Ideal Student Quotes

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

All students enter law school with a certain amount of idealism and desire to serve the public, but after three years of brutal competition we care for nothing but the right job with the right firm where we can make partner in seven years and earn big bucks.

The ideal architect should be a man of letters, a skillful draftsman, a mathematician, familiar with historical studies, a diligent student of philosophy, acquainted with music, not ignorant of medicine, learned in the responses of jurisconsults, familiar with astronomy and astronomical calculations.

Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized -- it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn.

Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.

Invention, using the term most broadly, and imitation, are the two legs, so to call them, on which the human race historically has walked.

The Rights Revolutions too have given us ideals that educated people today take for granted but that are virtually unprecedented in human history, such as that people of all races and creeds have equal rights, that women should be free from all forms of coercion, that children should never, ever be spanked, that students should be protected from bullying, and that there’s nothing wrong with being gay. I don’t find it at all implausible that these are gifts, in part, of a refined and widening application of reason.

The essence of education is, in the words of William James, to teach a person what deserves to be valued, to impart ideals as well as knowledge, to cultivate in students the ability to distinguish the true and good from their counterfeits and the wisdom to prefer the former to the latter.

As children, our classroom desks are increasingly arranged in pods, the better to foster group learning, and research suggests that the vast majority of teachers believe that the ideal student is an extrovert.

Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test. So with the man who has daily inured himself to habits of concentrated attention, energetic volition, and self-denial in unnecessary things. He will stand like a tower when everything rocks around him, and when his softer fellow-mortals are winnowed like chaff in the blast.

Arthur Compton became my graduate advisor. He was the ideal graduate advisor for me: he came into my research room only once during my graduate career and usually had no idea how I was spending my time.

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

The reluctant leader doesn’t merely give accolades to others. It is her true joy to see others awaken to their potential and exceed their greatest dreams. It is the hope of every good teacher to have students who take their work further than the teacher was able to do. To be surpassed is the ideal. To be replaced is the goal, not a sign of failure.

It's difficult in times like these: ideals, dreams and cherished hopes rise within us, only to be crushed by grim reality.

The only road to freedom is self-education in art. Art is not a luxury for any advanced civilization; it is a necessity, without which creative intelligence will wither and die. Even in economically troubled times, support for the arts should be a national imperative. Dance, for example, requires funding not only to secure safe, roomy rehearsal space but to preserve the indispensible continuity of the teacher-student link. American culture has become unbalanced by its obsession with the blood sport of politics, a voracious vortex consuming everything in its path. History shows that, for both individuals and nations, political power is transient. America's true legacy is its ideal of liberty, which has inspired insurgencies around the world. Politicians and partisans of both the Right and the Left must recognize that art too is a voice of liberty, requiring nurture without intrusion. Art unites the spiritual and material realms. In an age of alluring, magical machines, the society that forgets art risks losing its soul.

Thus, whatever the medical student has been taught, and even genuinely believes, about the ideals of medicine, the primacy of empathy, the value of the doctor-patient relationship--all of this is swamped once he or she steps into the wards. [...] It's no wonder that empathy gets trounced in the actual world of clinical medicine; everything that empathy requires seems to detract from daily survival.

By the end of medical school, most students tended to focus on "lifestyle" specialities - those with more humane hours, higher salaries, and lower pressures - the idealism of their med school application essays tempered or lost. As graduation neared and we sat down, in a Yale tradition, to re-write our commencement oath - a melding of the words of Hippocrates, Maimonides, Osler, along with a few other great medical forefathers - several students argued for the removal of language insisting that we place our patients' interests above our own. (The rest of us didn't allow this discussion to continue for long. The words stayed. This kind of egotism struck me as antithetical to medicine and, it should be noted, entirely reasonable. Indeed, this is how 99 percent of people select their jobs: pay, work environment, hours. But thats the point. Putting lifestyle first is how you find a job - not a calling).

Male, female, gay, straight, legal, illegal, country of origin—who cares? You can either cook an omelet or you can’t. You can either cook five hundred omelets in three hours—like you said you could, and like the job requires—or you can’t. There’s no lying in the kitchen. The restaurant kitchen may indeed be the last, glorious meritocracy—where anybody with the skills and the heart is welcomed. But if you’re old, or out of shape—or were never really certain about your chosen path in the first place—then you will surely and quickly be removed. Like a large organism’s natural antibodies fighting off an invading strain of bacteria, the life will slowly push you out or kill you off. Thus it is. Thus it shall always be. The ideal progression for a nascent culinary career would be to, first, take a jump straight into the deep end of the pool. Long before student loans and culinary school, take the trouble to find out who you are.

And as John F. Kennedy described the ideals behind what would become the Peace Corps, he issued a challenge to the students who had assembled in Ann Arbor on that October night: “on your willingness to contribute part of your life to this country,” he said, will depend the answer whether a free society can compete. I think it can,” he said.

Scientists became “moral exhibitionists” in the lecture hall as they demonized fellow scientists and urged their students to evaluate ideas not for their truth but for their consistency with progressive ideals such as racial and gender equality.14

If there’s one place, then, where we can intervene in a way that will pay dividends for society down the road, it’s in the classroom. Yet that’s barely happening. All the big debates in education are about format. About delivery. About didactics. Education is consistently presented as a means of adaptation – as a lubricant to help you glide more effortlessly through life. On the education conference circuit, an endless parade of trend watchers prophesy about the future and essential twenty-first-century skills, the buzzwords being “creative,” “adaptable,” and “flexible.” The focus, invariably, is on competencies, not values. On didactics, not ideals. On “problem-solving ability,” but not which problems need solving. Invariably, it all revolves around the question: Which knowledge and skills do today’s students need to get hired in tomorrow’s job market – the market of 2030? Which is precisely the wrong question. In 2030, there will likely be a high demand for savvy accountants untroubled by a conscience. If current trends hold, countries like Luxembourg, the Netherlands, and Switzerland will become even bigger tax havens, enabling multinationals to dodge taxes even more effectively, leaving developing countries with an even shorter end of the stick. If the aim of education is to roll with these kinds of trends rather than upend them, then egotism is set to be the quintessential twenty-first-century skill. Not

Let us watch these mighty ones as they pass silently by. First, Orpheus, playing upon the seven stringed lyre of his own being, the music of the spheres. Then Hermes, the thrice greatest, with his emerald tablet of divine revelation. Through the shades of the past we dimly see Krishna, the illuminated, who on the battlefield of life taught man the mysteries of his own soul. Then we see the sublime Buddha, his yellow robe not half so glorious as the heart it covered, and our own dear Master, the man Jesus, his head surrounded with a halo of Golden Flame, and his brow serene with the calm of mastery. Then Mohammed, Zoroaster, Confucius, Odin, and Moses, and others no less worthy pass by before the eyes of the student They were the Sons of Flame. From the Flame they came, and to the Flame they have returned. To us they beckon, and bid us join them, and in our robes of self-earned glory to serve the Flame they love. They were without creed or clan; they served but the one great ideal. From the same place they all came, and to the same place they have returned. There was no superiority there. Hand in hand they labor for humanity. Each loves the other, for the power that has made them masters has shown them the Brotherhood of all life.

And many years later, as an adult student of history, Knecht was to perceive more distinctly that history cannot come into being without the substance and the dynamism of this sinful world of egoism and instinctuality, and that even such sublime creations as the Order were born in this cloudy torrent and sooner or later will be swallowed up by it again...Nor was this ever merely an intellectual problem for him. Rather, it engaged his innermost self more than any other problem, and he felt it as partly his responsibility. His was one of those natures which can sicken, languish, and die when they see an ideal they have believed in, or the country and community they love, afflicted with ills.

The notion that a vast gulf exists between "criminals" and those of us who have never served time in prison is a fiction created by the racial ideology that birthed mass incarceration, namely that there is something fundamentally wrong and morally inferior about "them." The reality, though, is that all of us have done wrong. As noted earlier, studies suggest that most Americans violate drug laws in their lifetime. Indeed, most of us break the law not once but repeatedly throughout our lives. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or a felon, and ushered into a permanent undercaste. Who becomes a social pariah and excommunicated from civil society and who trots off to college bears scant relationship to the morality of the crimes committed. Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay rent? Or the college kid who deals drugs out of his dorm room so that he'll have cash to finance his spring break? Who should we fear? The kid in the 'hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives with varying degrees of justification. Screwing up-failing to live by one's highest ideals and values-is part of what makes us human.

