Instruction Education Quotes

Instruction does much, but encouragement everything." (Letter to A.F. Oeser, Nov. 9, 1768)

If you do what you've always done, you'll get what you've always gotten.

It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom. Without this it goes to wrack and ruin without fail.

Books permit us to voyage through time, to tap the wisdom of our ancestors. The library connects us with the insight and knowledge, painfully extracted from Nature, of the greatest minds that ever were, with the best teachers, drawn from the entire planet and from all our history, to instruct us without tiring, and to inspire us to make our own contribution to the collective knowledge of the human species. I think the health of our civilization, the depth of our awareness about the underpinnings of our culture and our concern for the future can all be tested by how well we support our libraries.

When you wish to instruct, be brief; that men's [children's] minds take in quickly what you say, learn its lesson, and retain it faithfully. Every word that is unnecessary only pours over the side of a brimming mind.

Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.

Man...is a tame or civilized animal; never the less, he requires proper instruction and a fortunate nature, and then of all animals he becomes the most divine and most civilized; but if he be insufficiently or ill- educated he is the most savage of earthly creatures.

It still remains unrecognised, that to bring a child into existence without a fair prospect of being able, not only to provide food for its body, but instruction and training for its mind, is a moral crime, both against the unfortunate offspring and against society; and that if the parent does not fulfil this obligation, the State ought to see it fulfilled, at the charge, as far as possible, of the parent.

Children should be educated and instructed in the principles of freedom. Aristotle speaks plainly to this purpose, saying, 'that the institution of youth should be accommodated to that form of government under which they live; forasmuch as it makes exceedingly for the preservation of the present government, whatsoever it be.

Education is the period during which you are being instructed by somebody you do not know, about something you do not want to know.

Perfect love has a breath of poetry which can exalt the relations of the least-instructed human beings.

Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.

I've concluded that genius is as common as dirt. We suppress genius because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

Yeah, I got the instructions straight from Seoras. That and a bunch of smart-ass comments about my education being sadly lacking and something about not knowing my arse from my ear or my elbow, and also something about me being a fanny, and I don't know what the hell that means." "Fanny? Like a girl's name?" "I don't think so . . .

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.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

All my life those instincts had been instructing me in this single doctrine—that the odds are better if you rely only on yourself.

Slavery is such an atrocious debasement of human nature, that its very extirpation, if not performed with solicitous care, may sometimes open a source of serious evils. The unhappy man who has been treated as a brute animal, too frequently sinks beneath the common standard of the human species. The galling chains, that bind his body, do also fetter his intellectual faculties, and impair the social affections of his heart… To instruct, to advise, to qualify those, who have been restored to freedom, for the exercise and enjoyment of civil liberty… and to procure for their children an education calculated for their future situation in life; these are the great outlines of the annexed plan, which we have adopted. [For the Pennsylvania Society for Promoting the Abolition of Slavery, 1789]

A university is not, thank heavens, a place for vocational instruction, it has nothing to do with training for a working life and career, it is a place for education, something quite different.

Anybody who writes a book is an optimist. First of all, they think they're going to finish it. Second, they think somebody's going to publish it. Third, they think somebody's going to read it. Fourth, they think somebody's going to like it. How optimistic is that?

We must change the system of education and instruction. Unfortunately, history has shown us that brotherhood must be learned, when it should be natural.

Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

You say: "There are persons who lack education" and you turn to the law. But the law is not, in itself, a torch of learning which shines its light abroad. The law extends over a society where some persons have knowledge and others do not; where some citizens need to learn, and others can teach. In this matter of education, the law has only two alternatives: It can permit this transaction of teaching-and-learning to operate freely and without the use of force, or it can force human wills in this matter by taking from some of them enough to pay the teachers who are appointed by government to instruct others, without charge. But in the second case, the law commits legal plunder by violating liberty and property.

As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself. That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.

YOU don’t have to get a job that makes others feel comfortable about what they perceive as your success. You don’t have to explain what you plan to do with your life. You don’t have to justify your education by demonstrating its financial rewards. You don’t have to maintain an impeccable credit score. Anyone who expects you to do any of those things has no sense of history or economics or science or the arts. You have to pay your own electric bill. You have to be kind. You have to give it all you’ve got. You have to find people who love you truly and love them back with the same truth. But that’s all.

