error have fair play, the former is always an overmatch for the latter.

They reached the entrance to Oweynagat. “When is Samhain?” Chad asked, whispering in a timid voice. “Tomorrow,” Caplait answered. “Tomorrow?” Chad’s voice wobbled. “But the stories that Banban told us, of ghosts and two-headed monsters and the Morrigan—shouldn’t we wait until after Samhain?” “A week? But tomorrow is Samhain; you all heard what Banban told us! About the graves opening, and the spirits in this cave; the emerging of creatures from Oweynagat; the Morrigan on a chariot pulled by a onelegged chestnut horse; and the Ellen Trechen, the tripleheaded monster!

The belief that public health measures are not intended for people like us is widely held by many people like me. Public health, we assume, is for people with less—less education, less-healthy habits, less access to quality health care, less time and money. I have heard mothers of my class suggest, for instance, that the standard childhood immunization schedule groups together multiple shots because poor mothers will not visit the doctor frequently enough to get the twenty-six recommended shots separately. No matter that any mother, myself included, might find so many visits daunting. That, we seem to be saying of the standard schedule, is for people like them.

Sociologists also say that higher education and training in the scientific method generally make people less gullible. And for better or for worse, so does being in a bad mood. In several experiments, researchers found that when someone is in a good mood, they become more innocent and unsuspecting, while feeling grumpy makes one better at sensing deception. Which has to be the most curmudgeonly superpower I’ve ever heard.

Manlius ... took care in his invitations, actively sought to exclude from his circle crude and vulgar men like Caius Valerius. But they were all around; it was Manlius who lived in a dream world, and his bubble of civility was becoming smaller and smaller. Caius Valerius, powerful member of a powerful family, had never even heard of Plato. A hundred, even fifty years before, such an absurdity would have been inconceivable. Now it was surprising if such a man did know anything of philosophy, and even if it was explained, he would not wish to understand.

Frederick Douglass saw the same connection. When his master heard that young Frederick was reading well, he was furious, saying, “Learning will spoil the best nigger in the world. If he learns to read the Bible it will forever unfit him to be a slave.” Douglass recalled that he “instinctively assented to the proposition, and from that moment I understood the direct pathway from slavery to freedom.

What [my ears] heard was a signal, a call through time, which was answered with mounting conviction: that never again would I allow myself to be made a foot soldier in a conflict I did not understand.

ask yourself how many people you have met who grumbled at a thing as incurable, and how many who attacked it as curable? How many people we have heard abuse the British elementary schools, as they would abuse the British climate? How few have we met who realized that British education can be altered, but British weather cannot?...For a thousand that regret compulsory education, where is the hundred, or the ten, or the one, who would repeal compulsory education? …At the beginning of our epoch men talked with equal ease about Reform and Repeal. Now everybody talks about reform; nobody talks about repeal.

The human brain has billions of neurons and hundreds of billions of interconnections. It can process more than two million bits of information per second and can remember everything you have ever seen or heard.

In the last generation, this country produced one of the most eminent men of science in the whole world. His name was quite unknown among us while he lived, and it is still unknown. Yet I may say without too great exaggeration that when I heard it mentioned in a professional assembly in the Netherlands two years ago, everybody got down under the table and touched their foreheads to the floor. His name was Josiah Willard Gibbs.

All great achievements arose from dissatisfaction. It is the desire to do better, to dig deeper that propels a civilization to greatness. All of us have heard the story of Icarus, the young boy who took the wings his father built for him. Wings that were meant to carry him over the ocean to freedom and used them instead for a joyride. For a brief moment Icarus felt what it was like to live like a god, to touch the sun, to soar above the common man. And for doing so he payed the ultimate price. Like Icarus we too have been given gifts: knowledge, education, experience. And with these gifts comes the responsibility of choice. We alone decide how our talents are bestowed upon the world. This is our destiny and we hold it in the palm of our hands.

Nowadays it seems you learn only what is reasonable and relevant. I went to Rome with a young friend, educated on the latest lines, and who had taken historical honours at Cambridge. The first morning the pats of butter came up stamped with the Twins. “ Good old Romulus and Remus,” said I. “ Good old who? ” said she. She had never heard of the Twins and was much bored when I told her the story; they had no place in “ con¬ stitutional history ”, and for her the old wolf of the Capitol howled in vain: “ Great God! I’d rather be ”!

When we don’t pay close attention to the decisions made by our leaders, when we fail to educate ourselves about the major issues of the day, when we choose not to make our voices and opinions heard, that’s when democracy breaks down. That’s when power is abused. That’s when the most extreme voices in our society fill the void that we leave. That’s when powerful interests and their lobbyists are most able to buy access and influence in the corridors of power –- because none of us are there to speak up and stop them. Participation in public life doesn’t mean that you all have to run for public office -– though we could certainly use some fresh faces in Washington. (Laughter and applause.) But it does mean that you should pay attention and contribute in any way that you can. Stay informed. Write letters, or make phone calls on behalf of an issue you care about. If electoral politics isn’t your thing, continue the tradition so many of you started here at Michigan and find a way to serve your community and your country –- an act that will help you stay connected to your fellow citizens and improve the lives of those around you.

When I heard this story, I made the only good decision I had made for months: I enrolled in the university counseling service. I was assigned to a sprightly middle-aged woman with tight curls and sharp eyes, who rarely spoke in our sessions, preferring to let me talk it out, which I did, week after week, month after month. The counseling did nothing at first—I can’t think of a single session I would describe as “helpful”—but their collective power over time was undeniable. I didn’t understand it then, and I don’t understand it now, but there was something nourishing in setting aside that time each week, in the act of admitting that I needed something I could not provide for myself.

daughter of the servants.” “Gee, you must have been lonely, Judge, having nobody to play with.” “I played with Sam Westing—chess. Hour after hour I sat staring down at that chessboard. He lectured me, he insulted me, and he won every game.” The judge thought of their last game: She had been so excited about taking his queen, only to have the master checkmate her in the next move. Sam Westing had deliberately sacrificed his queen and she had fallen for it. “Stupid child, you can’t have a brain in that frizzy head to make a move like that.” Those were the last words he ever said to her. The judge continued: “I was sent to boarding school when I was twelve. My parents visited me at school when they could, but I never set foot in the Westing house again, not until two weeks ago.” “Your folks must have really worked hard,” Sandy said. “An education like that costs a fortune.” “Sam Westing paid for my education. He saw that I was accepted into the best schools, probably arranged for my first job, perhaps more, I don’t know.” “That’s the first decent thing I’ve heard about the old man.” “Hardly decent, Mr. McSouthers. It was to Sam Westing’s advantage to have a judge in his debt. Needless to say, I have excused myself from every case remotely connected with

It was in this state that I first heard the term bipolar disorder. I was sitting in psychology 101 when the professor read the symptoms aloud from the overhead screen: depression, mania, paranoia, euphoria, euphoria, delusions of grandeur and persecution. I listened with a desperate interest. THIS IS MY FATHER, I wrote in my notes. HE'S DESCRIBING DAD.

Hand in hand with freedom of speech goes the power to be heard, to share in the decisions of government which shape men's lives. Everything that makes man's life worthwhile- family, work, education, a place to rear one's children and a place to rest one's head- all this depends on decisions of government; all can be swept away by a government that does not heed the demands of its people.