It’s time to stop blaming parents for challenging behavior that occurs at school. While it is true that some behaviorally challenging kids go home to family situations that are not ideal, it is also true that many well-behaved students come from family situations that are not ideal. Blaming parents is a counterproductive dead end, and it makes it much harder for school staff to focus on the things they can actually do something about: unsolved problems and lagging skills. Parents of behaviorally challenging kids get much more blame than they deserve for their kids’ difficulties, just as parents of well-behaved kids get much more credit than they deserve for their kids’ positive attributes.

Cramming seeks to stamp things in by intense application immediately before the ordeal. But a thing thus learned can form but few associations. On the other hand, the same thing recurring on different days, in different contexts, read, recited on, referred to again and again, related to other things and reviewed, gets well wrought into the mental structure.

Speaking softly and slowly, and breathing through the vocal chords in a low voice, has become the mythical ideal voice for a yoga teacher.

Shapira's Hasidism included transcendent meditation, training the imagination and channeling the emotions to achieve mystical visions. The ideal way, Shapira taught, was to "witness one's thoughts to correct negative habits and character traits." A thought observed will start to weaken, especially negative thoughts, which he advised students not to enter into but examine dispassionately. If they sat on the bank watching their stream of thoughts flow by, without being swept away by them, they might achieve a form of meditation called hashkatah: silencing the conscious mind.

The presence of God compelled human[s] to quest for an ideal. They had to strive for something to win God's blessing.... Nietzsche feared that with God's passing even that striving would stop. No one would think it worthwhile to try to overcome himself. People who would live happily with their own limitations.... Worse was life in which humanity had lost all interest in ideals. This was the world epitomized by "The Last Man." This creature hops and blinks on the Earth's crust, small and self-seeking, lives with the most pitiable credo: `One still works, for work is a form of entertainment. But one is careful lest the entertainment be too harrowing. One no longer becomes poor or rich: Both require too much exertion. Who still wants to rule? Who obey? Both require too much exertion.' The Last Man has his `little poison now and then: That makes for agreeable dreams'; he is cautious, self-absorbed, noncommittal.... What happens now and in the future if our most intelligent students never learn to strive to overcome what they are?

Society often overlooks us introverts. We idolize the talkers and the spotlight seekers, as if they are the role models everyone should be emulating. I call this the Extrovert Ideal. This is the belief that we're all supposed to be quick-thinking, charismatic risk takers who prefer action to contemplation. The Extrovert Ideal is what can make you feel as if there's something wrong with you because you're not at your best in a large group. It's an especially powerful force in school, where the loudest, most talkative kids are often the most popular, and where teachers reward the students who are eager to raise their hands in class.

There is a frequent tendency in the presentation of mechaincs to use problems mainly as a vehicle to illustrate theory rather than to develop theory for the purpose of solving problems. When the first view is allowed to predominate, problems tend to become overly idealized and unrelated to engineering with the result that the exercise becomes dull, academic, and uninteresting. This approach deprives the students of valuable experience in formulating problems and thus of discovering the need for and meaning of theory. The second view provides by far the stronger motive for learning theory and leads to a better balance between theory and application. The crucial role played by interest and purpose in providing the strongest possible motive for learning cannot be overemphasized." Glenn Kraige, from Merriam & Kraige's Dynamics text, 7th Edition.

With no larger educational ideals to shape the undergraduate experience," Lewis says, "decisions affecting students are calculated to satisfy their immediate demands." Instead of humanities, students are getting amenities.

the authorities had gone on to inculcate their own classless ideals into students whose presence at the University was in itself a measure of their determination to climb the social ladder by the only means made available in the Welfare State.

As students, we took all of this for granted, like oxygen in a lecture hall, and we heaped harsh judgment on the Christian West,” John recalled. “But we rarely asked, ‘Compared to what?’ The ‘what’ was always some form of utopian ideal. But utopian ideals have not fared so well. In the twentieth century, secular utopian idealists presided over the extermination of a hundred million people, killed for ‘a higher good’ by the apostles of Darwin, Marx, and Nietzsche. History has never produced a more efficient set of butchers.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

Everything we do, then, as teachers, has moral overtones. Through dialogue, modeling, the provision of practice, and the attribution of best motive, the one-caring as teacher nurtures the ethical idea. She cannot nurture the student intellectually without regard for the ethical ideal unless she is willing to risk producing a monster" (p. 179).

Introductory paragraph incorporating the thesis: After a challenging childhood marked by adversity, Adam Parrish has become a successful freshman at Harvard University. In the past, he had spent his time doubting himself, fearing he would become like his father, obsessing that others could see his trailer-park roots, and idealizing wealth, but now he has built a new future where no one has to know where he's come from. Before becoming a self-actualized young man at Harvard, Adam had been deeply fascinated by the concept of the ley lines and also supernaturally entangled with one of the uncanny forests located along one, but he has now focused on the real world, using only the ghost of magic to fleece other students with parlor trick tarot card readings. He hasn't felt like himself for months, but he is going to be just fine. Followed by three paragraphs with information that supports the thesis. First: Adam understands that suffering is often transient, even when it feels permanent. This too shall pass, etc. Although college seems like a lifetime, it is only four years. Four years is only a lifetime if one is a guinea pig. Second paragraph, building on the first point: Magic has not always been good for Adam. During high school, he frequently immersed himself in it as a form of avoidance. Deep down, he fears that he is prone to it as his father is prone to abuse, and that it will eventually make him unsuitable for society. By depriving himself of magic, he forces himself to become someone valuable to the unmagic world, i.e. the Crying Club. Third paragraph, with the most persuasive point: Harvard is a place Ronan Lynch cannot be, because he cannot survive there, either physically or socially. Without such hard barriers, Adam will surely continue to return to Ronan Lynch again and again, and thus fall back in with bad habits. He will never achieve the life of financial security and recognition he planned. Thesis restated, bringing together all the information to prove it: Although life is unbearable now, and Adam Parrish seems to have lost everything important to him in the present by pursuing the things important to him in the past, he will be fine. Concluding paragraph describing what the reader just learned and why it is important for them to have learned it: He will be fine. He will be fine. He will be fine. He will be fine.

Any object not interesting in itself may become interesting through becoming associated with an object in which an interest already exists. The two associated objects grow, as it were, together; the interesting portion sheds its quality over the whole; and thus things not interesting in their own right borrow an interest which becomes as real and as strong as that of any natively interesting thing.

As noted earlier, studies suggest that most Americans violate drug laws in their lifetime. Indeed, most of us break the law not once but repeatedly throughout our lives. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or felon, and ushered into a permanent undercaste. Who becomes a social pariah and excommunicated from civil society and who trots off to college bears scant relationship to the morality of crimes committed. Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay the rent? Or the college kid who deals drugs out of his dorm room so that he’ll have cash to finance his spring break? Who should we fear? The kid in the ’hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives and with varying degrees of justification. Screwing up—failing to live by one’s highest ideals and values—is part of what makes us human.

A few years ago, the wonderful documentary filmmaker Michael Pack and the no-less-wonderful historian-biographer Richard Brookhiser visited us at Princeton to offer an advance viewing of their film biography George Washington. Some of the students were a bit perplexed when Brookhiser explained that Washington came to be who he was by imagining an ideal, truly noble individual. As a young man, the future statesman formed a picture of the kind of person he would like to be and then tried to become that person by acting the way that person would act. He “stepped into the role” he had designed for himself. He sought to make himself virtuous by ridding himself of wayward desires or passions that would have no place in the character and life of the noble individual he sought to emulate and, by emulating, to become.

The art of remembering is the art of thinking and by adding, with Dr.Pick, that, when we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall.

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.

