Informative School Quotes

I'm not dumb. I just have a command of thoroughly useless information.

As you can see, I have memorized this utterly useless piece of information long enough to pass a test question. I now intend to forget it forever. You’ve taught me nothing except how to cynically manipulate the system. Congratulations.

If you're trying to be miserable, it's important you don't have any goals. No school goals, personal goals, family goals. Your only objective each day should be to inhale and exhale for sixteen hours before you go to bed again. Don't read anything informative, don't listen to anything useful, don't do anything productive. If you start achieving goals, you might start to feel a sense of excitement, then you might want to set another goal, and then your miserable mornings are through. To maintain your misery, the idea of crossing off your goals should never cross your mind.

Yeah, about the test... The test will measure whether you are an informed, engaged, and productive citizen of the world, and it will take place in schools and bars and hospitals and dorm rooms and in places of worship. You will be tested on first dates, in job interviews, while watching football, and while scrolling through your Twitter feed. The test will judge your ability to think about things other than celebrity marriages, whether you’ll be easily persuaded by empty political rhetoric, and whether you’ll be able to place your life and your community in a broader context. The test will last your entire life, and it will be comprised of the millions of decisions that, when taken together, will make your life yours. And everything, everything, will be on it. ...I know, right?

We don’t become better because we acquire new information. We become better because we acquire better loves. We don’t become what we know. Education is a process of love formation. When you go to a school, it should offer you new things to love.

a friend with weed is a friend indeed...

People like me are aware of their so-called genius at ten, eight, nine. . . . I always wondered, ``Why has nobody discovered me?'' In school, didn't they see that I'm cleverer than anybody in this school? That the teachers are stupid, too? That all they had was information that I didn't need? I got fuckin' lost in being at high school. I used to say to me auntie ``You throw my fuckin' poetry out, and you'll regret it when I'm famous, '' and she threw the bastard stuff out. I never forgave her for not treating me like a fuckin' genius or whatever I was, when I was a child. It was obvious to me. Why didn't they put me in art school? Why didn't they train me? Why would they keep forcing me to be a fuckin' cowboy like the rest of them? I was different I was always different. Why didn't anybody notice me? A couple of teachers would notice me, encourage me to be something or other, to draw or to paint - express myself. But most of the time they were trying to beat me into being a fuckin' dentist or a teacher

You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don’t have someone telling you what to think. You discover it for yourself.

Education is not the piling on of learning, information, data, facts, skills, or abilities--that's training or instruction--but is rather a making visible what is hidden as a seed... To be educated, a person doesn't have to know much or be informed, but he or she does have to have been exposed vulnerably to the transformative events of an engaged human life... One of the greatest problems of our time is that many are schooled but few are educated.

How easy it is for so many of us today to be undoubtedly full of information yet fully deprived of accurate information.

What we're learning in our schools is not the wisdom of life. We're learning technologies, we're getting information. There's a curious reluctance on the part of faculties to indicate the life values of their subjects.

…the excitement of doing something for the first time had passed. I laid there in the back seat looking at the moon. It was unobscured by clouds except for a few wisps here and there. (Mitch) put his arms around me, and we looked at the moon together. You think we’ll have a lot of moons like this, this month? Mitch asked. “I hope so,” I said. We turned to each other and laughed. He didn’t try to fuck me after that. We just talked for a while about music, school, our brothers, and Janice, of course. And then he drove me home.

Libraries are about Freedom. Freedom to read, freedom of ideas, freedom of communication. They are about education (which is not a process that finishes the day we leave school or university), about entertainment, about making safe spaces, and about access to information.

The average newspaper, especially of the better sort, has the intelligence of a hillbilly evangelist, the courage of a rat, the fairness of a prohibitionist boob-jumper, the information of a high school janitor, the taste of a designer of celluloid valentines, and the honor of a police-station lawyer.

He liked books if they were books of information and had pictures of grain elevators or of fat foreign children doing exercises in model schools.

Creativity is paradoxical. To create, a person must have knowledge but forget the knowledge, must see unexpected connections in things but not have a mental disorder, must work hard but spend time doing nothing as information incubates, must create many ideas yet most of them are useless, must look at the same thing as everyone else, yet see something different, must desire success but embrace failure, must be persistent but not stubborn, and must listen to experts but know how to disregard them." [Twelve Things You Were Not Taught in School About Creative Thinking (The Creativity Post, December 6, 2011)]

Ask your child for information in a gentle, nonjudgmental way, with specific, clear questions. Instead of “How was your day?” try “What did you do in math class today?” Instead of “Do you like your teacher?” ask “What do you like about your teacher?” Or “What do you not like so much?” Let her take her time to answer. Try to avoid asking, in the overly bright voice of parents everywhere, “Did you have fun in school today?!” She’ll sense how important it is that the answer be yes.

The look she gave me reminded me of when is was seven and I'd proudly informed out housekeeper that I'd donated half my clothing to a charity drive at school. It had seemed perfectly sensible to me-I didn't need so much stuff-but she'd stared at me like Margaret was now, with a mix of horror and disbelief.

We were not born critical of existing society. There was a moment in our lives (or a month, or a year) when certain facts appeared before us, startled us, and then caused us to question beliefs that were strongly fixed in our consciousness-embedded there by years of family prejudices, orthodox schooling, imbibing of newspapers, radio, and television. This would seem to lead to a simple conclusion: that we all have an enormous responsibility to bring to the attention of others information they do not have, which has the potential of causing them to rethink long-held ideas.

Things get done only if the data we gather can inform and inspire those in a position to make difference.

Just clip the red one," Cyrus told her. "They're all red," Erica informed him. "They are?" Cyrus asked. "Curse those Soviets! Everything always has to be red with them.

Our Press and our schools cultivate Chauvinism, militarism, dogmatism, conformism and ignorance. The arbitrary power of the Government is unlimited, and unexampled in history; freedom of the Press, of opinion and of movement are as thoroughly exterminated as though the proclamation of the Rights of Man had never been. We have built up the most gigantic police apparatus, with informers made a national institution, and the most refined scientific system of political and mental torture. We whip the groaning masses of the country towards a theoretical future happiness, which only we can.

And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.

We are in the school [or mortality] and keep learning and we do not expect to cease learning while we live on earth; and when we pass through the veil, we expect still to continue to learn and increase our fund of information.

Intellectual death is endemic in areas where people are unprepared to obtain new information for development. Learning is a way of staying alive.

On the first day of a college you will worry about how will you do inside the college? and at the last day of a college you will wonder what will you do outside the college?

Antifa was happy to have high school graduates turned out year after year who don’t know a fraction of the essential information that one hundred years ago every sixth-grader knew. The dumber the person, the more malleable and easier to convince they became.

Schooling is certainly not a great proxy for knowhow and knowledge, since it is by definition a measure of the time spent in an establishment, not of the knowledge embodied in a person’s brain.

To adapt to our complex world of weaponized information, maybe schools should teach data as we do languages.

President Donald Trump informed the world that the United States would no longer be part of the Paris Accords, effectively abdicating

When you step outside of school and have to teach yourself about life, you develop a different relationship to information. I've never been a purely linear thinker. You can see it in my rhymes. My mind is always jumping around, restless, making connections, mixing and matching ideas, rather than marching in a straight line. That's why I'm always stressing focus. My thoughts chase each other from room to room in my head if I let them, so sometimes I have to slow myself down.

The fireworks continued to burn and spread all over the school that afternoon. Though they caused plenty of disruption, the other teachers did not seem to mind them very much. "Dear, dear," said Professor McGonagall sardonically, as one of the dragons soared around her classroom, emitting loud bangs and exhaling flame. "Miss Brown, would you mind running along to the headmistress and informing her that we have an escaped firework in our classroom?" "Thank you so much, Professor!" said Professor Flitwick in his squeaky little voice. "I could have got rid of the sparklers myself, of course, but I wasn't sure whether I had the authority..." Beaming, he closed the classroom door in Umbridge's snarling face.