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

Were we to confront our creaturehood squarely, how would we propose to educate? The answer, I think is implied in the root of the word education, educe, which means "to draw out." What needs to be drawn out is our affinity for life. That affinity needs opportunities to grow and flourish, it needs to be validated, it needs to be instructed and disciplined, and it needs to be harnessed to the goal of building humane and sustainable societies. Education that builds on our affinity for life would lead to a kind of awakening of possibilities and potentials that lie dormant and unused in the industrial-utilitarian mind. Therefore the task of education, as Dave Forman stated, is to help us 'open our souls to love this glorious, luxuriant, animated, planet.' The good news is that our own nature will help us in the process if we let it.

Much as a teacher may wince at the thought, he is also an entertainer—for unless he can hold his audience, he cannot really instruct or edify them.

Conversely, some of the most educated idiots I’ve ever met have a master’s degree or PhD. They couldn’t pour urine out of a boot with the instructions written on the heel!

By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of the Human Resources Research Organization phrases it simply: ‘The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction—how to teach himself. Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.

What the sick need is teachers not treaters, health schools not hospitals, instruction not treatment, education in right living not training the sick habit. Both they and their advisors must get rid of the curing idea and the practices built up thereon.

I see the most effective teacher being the one who facilitates learning in the same way a gardener facilitates growth, as opposed to the one who is just giving instruction.

In the United States we have concentrated tremendous sums of money on the educational plant, seemingly with the idea that the right number of buildings will turn out the right number of graduates. Yet the teachers who actually instruct the future citizens of our country are more often than not miserably paid. If in the future we find ourselves with a lot of fourth-rate citizens, we have only ourselves to blame.

Soon after he purchased me, Epps asked me if I could write and read, and on being informed that I had received some instruction in those branches of education, he assured me, with emphasis, if he ever caught me with a book, or with pen and ink, he would give me a hundred lashes.

In indigenous ways of knowing, it is understood that each living being has a particular role to play. Every being is endowed with certain gifts, its own intelligence, its own spirit, its own story. Our stories tell us that the Creator gave these to us, as original instructions. The foundation of education is to discover that gift within us and learn to use it well.

And, perhaps, in the education of both sexes, the most difficult task is so to adjust instruction as not to narrow the understanding, whilst the heart is warmed by the generous juices of spring . . . nor to dry up the feelings by employing the mind in investigations remote from life.

She needs to be educated. She needs to know the contents of those books, there. She needs to understand the movements of the stars and the origins of the universe and the requirements of kindness. She needs to know mathematics and poetry. She must ask questions. She must seek to understand. She must understand the laws of cause and effect and unintended consequences. She must learn compassion and curiosity and awe. All of these things. We have to instruct her, Glerk. All three of us. It is a great responsibility.” The

The secret of sound education is to get each pupil to learn for himself, instead of instructing him by driving knowledge into him on a stereotyped system.

The more Adams thought about the future of his country, the more convinced he became that it rested on education. Before any great things are accomplished, he wrote to a correspondent, a memorable change must be made in the system of education and knowledge must become so general as to raise the lower ranks of society nearer to the higher. The education of a nation instead of being confined to a few schools and universities for the instruction of the few, must become the national care and expense for the formation of the many.

He said, moreover, "Teach those who are ignorant as many things as possible; society is culpable, in that it does not afford instruction gratis; it is responsible for the night which it produces. This soul is full of shadow; sin is therein committed. The guilty one is not the person who has committed the sin, but the person who has created the shadow." It will be perceived that he had a peculiar manner of his own of judging things: I suspect that he obtained it from the Gospel.

Les enfants sont par définition des apprentis, et apprendre est l'activité humaine qui nécessite le moins de manipulation par autrui. La majeure partie de l'apprentissage n'est pas le resultat de l'instruction. Elle serait plutôt le résultat d'une participation dans un environnement chargé de sens.

The best learning is achieved through experience, not by instruction. Though instruction is sometimes necessary and helpful, it is often best to foster conditions and allow conditions whereby students learn through experience.