Euclid's Elements has been for nearly twenty-two centuries the encouragement and guide of that scientific thought which is one thing with the progress of man from a worse to a better state. The encouragement; for it contained a body of knowledge that was really known and could be relied on, and that moreover was growing in extent and application. For even at the time this book was written—shortly after the foundation of the Alexandrian Museum—Mathematics was no longer the merely ideal science of the Platonic school, but had started on her career of conquest over the whole world of Phenomena. The guide; for the aim of every scientific student of every subject was to bring his knowledge of that subject into a form as perfect as that which geometry had attained. Far up on the great mountain of Truth, which all the sciences hope to scale, the foremost of that sacred sisterhood was seen, beckoning for the rest to follow her.

something that cannot be memorized and graded: a great doctor must have a huge heart and a distended aorta through which pumps a vast lake of compassion and human kindness. At least, that’s what you’d think. In reality, medical schools don’t give the shiniest shit about any of that. They don’t even check you’re OK with the sight of blood. Instead, they fixate on extracurricular activities. Their ideal student is captain of two sports teams, the county swimming champion, leader of the youth orchestra and editor of the school newspaper. It’s basically a Miss Congeniality contest without the sash. Look at the Wikipedia entry for any famous doctor, and you’ll see: ‘He proved himself an accomplished rugby player in youth leagues. He excelled as a distance runner and in his final year at school was vice-captain of the athletics team.’ This particular description is of a certain Dr H. Shipman, so perhaps it’s not a rock-solid system.

The opposite of racism is antiracism, of course, or what we might call racial idealism or equalitarianism, and it is still not clear whether it will prevail. In this struggle, our history textbooks offer little help. Just as they underplay white racism, they also neglect racial idealism. In doing so, they deprive students of potential role models to call upon as they try to bridge the new fault lines that will spread out in the future from the great rift in our past.

teacher flight from the challenges in such schools—violence and disorder, truancy, lower school readiness and English-language proficiency, less supportive home environments—means that students in these schools get a generally inferior education. Many teachers in poor schools today are doing a heroic job, driven by idealism, but in a market economy the most obvious way to attract more and better teachers to such demanding work is to improve the conditions of their employment.

Under the seeming disorder of the old city, wherever the old city is working successfully, is a marvelous order for maintaining the safety of the streets and the freedom of the city. It is a complex order. Its essence is intricacy of sidewalk use, bringing with it a constant succession of eyes. This order is all composed of movement and change, and although it is life, not art, we may fancifully call it the art form of the city and liken it to the dance — not to a simple-minded precision dance with everyone kicking up at the same time, twirling in unison and bowing off en masse, but to an intricate ballet in which the individual dancers and ensembles all have distinctive parts which miraculously reinforce each other and compose an orderly whole. The ballet of the good city sidewalk never repeats itself from place to place, and in any once place is always replete with new improvisations. The stretch of Hudson Street where I live is each day the scene of an intricate sidewalk ballet. I make my own first entrance into it a little after eight when I put out my garbage gcan, surely a prosaic occupation, but I enjoy my part, my little clang, as the junior droves of junior high school students walk by the center of the stage dropping candy wrapper. (How do they eat so much candy so early in the morning?) While I sweep up the wrappers I watch the other rituals of the morning: Mr Halpert unlocking the laundry's handcart from its mooring to a cellar door, Joe Cornacchia's son-in-law stacking out the empty crates from the delicatessen, the barber bringing out his sidewalk folding chair, Mr. Goldstein arranging the coils of wire which proclaim the hardware store is open, the wife of the tenement's super intendent depositing her chunky three-year-old with a toy mandolin on the stoop, the vantage point from which he is learning English his mother cannot speak. Now the primary childrren, heading for St. Luke's, dribble through the south; the children from St. Veronica\s cross, heading to the west, and the children from P.S 41, heading toward the east. Two new entrances are made from the wings: well-dressed and even elegant women and men with brief cases emerge from doorways and side streets. Most of these are heading for the bus and subways, but some hover on the curbs, stopping taxis which have miraculously appeared at the right moment, for the taxis are part of a wider morning ritual: having dropped passengers from midtown in the downtown financial district, they are now bringing downtowners up tow midtown. Simultaneously, numbers of women in housedresses have emerged and as they crisscross with one another they pause for quick conversations that sound with laughter or joint indignation, never, it seems, anything in between. It is time for me to hurry to work too, and I exchange my ritual farewell with Mr. Lofaro, the short, thick bodied, white-aproned fruit man who stands outside his doorway a little up the street, his arms folded, his feet planted, looking solid as the earth itself. We nod; we each glance quickly up and down the street, then look back at eachother and smile. We have done this many a morning for more than ten years, and we both know what it means: all is well. The heart of the day ballet I seldom see, because part off the nature of it is that working people who live there, like me, are mostly gone, filling the roles of strangers on other sidewalks. But from days off, I know enough to know that it becomes more and more intricate. Longshoremen who are not working that day gather at the White Horse or the Ideal or the International for beer and conversation. The executives and business lunchers from the industries just to the west throng the Dorgene restaurant and the Lion's Head coffee house; meat market workers and communication scientists fill the bakery lunchroom.

A healthy and ideal system of education would be where a teacher would patiently impart knowledge, instead of curriculum, upon the students, only after assessing their acceptability – where a student would acquire knowledge in order to learn, not to earn – where the parents would be willing to make necessary sacrifices in order to adorn their child with curiosity and thereafter nourish that curiosity, regardless of how absurdly impractical it becomes to the eyes of the society.

What is soft power? It is the ability to get what you want through attraction rather than coercion or payments. It arises from the attractiveness of a country’s culture, political ideals, and policies. When our policies are seen as legitimate in the eyes of others, our soft power is enhanced. America has long had a great deal of soft power. Think of the impact of Franklin Roosevelt’s Four Freedoms in Europe at the end of World War II; of young people behind the Iron Curtain listening to American music and news on Radio Free Europe; of Chinese students symbolizing their protests in Tiananmen Square by creating a replica of the Statue of Liberty; of newly liberated Afghans in 2001 asking for a copy of the Bill of Rights; of young Iranians today surreptitiously watching banned American videos and satellite television broadcasts in the privacy of their homes. These are all examples of America’s soft power. When you can get others to admire your ideals and to want what you want, you do not have to spend as much on sticks and carrots to move them in your direction. Seduction is always more effective than coercion, and many values like democracy, human rights, and individual opportunities are deeply seductive. As General Wesley Clark put it, soft power “gave us an influence far beyond the hard edge of traditional balance-of-power politics.” But attraction can turn to repulsion if we act in an arrogant manner and destroy the real message of our deeper values.

As chairman of the physics department, Professor Max Born nurtured the work of Heisenberg, Eugene Wigner, Wolfgang Pauli and Enrico Fermi. It was Born who in 1924 coined the term “quantum mechanics,” and it was Born who suggested that the outcome of any interaction in the quantum world is determined by chance. In 1954 he would be awarded the Nobel Prize for physics. A pacifist and a Jew, Born was regarded by his students as an unusually warm and patient teacher. He was the ideal mentor for a young student with Robert’s delicate temperament.

If the topic be highly abstract, show its nature by concrete examples; if it be unfamiliar, make it figure as part of a story; if it be difficult, couple its acquisition with some prospect of personal gain. Above all things, make sure that it shall run through certain inner changes, since no unvarying object can possibly hold the mental field for long. Let your pupil wander from one aspect to another of your subject, if you do not wish him to wander from it altogether to something else, variety in unity being the secret of all interesting talk and thought.

The editor further extols the advantages arising from the study of Homer, it making the youthful students acquainted with the earliest periods of Greek history, the manners and customs of the people, and he ends by quoting from Herbart: "Boys must first get acquainted with the noisy market-place of Ithaca and then be led to the Athens of Miltiades and Themistokles." With equal truth the American can say that the child whose patriotism is kindled by the Homeric fire will the more gladly respond to the ideals set forth in the history of a Columbus or a Washington. MARY E. BURT. PART

As precious as life itself is our heritage of individual freedom, for man's free agency is a God-given gift. In sensing our responsibility to preserve it for ourselves and our posterity, let students and patriotic people ever keep in mind the warning voice of James Russell Lowell proclaiming: 'Our American republic will endure only as long as the ideas of the men who founded it continue dominant.' "There is a crying need today to have this truth heralded throughout the land that youth especially may appreciate and hold the freedom of the individual as sacred as did our revolutionary fathers

Administrators and campus police are loath to do anything that might necessitate the use of force against student darlings. But if arrests are all but foreclosed, enough police manpower must be summoned to maintain open access through sheer command presence. Before a planned blockade, the faculty must reaffirm in their classes the institution’s belief in free expression. And the faculty must show up to the threatened event itself to give meaning to the ideal of free speech; they must shame the students trying to prevent their fellow students from hearing ideas that challenge campus orthodoxies.