Nearly all the school subjects lay great stress on information. But literature makes its appeal to the heart as well as the intellect. Geography

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

• As society rapidly changes, individuals will have to be able to function comfortably in a world that is always in flux. Knowledge will continue to increase at a dizzying rate. This means that a content-based curriculum, with a set body of information to be imparted to students, is entirely inappropriate as a means of preparing children for their adult roles.

Don’t you know that’s what college is about...students spending years gathering useless information they’ll never use again, going hopelessly into debt, just so they feel smarter than the rest of their family? I mean, that’s why I worked so hard to get here, anyway.

The religious school she went to, growing up, Ms. Wright said how all the girls had to wear a scarf tied to cover their ears at all times. Based on the biblical idea that the Virgin Mary became pregnant when the Holy Spirit whispered in her ear. The idea that ears were vaginas. That, hearing just one wrong idea, you lost your innocence. One detail too many and you’d be ruined. Overdosed on information.

The most common communication mistakes? Relating too much information, with not enough time devoted to connecting the dots.

The implications of such marginalization are profound. The insights about sexist and racist biases... are important because information organizations, from libraries to schools and universities to governmental agencies, are increasingly reliant on being displaced by a variety of web-based "tools" as if there are no political, social, or economic consequences of doing so.

It is a private battlefield, the school arena, perhaps created by adults, but a war, nonetheless, that they cannot easily fight in. I informed the headmaster that if he could prove that a teacher could have thumped Georgie Smales as effectively, then I would be willing, next time, to call a teacher. I would, I told him, very much like to see that.

We're an information economy. They teach you that in school. What they don't tell you is that it's impossible to move, to live, to operate at any level without leaving traces, bits, seemingly meaningless fragments of personal information. Fragments that can be retrieved, amplified...

Just as the universal family of gifted writers transcends national barriers, so is the gifted reader a universal figure, not subject to spatial or temporal laws. It is he—the good, the excellent reader—who has saved the artists again and again from being destroyed by emperors, dictators, priests, puritans, philistines, political moralists, policemen, postmasters, and prigs. Let me define this admirable reader. He does not belong to any specific nation or class. No director of conscience and no book club can manage his soul. His approach to a work of fiction is not governed by those juvenile emotions that make the mediocre reader identify himself with this or that character and “skip descriptions.” The good, the admirable reader identifies himself not with the boy or the girl in the book, but with the mind that conceived and composed that book. The admirable reader does not seek information about Russia in a Russian novel, for he knows that the Russia of Tolstoy or Chekhov is not the average Russia of history but a specific world imagined and created by individual genius. The admirable reader is not concerned with general ideas; he is interested in the particular vision. He likes the novel not because it helps him to get along with the group (to use a diabolical progressive-school cliche); he likes the novel because he imbibes and understands every detail of the text, enjoys what the author meant to be injoyed, beams inwardly and all over, is thrilled by the magic imageries of the master-forger, the fancy-forger, the conjuror, the artist. Indeed of all the characters that a great artist creates, his readers are the best. (“Russian Writers, Censors, and Readers”)

HOGWARTS SCHOOL of WITCHCRAFT and WIZARDRY Headmaster: Albus Dumbledore (Order of Merlin, First Class, Grand Sorc., Chf. Warlock, Supreme Mugwump, International Confed. of Wizards) Dear Mr. Potter, We are pleased to inform you that you have been accepted at Hogwarts School of Witchcraft and Wizardry. Please find enclosed a list of all necessary books and equipment. Term begins on September 1. We await your owl by no later than July 31. Yours sincerely, Minerva McGonagall, Deputy Headmistress

The approach of old school consulting companies is to sell the transfer of knowledge. They see themselves as selling information and selling advice. But at Mayflower-Plymouth we see ourselves more like a teacher in the global classroom - we teach businesses and business people how to thrive in business. We provide not just knowledge but also skills and competencies and depth of character and culture and values and habits.

Modern medicine is not scientific, it is full of prejudice, illogic and susceptible to advertising. Doctors are not taught to reason, they are programmed to believe in whatever their medical schools teach them and the leading doctors tell them. Over the past 20 years the drug companies, with their enormous wealth, have taken medicine over and now control its research, what is taught and the information released to the public.

My filmmaking education consisted of finding out what filmmakers I liked were watching, then seeing those films. I learned the technical stuff from books and magazines, and with the new technology you can watch entire movies accompanied by audio commentary from the director. You can learn more from John Sturges' audio track on the 'Bad Day at Black Rock' laserdisc than you can in 20 years of film school. Film school is a complete con, because the information is there if you want it.

Without discussing it with his mother, Anton went up to his teacher, Miss Katballe, and informed her that after seven years he was now quitting school. It was the best day of her life, she replied. With unexpected politeness he bowed, thanked her, and said, likewise.

Everyone must be given the opportunity to think, read and write.

It is so irresponsible for people in the ‘I want to change the course of my society’ community to not do the damn research into figuring out the latest science of how people change their minds, and under what conditions people change their minds, and what exactly in their minds is being changed. The belief systems people hold are absolutely, in no way, shape, or form the result of any objective evaluation of information. The prejudices are inherited, they’re socially inflicted, they’re propagandized in school, in church, in communities, in families. They are reinforced by endless bouts of patriotic media and all of this nonsense. People are an emotional Gordian knot kaleidoscopic clusterfrack of prior prejudices stuffed into their heads and held aloft by the spears of social approval and ostracism.

Before parents accept the wisdeom of a school board to cut school librarians, they should ask: Will my child graduate with a 21st-century resume, or a 19th-century transcript? . . . As the information landscape becomes ever more complex, why does a school district want to abandon its professional guides to it?

Some current critics of the U.S. Supreme Court like to point out that it does not allow the Ten Commandments, though written upon the walls of its own chambers, to be displayed in public schools. But where do we find churches, right or left, that put them on their walls? The Ten Commandments really aren’t very popular anywhere. This is so in spite of the fact that even a fairly general practice of them would lead to a solution of almost every problem of meaning and order now facing Western societies. They are God’s best information on how to lead a basically decent human existence.

She had no numbers stored on her phone. In her line of work, her phone could be liberated from her at any time. The first lesson in Spy School 101 was to keep your phone clean. No numbers. No history. Nothing that could provide an adversary information if her phone was taken from her.

In 1909 a factory inspector did an informal survey of 500 working children in 20 factories. She found that 412 of them would rather work in the terrible conditions of the factories than return to school. In one experiment in Milwaukee, for example, 8,000 youth...were asked if they would return full-time to school if they were paid about the same wages as they earned at work; only 16 said they would.

It seems to me that the great pleasure of human life is not in having an opinion, but rather in learning all the ways you are wrong, and all the nuances you failed to account for, and all the truths that turned out to be not as simple as you once believed. And it seems to me that one of the central pleasures of attending school is that you get to read with really well-informed people who can help welcome you into a complex world stuffed with rich and maddening ambiguity.

One common refrain I’ve heard from Gifted and Talented kids is how none of us really learned how to think,” he said. “We could just retain information so much easier, and most importantly, we had great reading comprehension, which is 90 percent of school assignments. Once I got to college, I realized how little I really know about studying and effectively learning and thinking rather than just reading and knowing.