[N]early every creationist debater will mention the second law of thermodynamics and argue that complex systems like the earth and life cannot evolve, because the second law seems to say that everything in nature is running down and losing energy, not getting more complex. But that's NOT what the second law says; every creationist has heard this but refuses to acknowledge it. The second law only applies to closed systems, like a sealed jar of heated gases that gradually cools down and loses energy. But the earth is not a closed system -- it constantly gets new energy from the sun, and this (through photosynthesis) is what powers life and makes it possible for life to become more complex and evolve. It seems odd that the creationists continue to misuse the second law of thermodynamics when they have been corrected over and over again, but the reason is simple: it sounds impressive to their audience with limited science education, and if a snow job works, you stay with it.

To pay attention to the American political process, and what the candidates for this nation’s highest office have to say and not say about the issues that are of importance to them and thus we are to presume importance to the Nation, you would get the impression that the issue of race, that the issue of racism, that the issue of discrimination, and certainly that the issue of white racial privilege were non existent issues; that they were of really no importance, or that of very little importance, because you will not hear and have not heard any of the candidates for the presidency of the United States, in either party, of whatever political ideology, make this an issue. Yes,they talk about poverty and occasionally they talk about schooling and education. They talk about healthcare. They talk about all of those things, but not once have any of those candidates tried to directly connect the role that racism, the role that racial discrimination, the role that institutional racial oppression and white privilege play in regard to health care, in regard to housing, in regard to schooling. It is as if those issues exist in a vacuum and have no relationship to color, have no relationship to race, have no relationship to a history of racial subordination.

When they talk of building self-esteem, they often resort to empty flattery rather than character-building honesty. I've heard so many people talk of downward spiral in our educational system, and I think one key factor is that there is too much stroking and too littke real feedback.

But there are some infelicities. Such as 'like' for 'as,' and the addition of an 'at' where it isn't needed. I heard an educated gentleman say, 'Like the flag-officer did.' His cook or his butler would have said, 'Like the flag-officer done.' You hear gentlemen say, 'Where have you been at?

I have heard, my dear friend, that a person can become over-educated; and although I have a high respect for brains, no matter how they may be arranged or classified, I begin to suspect that yours are slightly tangled. In any event, I must beg you to restrain your superior education while in our society.

the long and bitter political struggle in which he had engaged against slavery had not prepared Mr. Douglass to take up the equally difficult task of fitting the Negro for the opportunities and responsibilities of freedom. The same was true to a large extent of other Negro leaders. At the time when I met these men and heard them speak I was invariably impressed, though young and inexperienced, that there was something lacking in their public utterances. I felt that the millions of Negroes needed something more than to be reminded of their sufferings and of their political rights; that they needed to do something more than merely to defend themselves.

She was never tired of praising Italy at the expense of England. “. . . our poor English,” she exclaimed, “want educating into gladness. They want refining not in the fire but in the sunshine.” Here in Italy were freedom and life and the joy that the sun breeds. One never saw men fighting, or heard them swearing; one never saw the Italians drunk;—“the faces of those men” in Shoreditch came again before her eyes. She was always comparing Pisa with London and saying how much she preferred Pisa.

[H]aving heard, or more probably read somewhere, in the days when I thought I would be well advised to educate myself, or amuse myself, or stupefy myself, or kill time, that when a man in a forest thinks he is going forward in a straight line, in reality he is going in a circle, I did my best to go in a circle, hoping in this way to go in a straight line.

A Swedish minister having assembled the chiefs of the Susquehanna Indians, made a sermon to them, acquainting them with the principal historical facts on which our religion is founded — such as the fall of our first parents by eating an apple, the coming of Christ to repair the mischief, his miracles and suffering, etc. When he had finished an Indian orator stood up to thank him. ‘What you have told us,’ says he, ‘is all very good. It is indeed bad to eat apples. It is better to make them all into cider. We are much obliged by your kindness in coming so far to tell us those things which you have heard from your mothers. In return, I will tell you some of those we have heard from ours. ‘In the beginning, our fathers had only the flesh of animals to subsist on, and if their hunting was unsuccessful they were starving. Two of our young hunters, having killed a deer, made a fire in the woods to boil some parts of it. When they were about to satisfy their hunger, they beheld a beautiful young woman descend from the clouds and seat herself on that hill which you see yonder among the Blue Mountains. ‘They said to each other, “It is a spirit that perhaps has smelt our broiling venison and wishes to eat of it; let us offer some to her.” They presented her with the tongue; she was pleased with the taste of it and said: “Your kindness shall be rewarded; come to this place after thirteen moons, and you will find something that will be of great benefit in nourishing you and your children to the latest generations.” They did so, and to their surprise found plants they had never seen before, but which from that ancient time have been constantly cultivated among us to our great advantage. Where her right hand had touched the ground they found maize; where her left had touched it they found kidney-beans; and where her backside had sat on it they found tobacco.’ The good missionary, disgusted with this idle tale, said: ‘What I delivered to you were sacred truths; but what you tell me is mere fable, fiction, and falsehood.’ The Indian, offended, replied: ‘My brother, it seems your friends have not done you justice in your education; they have not well instructed you in the rules of common civility. You saw that we, who understand and practise those rules, believed all your stories; why do you refuse to believe ours?

By educating me at home, my parents were able to give me individualized attention without the usual distractions that kids in regular school experience, like dating and friendship. Not to mention that traditional school can be dangerous. I’ve heard about kids catching the flu and chicken pox, even Judaism. And how about those poor kids lugging all those heavy books to and from school every day? My books never went anywhere, just like me. I felt so bad when I’d see kids on my street giggling and chasing each other around with those awkward backpacks.

Most televangelists, popular Christian preacher icons, and heads of those corporations that we call megachurches share an unreflective modern view of Jesus--that he translates easily and almost automatically into a modern idiom. The fact is, however, that Jesus was not a person of the twenty-first century who spoke the language of contemporary Christian America (or England or Germany or anywhere else). Jesus was inescapably and ineluctably a Jew living in first-century Palestine. He was not like us, and if we make him like us we transform the historical Jesus into a creature that we have invented for ourselves and for our own purposes. Jesus would not recognize himself in the preaching of most of his followers today. He knew nothing of our world. He was not a capitalist. He did not believe in free enterprise. He did not support the acquisition of wealth or the good things in life. He did not believe in massive education. He had never heard of democracy. He had nothing to do with going to church on Sunday. He knew nothing of social security, food stamps, welfare, American exceptionalism, unemployment numbers, or immigration. He had no views on tax reform, health care (apart from wanting to heal leprosy), or the welfare state. So far as we know, he expressed no opinion on the ethical issues that plague us today: abortion and reproductive rights, gay marriage, euthanasia, or bombing Iraq. His world was not ours, his concerns were not ours, and--most striking of all--his beliefs were not ours. Jesus was a first-century Jew, and when we try to make him into a twenty-first century American we distort everything he was and everything he stood for.