I had all kinds of answers ready for the commissions that called me in and asked me what had made me become a Communist, but what had attracted me to the movement more than anything, dazzled me, was the feeling (real or apparent) of standing near the wheel of history. For in those days we actually did decide the fate of men and events, especially at the universities; in those early years there were very few Communists on the faculty, and the Communists in the student body ran the universities almost single-handed, making decisions on academic staffing, teaching reform, and the curriculum. The intoxication we experienced is commonly known as the intoxication of power, but (with a bit of good will) I could choose less severe words: we were bewitched by history; we were drunk with the thought of jumping on its back and feeling it beneath us; admittedly, in most cases the result was an ugly lust for power, but (as all human affairs are ambiguous) there was still (and especially, perhaps, in us, the young), an altogether idealistic illusion that we were inaugurating a human era in which man (all men) would be neither outside history, nor under the heel of history, but would create and direct it.

Only a fool says in his heart There is no Creator, no King of kings, Only mules would dare to bray These lethal mutterings. Over darkened minds as these The Darkness bears full sway, Fruitless, yet, bearing fruit, In their fell, destructive way. Sterile, though proliferate, A filthy progeny sees the day, When Evil, Thought and Action mate: Breeding sin, rebels and decay. The blackest deeds and foul ideals, Multiply throughout the earth, Through deadened, lifeless, braying souls, The Darkness labours and gives birth. Taking the Lord’s abundant gifts And rotting them to the core, They dress their dish and serve it out Foul seeds to infect thousands more. ‘The Tree of Life is dead!’ they cry, ‘And that of Knowledge not enough, Let us glut on the ashen apples Of Sodom and Gomorrah.’ Have pity on Thy children, Lord, Left sorrowing on this earth, While fools and all their kindred Cast shadows with their murk, And to the dwindling wise, They toss their heads and wryly smirk. The world daily grinds to dust Virtue’s fair unicorns, Rather, it would now beget Vice’s mutant manticores. Wisdom crushed, our joy is gone, Buried under anxious fears For lost rights and freedoms, We shed many bitter tears. Death is life, Life is no more, Humanity buried in a tomb, In a fatal prenatal world Where tiny flowers Are ripped from the womb, Discarded, thrown away, Inconvenient lives That barely bloomed. Our elders fare no better, Their wisdom unwanted by and by, Boarded out to end their days, And forsaken are left to die. Only the youthful and the useful, In this capital age prosper and fly. Yet, they too are quickly strangled, Before their future plans are met, Professions legally pre-enslaved Held bound by mounting student debt. Our leaders all harangue for peace Yet perpetrate the horror, Of economic greed shored up Through manufactured war. Our armies now welter In foreign civilian gore. How many of our kin are slain For hollow martial honour? As if we could forget, ignore, The scourge of nuclear power, Alas, victors are rarely tried For their woeful crimes of war. Hope and pray we never see A repeat of Hiroshima. No more! Crimes are legion, The deeds of devil-spawn! What has happened to the souls Your Divine Image was minted on? They are now recast: Crooked coins of Caesar and The Whore of Babylon. How often mankind shuts its ears To Your music celestial, Mankind would rather march To the anthems of Hell. If humanity cannot be reclaimed By Your Mercy and great Love Deservedly we should be struck By Vengeance from above. Many dread the Final Day, And the Crack of Doom For others the Apocalypse Will never come too soon. ‘Lift up your heads, be glad’, Fools shall bray no more For at last the Master comes To thresh His threshing floor.

By the time Professor Krutch retired from Columbia, he moved to Arizona and embarked on a new profession: biologist. He studied the ecology of the desert. In his autobiography, he asserts that the ideal would be to change professions every seven years. He started out originally to become a mathematician, was a biographer, writer, critic, professor and, later in life, a biologist. He appeared several times on national T.V. in 1958-9, discussing the fauna and flora of Arizona and of Baja California. It was my privilege to be his student. On T.V. I relished the sight of him and the sound of his voice. His autobiography "More Lives than One" gives the whole picture of this universal man, the life of this extraordinary intellectual, of his unbounded curiosity and depth of observation.

Therapists must be familiar with their own dark side and be able to empathize with all human wishes and impulses. A personal therapy experience permits the student therapist to experience many aspects of the therapeutic process from the patient’s seat: the tendency to idealize the therapist, the yearning for dependency, the gratitude toward a caring and attentive listener, the power granted to the therapist. Young therapists must work through their own neurotic issues; they must learn to accept feedback, discover their own blind spots, and see themselves as others see them; they must appreciate their impact upon others and learn how to provide accurate feedback. Lastly, psychotherapy is a psychologically demanding enterprise, and therapists must develop the awareness and inner strength to cope with the many occupational hazards inherent in it. Many

Dream Meditation Practices are best performed in an isolated (close to nature) chamber that is clean and dry. Diet should be modified before practice so that solid food is reduced and a sense of lightness is obtained. This meditation is best done after bathing; the student can be nude or wear a light robe. Begin by lying on your back. Focus your mind on the lower tan tien. Summon the spirits residing in the organs by chanting their names in the order of the creation cycle: Houhou or Shen (heart), Beibei or Yi (spleen), Yanyan or Po (lungs), Fu Fu or Zhi (kidneys), and Jianjian or Hun (liver).20 Repeat the chanting and gathering until a bright light and warmth appear in the lower tan tien. Opening this place will automatically open the Microcosmic Orbit. Coordinate your breathing with this meditation to assist the process: inhaling stimulates the kidneys and liver, while exhaling moves the heart and lungs to the centerpoint—the stomach and spleen. Bring the merged five spirits from the lower tan tien (you can also include the other four spirits) up to the heart, and then to the Crystal Palace (also known as the Divine Palace or Hall of Light). The team of merged spirits—now the Yuan Shen or Original Spirit—can exit via the crown. Being conscious during the whole dream, or alternatively remembering the dream after waking, completes the process. You also have the choice of practicing meditation during your dream state. Process the content of the dream during the day, taking any actions in the material world that are now necessary. Remember that one of our goals with the Kan and Li practice is to merge the everyday mind with your dream landscape and meditation. Fusion of these three minds (different from the three tan tiens) is a feature of the developing sage. Ideally, dreaming can include the practice of Microcosmic Orbit, Fusion, and even Kan and Li.

Religious creeds are a great obstacle to any full sympathy between the outlook of the scientist and the outlook which religion is so often supposed to require ... The spirit of seeking which animates us refuses to regard any kind of creed as its goal. It would be a shock to come across a university where it was the practice of the students to recite adherence to Newton's laws of motion, to Maxwell's equations and to the electromagnetic theory of light. We should not deplore it the less if our own pet theory happened to be included, or if the list were brought up to date every few years. We should say that the students cannot possibly realise the intention of scientific training if they are taught to look on these results as things to be recited and subscribed to. Science may fall short of its ideal, and although the peril scarcely takes this extreme form, it is not always easy, particularly in popular science, to maintain our stand against creed and dogma.

The Education Department controls the education given, and it is planned on foreign models, and its object is to serve foreign rather than native ends, to make docile Government servants rather than patriotic citizens; high spirits, courage, self-respect, are not encouraged, and docility is regarded as the most precious quality in the student; pride in country, patriotism, ambition, are looked on as dangerous, and English, instead of Indian, Ideals are exalted; the blessings of a foreign rule and the incapacity of Indians to manage their own affairs are constantly inculcated. What wonder that boys thus trained often turn out, as men, time-servers and sycophants, and, finding their legitimate ambitions frustrated, become selfish and care little for the public weal? Their own inferiority has been so driven into them during their most impressionable years, that they do not even feel what Mr. Asquith called the "intolerable degradation of a foreign yoke." India's

Toward the end of the three weeks, I have lunch with a representative from the foundation. She wants to know what could be done to make the girls more “confident.” I rattle on, about girl-only classrooms, giving them room away from the boys, time to talk, permission to question and complain without being afraid of being seen as whiners, complainers, bad girls, tough girls. But I know that all of them, boys and girls both, are still only partly formed, soft as Playdoh. They are like golems — their bodies in full flower and everything else a work-in-progress. I don’t dare say there are essential gender differences here, though I wonder more and more. “But girls have so many more role models now,” the foundation representative says. She is a petite, elegant, beautiful woman in a black suit, perfectly coifed. More role models. Which ones, I wonder? An increasingly impossible physical ideal? A clear-cut choice between career and family? They’ve seen their mothers suffer from trying to do both. They know all about the “second shift” of endless work. When I was 15, my role models were burning bras, marching in the street, starting clinics, passing laws and getting arrested. Role models now are selling diet books and making music videos. The simple fact is, I don’t know. I don’t know how to help them. I know that I have to keep checking my watch during lunch and rush off to make the final bell for sixth period, and that all of these children who are almost grown have spent their entire lives ruled by a clock and the demands of strangers. They have grown up in a fragmented and chaotic place over which they have no control. I know they’ve rarely thought about the possibility of getting out; they don’t see any place to get out to, anywhere to go not ruled by bureaucratic entanglements and someone else’s schedule and somebody else’s plans. If girls are somehow wired toward pliancy, then the helpless role of student in the shadow of the institution is the worst place they can be. If we want to teach them independence, the first thing to do would be to give it to them.