Anytime I talk about my work informally, I inevitably encounter someone who wants to know why addicts become addicts. They use words like “will” and “choice,” and they end by saying, “Don’t you think there’s more to it than the brain?” They are skeptical of the rhetoric of addiction as disease, something akin to high blood pressure or diabetes, and I get that. What they’re really saying is that they may have partied in high school and college but look at them now. Look how strong-willed they are, how many good choices they’ve made. They want reassurances. They want to believe that they have been loved enough and have raised their children well enough that the things that I research will never, ever touch their own lives. I understand this impulse. I, too, have spent years creating my little moat of good deeds in an attempt to protect the castle of myself. I don’t want to be dismissed the way that Nana was once dismissed. I know that it’s easier to say Their kind does seem to have a taste for drugs, easier to write all addicts off as bad and weak-willed people, than it is to look closely at the nature of their suffering. I do it too, sometimes. I judge. I walk around with my chest puffed out, making sure hat everyone knows about my Harvard and Stanford degrees, as if those things encapsulate me, and when I do so, I give in to the same facile, lazy thinking that characterizes those who think of addicts as horrible people. It’s just that I’m standing on the other side of the moat. What I can say for certain is that there is no case study in the world that could capture the whole animal of my brother, that could show how smart and kind and generous he was, how much he wanted to get better, how much he wanted to live. Forget for a moment what he looked like on paper, and instead see him as he was in all of his glory, in all of his beauty. It’s true that for years before he died, I would look at his face and think, What a pity, what a waste. But the waste was my own, the waste was what I missed out on whenever I looked at him and saw just his addiction.

Let’s call it a school project on the Pierce piece.” I bared my teeth in something vaguely resembling a smile. “You cited an anonymous source, saying that the decision was all but made. I’m wondering what made you think this information was legit.

Mrs. Weasley glanced at the grandfather clock in the corner. Harry liked this clock. It was completely useless if you wanted to know the time, but otherwise very informative. It had nine golden hands, and each of them was engraved with one of the Weasley family’s names. There were no numerals around the face, but descriptions of where each family member might be. “Home,” “school,” and “work” were there, but there was also “traveling,” “lost,” “hospital,” “prison,” and, in the position where the number twelve would be on a normal clock, “mortal peril.

I was in the fifth grade the first time I thought about turning thirty. My best friend Darcy and I came across a perpetual calendar in the back of the phone book, where you could look up any date in the future, and by using this little grid, determine what the day of the week would be. So we located our birthdays in the following year, mine in May and hers in September. I got Wednesday, a school night. She got a Friday. A small victory, but typical. Darcy was always the lucky one. Her skin tanned more quickly, her hair feathered more easily, and she didn't need braces. Her moonwalk was superior, as were her cart-wheels and her front handsprings (I couldn't handspring at all). She had a better sticker collection. More Michael Jackson pins. Forenze sweaters in turquoise, red, and peach (my mother allowed me none- said they were too trendy and expensive). And a pair of fifty-dollar Guess jeans with zippers at the ankles (ditto). Darcy had double-pierced ears and a sibling- even if it was just a brother, it was better than being an only child as I was. But at least I was a few months older and she would never quite catch up. That's when I decided to check out my thirtieth birthday- in a year so far away that it sounded like science fiction. It fell on a Sunday, which meant that my dashing husband and I would secure a responsible baby-sitter for our two (possibly three) children on that Saturday evening, dine at a fancy French restaurant with cloth napkins, and stay out past midnight, so technically we would be celebrating on my actual birthday. I would have just won a big case- somehow proven that an innocent man didn't do it. And my husband would toast me: "To Rachel, my beautiful wife, the mother of my chidren and the finest lawyer in Indy." I shared my fantasy with Darcy as we discovered that her thirtieth birthday fell on a Monday. Bummer for her. I watched her purse her lips as she processed this information. "You know, Rachel, who cares what day of the week we turn thirty?" she said, shrugging a smooth, olive shoulder. "We'll be old by then. Birthdays don't matter when you get that old." I thought of my parents, who were in their thirties, and their lackluster approach to their own birthdays. My dad had just given my mom a toaster for her birthday because ours broke the week before. The new one toasted four slices at a time instead of just two. It wasn't much of a gift. But my mom had seemed pleased enough with her new appliance; nowhere did I detect the disappointment that I felt when my Christmas stash didn't quite meet expectations. So Darcy was probably right. Fun stuff like birthdays wouldn't matter as much by the time we reached thirty. The next time I really thought about being thirty was our senior year in high school, when Darcy and I started watching ths show Thirty Something together. It wasn't our favorite- we preferred cheerful sit-coms like Who's the Boss? and Growing Pains- but we watched it anyway. My big problem with Thirty Something was the whiny characters and their depressing issues that they seemed to bring upon themselves. I remember thinking that they should grow up, suck it up. Stop pondering the meaning of life and start making grocery lists. That was back when I thought my teenage years were dragging and my twenties would surealy last forever. Then I reached my twenties. And the early twenties did seem to last forever. When I heard acquaintances a few years older lament the end of their youth, I felt smug, not yet in the danger zone myself. I had plenty of time..

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

If you're trying to be miserable, it's important you don't have any goals. No school goals, personal goals, family goals. Your only objective each day should be to inhale and exhale for sixteen hours before you go to bed again. Don't read anything informative, don't listen to anything useful, don't do anything productive. If you start achieving goals, you might start to feel a sense of excitement, then you might want to set another goal, and then your miserable mornings are through. To maintain your misery, the idea of crossing off your goals should never cross your mind.

The Rules For Being Human 1. You will receive a body. You may like it or hate it, but it will be yours for the entire period of this time around. 2. You will learn lessons. You are enrolled in a full-time informal school called Life. Each day in this school you will have the opportunity to learn lessons. You may like the lessons or think them irrelevant and stupid. 3. There are no mistakes, only lessons. Growth is a process of trial and error: Experimentation. The “failed” experiments are as much a part of the process as the experiment that ultimately “works.” 4. A lesson is repeated until learned. A lesson will be presented to you in various forms until you have learned it. When you have learned it, you can then go on to the next lesson. 5. Learning lessons does not end. There is no part of life that does not contain its lessons. If you are alive, there are lessons to be learned. 6. “There” is no better than “here.” When your “there” has become a “here,” you will simply obtain another “there” that will again look better than “here.” 7. Others are merely mirrors of you. You cannot love or hate something about another person unless it reflects something you love or hate about yourself. 8. What you make of your life is up to you. You have all the tools and resources you need. What you do with them is up to you. The choice is yours. 9. Your answers lie inside you. The answers to Life’s questions lie inside you. All you need to do is look, listen and trust. 10. You will forget all this. Chérie Carter-Scott

You can't learn to write in college. It's a very bad place for writers because the teachers always think they know more than you do—and they don't. They have prejudices. They may like Henry James, but what if you don't want to write like Henry James? They may like John Irving, for instance, who's the bore of all time. A lot of the people whose work they've taught in the schools for the last thirty years, I can't understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don't have someone telling you what to think. You discover it for yourself.

Within a couple of weeks of starting the Ph.D. program, though, she discovered that she'd booked passage on a sinking ship. There aren't any jobs, the other students informed her; the profession's glutted with tenured old men who won't step aside for the next generation. While the university's busy exploiting you for cheap labor, you somehow have to produce a boring thesis that no one will read, and find someone willing to publish it as a book. And then, if you're unsually talented and extraordinarily lucky, you just might be able to secure a one-year, nonrenewable appointment teaching remedial composition to football players in Oklahoma. Meanwhile, the Internet's booming, and the kids we gave C pluses to are waltzing out of college and getting rich on stock options while we bust our asses for a pathetic stipend that doesn't even cover the rent.

Only in the light of this agenda does it make sense that so-called “sex education” should be advocated to take place throughout the school years—from kindergarten to college—when it could not possibly take that much time to teach basic biological or medical information about sex. What takes that long is a constant indoctrination in new attitudes.63

Politeness does not prevent a person from feeling angry or upset or hurt. What it does is delay the expression of the feeling. Manners counteract the rush to judgement. They allow a few moments for more information to emerge, for the ire to reduce slightly before doing anything decisive. The delay built into politeness allows you time to determine the true facts. It provides space to understand the issue behind the anger. If you knew more, you might not be so irate.