When I heard stories of the atrocities in Afghanistan I felt proud to be in Swat. “Here a girl can go to school,” I used to say. But the Taliban were right around the corner and were Pashtuns like us. For me the valley was a sunny place and I couldn’t see the clouds gathering behind the mountains. My father used to say, “I will protect your freedom, Malala. Carry on with your

He thought of all the living species that train their young in the art of survival, the cats who teach their kittens to hunt, the birds who spend such strident effort on teaching their fledglings to fly – yet man, whose tool of survival is the mind, does not merely fail to teach a child to think, but devotes the child’s education to the purpose of destroying his brain, of convincing him that thought is futile and evil, before he has started to think. From the first catch-phrases flung at a child to the last, it is like a series of shocks to freeze his motor, to undercut the power of his consciousness. “Don’t ask so many questions, children should be seen and not heard!” – “Who are you to think? It’s so, because I say so!” – “Don’t argue, obey!” – “Don’t try to understand, believe!” – “Don’t struggle, compromise!” – “Your heart is more important than your mind!” – “Who are you to know? Your parents know best!” – “Who are you to know? The bureaucrats know best!” – “Who are you to object? All values are relative!” – “Who are you to want to escape a thug’s bullet? That’s only a personal prejudice!” Men would shudder, he thought, if they saw a mother bird plucking the feathers from the wings of her young, then pushing him out of the nest to struggle for survival – yet that was what they did to their children.

Justine, you may remember, was a great favourite of yours; and I recollect you once remarked that if you were in an ill humour, one glance from Justine could dissipate it, for the same reason that Ariosto gives concerning the beauty of Angelica —she looked so frank-hearted and happy. My aunt conceived a great attachment for her, by which she was induced to give her an education superior to that which she had at first intended. This benefit was fully repaid; Justine was the most grateful little creature in the world: I do not mean that she made any professions I never heard one pass her lips, but you could see by her eyes that she almost adored her protectress. Although her disposition was gay and in many respects inconsiderate, yet she paid the greatest attention to every gesture of my aunt. She thought her the model of all excellence and endeavoured to imitate her phraseology and manners, so that even now she often reminds me of her.

The value of Greek prose composition, he said, was not that it gave one any particular facility in the language that could not be gained as easily by other methods but that if done properly, off the top of one's head, it taught one to think in Greek. One's thought patterns become different, he said, when forced into the confines of a rigid and unfamiliar tongue. Certain common ideas become inexpressible; other, previously undreamt-of ones spring to life, finding miraculous new articulation. By necessity, I suppose, it is difficult for me to explain in English exactly what I mean. I can only say that an incendium is in its nature entirely different from the feu with which a Frenchman lights his cigarette, and both are very different from the stark, inhuman pur that the Greeks knew, the pur that roared from the towers of Ilion or leapt and screamed on that desolate, windy beach, from the funeral pyre of Patroklos. Pur: that one word contains for me the secret, the bright, terrible clarity of ancient Greek. How can I make you see it, this strange harsh light which pervades Homer's landscapes and illumines the dialogues of Plato, an alien light, inarticulable in our common tongue? Our shared language is a language of the intricate, the peculiar, the home of pumpkins and ragamuffins and bodkins and beer, the tongue of Ahab and Falstaff and Mrs. Gamp; and while I find it entirely suitable for reflections such as these, it fails me utterly when I attempt to describe in it what I love about Greek, that language innocent of all quirks and cranks; a language obsessed with action, and with the joy of seeing action multiply from action, action marching relentlessly ahead and with yet more actions filing in from either side to fall into neat step at the rear, in a long straight rank of cause and effect toward what will be inevitable, the only possible end. In a certain sense, this was why I felt so close to the other in the Greek class. They, too, knew this beautiful and harrowing landscape, centuries dead; they'd had the same experience of looking up from their books with fifth-century eyes and finding the world disconcertingly sluggish and alien, as if it were not their home. It was why I admired Julian, and Henry in particular. Their reason, their very eyes and ears were fixed irrevocably in the confines of those stern and ancient rhythms – the world, in fact, was not their home, at least the world as I knew it – and far from being occasional visitors to this land which I myself knew only as an admiring tourist, they were pretty much its permanent residents, as permanent as I suppose it was possible for them to be. Ancient Greek is a difficult language, a very difficult language indeed, and it is eminently possible to study it all one's life and never be able to speak a word; but it makes me smile, even today, to think of Henry's calculated, formal English, the English of a well-educated foreigner, as compared with the marvelous fluency and self-assurance of his Greek – quick, eloquent, remarkably witty. It was always a wonder to me when I happened to hear him and Julian conversing in Greek, arguing and joking, as I never once heard either of them do in English; many times, I've seen Henry pick up the telephone with an irritable, cautious 'Hello,' and may I never forget the harsh and irresistible delight of his 'Khairei!' when Julian happened to be at the other end.

At stake was the virtue of free expression, and Franklin summed up the Enlightenment position in a sentence that is now framed on newsroom walls: “Printers are educated in the belief that when men differ in opinion, both sides ought equally to have the advantage of being heard by the public; and that when Truth and Error have fair play, the former is always an overmatch for the latter.

I've heard that there was a time when there were schools, when we were taught things, and educated. They do not exist anymore; they are things of legend now, whispered about in awe, as so many other things are. Things that we used to have and enjoy, but will never again know if your kind has anything to do with it! There is survival of the fittest, and then there is cruelty. I may be paying the price now for my role in the resistance, but I wouldn't change a thing. I stood up for what I believe in, I have pride in what I believe in, and no matter what you do to me, you can't take that fact away!

The root of disaster means a star coming apart, and no image expresses better the look in a patient’s eyes when hearing a neurosurgeon’s diagnosis. Sometimes the news so shocks the mind that the brain suffers an electrical short. This phenomenon is known as a “psychogenic” syndrome, a severe version of the swoon some experience after hearing bad news. When my mother, alone at college, heard that her father, who had championed her right to an education in rural 1960s India, had finally died after a long hospitalization, she had a psychogenic seizure—which continued until she returned home to attend the funeral.

The Light and the Darkness both flow in to Delhi. Gurgaon, where Mr. Ashok lived, is the bright, modern end of the city, and this place. Old Delhi is the other end. Full of things that the modern world forget all about rickshaws, old stone buildings and Muslims. On a Sunday, though, there is something more: if you keep pushing through the crowd that is always there, go past the men clearing the other men’s ears by poking rusty metal rods into them, past the men selling small fish trapped in green bottles full of brine, past the cheap shoe market and the cheap shirt market, you come great secondhand book market Darya Ganj. You may have heard of this market, sir, since it is one of the wonders of the world. Tens of thousands of dirty, rotting, blackened books on every subject- Technology, Medicine, Sexual Pleasure, Philosophy, Education, and Foreign Countries — heaped upon the pavement from Delhi Gate onwards all the way until you get to the market in front of the Red Fort. Some books are so old they crumble when you touch them; some have silverfish feasting on them- some look like they were retrieved from a flood, or from a fire. Most shops on the pavement are shuttered down; but the restaurants are still open, and the smell of fried food mingles with the smell of rotting paper. Rusting exhaust fans turn slowly in the ventilators of the restaurants like the wings of giant moths. I went amid the books and sucked in the air; it was like oxygen after the stench of the brothel.