Men of this type often had strong mother figures in their childhood. They became good, obedient boys, excellent students at school. Consciously they are attracted to well-educated women, to those who seem good and perfect. But unconsciously they are drawn to women who are imperfect, bad, of dubious character. They secretly crave what is the opposite of themselves. It is the classic split of the mother/whore—they want the mother figure for a wife but feel a much stronger physical attraction to the whore, the Fallen Woman, the type who likes to display her body. They have repressed the playful, sensual, and earthy sides of the character they had as boys. They are too rigid and civilized. The only way they can relate to these qualities is through women who appear to be so different from themselves. Like Swann, they find a way to idealize them with some highbrow reference that has no relation to reality. They project onto such women weakness and vulnerability. They tell themselves they want to help and protect them. But what really attracts them is the danger and naughty pleasures these women seem to promise. Underestimating the strength of such women, they often end up as their pawns. Their anima is passive and masochistic.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

He pulled a few pages from his bag and sort them toward me, saying Here, I've been working more on this. I was disappointed to see the slightest of the poems he had given me on top, a generic hymn to a feminine ideal, full of exaggerated praise and capitalize pronouns. It was the same draft I had seen already, the page full of my corrections and suggestions, advice I feel obligated to give even unpromising student work. You corrected so much, he said, but you didn't correct the most important mistake. I looked down at the page and then up again, confused; I don't see it, I said, what did I miss? He leaned across the table, reaching his arms toward the page that his upper body rested on the lacquered wood, a peculiarly teenage gesture, I thought, I remembered making it but haven't made it for years, and he pressed his finger to the margin of the page. Here, he said, pointing to a line where the single word She appeared, I made it here and it happens several times, the pronouns are all wrong, and even in his half-prone posture I could see that his whole body was tense. Ah, I said, looking up at him from the page, I see, and then he leaned quickly back, as if released by something, and as though after his revelation he wanted to reassert some space between us. I leaned back too, and pushed the pages across to him again; it was clear that they had served their purpose.

Here's a resume of crucial knowledge you should have in today's world but universities are not providing: Financial - Not just on management, but also on how to profit, how to manage and control flows of income; Linguistic - In today's world, speaking only a language is prove of lack of education. Knowing two languages is a basic necessity, and knowing three languages is essential, while knowing four is merely the ideal situation. Which four languages? Chinese, English, Spanish, and another of your choice, just for fun; Intellectual - It's not about what you know; it’s all about how you think about what you know. Therefore, it's ridiculous to think that there’s only one answer and one way to examine our life. Most students are extremely dumb because they lack the ability to educate themselves, despite their certificates or where they’ve studied. They never read with an intention in mind. And as they graduate, they become completely futile as individuals. This situation is the same all over the world. Millions are graduating every year, without any significant knowledge to live with. Their books are often outdated once they graduate and they're unable to learn by themselves and develop the necessary skills to adjust to the economic society in which we live. Maybe they can keep a job for 3 or 5 years of their life, but then are surprised to lose it and never finding a suitable job again. The world is changing very fast and most people can’t or are unwilling to recognize this fact.

The first obstacle [to liberal education] is the learning situation itself. What is the ideal learning situation? It is the more or less continuous contact between a student and his teacher, who is another student, more advanced in many ways, but still learning himself. This situation usually does not prevail; in fact, it is extremely rare. Since the immemorial, institutions of learning, especially higher learning, have been established, called „schools“ — and the ambiguity of the term becomes immediately apparent. Institutionalization means ordering activities into certain patters; in the case of learning activities, into classes, schedules, courses, curriculums, examinations, degress, and all the venerable and sometimes ridiculous paraphernalia of academic life. The point is that such institutionalization cannot be avoided: both the gregarious and the rational character of man compel him to impose upon himself laws and regulations. Moreover, the discipline of learning itself seems to require an orderly and planned procedure. And yet we all know how this schedule routine can interfere with the spontaneity of questioning and of leaning and the occurrence of genuine wonderment. A student may even never become aware that there is the possibility of spontaneous learning which depends merely on himself and on nobody and nothing else. Once the institutional character of learning tends to prevail, the goal of liberal education may be completely lost sight of, whatever other goals may be successfully reached. And I repeat, this obstacle is not extraneous to learning. It is prefigured in the methodical and systematic character of exploratory questioning. It has to be faced over and over again.

Patton had been a reflective man, an extraordinarily well-read student of wars and military leaders, ancient and modern, with a curiosity about his war to match his energy. No detail had been too minor or too dull for him, nor any task too humble. Everything from infantry squad tactics to tank armor plate and chassis and engines had interested him. To keep his mind occupied while he was driving through a countryside, he would study the terrain and imagine how he might attack this hill or defend that ridge. He would stop at an infantry position and look down the barrel of a machine gun to see whether the weapon was properly sited to kill counterattacking Germans. If it was not, he would give the officers and men a lesson in how to emplace the gun. He had been a military tailor’s delight of creased cloth and shined leather, and he had worn an ivory-handled pistol too because he thought he was a cavalier who needed these trappings for panache. But if he came upon a truck stuck in the mud with soldiers shirking in the back, he would jump from his jeep, berate the men for their laziness, and then help them push their truck free and move them forward again to battle. By dint of such lesson and example, Patton had formed his Third Army into his ideal of a fighting force. In the process he had come to understand the capabilities of his troops and he had become more knowledgeable about the German enemy than any other Allied general on the Western Front. Patton had been able to command with certainty, overcoming the mistakes that are inevitable in the practice of the deadly art as well as personal eccentricities and public gaffes that would have ruined a lesser general, because he had always stayed in touch with the realities of his war.

The genius of the current caste system, and what most distinguishes it from its predecessors, is that it appears voluntary. People choose to commit crimes, and that’s why they are locked up or locked out, we are told. This feature makes the politics of responsibility particularly tempting, as it appears the system can be avoided with good behavior. But herein lies the trap. All people make mistakes. All of us are sinners. All of us are criminals. All of us violate the law at some point in our lives. In fact, if the worst thing you have ever done is speed ten miles over the speed limit on the freeway, you have put yourself and others at more risk of harm than someone smoking marijuana in the privacy of his or her living room. Yet there are people in the United States serving life sentences for first-time drug offenses, something virtually unheard of anywhere else in the world. The notion that a vast gulf exists between “criminals” and those of us who have never served time in prison is a fiction created by the racial ideology that birthed mass incarceration, namely that there is something fundamentally wrong and morally inferior about “them.” The reality, though, is that all of us have done wrong. As noted earlier, studies suggest that most Americans violate drug laws in their lifetime. Indeed, most of us break the law not once but repeatedly throughout our lives. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or felon, and ushered into a permanent undercaste. Who becomes a social pariah and excommunicated from civil society and who trots off to college bears scant relationship to the morality of crimes committed. Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay the rent? Or the college kid who deals drugs out of his dorm room so that he’ll have cash to finance his spring break? Who should we fear? The kid in the ’hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives and with varying degrees of justification. Screwing up—failing to live by one’s highest ideals and values—is part of what makes us human.