Some teachers, the less effective ones, thought that fair meant distributing instruction equally to all students regardless of their needs. The exemplary teachers we studied, however thought fair meant working in ways that evened out differences between students

Blessed is the person who desired to read the Holy Scriptures. It’s brings great reward to those who believe, trust and obey the Holy instructions.

Instruction is important but inspiration kindles the candle for a life time.

Children, who have so much to learn in so short a time, had involved the tendency to trust adults to instruct them in the collective knowledge of our species, and this trust confers survival value. But it also makes children vulnerable to being tricked and adults who exploit this vulnerability should be deeply ashamed.

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

What literature could accomplish by way of moral education was less instruction than an expansion of our capacity for empathy: “it admits us to experiences other than our own.

We don’t need state-certified teachers to make education happen — certification probably guarantees it won’t.

education is one thing and instruction, however worthy, necessary and incidentally or monetarily educative, another.

I’m sure if Socrates were alive today, and had to sit through even a single meeting discussing how to use data to inform instruction, he’d kill himself all over again.

Education must shift from instruction, from imposing of stencils, to discovery—to probing and exploration and to the recognition of the language of forms.

Turn a major mistake into a master mentor, learn from it.

For the sole true end of education is simply this: to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.

The power of being a student is not just that it is an extended period of instruction, it also places the ego and ambition in someone else's hands. There is a sort of ego ceiling imposed-one knows that is not better than the "master" he apprentices under. Not even close. You defer to them, you subsume yourself. You cannot fake or bullshit them. An education can't be hacked; there are no shortcuts besides hacking it every single day. If you don't , they drop you.

If you would understand this secret, you must first understand the distinction between training an animal and educating one. Trained animals are relatively easy to turn out. All that is required is a book of instructions, a certain amount of bluff and bluster, something to use for threatening and punishing purposes, and of course the animal. Educating an animal, on the other hand, demands keen intelligence, integrity, imagination, and the gentle touch, mentally, vocally, and physically.

Experience alone, that supreme educator of peoples, will be at pains to show us our mistake. It alone will be powerful enough to prove the necessity of replacing our odious text-books and our pitiable examinations by industrial instruction capable of inducing our young men to return to the fields, to the workshop, and to the colonial enterprise which they avoid to-day at all costs.

By destroying traditional social habits of the people, by dissolving their natural collective consciousness into individual constituents, by licensing the opinions of the most foolish, by substituting instruction for education, by encouraging cleverness rather than wisdom, the upstart rather than the qualified, by fostering a notion of getting on to which the alternative is a hopeless apathy, Liberalism can prepare the way for that which is its own negation: the artificial, mechanised or brutalised control which is a desperate remedy for its chaos.

Before any great things are accomplished, he wrote to a correspondent, a memorable change must be made in the system of education and knowledge must become so general as to raise the lower ranks of society nearer to the higher. The education of a nation instead of being confined to a few schools and universities for the instruction of the few, must become the national care and expense for the formation of the many.

He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me. That ideas should freely spread from one to another over the globe, for the moral and mutual instruction of man, and improvement of his condition, seems to have been peculiarly and benevolently designed by nature, when she made them, like fire, expansible over all space, without lessening their density in any point, and like the air in which we breathe, move, and have our physical being, incapable of confinement or exclusive appropriation.

When spontaneity and individuality and really good original stuff occurred in a classroom it was in spite of the instruction, not because of it. This seemed to make sense. He was ready to resign. Teaching dull conformity to hateful students wasn’t what he wanted to do.

The State (meaning the gov't and society) derives no inconsiderable advantage from the peoples instruction (in other words, education). The more they are instructed, the less liable they are to the delusions of enthusiasm and superstition. . . . The expense of the institutions for education and religious instruction, is likewise, no doubt, beneficial to the whole society, and may, therefore, without injustice, be defrayed by the general contribution of society.

He had been instructed only in that innocent and ineffectual way in which the Catholic priests teach the aborigines, by which the pupil is never educated to the degree of consciousness, but only to the degree of trust and reverence, and a child is not made a man, but kept a child. When

People who talk only of themselves think only of themselves. And "those people who think only of themselves," Dr. Nicholas Murray Butler, longtime president of Columbia University, said, "are hopelessly uneducated. They are not educated," said Dr. Butler, "no matter how instructed they may be.