I fell in love with the young assistant professor who took me through my first poetry course. Really in love--that is, enough to alarm Mother. Although naturally I never breathed my feelings to a soul--although naturally the first time she suggested that I might invite him home for tea I went to my room and shook for forty minutes. So she may have noticed something. In any case, in order to patrol the situation, she enrolled in his courses. And, as we bore the same name, she was seated beside me where not the flickering of an eyelash escaped her attention. I never have heard of this happening to anyone else in the history of education.

Watch a man--say, a politician--being interviewed on television, an you are observing a demonstration of what both he and his interrogators learned in school: all questions have answers, and it is a good thing to give an answer even if there is none to give, even if you don't understand the question, even if the question contains erroneous assumptions, even if you are ignorant of the facts required to answer. Have you ever heard a man being interviewed say, "I don't have the faintest idea," or "I don't know enough even to guess," or "I have been asked that question before, but all my answers to it seem to be wrong?" One does not "blame" men, especially if they are politicians, for providing instant answers to all questions. The public requires that they do, since the public has learned that instant answer giving is the most important sign of an educated man.

School is often based not on problem solving, which perforce involves actions and goals, but on learning information, facts, and formulas that one has read about in texts or heard about in lectures. It is not surprising, then, that research has long shown that a student’s doing well in school, in terms of grades and tests, does not correlate with being able to solve problems in the areas in which the student has been taught (e.g., math, civics, physics).

Protests and looting naturally capture attention. But the real rage smolders in meetings where officials redraw precincts to dilute African American voting strength or seek to slash the government payrolls that have long served as sources of black employment. It goes virtually unnoticed, however, because white rage doesn’t have to take to the streets and face rubber bullets to be heard. Instead, white rage carries an aura of respectability and has access to the courts, police, legislatures, and governors, who cast its efforts as noble, though they are actually driven by the most ignoble motivations. White rage recurs in American history. It exploded after the Civil War, erupted again to undermine the Supreme Court’s Brown v. Board of Education decision, and took on its latest incarnation with Barack Obama’s ascent to the White House. For every action of African American advancement, there’s a reaction, a backlash. The

New Rule: Now that liberals have taken back the word "liberal," they also have to take back the word "elite." By now you've heard the constant right-wing attacks on the "elite media," and the "liberal elite." Who may or may not be part of the "Washington elite." A subset of the "East Coast elite." Which is overly influenced by the "Hollywood elite." So basically, unless you're a shit-kicker from Kansas, you're with the terrorists. If you played a drinking game where you did a shot every time Rush Limbaugh attacked someone for being "elite," you'd be almost as wasted as Rush Limbaugh. I don't get it: In other fields--outside of government--elite is a good thing, like an elite fighting force. Tiger Woods is an elite golfer. If I need brain surgery, I'd like an elite doctor. But in politics, elite is bad--the elite aren't down-to-earth and accessible like you and me and President Shit-for-Brains. Which is fine, except that whenever there's a Bush administration scandal, it always traces back to some incompetent political hack appointment, and you think to yourself, "Where are they getting these screwups from?" Well, now we know: from Pat Robertson. I'm not kidding. Take Monica Goodling, who before she resigned last week because she's smack in the middle of the U.S. attorneys scandal, was the third-ranking official in the Justice Department of the United States. She's thirty-three, and though she never even worked as a prosecutor, was tasked with overseeing the job performance of all ninety-three U.S. attorneys. How do you get to the top that fast? Harvard? Princeton? No, Goodling did her undergraduate work at Messiah College--you know, home of the "Fighting Christies"--and then went on to attend Pat Robertson's law school. Yes, Pat Robertson, the man who said the presence of gay people at Disney World would cause "earthquakes, tornadoes, and possibly a meteor," has a law school. And what kid wouldn't want to attend? It's three years, and you have to read only one book. U.S. News & World Report, which does the definitive ranking of colleges, lists Regent as a tier-four school, which is the lowest score it gives. It's not a hard school to get into. You have to renounce Satan and draw a pirate on a matchbook. This is for the people who couldn't get into the University of Phoenix. Now, would you care to guess how many graduates of this televangelist diploma mill work in the Bush administration? On hundred fifty. And you wonder why things are so messed up? We're talking about a top Justice Department official who went to a college founded by a TV host. Would you send your daughter to Maury Povich U? And if you did, would you expect her to get a job at the White House? In two hundred years, we've gone from "we the people" to "up with people." From the best and brightest to dumb and dumber. And where better to find people dumb enough to believe in George Bush than Pat Robertson's law school? The problem here in America isn't that the country is being run by elites. It's that it's being run by a bunch of hayseeds. And by the way, the lawyer Monica Goodling hired to keep her ass out of jail went to a real law school.

The imported discovery, that human nature is too good to be made better by discipline, that children are enticed from the right way by religious instruction, and driven from it by the rod, and kept in thraldom by the conspiracy of priests and legislators, has united not a few in the noble experiment of emancipating the world by the help of an irreligious, ungoverned progeny. The indolent have rejoiced in the discovery that our fathers were fools and bigots, and have cheerfully let loose their children to help on the glorious work; while thousands of families, having heard from their teachers, or believing, in spite of them, that morality will suffice both for earth and heaven, and not doubting that morality will flourish without religion, have either not reared the family altar, or have put out the sacred fire, and laid aside together the rod and the Bible, as superfluous auxiliaries in the education of children. From the school, too, with pious regard for its sacred honors, the Bible, by some, has been withdrawn, lest, by a too familiar knowledge of its contents, children should learn to despise it; as if ignorance were the mother of devotion, and the efficacy of laws depended upon their not being understood.

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." All this demagoguery' had one purpose: to create trouble for Zhou Enlai and Deng Xiao-ping and generate chaos. It was only in persecuting people and in destruction that Mme Mao and the other luminaries of the Cultural Revolution had a chance to "shine." In construction they had no place. Zhou and Deng had been making tentative efforts to open the country up, so Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra. In the two years since the fall of Lin Biao, my mood had changed from hope to despair and fury. The only source of comfort was that there was a fight going on at all, and that the lunacy was not reigning supreme, as it had in the earlier years of the Cultural Revolution. During this period, Mao was not giving his full backing to either side. He hated the efforts of Zhou and Deng to reverse the Cultural Revolution, but he knew that his wife and her acolytes could not make the country work. Mao let Zhou carry on with the administration of the country, but set his wife upon Zhou, particularly in a new campaign to 'criticize Confucius." The slogans ostensibly denounced Lin Biao, but were really aimed at Zhou, who, it was widely held, epitomized the virtues advocated by the ancient sage. Even though Zhou had been unwaveringly loyal, Mao still could not leave him alone. Not even now, when Zhou was fatally ill with advanced cancer of the bladder.

Much of the control exerted by the caregiver is accomplished through being indirect, such as implying expectations. The caregiver may tell the child what the child feels and thinks, particularly when he or she is upset or angry. "You don't really feel that way, do you?" is a phrase heard often in the families of people with a compressed structure. Statements like, "You want to play the piano for Aunt Martha, don't you?" are used to get the child to do what the caregiver wants without directly asking the child what he wants or not leaving the child any room to say no. The caregiver may act in a way that assumes the child feels as the caregiver feels, as if the child were an extension of the caregiver, by saying, for example, "I'm cold, put on your sweater." Children growing up in this situation become so well attuned to the feelings and will of the caregiver that the caregiver may eventually need only to shiver a little for the child to go to get a sweater for both of them.