Prejudices emerge from the disposition of the human mind to perceive and process information in categories. “Categories” is a nicer, more neutral word than “stereotypes,” but it’s the same thing. Cognitive psychologists consider stereotypes to be energy-saving devices that allow us to make efficient decisions on the basis of past experience; help us quickly process new information and retrieve memories; make sense of real differences between groups; and predict, often with considerable accuracy, how others will behave or how they think.24 We wisely rely on stereotypes and the quick information they give us to avoid danger, approach possible new friends, choose one school or job over another, or decide that that person across this crowded room will be the love of our lives.

But, on the other hand, the study of music is one of the best ways to learn about human nature. This is why I am so sad about music education being practically nonexistent today in schools. Education means preparing children for adult life; teaching them how to behave and what kinds of human beings they want to be. Everything else is information and can be learned in a very simple way. To play music well you need to strike a balance between your head, your heart, and your stomach. And if one of the three is not there or is there in too strong a dose, you cannot use it. What better way than music to show a child how to be human?

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school? "If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

Dear Young Black Males, Make sure that you take your education seriously. You may not understand it right now, but your education is important. If you’re struggling in high school, don’t fail silently. Speak up and ask for the help that you need. If you’re interested in going to college afterwards, start researching the colleges that you’re interested in attending. If college isn’t for you, consider trade schools or programs for high school students such as ROP (Regional Occupation Program). Depending on what state you live in, it may be called something different. Some colleges offer certificate programs if you’re not interested in earning an actual degree. Go to your neighborhood community center and ask questions. Ask your school counselors for leads. The library is also a great place to get helpful information. Just ask the librarian, he/she will be happy to assist you. It’s important to educate yourself, because if not, you’ll most likely be stuck working a dead-end job. Ask questions as much as you need to. Don’t assume anything. Get the facts that you need in order to succeed.

Millennials: We lost the genetic lottery. We graduated high school into terrorist attacks and wars. We graduated college into a recession and mounds of debt. We will never acquire the financial cushion, employment stability, and material possessions of our parents. We are often more educated, experienced, informed, and digitally fluent than prior generations, yet are constantly haunted by the trauma of coming of age during the detonation of the societal structure we were born into. But perhaps we are overlooking the silver lining. We will have less money to buy the material possessions that entrap us. We will have more compassion and empathy because our struggles have taught us that even the most privileged can fall from grace. We will have the courage to pursue our dreams because we have absolutely nothing to lose. We will experience the world through backpacking, couch surfing, and carrying on interesting conversations with adventurers in hostels because our bank accounts can't supply the Americanized resorts. Our hardships will obligate us to develop spiritual and intellectual substance. Maybe having roommates and buying our clothes at thrift stores isn't so horrible as long as we are making a point to pursue genuine happiness.

Reasercher 101, I do not long for the old, unreachable days. When I'm plugged in I can go anywhere, do and learn anything. Today, for instance, I visited a tiny library in Portugal. I learned how the Shakers weave baskets and I discovered my best friend in middle school loves blood-orange sorbet. Okay, I also learned that a certain pop star actually believes she's a fairy, an honest-to-goodness fairy from the fey people, but my point is access. Access to information. I don't even have to look out my window to see what the eather is like. I can have the weather delivered every morning to my phone. What could be better? Sincerely, Wife 22 Wife 22, Getting caught in the rain? All the best, Researcher 101

A writer sets out to write science fiction but isn’t familiar with the genre, hasn’t read what’s been written. This is a fairly common situation, because science fiction is known to sell well but, as a subliterary genre, is not supposed to be worth study—what’s to learn? It doesn’t occur to the novice that a genre is a genre because it has a field and focus of its own; its appropriate and particular tools, rules, and techniques for handling the material; its traditions; and its experienced, appreciative readers—that it is, in fact, a literature. Ignoring all this, our novice is just about to reinvent the wheel, the space ship, the space alien, and the mad scientist, with cries of innocent wonder. The cries will not be echoed by the readers. Readers familiar with that genre have met the space ship, the alien, and the mad scientist before. They know more about them than the writer does. In the same way, critics who set out to talk about a fantasy novel without having read any fantasy since they were eight, and in ignorance of the history and extensive theory of fantasy literature, will make fools of themselves because they don’t know how to read the book. They have no contextual information to tell them what its tradition is, where it’s coming from, what it’s trying to do, what it does. This was liberally proved when the first Harry Potter book came out and a lot of literary reviewers ran around shrieking about the incredible originality of the book. This originality was an artifact of the reviewers’ blank ignorance of its genres (children’s fantasy and the British boarding-school story), plus the fact that they hadn’t read a fantasy since they were eight. It was pitiful. It was like watching some TV gourmet chef eat a piece of buttered toast and squeal, “But this is delicious! Unheard of! Where has it been all my life?

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

Why do we read with greed? (Or play, or design, etc.?) We want to fill our minds with knowledge the way others want to fill their bellies with food. Information replaces confusion, which many of us experience in interactions with others. It is a place to focus, apart from all the external stimuli in our homes, schools, shops, etc. It is completely within our control how much we want to let in, unlike dealing with people, who are unpredictable and uncontrollable. (Even those of us who are in our own bubble, who don‘t read or seem to look outward much, may have a rich internal world and not yet have such a need to connect.)

1 One went to the door of the Beloved and knocked. A voice asked: “Who is there?” He answered: “It is I.” The voice said: “There is no room here for me and thee.” The door was shut. After a year of solitude and deprivation this man returned to the door of the Beloved. He knocked. A voice from within asked: “Who is there?” The man said: “It is Thou.” The door was opened for him. 2 The minute I heard my first love story, I started looking for you, not knowing how blind that was. Lovers don’t finally meet somewhere, they’re in each other all along. 3 Love is from the infinite, and will remain until eternity. The seeker of love escapes the chains of birth and death. Tomorrow, when resurrection comes, The heart that is not in love will fail the test. 4 When your chest is free of your limiting ego, Then you will see the ageless Beloved. You can not see yourself without a mirror; Look at the Beloved, He is the brightest mirror. 5 Your love lifts my soul from the body to the sky And you lift me up out of the two worlds. I want your sun to reach my raindrops, So your heat can raise my soul upward like a cloud. 6 There is a candle in the heart of man, waiting to be kindled. In separation from the Friend, there is a cut waiting to be stitched. O, you who are ignorant of endurance and the burning fire of love– Love comes of its own free will, it can’t be learned in any school. 7 There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It’s fluid, and it doesn’t move from outside to inside through conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out.

All Leningrad Orientalists of the middle and younger generation were arrested. The entire staff of the Institute of the North, except for its NKVD informers, was arrested. They even went after schoolteachers. In Sverdlovsk one case involved thirty secondary schoolteachers and the head of the Provincial Education Department, Perel. 37 One of the terrible accusations against them was that they had made arrangements to have a New Year's tree in order to burn down the school. And the club fell with the regularity of a pendulum on the heads of the engineers—who by this time were no longer "bourgeois" but a whole Soviet generation of engineers.

Something went greatly wrong in our collective history and the starting point of it was the industrial revolution. Our school systems are focussed on a single objective: to produce model citizens for society in order to feed this machine and prevent its breakdown. That’s why our school systems have no interest in developing models that actually require and stimulate useful values in people, such as courage or imagination or inventiveness. None of these are taught in our schools, on the contrary the system focuses on memorizing. Memorizing is a way of overloading the mind with mental baggage it doesn’t really need. Besides being horribly dull and stiffening the effect of 20 years of abundant memorization training is modern man: an unimaginative creature stuffed with useless knowledge and unable to clean his mind of this information dirt: our school systems are purposely constructed to deliver mental automatons that are unable to think creatively.