When we reflect on our daily lives, we might look back at a day that was very stressful and think, “Well, that wasn’t my favorite day this week.” When you’re in the middle of one of those days, you might long for a day with less stress in it. But if you put a wider lens on your life and subtract every day that you have experienced as stressful, you won’t find yourself with an ideal life. Instead, you’ll find yourself also subtracting the experiences that have helped you grow, the challenges you are most proud of, and the relationships that define you. You may have spared yourself some discomfort, but you will also have robbed yourself of some meaning. And yet, it’s not at all uncommon to wish for a life without stress. While this is a natural desire, pursuing it comes at a heavy cost. In fact, many of the negative outcomes we associate with stress may actually be the consequence of trying to avoid it. Psychologists have found that trying to avoid stress leads to a significantly reduced sense of well-being, life satisfaction, and happiness. Avoiding stress can also be isolating. In a study of students at Doshisha University in Japan, the goal to avoid stress predicted a drop, over time, in their sense of connection and belonging. Having such a goal can even exhaust you. For example, researchers at the University of Zurich asked students about their goals, then tracked them for one month. Across two typically stressful periods—end-of-semester exams and the winter holidays—those with the strongest desire to avoid stress were the most likely to report declines in concentration, physical energy, and self-control. One particularly impressive study conducted through the U.S. Department of Veterans Affairs, in Palo Alto, California, followed more than one thousand adults for ten years. At the beginning of the study, researchers asked the participants about how they dealt with stress. Those who reported trying to avoid stress were more likely to become depressed over the following decade. They also experienced increasing conflict at work and at home, and more negative outcomes, such as being fired or getting divorced. Importantly, avoiding stress predicted the increase in depression, conflict, and negative events above and beyond any symptoms or difficulties reported at the beginning of the study. Wherever a participant started in life, the tendency to avoid stress made things worse over the next decade. Psychologists call this vicious cycle stress generation. It’s the ironic consequence of trying to avoid stress: You end up creating more sources of stress while depleting the resources that should be supporting you. As the stress piles up, you become increasingly overwhelmed and isolated, and therefore even more likely to rely on avoidant coping strategies, like trying to steer clear of stressful situations or to escape your feelings with self-destructive distractions. The more firmly committed you are to avoiding stress, the more likely you are to find yourself in this downward spiral. As psychologists Richard Ryan, Veronika Huta, and Edward Deci write in The Exploration of Happiness, “The more directly one aims to maximize pleasure and avoid pain, the more likely one is to produce instead a life bereft of depth, meaning, and community.

In short, it was entirely natural that the newts stopped being a sensation, even though there were now as many as a hundred million of them; the public interest they had excited had been the interest of a novelty. They still appeared now and then in films (Sally and Andy, the Two Good Salamanders) and on the cabaret stage where singers endowed with an especially bad voice came on in the role of newts with rasping voices and atrocious grammar, but as soon as the newts had become a familiar and large-scale phenomenon the problems they presented, so to speak, were of a different character. (13) Although the great newt sensation quickly evaporated it was replaced with something that was somewhat more solid - the Newt Question. Not for the first time in the history of mankind, the most vigorous activist in the Newt Question was of course a woman. This was Mme. Louise Zimmermann, the manager of a guest house for girls in Lausanne, who, with exceptional and boundless energy, propagated this noble maxim around the world: Give the newts a proper education! She would tirelessly draw attention both to the newts' natural abilities and to the danger that might arise for human civilisation if the salamanders weren't carefully taught to reason and to understand morals, but it was long before she met with anything but incomprehension from the public. (14) "Just as the Roman culture disappeared under the onslaught of the barbarians our own educated civilisation will disappear if it is allowed to become no more than an island in a sea of beings that are spiritually enslaved, our noble ideals cannot be allowed to become dependent on them," she prophesied at six thousand three hundred and fifty seven lectures that she delivered at women's institutes all over Europe, America, Japan, China, Turkey and elsewhere. "If our culture is to survive there must be education for all. We cannot have any peace to enjoy the gifts of our civilisation nor the fruits of our culture while all around us there are millions and millions of wretched and inferior beings artificially held down in the state of animals. Just as the slogan of the nineteenth century was 'Freedom for Women', so the slogan of our own age must be 'GIVE THE NEWTS A PROPER EDUCATION!'" And on she went. Thanks to her eloquence and her incredible persistence, Mme. Louise Zimmermann mobilised women all round the world and gathered sufficient funds to enable her to found the First Newt Lyceum at Beaulieu (near Nice), where the tadpoles of salamanders working in Marseilles and Toulon were instructed in French language and literature, rhetoric, public behaviour, mathematics and cultural history. (15) The Girls' School for Newts in Menton was slightly less successful, as the staple courses in music, diet and cookery and fine handwork (which Mme. Zimmermann insisted on for primarily pedagogical reasons) met with a remarkable lack of enthusiasm, if not with a stubborn hostility among its young students. In contrast with this, though, the first public examinations for young newts was such an instant and startling success that they were quickly followed by the establishment of the Marine Polytechnic for Newts at Cannes and the Newts' University at Marseilles with the support of the society for the care and protection of animals; it was at this university that the first newt was awarded a doctorate of law.

There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures. Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not. So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.

In any posture in which one is practicing meditation, the general aim is to balance being alert while also being relaxed. Traditional postures include sitting, standing, and lying down. In trauma-sensitive mindfulness, we want to be flexible with posture, encouraging people to practice in ways that support their window of tolerance. When we’re offering mindfulness instruction, it’s useful to state these different options around practice, reminding people that it’s okay to move between postures while practicing. In collective spaces, we also want to make sure we have a sufficient number of chairs available for sitting meditation. Lying meditation can present the added challenge of falling asleep during meditation—something that can become distracting if someone is snoring in a meditation hall. Students who engage in lying meditation can raise their hand in the air with their elbow still on the floor. If the meditator falls asleep, their arm falls, ideally causing them to wake up. It’s one suggested way we can guide people to maintain alertness even when lying down.

As a student, your ideal attitude must consist, not in minimizing the quantity of mistakes, but in increasing the possibility of error, and this, while increasing the level of knowledge about those same errors. In other words, the student that fears mistakes, has not learned enough.

Democracy even in its ideal form is a Utopian political system, because some experiments from psychology support us with compelling evidence that subliminal messages and manipulation within political systems can deprive the ordinary men of their free choice, making them bio-social robots, who perceive and make judgment automatically with no or less cognition. In one relevant experiment had Dutch college students view a series of computer trials in which a string of letters such as BBBBBBB or BBbBBBB was presented on the screen. To be sure they paid attention to the display, the students were asked to note whether the strings contained a small b. However, immediately before each of the letter strings, the researchers presented either the name of a drink that is popular in Holland (Lipton Ice) or a control string containing the same letters as Lipton Ice (Npeic Tol). These words were presented so quickly (for only about one fiftieth of a second) that the participants could not see them. Then the students were asked to indicate their intention to drink Lipton Ice by answering questions such as “If you would sit on a terrace now, how likely is it that you would order Lipton Ice,” and also to indicate how thirsty they were at the time. The researchers found that the students who had been exposed to the ‘Lipton Ice” words (and particularly those who indicated that they were already thirsty) were significantly more likely to say that they would drink Lipton Ice than were those who had been exposed to the control words.

Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay the rent? Or the college kid who deals drugs out of his dorm room so that he’ll have cash to finance his spring break? Who should we fear? The kid in the ’hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives and with varying degrees of justification. Screwing up—failing to live by one’s highest ideals and values—is part of what makes us human.

Beginning students of physics quickly become acquainted with idealizations like the notion of a frictionless surface, and with the fact that laws like Newton’s law of gravitation strictly speaking describe the behavior of bodies only in the circumstance where no interfering forces are acting on them, a circumstance which never actually holds. Moreover, physicists do not in fact embrace a reg ularity as a law of nature only after many trials, after the fashion of popular presentations of inductive reasoning. Rather, they draw their conclusions from a few highly specialized experiments conducted under artificial conditions. This is exactly what we should expect if what science is concerned with is discovering the hidden natures of things. Actual experimental practice indicates that what physicists are really looking for are the powers a thing will manifest when interfer ing conditions are removed, and the fact that a few experiments, or even a single controlled experiment, are taken to establish the results in question indicates that these powers are taken to reflect a nature that is universal to things of that type.

Shine your light at all times; you never know who you are leading out of the dark.