Everything belonged to him--but that was a trifle. The thing was to know what he belonged to, how many powers of darkness claimed him for their own. That was the reflection that made you creepy all over. It was impossible--it was not good for one either--trying to imagine. He had taken a high seat amongst the devils of the land--I mean literally. You can't understand. How could you?--with solid pavement under your feet, surrounded by kind neighbors ready to cheer you or to fall on you, stepping delicately between the butcher and the policeman, in the holy terror of scandal and gallows and lunatic asylums--how can you imagine what particular region of the first ages a man's untrammeled feet may take him into by the way of solitude--utter solitude without a policeman--by the way of silence, utter silence, where no warning voice of a kind neighbor can be heard whispering of public opinion? These little things make all the great difference. When they are gone you must fall back upon your own innate strength, upon your own capacity for faithfulness. Of course you may be too much of a fool to go wrong--too dull even to know you are being assaulted by the powers of darkness. I take it, no fool ever made a bargain for his soul with the devil: the fool is too much of a fool, or the devil too much of a devil--I don't know which. Or you may be such a thunderingly exalted creature as to be altogether deaf and blind to anything but heavenly sights and sounds. Then the earth for you is only a standing place -- and whether to be like this is your loss or your gain I won't pretend to say. But most of us are neither one nor the other. The earth for us is a place to live in, where we must put up with sights, with sounds, with smells too, by Jove!-- breathe dead hippo, so to speak, and not be contaminated. And there, don't you see? Your strength comes in, the faith in your ability for the digging of unostentatious holes to bury the stuff in--your power of devotion, not to yourself, but to an obscure, back-breaking business. And that's difficult enough. Mind, I am not trying to excuse or even explain--I am trying to account to myself for--for--Mr. Kurtz--for the shade of Mr. Kurtz. This initiated wraith from the back of Nowhere honored me with its amazing confidence before it vanished altogether. This was because it could speak English to me. The original Kurtz had been educated partly in England, and--as he was good enough to say himself--his sympathies were in the right place. His mother was half-English, his father was half-French. All Europe contributed to the making of Kurtz.

This, to be sure, is not the entire truth. For there were individuals in Germany who from the very beginning of the regime and without ever wavering were opposed to Hitler; no one knows how many there were of them—perhaps a hundred thousand, perhaps many more, perhaps many fewer—for their voices were never heard. They could be found everywhere, in all strata of society, among the simple people as well as among the educated, in all parties, perhaps even in the ranks of the N.S.D.A.P. Very few of them were known publicly, as were the aforementioned Reck-Malleczewen or the philosopher Karl Jaspers. Some of them were truly and deeply pious, like an artisan of whom I know, who preferred having his independent existence destroyed and becoming a simple worker in a factory to taking upon himself the “little formality” of entering the Nazi Party. A few still took an oath seriously and preferred, for example, to renounce an academic career rather than swear by Hitler’s name. A more numerous group were the workers, especially in Berlin, and Socialist intellectuals who tried to aid the Jews they knew. There were finally, the two peasant boys whose story is related in Günther Weisenborn’s Der lautlose Aufstand (1953), who were drafted into the S.S. at the end of the war and refused to sign; they were sentenced to death, and on the day of their execution they wrote in their last letter to their families: “We two would rather die than burden our conscience with such terrible things. We know what the S.S. must carry out.” The position of these people, who, practically speaking, did nothing, was altogether different from that of the conspirators. Their ability to tell right from wrong had remained intact, and they never suffered a “crisis of conscience.” There may also have been such persons among the members of the resistance, but they were hardly more numerous in the ranks of the conspirators than among the people at large. They were neither heroes nor saints, and they remained completely silent. Only on one occasion, in a single desperate gesture, did this wholly isolated and mute element manifest itself publicly: this was when the Scholls, two students at Munich University, brother and sister, under the influence of their teacher Kurt Huber distributed the famous leaflets in which Hitler was finally called what he was—a “mass murderer.

I'm an educated man: the prisons I know are subtle ones. And of course poetry and prison have always been neighbors. And yet it's melancholia that's the source of my attraction. Am I in the seventh dream or have I truly heard the cocks crow at the other end of the feria? It might be one thing or it might be another. But cocks crow at dawn, and it's noon now, according to my watch. I wander through the feria and greet my colleagues who are wandering as dreamily as I am. Dreamily× dreamily = a prison in literary heaven. Wandering.

His mother is dead. She was a suicide. Her marriage was terrifying to her. In the center of it she found herself completely alone. During the last year she sent long telegrams to her sister, sometimes quoting poetry, Swinburne, Blake. One day she burned her diaries, a spring day, and walked into the Connecticut River to drown, just like Virginia Woolf or Madame Magritte. She was buried in Boston, her home. I could see the ceremony. Dean is six years old and his sister three. They stand stunned and obedient as the great, glistening coffin is lowered into the ground. Within lies the drowned woman who had given them life and who now gives an example of melancholy and commitment which will stay with them forever. Clods of earth thunder onto the hollow lid and, half-orphan, bearer of his mother’s death which is not yet even real, he begins his life. Much of it you know, at any rate college, the wanderings. Now, at twenty-four, he has come to the time of choice. I know quite well how all that is. And then, I read his letters. His father writes to him in the most beautiful, educated hand, the born hand of a copyist. Admonitions to confront life, to think a little more seriously about this or that. I could have laughed. Words that meant nothing to him. He has already set out on a dazzling voyage which is more like an illness, becoming ever more distant, more legendary. His life will be filled with those daring impulses which cause him to disappear and next be heard of in Dublin, in Veracruz… I am not telling the truth about Dean, I am inventing him. I am creating him out of my own inadequacies, you must always remember that.

This fatalistic indifference is something that drives the optimistic American liberal quite mad; he is prone, in his more exasperated moments, to refer to Negroes as political children, an appellation not entirely just. Negro liberals, being consulted, assure us that this is something that will disappear with “education,” a vast, all-purpose term, conjuring up visions of sunlit housing projects, stacks of copybooks and a race of well-soaped, dark-skinned people who never slur their R’s. Actually, this is not so much political irresponsibility as the product of experience, experience which no amount of education can quite efface. It is, as much as anything else, the reason the Negro vote is so easily bought and sold, the reason for that exclamation heard so frequently on Sugar Hill: “Our people never get anywhere.

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra.

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

Allies tend to crowd out the space for anger with their demands that things be comfortable for them. They want to be educated, want someone to be kind to them whether they have earned that kindness or not. The process of becoming an ally requires a lot of emotional investment, and far too often the heavy lifting of that emotional labor is done by the marginalized, not the privileged. But part of that journey from being a would-be ally to becoming an ally to actually becoming an accomplice is anger. Anger doesn't have to be erudite to be valid. It doesn't have to be nice or calm in order to be heard. In fact, I would argue that despite narratives that present the anger of Black women as dangerous, that render being angry in public as a reason to tune out the voices of marginalized people, it is that anger and the expressing of it that saves communities. No one has ever freed themselves from oppression by asking nicely.