It had to be that Americans were taught, from elementary school, to always "say something" in class, no matter what. [...] They never said "I don't know". They said, instead, "I'm not sure," which did not give any information but still suggested the possibility of knowledge. And they ambled, these Americans, they walked without rhythm. They avoided giving direct instructions: they did not say "Ask somebody upstairs"; they said "You might want to ask somebody upstairs". When you tripped and fell, when you choked, when misfortune befell you, they did not say "Sorry". They said "Are you OK?" when it was obvious that you were not. And when you said "Sorry" to them when they choked or tripped or encountered misfortune, they replied, eyes wide with surprise, "Oh, it's not your fault". And they overused the world "excited", a professor excited about a new book, a student excited about a class, a politician on TV excited about a law; it was altogether too much excitement.

People have this belief that what we believe is the effect of the facts that we’re exposed to, and therefore, if we expose people to different and newer facts, they will change their beliefs. This is not true. […] The contents of people’s minds, the belief systems that they hold, are in no way, shape or form a result of any objective evaluation of information. The prejudices are inherited. They are socially inflicted. They are propagandized in school, in church, in communities, in families. They are reinforced by endless bouts of patriotic media and other sorts of nonsense. People are just an emotional Gordian knot, kaleidoscopic clusterfrack of prior prejudices [which have been] stuffed into their heads and held aloft by the spears of social approval or ostracism. Everybody is prejudiced, almost, and everybody maintains those prejudices for fear of social attack, ostracism, or disapproval. Because people haven’t been reasoned into their beliefs, they can’t be reasoned out of their beliefs, [and] when people have existing prejudices, showing them facts that run counter to those prejudices does not dislodge them. In fact, statistically, it is more likely to make those prejudices stronger.

I pity those reviewers above, and people like them, who ridicule authors like R.A. Boulay and other proponents of similar Ancient Astronaut theories, simply for putting forth so many interesting questions (because that's really what he often throughout openly admits is all he does does) in light of fascinating and thought-provoking references which are all from copious sources. Some people will perhaps only read the cover and introduction and dismiss it as soon as any little bit of information flies in the face of their beliefs or normalcy biases. Some of those people, I'm sure, are some of the ones who reviewed this book so negatively without any constructive criticism or plausible rebuttal. It's sad to see how programmed and indoctrinated the vast majority of humanity has become to the ills of dogma, indoctrination, unverified status quos and basic ignorance; not to mention the laziness and conformity that results in such acquiescence and lack of critical thinking or lack of information gathering to confirm or debunk something. Too many people just take what's spoon fed to them all their lives and settle for it unquestioningly. For those people I like to offer a great Einstein quote and one of my personal favorites and that is: "Condemnation without investigation is the highest form of ignorance" I found this book to be a very interesting gathering of information and collection of obscure and/or remote antiquated information, i.e. biblical, sacred, mythological and otherwise, that we were not exactly taught to us in bible school, or any other public school for that matter. And I am of the school of thought that has been so for intended purposes. The author clearly cites all his fascinating sources and cross-references them rather plausibly. He organizes the information in a sequential manner that piques ones interest even as he jumps from one set of information to the next. The information, although eclectic as it spans from different cultures and time periods, interestingly ties together in several respects and it is this synchronicity that makes the information all the more remarkable. For those of you who continue to seek truth and enlightenment because you understand that an open mind makes for and lifelong pursuit of such things I leave you with these Socrates quotes: "True wisdom comes to each of us when we realize how little we understand about life, ourselves, and the world around us.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

There had been a time in high school, see, when I wrestled with the possibility that I might be gay, a torturous six-month culmination of years of unpopularity and girllessness. At night I lay in bed and cooly informed myself that I was gay and that I had better get used to it. The locker room became a place of torment, full of exposed male genitalia that seemed to taunt me with my failure to avoid glancing at them, for a fraction of a second that might have seemed accidental but was, I recognized, a bitter symptom of my perversion. Bursting with typical fourteen-year-old desire, I attempted to focus it in succession on the thought of every boy I knew, hoping to find some outlet for my horniness, even if it had to be perverted, secret, and doomed to disappointment. Without exception these attempts failed to produce anything but bemusement, if not actual disgust. This crisis of self-esteem had been abruptly dispelled by the advent of Julie Lefkowitz, followed swiftly by her sister Robin, and then Sharon Horne and little Rose Fagan and Jennifer Schaeffer; but I never forgot my period of profound sexual doubt. Once in a while I would meet an enthralling man who shook, dimly but perceptibley, the foundations laid by Julie Lefkowitz, and I would wonder, just for a moment, by what whim of fate I had decided that I was not a homosexual.

The pharmaceutical companies that fund med schools don’t want this fact realized, and therefore the information is suppressed. Many pharmaceutical companies and doctors make money by treating symptoms rather than causations. When causations are understood, cures are oftentimes a given. Cures don’t make money. Why was Aspartame released into the population despite evidence of the damage it causes while Donald Rumsfeld was CEO of Searle? Why do you think George Bush was on the board of directors for Eli Lilly9 drug manufacturing? To counteract the mass genocide he perpetuates? Why do you think politicians are so healthy and live so long? What do they know that they aren’t telling us? I’m not saying this is all a conspiracy to thin the population, but pertinent health information should be public knowledge rather than deliberately suppressed. If this information were taught in schools, unethical drug companies would loose their control on the world.

Mid-Term Break I sat all morning in the college sick bay Counting bells knelling classes to a close. At two o'clock our neighbours drove me home. In the porch I met my father crying— He had always taken funerals in his stride— And Big Jim Evans saying it was a hard blow. The baby cooed and laughed and rocked the pram When I came in, and I was embarrassed By old men standing up to shake my hand And tell me they were 'sorry for my trouble'. Whispers informed strangers I was the eldest, Away at school, as my mother held my hand In hers and coughed out angry tearless sighs. At ten o'clock the ambulance arrived With the corpse, stanched and bandaged by the nurses. Next morning I went up into the room. Snowdrops And candles soothed the bedside; I saw him For the first time in six weeks. Paler now, Wearing a poppy bruise on his left temple, He lay in the four-foot box as in his cot. No gaudy scars, the bumper knocked him clear. A four-foot box, a foot for every year.

When I was ten years old, one of my friends brought a Shaleenian kangaroo-cat to school one day. I remember the way it hopped around with quick, nervous leaps, peering at everything with its large, almost circular golden eyes. One of the girls asked if it was a boy cat or a girl cat. Our instructor didn't know; neither did the boy who had brought it; but the teacher made the mistake of asking, 'How can we find out?' Someone piped up, 'We can vote on it!' The rest of the class chimed in with instant agreement and before I could voice my objection that some things can't be voted on, the election was held. It was decided that the Shaleenian kangaroo-cat was a boy, and forthwith, it was named Davy Crockett. Three months later, Davy Crockett had kittens. So much for democracy. It seems to me that if the electoral process can be so wrong about such a simple thing, isn't it possible for it to be very, very wrong on much more complex matters? We have this sacred cow in our society that what the majority of people want is right—but is it? Our populace can't really be informed, not the majority of them—most people vote the way they have been manipulated and by the way they have responded to that manipulation—they are working out their own patterns of wishful thinking on the social environment in which they live. It is most disturbing to me to realize that though a majority may choose a specific course of action or direction for itself, through the workings of a 'representative government,' they may be as mistaken about the correctness of such a choice as my classmates were about the sex of that Shaleenian kangaroo-cat. I'm not so sure than an electoral government is necessarily the best.