While marriage rates for middle-class white women soared through the 1940s and 1950s, for black women, mid-twentieth century conditions were very different. Since emancipation, black women had married earlier and more often than their white counterparts. In the years directly after World War II, thanks to the return of soldiers, black marriage rates briefly increased further.66 However, as white women kept marrying in bigger numbers and at younger ages throughout the 1950s, black marriage rates began to decrease, and the age of first marriage to climb.67 By 1970, there had been a sharp reversal: Black women were not marrying nearly as often or as early as their white counterparts. It was nothing as benign as coincidence. While one of the bedrocks of the expansion of the middle class was the aggressive reassignment of white women to domestic roles within the idealized nuclear family, another was the exclusion of African-Americans from the opportunities and communities that permitted those nuclear families to flourish. Put more plainly, the economic benefits extended to the white middle class, both during the New Deal and in the post-World War II years, did not extend to African-Americans. Social Security, created in 1935, did not apply to either domestic laborers or agricultural workers, who tended to be African-Americans, or Asian or Mexican immigrants. Discriminatory hiring practices, the low percentages of black workers in the country’s newly strengthened labor unions, and the persistent (if slightly narrowed68) racial wage gap, along with questionable practices by the Veterans Administration, and the reality that many colleges barred the admission of black students, also meant that returning black servicemen had a far harder time taking advantage of the GI Bill’s promise of college education.69 Then there was housing. The suburbs that bloomed around American cities after the war, images of which are still summoned as symbols of midcentury familial prosperity, were built for white families. In William Levitt’s four enormous “Levittowns,” suburban developments which, thanks to government guarantees from the VA and the Federal Housing Association, provided low-cost housing to qualified veterans, there was not one black resident.70 Between 1934 and 1962, the government subsidized $120 billion in new housing; 98 percent of it for white families.

It's an established fact that the very few naturally gifted "born teachers" are enormously more effective than the great mass of those in the teaching profession who teach with care and attention and even with good new ideas, but without the charisma and the flair that distinguish the best teachers as well as the best actors. In my ideal school of the future, children would assemble each afternoon for sports, music, and club activities that require group interaction. The mornings would be reserved for individual study, probably at home. The child would be in a private room in one-on-one interaction with a "tutor," the realistic, holographic presentation of an actual human being, one of the rare, inspiring, one-in-a-thousand superbly gifted teachers. Brief lectures, personally directed to the student, with lots of eye contact, would be aided by all possible tricks of costuming and special effects, but those lectures would have been staged as carefully as a dramatic movie

10 Best Weight Loss Exercises The best exercises to lose weight in the gym are aerobics, for example: 1. Hiit Training The hit workout burns about 400 calories per hour and consists of a set of high intensity workouts that eliminate localized fat in just 30 minutes per day in a faster and fun way. The exercises are performed intensively to raise your heart rate a lot and so it is more suitable for those who already practice some kind of physical activity, although there are beginner hit exercises, but they consist of a series of exercises 'easier'. 2. Cross fit Training Cross fit training is also quite intense and burns about 700 calories per hour, however, this type of workout is quite different from the bodybuilding workout that people are more accustomed to seeing in gyms. Different weights are used, ropes, tires and often the exercises are performed, outside the gym, outdoors. 3. Dance Classes Dancing is a great way to strengthen muscles and burn some calories, 1 hour of ballroom dancing burns approximately 300 calories, and the person still increases flexibility and has fun, having a greater contact with other students. In this type of activity besides cardio respiratory benefits, and to lose weight, it is still possible to promote socialization. The university is a very lively type of dance, where you can burn about 400 calories per hour, in a fun way. In the buzz you can burn up to 800 kcal per hour. 5. Muay Thai Muay Thai is a type of intense martial art, where you can burn about 700 calories per hour. The workouts are very intense and also strengthen the muscles, as well as help increase self-esteem and self-defense. 6. Spinning The spinning classes are done in different intensities, but always on top of a bicycle, in a classroom with at least 5 bikes. The classes are very intense and promote the burning of about 600 calories per hour, and still strengthens the legs very much, being great to burn the fat of the legs and strengthen the thighs. 7. Swimming A swimming lesson can burn up to 400 calories per hour as long as the student does not slow down and keeps moving. Although the strokes are not too strong to reach the other side of the pool faster, it takes a constant effort, with few stops. When the goal is to lose weight, one should not only reach the other side of the pool, it is necessary to maintain a constant and strong rhythm, that is, one can cross the swimming pool crawl and turn back, for example, as a form of 'rest' . 8. Hydrogeology Water aerobics is also great for slimming, but to burn about 500 calories per hour you should always keep moving, enough to keep your breath away. As the water relaxes the tendency is to slow down, but if you want to lose weight, the ideal is to be in a group with this same purpose, because doing exercises at a pace for the elderly to stay healthy may not be enough to burn fat. 9. Race The workouts are excellent to burn fat, being possible to burn about 600 to 700 calories per hour, provided that a good pace is respected, without pauses, and with an effort able to leave the person breathless, unable to talk during the race . You can start at a slower pace, on the treadmill or outdoors, but each week you must increase the intensity to achieve better goals. Here's how to start running to lose weight. 10. Body pump Body pump classes are a great way to burn fat because it burns about 500 calories per hour. This is a class made with weights and step, which strengthens the muscles, working the main muscle groups. These are some examples of exercises that help you to lose weight fast, but that should be performed under professional guidance, to be performed correctly and to avoid injuries to muscles and joints.

As teachers, we hold the power to shape and reshape our classrooms into what we consider to be an ideal state. Our vision of what that looks like changes from year to year, and that is the fundamental privilege of teaching: that we can be agile enough to keep getting better, and to keep remodeling our classrooms in the way that best serves our students.

The Hermetic Teachings are to the effect that THE ALL is Imminent in (“remaining within; inherent; abiding within”) its Universe, and in every part, particle, unit, or combination, within the Universe. This statement is usually illustrated by the Teachers by a reference to the Principle of Correspondence. The Teacher instructs the student to form a Mental Image of something, a person, an idea, something having a mental form, the favorite example being that of the author or dramatist forming an idea of his characters; or a painter or sculptor forming an image of an ideal that he wishes to express by his art. In each case, the student will find that while the image has its existence, and being, solely within his own mind, yet he, the student, author, dramatist, painter, or sculptor, is, in a sense, immanent in; remaining within; or abiding within, the mental image also. In other words, the entire virtue, life, spirit, of reality in the mental image is derived from the “immanent mind” of the thinker. Consider this for a moment, until the idea is grasped. To

Adaptogens: Herbs for Strength, Stamina, and Stress Relief by David Winston and Steven Maimes An in-depth discussion of adaptogens with detailed monographs for many adaptogenic, nervine, and nootropic herbs. Adaptogens in Medical Herbalism: Elite Herbs and Natural Compounds for Mastering Stress, Aging, and Chronic Disease by Donald R. Yance A scientifically based herbal and nutritional program to master stress, improve energy, prevent degenerative disease, and age gracefully. Alchemy of Herbs: Transform Everyday Ingredients into Foods and Remedies That Heal by Rosalee de la Forêt This book offers an introduction to herbal energetics for the beginner, plus a host of delicious and simple recipes for incorporating medicinal plants into meals. Rosalee shares short chapters on a range of herbs, highlighting scientific research on each plant. The Business of Botanicals: Exploring the Healing Promise of Plant Medicines in a Global Industry by Ann Armbrecht Forbes In a world awash with herbal books, this is a much-needed reference, central to the future of plant medicine itself. Ann weaves a complex tapestry through the story threads of the herbal industry: growers, gatherers, importers, herbalists, and change-making business owners and non-profits. As interest in botanical medicine surges and the world’s population grows, medicinal plant sustainability is paramount. A must-read for any herbalist. The Complete Herbal Tutor: The Ideal Companion for Study and Practice by Anne McIntyre Provides extensive herbal profiles and materia medica; offers remedy suggestions by condition and organ system. This is a great reference guide for the beginner to intermediate student. Foundational Herbcraft by jim mcdonald jim mcdonald has a gift for explaining energetics in a down-to-earth and engaging way, and this 200-page PDF is a compilation of his writings on the topic. jim’s categorization of herbal actions into several groups (foundational actions, primary actions, and secondary actions) adds clarity and depth to the discussion. Access the printable PDF and learn more about jim’s work here. The Gift of Healing Herbs: Plant Medicines and Home Remedies for a Vibrantly Healthy Life by Robin Rose Bennett A beautiful tour of some of our most healing herbs, written in lovely prose. Full of anecdotes, recipes, and simple rituals for connecting with plants. Herbal Healing for Women: Simple Home Remedies for All Ages by Rosemary Gladstar Thorough and engaging materia medica. This was the only book Juliet brought with her on a three-month trip to Central America and she never tired of its pages. Information is very accessible with a lot of recipes and formulas. Herbal Recipes for Vibrant Health: 175 Teas, Tonics, Oils, Salves, Tinctures, and Other Natural Remedies for the Entire Family by Rosemary Gladstar Great beginner reference and recipe treasury written by the herbal fairy godmother herself. The Modern Herbal by Maude Grieve This classic text was first published in 1931 and contains medicinal, culinary, cosmetic, and economic properties, plus cultivation and folklore of herbs. Available for free online.