I was amazed, shocked, and sickened by what I heard throughout the day, over and over, by many victims' stories. I can think of no one with whom I didn't recognize a common thread. These monsters, these evil priests, used the same words and methods on all of us. With each session, I would find something that sent a cold chill down my spine. It amazed and frightened me that the actual words used on me, to rape me, to rape me, were the same as the words used on so many others from all over the United States. You would think that all these priests either were educated in how to concur and rape us, or they met privately with each other to compare notes and develop their plan of attack on us. The pattern was so much the same, with the same words, that you would swear it was scripted and disbursed to these priests. Do they secretly have closed-door meetings on how to abuse us? A chilling thought. Neary's routine of saying the “Our Father” during the rape and making me say it with him, repeating the “thy will be done” over and over, the absolution given me after he “finished,” the threats of having God take my parents away, the lectures about offering my suffering up to God, etc., etc., etc. My experience was identical, word-for-word, to that of many others. The exact words during the abuse were not just close, but exactly the same, as if it were some kind of abuse ritual. Ritual abuse is not limited to the religious definition and can include compulsive, abusive behavior performed in an exact series of steps with little variation. How could these similarities occur without the priests taking the same “abuse seminar” together some place, somehow? Was it taught in the seminary? In some dark corner? It goes beyond coincidence—the similarities in deeds and verbiage that these predators use on us. It truly chilled me to the very marrow of my bones.

Arleen thanked Pana. Getting off the phone, she thanked Jesus. She smiled. When she smiled she looked like a different person. The press had loosened its grip. From landlords, she had heard eighty-nine nos but one yes. Jori accepted his mother’s high five. He and his brother would have to switch schools. Jori didn’t care. He switched schools all the time. Between seventh and eighth grades, he had attended five different schools—when he went at all. At the domestic-violence shelter alone, Jori had racked up seventeen consecutive absences. Arleen saw school as a higher-order need, something to worry about after she found a house.

I had heard an amazing story that supported what the Archbishop was saying. When I met James Doty, he was the founder and director of the Center of Compassion and Altruism Research and Education at Stanford and the chairman of the Dalai Lama Foundation. Jim also worked as a full-time neurosurgeon. Years earlier, he had made a fortune as a medical technology entrepreneur and had pledged stock worth $30 million to charity. At the time his net worth was over $75 million. However, when the stock market crashed, he lost everything and discovered that he was bankrupt. All he had left was the stock that he had pledged to charity. His lawyers told him that he could get out of his charitable contributions and that everyone would understand that his circumstances had changed. “One of the persistent myths in our society,” Jim explained, “is that money will make you happy. Growing up poor, I thought that money would give me everything I did not have: control, power, love. When I finally had all the money I had ever dreamed of, I discovered that it had not made me happy. And when I lost it all, all of my false friends disappeared.” Jim decided to go through with his contribution. “At that moment I realized that the only way that money can bring happiness is to give it away.” •

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

Those who say that children must not be frightened may mean two things. They may mean (1) that we must not do anything likely to give the child those haunting, disabling, pathological fears against which ordinary courage is helpless: in fact, phobias. His mind must, if possible, be kept clear of things he can’t bear to think of. Or they may mean (2) that we must try to keep out of his mind the knowledge that he is born into a world of death, violence, wounds, adventure, heroism and cowardice, good and evil. If they mean the first I agree with them: but not if they mean the second. The second would indeed be to give children a false impression and feed them on escapism in the bad sense. There is something ludicrous in the idea of so educating a generation which is born to the…atomic bomb. Since it is so likely that they will meet cruel enemies, let them at least have heard of brave knights and heroic courage. Otherwise you are making their destiny not brighter but darker.

The Unknown Citizen by W. H. Auden (To JS/07 M 378 This Marble Monument Is Erected by the State) He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

But Beatrice Blaine! There was a woman! Early pictures taken on her father's estate at Lake Geneva, Wisconsin, or in Rome at the Sacred Heart Convent—an educational extravagance that in her youth was only for the daughters of the exceptionally wealthy—showed the exquisite delicacy of her features, the consummate art and simplicity of her clothes. A brilliant education she had—her youth passed in renaissance glory, she was versed in the latest gossip of the Older Roman Families; known by name as a fabulously wealthy American girl to Cardinal Vitori and Queen Margherita and more subtle celebrities that one must have had some culture even to have heard of. She learned in England to prefer whiskey and soda to wine, and her small talk was broadened in two senses during a winter in Vienna. All in all Beatrice O'Hara absorbed the sort of education that will be quite impossible ever again; a tutelage measured by the number of things and people one could be contemptuous of and charming about; a culture rich in all arts and traditions, barren of all ideas, in the last of those days when the great gardener clipped the inferior roses to produce one perfect bud.

When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone. My rapture was widely shared. Like many of my countrymen, I went out to buy the best liquors for a celebration with my family and friends, only to find the shops out of stock there was so much spontaneous rejoicing. There were official celebrations as well exactly the same kinds of rallies as during the Cultural Revolution, which infuriated me. I was particularly angered by the fact that in my department, the political supervisors and the student officials were now arranging the whole show, with unperturbed self-righteousness. The new leadership was headed by Mao's chosen successor, Hua Guofeng, whose only qualification, I believed, was his mediocrity. One of his first acts was to announce the construction of a huge mausoleum for Mao on Tiananmen Square. I was outraged: hundreds of thousands of people were still homeless after the earthquake in Tangshan, living in temporary shacks on the pavements. With her experience, my mother had immediately seen that a new era was beginning. On the day after Mao's death she had reported for work at her depas'uuent. She had been at home for five years, and now she wanted to put her energy to use again. She was given a job as the number seven deputy director in her department, of which she had been the director before the Cultural Revolution. But she did not mind. To me in my impatient mood, things seemed to go on as before. In January 1977, my university course came to an end. We were given neither examinations nor degrees. Although Mao and the Gang of Four were gone, Mao's rule that we had to return to where we had come from still applied. For me, this meant the machinery factory. The idea that a university education should make a difference to one's job had been condemned by Mao as 'training spiritual aristocrats.

From my childhood I had heard read, and read the Bible myself. Morning and evening the sacred volume was opened and prayers were said. The Bible was my first history, the Jews were the first people, and the events narrated by Moses and the other inspired writers, and those predicted by prophets were the all important things. In other books were found the thoughts and dreams of men, but in the Bible were the sacred truths of God. Yet in spite of my surroundings, of my education, I had no love for God. He was so saving of mercy, so extravagant in murder, so anxious to kill, so ready to assassinate, that I hated him with all my heart. At his command, babes were butchered, women violated, and the white hair of trembling age stained with blood. This God visited the people with pestilence -- filled the houses and covered the streets with the dying and the dead -- saw babes starving on the empty breasts of pallid mothers, heard the sobs, saw the tears, the sunken cheeks, the sightless eyes, the new made graves, and remained as pitiless as the pestilence. This God withheld the rain -- caused the famine, saw the fierce eyes of hunger -- the wasted forms, the white lips, saw mothers eating babes, and remained ferocious as famine.