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

I believe this movement will prevail. I don’t mean it will defeat, conquer, or create harm to someone else. Quite the opposite. I don’t tender the claim in an oracular sense. I mean that the thinking that informs the movement’s goals will reign. It will soon suffuse most institutions, but before then, it will change a sufficient number of people so as to begin the reversal of centuries of frenzied self-destructive behavior. Some say it is too late, but people never change when they are comfortable. Helen Keller threw aside the gnawing fears of chronic bad news when she declared, “I rejoice to live in such a splendidly disturbing time!” In such a time, history is suspended and thus unfinished. It will be the stroke of midnight for the rest of our lives. My hopefulness about the resilience of human nature is matched by the gravity of our environmental and social condition. If we squander all our attention on what is wrong, we will miss the prize: In the chaos engulfing the world, a hopeful future resides because the past is disintegrating before us. If that is difficult to believe, take a winter off and calculate what it requires to create a single springtime. It’s not too late for the world’s largest institutions and corporations to join in saving the planet, but cooperation must be on the planet’s terms. The “Help Wanted” signs are everywhere. All people and institutions including commerce, governments, schools, churches and cities, need to learn from life and reimagine the world from the bottom up, based on the first principles if justice and ecology. Ecological restoration is extraordinarily simple: You remove whatever prevents the system from healing itself. Social restoration is no different. We have the heart, knowledge, money and sense to optimize out social and ecological fabric. It is time for all that is harmful to leave. One million escorts are here to transform the nightmares of empire and the disgrace of war on people and place. We are the transgressors and we are the forgivers. “We” means all of us, everyone. There can be no green movement unless there is also a black, brown and copper movement. What is more harmful resides within is, the accumulated wounds of the past, the sorrow, shame, deceit, and ignominy shared by every culture, passed down to every person, as surely as DNA, as history of violence and greed. There is not question that the environmental movement is most critical to our survival. Our house is literally burning, and it is only logical that environmentalists expect the social justice movement to get on the environmental bus. But is actually the other way around; the only way we are going to put out this fire is to get on the social justice bus and heal our wounds, because in the end, there is only one bus. Armed with that growing realization, we can address all that is harmful externally. What will guide us is a living intelligence that creates miracles every second, carried forth by a movement with no name.

THE COUNCIL WAS NOTHING LIKE Jason imagined. For one thing, it was in the Big House rec room, around a Ping-Pong table, and one of the satyrs was serving nachos and sodas. Somebody had brought Seymour the leopard head in from the living room and hung him on the wall. Every once in a while, a counselor would toss him a Snausage. Jason looked around the room and tried to remember everyone’s name. Thankfully, Leo and Piper were sitting next to him—it was their first meeting as senior counselors. Clarisse, leader of the Ares cabin, had her boots on the table, but nobody seemed to care. Clovis from Hypnos cabin was snoring in the corner while Butch from Iris cabin was seeing how many pencils he could fit in Clovis’s nostrils. Travis Stoll from Hermes was holding a lighter under a Ping-Pong ball to see if it would burn, and Will Solace from Apollo was absently wrapping and unwrapping an Ace bandage around his wrist. The counselor from Hecate cabin, Lou Ellen something-or-other, was playing “got-your-nose” with Miranda Gardiner from Demeter, except that Lou Ellen really had magically disconnected Miranda’s nose, and Miranda was trying to get it back. Jason had hoped Thalia would show. She’d promised, after all—but she was nowhere to be seen. Chiron had told him not to worry about it. Thalia often got sidetracked fighting monsters or running quests for Artemis, and she would probably arrive soon. But still, Jason worried. Rachel Dare, the oracle, sat next to Chiron at the head of the table. She was wearing her Clarion Academy school uniform dress, which seemed a bit odd, but she smiled at Jason. Annabeth didn’t look so relaxed. She wore armor over her camp clothes, with her knife at her side and her blond hair pulled back in a ponytail. As soon as Jason walked in, she fixed him with an expectant look, as if she were trying to extract information out of him by sheer willpower. “Let’s come to order,” Chiron said. “Lou Ellen, please give Miranda her nose back. Travis, if you’d kindly extinguish the flaming Ping-Pong ball, and Butch, I think twenty pencils is really too many for any human nostril. Thank you. Now, as you can see, Jason, Piper, and Leo have returned successfully…more or less. Some of you have heard parts of their story, but I will let them fill you in.” Everyone looked at Jason. He cleared his throat and began the story. Piper and Leo chimed in from time to time, filling in the details he forgot. It only took a few minutes, but it seemed like longer with everyone watching him. The silence was heavy, and for so many ADHD demigods to sit still listening for that long, Jason knew the story must have sounded pretty wild. He ended with Hera’s visit right before the meeting.

One also, in our milieu, simply didn't meet enough Americans to form an opinion. And when one did—this was in the days of crew-cuts and short-legged pants—they, too, often really did sport crew-cuts and trousers that mysteriously ended several inches short of the instep. Why was that? It obviously wasn't poverty. A colleague of my father's had a daughter who got herself married and found that an American friend she had met on holiday had offered to pay the whole cost of the nuptial feast. I forget the name of this paladin, but he had a crew-cut and amputated trouser-bottoms and a cigar stub and he came from a place called Yonkers, which seemed to me a ridiculous name to give to a suburb. (I, who had survived Crapstone… ) Anyway, once again one received a Henry Jamesian impression of brash generosity without overmuch refinement. There was a boy at my boarding school called Warren Powers Laird Myers, the son of an officer stationed at one of the many U.S. Air Force bases in Cambridgeshire. Trousers at The Leys School were uniform and regulation, but he still managed to show a bit of shin and to buzz-cut his hair. 'I am not a Yankee,' he informed me (he was from Norfolk, Virginia). 'I am a CON-federate.' From what I was then gleaning of the news from Dixie, this was unpromising. In our ranks we also had Jamie Auchincloss, a sprig of the Kennedy-Bouvier family that was then occupying the White House. His trousers managed to avoid covering his ankles also, though the fact that he shared a parent with Jackie Kennedy meant that anything he did was accepted as fashionable by definition. The pants of a man I'll call Mr. 'Miller,' a visiting American master who skillfully introduced me to J.D. Salinger, were also falling short of their mark. Mr. Miller's great teacher-feature was that he saw sexual imagery absolutely everywhere and was slightly too fond of pointing it out [...]. Meanwhile, and as I mentioned much earlier, the dominant images projected from the United States were of the attack-dog-and-firehose kind, with swag-bellied cops lying about themselves and the political succession changed as much by bullets as by ballots.

That is the idea that we all hope you have learned in studying science in school—we never explicitly say what this is, but just hope that you catch on by all the examples of scientific investigation. It is interesting, therefore, to bring it out now and speak of it explicitly. It’s a kind of scientific integrity, a principle of scientific thought that corresponds to a kind of utter honesty—a kind of leaning over backwards. For example, if you’re doing an experiment, you should report everything that you think might make it invalid—not only what you think is right about it: other causes that could possibly explain your results; and things you thought of that you’ve eliminated by some other experiment, and how they worked—to make sure the other fellow can tell they have been eliminated. Details that could throw doubt on your interpretation must be given, if you know them. You must do the best you can—if you know anything at all wrong, or possibly wrong—to explain it. If you make a theory, for example, and advertise it, or put it out, then you must also put down all the facts that disagree with it, as well as those that agree with it. There is also a more subtle problem. When you have put a lot of ideas together to make an elaborate theory, you want to make sure, when explaining what it fits, that those things it fits are not just the things that gave you the idea for the theory; but that the finished theory makes something else come out right, in addition. In summary, the idea is to try to give all of the information to help others to judge the value of your contribution; not just the information that leads to judgment in one particular direction or another. The first principle is that you must not fool yourself—and you are the easiest person to fool. So you have to be very careful about that. After you’ve not fooled yourself, it’s easy not to fool other scientists... You just have to be honest in a conventional way after that.