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After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.” In this thought and information vacuum, the central government used its monopoly apparatus to instill Communist values while criticizing and eradicating all other values. In this way, young people developed distinct and intense feelings of right and wrong, love and hate, which took the shape of a violent longing to realize Communist ideals. Any words or deeds that diverged from these ideals would be met with a concerted attack. The party organization was even more effective at instilling values than the social science research institutes, news and cultural organs, and schools. Each level of the party had a core surrounded by a group of stalwarts, with each layer controlling the one below it and loyal to the one above. Successive political movements, hundreds and thousands of large and small group meetings, commendation ceremonies and struggle sessions, rewards and penalties, all served to draw young people onto a single trajectory. All views diverging from those of the party were nipped in the bud.

Much of this literature assumes that the world is waiting for biologists to point out what is Normal and Natural, hence worth being adopted as ideal. Attempts to derive ethical norms from nature are highly problematic, however. Biologists may tell us how things are, perhaps even analyze human nature in intricate detail, yet there is no logical connection between the typical form and frequency of a behavior (a statistical measure of what is "normal") and the value we attach to it (a moral decision). Lorenz came close to confusing the two when he was disappointed that the perfect goose marriage, with the partners faithful unto death, was actually quite rare. But perhaps Lorenz was only titillating his readers with his favorite birds' "shortcomings," because he also gave us his student's wonderful retort: "What do you expect? After all, geese are only human!

What I mean is, I woke up with an intense desire to live so that I could die and to die so that I could live. I wanted to die in order to live, to struggle in order to live for Latin America, to live and die for the Indians, to live and die for the blacks, to live and die for the animals, to live and die for my dad, who was a son of a bitch but a very nice guy. For the students, for Subtiava, for everything. These were the ideals I cherished and kept with me, in a private way, from the time I came up from the city to the mountains, and that I never talked about to anyone.

I understand that when it comes to campus diversity, the ideal would be to achieve something resembling what’s often shown on college brochures—smiling students working and socializing in neat, ethnically blended groups. But even today, with white students continuing to outnumber students of color on college campuses, the burden of assimilation is put largely on the shoulders of minority students. In my experience, it’s a lot to ask.

Much of this picture of Zen derives from portrayals found in such normative texts of the tradition as the lamp anthologies (Ch. teng-lu), huge collections of the hagiographies and basic instructions of hundreds of masters in the various lineages of Zen. But such texts were never intended to serve as guides to religious practice or as records of daily practice; they were instead mythology and hagiography, which offered the student an idealized paradigm of the Zen spiritual experience. Many scholars of Zen have mistakenly taken these lamp anthologies at face value as historical documents and presumed that they provide an accurate account of how Zen monks of the premodern era pursued their religious vocations. They do not.

I might seem like the ideal student: homework always in early, every extra credit and extracurricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it’s not ambition, not entirely. It’s fear. Because I don’t know who I am when I’m not working, when I’m not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there’s nothing to do? I haven’t found her yet and it scares me.

If your god never disagrees with you, you might just be worshiping an idealized version of yourself.”3

If you want really to do your best in an examination, fling away the book the day before, say to yourself, ‘I won’t waste another minute on this miserable thing, and I don’t care an iota whether I succeed or not.’ Say this sincerely, and feel it, and go out and play, or go to bed and sleep, and I am sure the results next day will encourage you to use the method permanently.

It is likely that for most of us, the compulsive need to do well, succeed, and achieve is a reflection of deep seated feelings of inferiority. Wherever it comes from, the need to accomplish or live up to some ideal role, such as being the best parent, student, or worker, is very common in people who get TMS. p.41

For students coming to meditation practice with faulty ego functioning, the enlightenment ideal may mistakenly represent ‘a purified state of complete and invulnerable self-sufficiency from which all badness has been expelled, the aim of all narcissistic strivings

It is likely that for most of us, the compulsive need to do well, succeed, and achieve is a reflection of deep seated feelings of inferiority. Wherever it comes from, the need to accomplish or live up to some ideal role, such as being the best parent, student, or worker, is very common in people who get TMS. (page 41)

An effective vision statement should evoke a sense of inspiration and motivation, rallying stakeholders around shared ideals and aspirations for the future.

Ideals of Asceticism, quite correctly summarizes the essence of religious asceticism as the voluntary practice of activities “for the deliverance and protection of the soul from defilement, for the increase of its powers by the discharge of its proper functions in accordance with its own conception of the moral and spiritual order, and for the consequent achievement and enjoyment of its full status.”16 Teachers who condemn asceticism correctly practiced in the contemporary context will almost certainly do more harm than good, unless they have some other method for their students that effectively lays hold on life in the Kingdom of God.

Going to Moscow was a dream for us,' Ilich said years later. He and his younger brother started the course within weeks of Soviet tanks rolling into Czechoslovakia to crush the heady 'Prague Spring'. But they soon found that discipline at the cosmopolitan university, whose 6000 students were all selected through the Communist Party of their country of origin, was as stifling as its modernist architecture. Drab grey concrete blocks squatted around a charmless artificial pond. The only dash of colour was a map of the world painted on to the façade of one block in a valiant attempt to symbolise the ideals of the university: from an open book, symbol of learning, a torch emerges, issuing multicoloured flames that spread like waves across the planisphere. Perhaps Ilich drew some comfort from glancing up at the mural as, huddled against the rigours of the Russian winter and wearing a black beret in tribute to Che Guevara who had died riddled by bullets in October of the previous year, he trudged across the bleak square on his way to lectures. Coincidentally, the base of the flame is very close to Venezuela. Rules and regulations governed virtually every aspect of Ilich's life from the moment he started the first year's induction course, which was designed to flesh out his knowledge of the Russian language and introduce him to the delights of Marxist society before he launched into his chosen subjects, languages and chemistry. Like father, like son. Ilich rebelled against the rules, preferring to spend his time chasing girls. He would often crawl back to his room drunk. His professors at the university, some of them children of Spanish Civil War veterans who had sought refuge in Moscow, were unimpressed by his academic performance. 'His name alone, Ilich Ramírez Sánchez, was so strange that people were curious about him,' relates Kirill Privalov, a journalist on the newspaper Druzhba (Friendship) which was printed at the small university press, and an acquaintance of Ilich. The Venezuelan's escapades, wildly excessive by the standards of the university, only fanned people's interest. 'llich was not at all the typical student sent by his country's Communist Party, nothing to do with the good little soldier of Mao who laboured in the fields every summer. He was a handsome young man although his cheeks looked swollen, and he was a great bon viveur. Flush with cash sent by his parents, Ilich could afford to spend lavishly on whisky and champagne in the special stores that only accepted payment in hard currencies and which were off-limits to most people. More Russian than the Russians, the privileged student and his friends would throw over their shoulders not only empty glasses but bottles as well. The university authorities, frustrated in their attempts to impose discipline on Ilich, reasoned that his freedom of action would be drastically limited if the allowance that his father sent him were reduced. But when they asked Ramírez Navas to be less generous, the father, piqued, retorted that his son had never wanted for anything. 'The university had a sort of vice squad, and at night students were supposed either to study or sleep,' recounts Privalov. "One night the patrol entered Ilich's room and saw empty bottles of alcohol and glasses on the table, but he was apparently alone. The squad opened the cupboard door and a girl who was completely drunk fell out. She was naked and was clutching her clothes in her hands. They asked her what she was doing there and she answered: 'I feel pity for the oppressed.' She was obviously a prostitute. Another time, and with another girl, Ilich didn't bother to hide her in the cupboard. He threw her out of the window. This one was fully dressed and landed in two metres of snow a foor or two below. She got up unhurt and shouted abuse at him.

In the streets outside everything was still. The hour before five was the only time of day this city slept. In my earlier life, during the twelve years I had lived in Bergen I used to stay up at night as often as I could. I never reflected on this, it was just something I liked and did. It had started as a student ideal, grounded in a notion that in some way night was associated with freedom. Not in itself but as a response to the nine-to-four reality which I, and a couple of others, regarded as middle-class and conformist. We wanted to be free, we stayed up at night. Continuing with this had less to do with freedom than a growing need to be alone. This, I understood now, I shared with my father. In the house where we lived he had a whole studio apartment to himself and he spent more or less every evening there. The night was his.