Brown v. Board of Education, 1954: I’m sure you’ve heard of this one. If you live in the South and go to a diverse school, this is why. This was the case that said racial segregation in public schools was unconstitutional. The results: The schools began to mix. What’s really interesting about this case, though, something rarely discussed, is that it’s actually a pretty racist idea. I mean, what it basically suggests is that Black kids need a fair shot, and a fair shot is in White schools. I mean, why weren’t there any White kids integrating into Black schools? The assumption was that Black kids weren’t as intelligent because they weren’t around White kids, as if the mere presence of White kids would make Black kids better. Not. True. A good school is a good school, whether there are White people there or not. Oh, and of course people were pissed about this.

To review briefly, in the late 1960s, men got paid more than women (usually double) for doing the exact same job. Women could get credit cards in their husband's names but not their own, and many divorced, single and separated women could not get cards at all. Women could not get mortgages on their own and if a couple applied for a mortgage, only the husband's income was considered. Women faced widespread and consistent discrimination in education, scholarship awards, and on the job. In most states the collective property of a marriage was legally the husband's since the wife had allegedly not contributed to acquiring it. Women were largely kept out of a whole host of jobs--doctor, college professor, bus driver, business manager--that women today take for granted. They were knocked out in the delivery room... once women got pregnant they were either fired from their jobs or expected to quit. If they were women of color, it was worse on all fronts--work education, health care. (And talk about slim pickings. African American men were being sent to prison and cut out of jobs by the millions.) Most women today, having seen reruns of The Brady Bunch and Father Knows Best, and having heard of Betty Friedan's The Feminine Mystique, the bestseller that attacked women's confinement to the home, are all too familiar with the idealized yet suffocating media images of happy, devoted housewives. In fact, most of us have learned to laugh at them, vacuuming in their stockings and heels, clueless about balancing a checkbook, asking dogs directions to the neighbor's. But we should not permit our ability to distance ourselves from these images to erase the fact that all women--and we mean all women--were, in the 1950s and '60s supposed to internalize this ideal, to live it and believe it.

Philosophy is, by its very nature, something esoteric, neither made for the vulgar as it stands [für sich], nor capable of being got up to suit the vulgar taste; it only is philosophy in virtue of being directly opposed to the understanding and hence even more opposed to healthy common sense, under which label we understand the limitedness in space and time of a race of men; in its relationship to common sense the world of philosophy is in and for itself an inverted world .21 When Alexander, having heard that his teacher was publishing written essays on his philosophy, wrote to him from the heart of Asia that he ought not to have vulgarized the philosophizing they had done together, Aristotle defended himself by saying that his philosophy was published and yet also not published. In the same way philosophy [now] must certainly admit [erkennen] the possibility that the people can rise to it, but it must not lower itself to the people. But in these times of freedom and equality, in which such a large educated public has been formed, that will not allow anything to be shut away from it, but considers itself good for anything – or everything good enough for it – in these times even the highest beauty and the greatest good have not been able to escape the fate of being mishandled by the common mob which cannot rise to what it sees floating above it, until it has been made common enough to be fit for their possessing; so that vulgarization has forced its way into being recognized as a meritorious kind of labour. There is no aspect of the higher striving of the human spirit that has not experienced this fate. An Idea, in art or in philosophy, needs only to be glimpsed in order for the processing to start by which it is properly stirred up into material for the pulpit, for text books, and for the household use of the newspaper public.

Do preschoolers need all the trappings of elementary school . . . ? The faux academic overstimulation? The enforced choices? The cult-like obsession with readiness? I would say, mostly, they do not. And I think some of these trappings, such as the notorious print-rich environments we encountered with their busy totems to industriousness, can actually interfere with the task of becoming a good communicator and a literate person. We spend a lot of energy on creating print-rich environments but that’s not at all the same thing as creating a language-rich environment. Consider again the hope that Finland offers; its guidelines for preprimary (preschool) education remind us that: “The basis for emerging literacy is that children have heard and listened, they have been heard, they have spoken and been spoken to, people have discussed things with them, and they have asked questions and received answers.” For our young children, what else is there to wish for?

There was a small public library on Ninety-third and Hooper. Mrs. Stella Keaton was the librarian. We’d known each other for years. She was a white lady from Wisconsin. Her husband had a fatal heart attack in ’34 and her two children died in a fire the year after that. Her only living relative had been an older brother who was stationed in San Diego with the navy for ten years. After his discharge he moved to L.A. When Mrs. Keaton had her tragedies he invited her to live with him. One year after that her brother, Horton, took ill, and after three months he died spitting up blood, in her arms. All Mrs. Keaton had was the Ninety-third Street branch. She treated the people who came in there like her siblings and she treated the children like her own. If you were a regular at the library she’d bake you a cake on your birthday and save the books you loved under the front desk. We were on a first-name basis, Stella and I, but I was unhappy that she held that job. I was unhappy because even though Stella was nice, she was still a white woman. A white woman from a place where there were only white Christians. To her Shakespeare was a god. I didn’t mind that, but what did she know about the folk tales and riddles and stories colored folks had been telling for centuries? What did she know about the language we spoke? I always heard her correcting children’s speech. “Not ‘I is,’ she’d say. “It’s ‘I am.’” And, of course, she was right. It’s just that little colored children listening to that proper white woman would never hear their own cadence in her words. They’d come to believe that they would have to abandon their own language and stories to become a part of her educated world. They would have to forfeit Waller for Mozart and Remus for Puck. They would enter a world where only white people spoke. And no matter how articulate Dickens and Voltaire were, those children wouldn’t have their own examples in the house of learning—the library.

Go on and educate me, then,” Senan says to Cal. “What’s a yeet?” “A what?” Cal says. “A yeet. I’m sitting on the sofa tonight after my tea, doing a bit of digesting, and my youngest lad comes running in, launches himself onto my feckin’ belly like he’s been shot from a cannon, yells ‘Yeet!’ out of him right in my face, and legs it out again. I asked one of my other fellas what he was on about, but he only laughed his arse off and told me I’m getting old. Then he asked me for twenty quid to go into town.” “Did you give it to him?” Cal asks. “I did not. I told him to fuck off and get a job. What the hell is a yeet?” “You never saw a yeet?” Cal says. He finds himself fed up to the back teeth with being tossed around by these guys like a beach ball. “They’re pet animals. Like hamsters, only bigger and uglier. Great big fat faces and little piggy eyes.” “I haven’t got a fat fuckin’ face. You’re telling me my young lad’s after calling me a hamster?” “Well,” Cal says, “that word’s used for something else, too, but I hope your boy wouldn’t know about that. How old is he?” “Ten.” “He got the internet?” Senan is swelling up and turning red. “If that little fecker’s been looking at porn, he can say good-bye to his drum kit, and his Xbox, and his—everything. What’s a yeet? Did he call his own father a prick?” “He’s only winding you up, ye eejit,” the buck-naked window guy tells him. “He’s no more notion of yeets than you have.” Senan glares at Cal. “Never heard of ’em,” Cal says. “But you’re cute when you’re angry.