There was a school here now, in Concourse C. Like educated children everywhere, the children in the airport school memorized abstractions: the airplanes outside once flew through the air. You could use an airplane to travel to the other side of the world, but—the schoolteacher was a man who’d had frequent-flyer status on two airlines—when you were on an airplane you had to turn off your electronic devices before takeoff and landing, devices such as the tiny flat machines that played music and the larger machines that opened up like books and had screens that hadn’t always been dark, the insides brimming with circuitry, and these machines were the portals into a worldwide network. Satellites beamed information down to Earth. Goods traveled in ships and airplanes across the world. There was no place on earth that was too far away to get to. They were told about the Internet, how it was everywhere and connected everything, how it was us. They were shown maps and globes, the lines of the borders that the Internet had transcended. This is the yellow mass of land in the shape of a mitten; this pin here on the wall is Severn City. That was Chicago. That was Detroit. The children understood dots on maps—here—but even the teenagers were confused by the lines. There had been countries, and borders. It was hard to explain.

I am constantly mystified by what John ends up remembering… I just don’t understand why he’s able to hang on to information like that, while so many other more important memories evaporate. Then again, I suppose so much of what stays with us is often insignificant. The memories we take to the ends of our lives have no real rhyme or reason, especially when you think of the endless things that you do over the course of a day, a week, a month, a year, a lifetime. All the cups of coffee, hand-washings, changes of clothes, lunches, goings to the bathroom, headaches, naps, walks to school, trips to the grocery store, conversations about the weather—all the things so unimportant they should be immediately forgotten. Yet they aren’t. I often think of the Chinese red bathrobe I had when I was twenty-seven years old; the sound of our first cat Charlie’s feet on the linoleum of our old house; the hot rarefied air around aluminum pot the moment before the kernels of popcorn burst open. I think of these things as often as I think about getting married or giving birth or the end of the Second World War. What is truly amazing is that before you know it, sixty years go by and you can remember maybe eight or nine important events, along with a thousand meaningless ones. How can that be? You want to think there’s a pattern to it all because it makes you feel better, gives you some sense of a reason why we’re here, but there really isn’t any. People look for God in these patterns, these reasons, but only because they don’t know where else to look. Things happen to us: some of it important, most of it not, and a little of it stays with us till the end. What stays after that? I’ll be damned if I know. (pp.174-175)

And why can't I have an ignore button like my phone? As I hit it, his calls disappear from the screen and the ringing stops. But the tingles are still at my fingertips, as if he sent them through the phone to grab me. Shoving it in my purse-the pockets on skinny jeans must just be for show 'cause nothing else is fitting in there-I smile at Mark. Ah, Mark. The blue-eyed, blond-haired, all-American quarterback. Who knew he had a crush on me all these years? Not Emma McIntosh, that's for dang sure. And not Chloe. Which is weird, because Chloe was a collector of this kind of information. Maybe it's not true. Maybe Mark's only interested in me because Galen was-who wouldn't want to date the girl who dated the hottest guy in school? But that's just fine with me. Mark is...well, Mark isn't as fantabulous as I always imagined he would be. Still, he's good-looking, a star quarterback, and he's not trying to hook me up with his brother. So why am I not excited? The question must be all over my face because Mark's got his eyebrow raised. Not in a judgmental arch, more like an arch of expectation. If he's waiting for an explanation, his puny human lungs can't hold their breath long enough for an answer. Aside from not being his business, I can't exactly explain the details of my relationship with Galen-fake or otherwise. The truth is, I don't know where we can go from here. He ripped holes in my pride like buckshot. And did I mention he broke my heart? He's not just a crush. Not just a physical attraction, someone who can make me forget my own name by pretending to kiss me. Not just a teacher or a snobby fish with Royal blood. Sure, he's all of those things. But he's more than that. He's who I want. Possibly forever.

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.

Well,” I said, trying to keep my tone light as I walked over to put my arms around his neck, though I had to stand on my toes to do so. “That wasn’t so bad, was it? You told me something about yourself that I didn’t know before-that you didn’t, er, care for your family, except for your mother. But that didn’t make me hate you…it made me love you a bit more, because now I know we have even more in common.” He stared down at him, a wary look in his eyes. “If you knew the truth,” he said, “you wouldn’t be saying that. You’d be running.” “Where would I go?” I asked, with a laugh I hoped didn’t sound as nervous to him as it did to me. “You bolted all the doors, remember? Now, since you shared something I didn’t know about you, may I share something you don’t know about me?” Those dark eyebrows rose as he pulled me close. “I can’t even begin to imagine what this could be.” “It’s just,” I said, “that I’m a little worried about rushing into this consort thing…especially the cohabitation part.” “Cohabitation?” he echoed. He was clearly unfamiliar with the word. “Cohabitation means living together,” I explained, feeling my cheeks heat up. “Like married people.” “You said last night that these days no one your age thinks of getting married,” he said, holding me even closer and suddenly looking much more eager to stick around for the conversation, even though I heard the marina horn blow again. “And that your father would never approve it. But if you’ve changed your mind, I’m sure I could convince Mr. Smith to perform the ceremony-“ “No,” I said hastily. Of course Mr. Smith was somehow authorized to marry people in the state of Florida. Why not? I decided not to think about that right now, or how John had come across this piece of information. “That isn’t what I meant. My mom would kill me if I got married before I graduated from high school.” Not, of course, that my mom was going to know about any of this. Which was probably just as well, since her head would explode at the idea of my moving in with a guy before I’d even applied to college, let alone at the fact that I most likely wasn’t going to college. Not that there was any school that would have accepted me with my grades, not to mention my disciplinary record. “What I meant was that maybe we should take it more slowly,” I explained. “The past couple years, while all my friends were going out with boys, I was home, trying to figure out how this necklace you gave me worked. I wasn’t exactly dating.” “Pierce,” he said. He wore a slightly quizzical expression on his face. “Is this the thing you think I didn’t know about you? Because for one thing, I do know it, and for another, I don’t understand why you think I’d have a problem with it.” I’d forgotten he’d been born in the eighteen hundreds, when the only time proper ladies and gentlemen ever spent together before they were married was at heavily chaperoned balls…and that for most of the past two centuries, he’d been hanging out in a cemetery. Did he even know that these days, a lot of people hooked up on first dates, or that the average age at which girls-and boys as well-lost their virginity in the United States was seventeen…my age? Apparently not. “What I’m trying to say,” I said, my cheeks burning brighter, “is that I’m not very experienced with men. So this morning when I woke up and found you in bed beside me, while it was really, super nice-don’t get me wrong, I enjoyed it very much-it kind of freaked me out. Because I don’t know if I’m ready for that kind of thing yet.” Or maybe the problem was that I wasn’t prepared for how ready I was…

Local Girl Missing, Feared Dead. Beneath it was a photo of me-my most recent school photo. “Oh, no.” My heart filling with dread, I took the paper from Mr. Smith’s hands. “Couldn’t they have found a better picture?” Mr. Smith looked at me sharply. “Miss Oliviera,” he said, his gray eyebrows lowered. “I realize it’s all the rage with you young people today to toss off flippant one-liners so you can get your own reality television shows. But I highly doubt MTV will be coming down to Isla Huesos to film you in the Underworld. So that can’t be all you have to say about this.” He was right, of course. Though I couldn’t say what I really wanted to, because John was in the room, and I didn’t want to make him feel worse than he already did. But what I wanted to do was burst into tears. “Is that about Pierce?” John looked uneasy. Outside, thunder rumbled again. This time, it sounded even closer than before. “Yes, of course, it is, John,” Mr. Smith said. There was something strange about his voice. He sounded almost as if he were mad at John. Only why would he be? John had done the right thing. He’d explained about the Furies. “What did you expect? Have you gotten to the part about the reward your father is offering for information leading to your safe return, Miss Oliviera?” My gaze flicked down the page. I wanted to throw up. “One million dollars?” My dad’s company, one of the largest providers in the world of products and services to the oil, gas, and military industries, was valued at several hundred times that. “That cheapskate.” This was all so very, very bad. “One million dollars is a lot of money to most people.” Mr. Smith said, with a strong emphasis on most people. He still had that odd note in his voice. “Though I recognize that money may mean little to a resident of the Underworld. So I’d caution you to use judiciousness, wherever it is that you’re going, as there are many people on this island who’ll be more than willing to turn you in for only a small portion of that reward money. I don’t suppose I might ask where you’re going? Or suggest that you pay a call on your mother, who is beside herself with worry?” “That’s a good idea,” I said. Why hadn’t I thought of it? I felt much better already. I could straighten out this whole thing with a single conversation. “I should call my mom-“ Both Mr. Smith’s cry of alarm and the fact that John grabbed me by the wrist as I was reaching into my book bag for my cell phone stopped me from making calls of any sort. “You can’t use you phone,” Mr. Smith said. “The police-and your father-are surely waiting for you to do just that. They’ll triangulate on the signal from the closest cell tower, and find you.” When I stared at him for his use of the word triangulate, Mr. Smith shook his head and said, “My partner, Patrick, is obsessed with Law & Order reruns.

When we think of an institution, we can usually see it as embodied in a building: the Vatican, the Pentagon, the Sorbonne, the Treasury, the Massachusetts Institute of Technology, the Kremlin, the Supreme Court. What we cannot see, until we become close students of the institution, are the ways in which power is maintained and transferred behind the walls and beneath the domes, the invisible understandings which guarantee that it shall reside in certain hands but not in others, that information shall be transmitted to this one but not to that one, the hidden collusions and connections with other institutions of which it is supposedly independent. When we think of the institution of motherhood, no symbolic architecture comes to mind, no visible embodiment of authority, power, or of potential or actual violence. Motherhood calls to mind the home, and we like to believe that the home is a private place. Perhaps we imagine row upon row of backyards, behind suburban or tenement houses, in each of which a woman hangs out the wash, or runs to pick up a tear-streaked two-year-old; or thousands of kitchens, in each of which children are being fed and sent off to school. Or we think of the house of our childhood, the woman who mothered us, or of ourselves. We do not think of the laws which determine how we got to these places, the penalties imposed on those of us who have tried to live our lives according to a different plan, the art which depicts us in an unnatural serenity or resignation, the medical establishment which has robbed so many women of the act of giving birth, the experts—almost all male—who have told us how, as mothers, we should behave and feel. We do not think of the Marxist intellectuals arguing as to whether we produce “surplus value” in a day of washing clothes, cooking food, and caring for children, or the psychoanalysts who are certain that the work of motherhood suits us by nature. We do not think of the power stolen from us and the power withheld from us, in the name of the institution of motherhood.

Imagine you live on a planet where the dominant species is far more intellectually sophisticated than human beings but often keeps humans as companion animals. They are called the Gorns. They communicate with each other via a complex combination of telepathy, eye movements & high-pitched squeaks, all completely unintelligible & unlearnable by humans, whose brains are prepared for verbal language acquisition only. Humans sometimes learn the meaning of individual sounds by repeated association with things of relevance to them. The Gorns & humans bond strongly but there are many Gorn rules that humans must try to assimilate with limited information & usually high stakes. You are one of the lucky humans who lives with the Gorns in their dwelling. Many other humans are chained to small cabanas in the yard or kept in outdoor pens of varying size. They are so socially starved they cannot control their emotions when a Gorn goes near them. The Gorns agree that they could never be House-Humans. The dwelling you share with your Gorn family is filled with water-filled porcelain bowls.Every time you try to urinate in one,nearby Gorn attack you. You learn to only use the toilet when there are no Gorns present. Sometimes they come home & stuff your head down the toilet for no apparent reason. You hate this & start sucking up to the Gorns when they come home to try & stave this off but they view this as evidence of your guilt. You are also punished for watching videos, reading books, talking to other human beings, eating pizza or cheesecake, & writing letters. These are all considered behavior problems by the Gorns. To avoid going crazy, once again you wait until they are not around to try doing anything you wish to do. While they are around, you sit quietly, staring straight ahead. Because they witness this good behavior you are so obviously capable of, they attribute to “spite” the video watching & other transgressions that occur when you are alone. Obviously you resent being left alone, they figure. You are walked several times a day and left crossword puzzle books to do. You have never used them because you hate crosswords; the Gorns think you’re ignoring them out of revenge. Worst of all, you like them. They are, after all, often nice to you. But when you smile at them, they punish you, likewise for shaking hands. If you apologize they punish you again. You have not seen another human since you were a small child. When you see one you are curious, excited & afraid. You really don’t know how to act. So, the Gorn you live with keeps you away from other humans. Your social skills never develop. Finally, you are brought to “training” school. A large part of the training consists of having your air briefly cut off by a metal chain around your neck. They are sure you understand every squeak & telepathic communication they make because sometimes you get it right. You are guessing & hate the training. You feel pretty stressed out a lot of the time. One day, you see a Gorn approaching with the training collar in hand. You have PMS, a sore neck & you just don’t feel up to the baffling coercion about to ensue. You tell them in your sternest voice to please leave you alone & go away. The Gorns are shocked by this unprovoked aggressive behavior. They thought you had a good temperament. They put you in one of their vehicles & take you for a drive. You watch the attractive planetary landscape going by & wonder where you are going. You are led into a building filled with the smell of human sweat & excrement. Humans are everywhere in small cages. Some are nervous, some depressed, most watch the goings on on from their prisons. Your Gorns, with whom you have lived your entire life, hand you over to strangers who drag you to a small room. You are terrified & yell for your Gorn family to help you. They turn & walk away.You are held down & given a lethal injection. It is, after all, the humane way to do it.

It was Day Three, Freshman Year, and I was a little bit lost in the school library,looking for a bathroom that wasn't full of blindingly shiny sophomores checking their lip gloss. Day Three.Already pretty clear on the fact that I would be using secondary bathrooms for at least the next three years,until being a senior could pass for confidence.For the moment, I knew no one,and was too shy to talk to anyone. So that first sight of Edward: pale hair that looked like he'd just run his hands through it, paint-smeared white shirt,a half smile that was half wicked,and I was hooked. Since, "Hi,I'm Ella.You look like someone I'd like to spend the rest of my life with," would have been totally insane, I opted for sitting quietly and staring.Until the bell rang and I had to rush to French class,completely forgetting to pee. Edward Willing.Once I knew his name, the rest was easy.After all,we're living in the age of information. Wikipedia, iPhones, 4G ntworks, social networking that you can do from a thousand miles away.The upshot being that at any given time over the next two years, I could sit twenty feet from him in the library, not saying a word, and learn a lot about him.ENough, anyway, for me to become completely convinced that the Love at First Sight hadn't been a fluke. It's pretty simple.Edward matched four and a half of my If My Prince Does, In Fact, Come Someday,It Would Be Great If He Could Meet These Five Criteria. 1. Interested in art. For me, it's charcoal. For Edward, oil paint and bronze. That's almost enough right there. Nice lips + artist= Ella's prince. 2. Not afraid of love. He wrote, "Love is one of two things worth dying for.I have yet to decide on the second." 3.Or of telling the truth. "How can I believe that other people say if I lie to them?" 4.Hot. Why not?I can dream. 5.Daring. Mountain climbing, cliff dying, defying the parents. Him, not me. I'm terrified of an embarrassing number of things, including heights, convertibles, moths, and those comedians everyone loves who stand onstage and yell insults at the audience. 5, subsection a. Daring enough to take a chance on me.Of course, in the end, that No. 5a is the biggie. And the problem. No matter how muuch I worshipped him,no matter how good a pair we might have been,it was never, ever going to happen. To be fair to Edward,it's not like he was given an opportunity to get to know me. I'm not stupid.I know there are a few basic truths when it comes to boys and me. Truth: You have to talk to a boy-really talk,if you want him to see past the fact that you're not beautiful. Truth: I'm not beautiful. Or much of a conversationalist. Truth: I'm not entirely sure that the stuff behind the not-beautiful is going to be all that alluring, either. And one written-in-stone, heartbreaking truth about this guy. Truth:Edward Willing died in 1916.