[Professor Greene's] reaction to GAMAY, as published in the Yale Daily News, fairly took one's breath away. He fondled the word "fascist" as though he had come up with a Dead Sea Scroll vouchsafing the key word to the understanding of God and Man at Yale. In a few sentences he used the term thrice. "Mr. Buckley has done Yale a great service" (how I would tire of this pedestrian rhetorical device), "and he may well do the cause of liberal education in America an even greater service, by stating the fascist alternative to liberalism. This fascist thesis . . . This . . . pure fascism . . . What more could Hitler, Mussolini, or Stalin ask for . . . ?" (They asked for, and got, a great deal more.) What survives, from such stuff as this, is ne-plus-ultra relativism, idiot nihlism. "What is required," Professor Greene spoke, "is more, not less tolerance--not the tolerance of indifference, but the tolerance of honest respect for divergent convictions and the determination of all that such divergent opinions be heard without administrative censorship. I try my best in the classroom to expound and defend my faith, when it is relevant, as honestly and persuasively as I can. But I can do so only because many of my colleagues are expounding and defending their contrasting faiths, or skepticisms, as openly and honestly as I am mine." A professor of philosophy! Question: What is the 1) ethical, 2) philosophical, or 3) epistemological argument for requiring continued tolerance of ideas whose discrediting it is the purpose of education to effect? What ethical code (in the Bible? in Plato? Kant? Hume?) requires "honest respect" for any divergent conviction?

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

The first time that I went to Tuskegee I was asked to make an address to the school on Sunday evening. I sat upon the platform of the large chapel and looked forth on a thousand coloured faces, and the choir of a hundred or more behind me sang a familiar religious melody, and the whole company joined in the chorus with unction. I was the only white man under the roof, and the scene and the songs made an impression on me that I shall never forget. Mr. Washington arose and asked them to sing one after another of the old melodies that I had heard all my life; but I had never before heard them sung by a thousand voices nor by the voices of educated Negroes. I had associated them with the Negro of the past, not with the Negro who was struggling upward. They brought to my mind the plantation, the cabin, the slave, not the freedman in quest of education. But on the plantation and in the cabin they had never been sung as these thousand students sang them. I saw again all the old plantations that I had ever seen; the whole history of the Negro ran through my mind; and the inexpressible pathos of his life found expression in these songs as I had never before felt it. And the future? These were the ambitious youths of the race, at work with an earnestness that put to shame the conventional student life of most educational institutions. Another song rolled up along the rafters. And as soon as silence came, I found myself in front of this extraordinary mass of faces, thinking not of them, but of that long and unhappy chapter in our country's history which followed the one great structural mistake of the Fathers of the Republic; thinking of the one continuous great problem that generations of statesmen had wrangled over, and a million men fought about, and that had so dwarfed the mass of English men in the Southern States as to hold them back a hundred years behind their fellows in every other part of the world—in England, in Australia, and in the Northern and Western States; I was thinking of this dark shadow that had oppressed every large-minded statesman from Jefferson to Lincoln. These thousand young men and women about me were victims of it. I, too, was an innocent victim of it. The whole Republic was a victim of that fundamental error of importing Africa into America.

We cannot pick and choose whom among the oppressed it is convenient to support. We must stand with all the oppressed or none of the oppressed. This is a global fight for life against corporate tyranny. We will win only when we see the struggle of working people in Greece, Spain, and Egypt as our own struggle. This will mean a huge reordering of our world, one that turns away from the primacy of profit to full employment and unionized workplaces, inexpensive and modernized mass transit, especially in impoverished communities, universal single-payer health care and a banning of for-profit health care corporations. The minimum wage must be at least $15 an hour and a weekly income of $500 provided to the unemployed, the disabled, stay-at-home parents, the elderly, and those unable to work. Anti-union laws, like the Taft-Hartley Act, and trade agreements such as NAFTA, will be abolished. All Americans will be granted a pension in old age. A parent will receive two years of paid maternity leave, as well as shorter work weeks with no loss in pay and benefits. The Patriot Act and Section 1021 of the National Defense Authorization Act, which permits the military to be used to crush domestic unrest, as well as government spying on citizens, will end. Mass incarceration will be dismantled. Global warming will become a national and global emergency. We will divert our energy and resources to saving the planet through public investment in renewable energy and end our reliance on fossil fuels. Public utilities, including the railroads, energy companies, the arms industry, and banks, will be nationalized. Government funding for the arts, education, and public broadcasting will create places where creativity, self-expression, and voices of dissent can be heard and seen. We will terminate our nuclear weapons programs and build a nuclear-free world. We will demilitarize our police, meaning that police will no longer carry weapons when they patrol our streets but instead, as in Great Britain, rely on specialized armed units that have to be authorized case by case to use lethal force. There will be training and rehabilitation programs for the poor and those in our prisons, along with the abolition of the death penalty. We will grant full citizenship to undocumented workers. There will be a moratorium on foreclosures and bank repossessions. Education will be free from day care to university. All student debt will be forgiven. Mental health care, especially for those now caged in our prisons, will be available. Our empire will be dismantled. Our soldiers and marines will come home.

Here’s the thing, people: We have some serious problems. The lights are off. And it seems like that’s affecting the water flow in part of town. So, no baths or showers, okay? But the situation is that we think Caine is short of food, which means he’s not going to be able to hold out very long at the power plant.” “How long?” someone yelled. Sam shook his head. “I don’t know.” “Why can’t you get him to leave?” “Because I can’t, that’s why,” Sam snapped, letting some of his anger show. “Because I’m not Superman, all right? Look, he’s inside the plant. The walls are thick. He has guns, he has Jack, he has Drake, and he has his own powers. I can’t get him out of there without getting some of our people killed. Anybody want to volunteer for that?" Silence. “Yeah, I thought so. I can’t get you people to show up and pick melons, let alone throw down with Drake.” “That’s your job,” Zil said. “Oh, I see,” Sam said. The resentment he’d held in now came boiling to the surface. “It’s my job to pick the fruit, and collect the trash, and ration the food, and catch Hunter, and stop Caine, and settle every stupid little fight, and make sure kids get a visit from the Tooth Fairy. What’s your job, Zil? Oh, right: you spray hateful graffiti. Thanks for taking care of that, I don’t know how we’d ever manage without you.” “Sam…,” Astrid said, just loud enough for him to hear. A warning. Too late. He was going to say what needed saying. “And the rest of you. How many of you have done a single, lousy thing in the last two weeks aside from sitting around playing Xbox or watching movies? “Let me explain something to you people. I’m not your parents. I’m a fifteen-year-old kid. I’m a kid, just like all of you. I don’t happen to have any magic ability to make food suddenly appear. I can’t just snap my fingers and make all your problems go away. I’m just a kid.” As soon as the words were out of his mouth, Sam knew he had crossed the line. He had said the fateful words so many had used as an excuse before him. How many hundreds of times had he heard, “I’m just a kid.” But now he seemed unable to stop the words from tumbling out. “Look, I have an eighth-grade education. Just because I have powers doesn’t mean I’m Dumbledore or George Washington or Martin Luther King. Until all this happened I was just a B student. All I wanted to do was surf. I wanted to grow up to be Dru Adler or Kelly Slater, just, you know, a really good surfer.” The crowd was dead quiet now. Of course they were quiet, some still-functioning part of his mind thought bitterly, it’s entertaining watching someone melt down in public. “I’m doing the best I can,” Sam said. “I lost people today…I…I screwed up. I should have figured out Caine might go after the power plant.” Silence. “I’m doing the best I can.” No one said a word. Sam refused to meet Astrid’s eyes. If he saw pity there, he would fall apart completely. “I’m sorry,” he said. “I’m sorry.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.