Liberalism moves, therefore, toward radical individualism and the corruption of standards that movement entails. “By destroying traditional social habits of the people, by dissolving their natural collective consciousness into individual constituents, by licensing the opinions of the most foolish, by substituting instruction for education, by encouraging cleverness rather than wisdom, the upstart rather than the qualified … Liberalism can prepare the way for that which is its own negation: the artificial, mechanised or brutalised control which is a desperate remedy for its chaos.”11

The education of youth belongs to the priests, yet they do not take so much care of instructing them in letters, as in forming their minds and manners aright; they use all possible methods to infuse, very early, into the tender and flexible minds of children, such opinions as are both good in themselves and will be useful to their country, for when deep impressions of these things are made at that age, they follow men through the whole course of their lives, and conduce much to preserve the peace of the government, which suffers by nothing more than by vices that rise out of ill opinions.

This was a hard-won but brilliant education: I had realized, as life is always willing to instruct, that the world as we see it is only the published version. The subterranean realms, whether churches or hospital rooms or smoke-filled basements, are part of what holds up the rest. The realized life versus the external picture of it: the assumption and projections that we all make about other people's lives.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

Broad-Based Education: Reed College at that time offered perhaps the best calligraphy instruction in the country.… I decided to take a calligraphy class to learn how to do this.… It was beautiful, historical, artistically subtle in a way that science can’t capture, and I found it fascinating. None of this had even a hope of any practical application in my life. But ten years later, when we were designing the first Macintosh computer, it all came back to me. —Commencement address, Stanford University, June 12, 2005

The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.

And there was, in those Ipswich years, for me at least, a raw educational component; though I used to score well in academic tests, I seemed to know very little of how the world worked and was truly grateful for instruction, whether it was how to stroke a backhand, mix a martini, use a wallpaper steamer, or do the Twist. My wife, too, seemed willing to learn. Old as we must have looked to our children, we were still taking lessons, in how to be grown-up.

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.

Women, for their part, are always complaining that we raise them only to be vain and coquettish, that we keep them amused with trifles so that we may more easily remain their masters; they blame us for the faults we attribute to them. What stupidity! And since when is it men who concern themselves with the education of girls? Who is preventing the mothers from raising them as they please? There are no schools for girls—what a tragedy! Would God, there were none for boys! They would be raised more sensibly and more straightforwardly. Is anyone forcing your daughters to waste their time on foolish trifles? Are they forced against their will to spend half their lives on their appearance, following your example? Are you prevented from instructing them, or having them instructed according to your wishes? Is it our fault if they please us when they are beautiful, if their airs and graces seduce us, if the art they learn from you attracts and flatters us, if we like to see them tastefully attired, if we let them display at leisure the weapons with which they subjugate us? Well then, decide to raise them like men; the men will gladly agree; the more women want to resemble them, the less women will govern them, and then men will truly be the masters.

Countrymen: I have given proofs, as well as the best of you, of desiring liberty for our country, and I continue to desire it. But I place as a premise the education of the people, so that by means of instruction and work they may have a personality of their own and that they may make themselves worthy of that same liberty. In my writings I have recommended the study of the civic virtues, without which there can be no redemption. I have also written (and my words have been repeated) that reforms, to be fruitful, must come from above, that those which spring from below are uncertain and insecure movements. Imbued with these ideas, I cannot do less than condemn, and I do condemn, this absurd, savage rebellion, planned behind my back, which dishonors the Filipinos and discredits those who can speak for us. I abominate all criminal actions and refuse any kind of participation in them, pitying with all my heart the dupes who have allowed themselves to be deceived. Go back, then, to your homes, and may God forgive those who have acted in bad faith.

Elinor saw, and pitied her for, the neglect of abilities which education might have rendered so respectable; but she saw, with less tenderness of feeling, the thorough want of delicacy, of rectitude, and integrity of mind, which her attentions, her assiduities, her flatteries at the Park betrayed; and she could have no lasting satisfaction in the company of a person who joined insincerity with ignorance; whose want of instruction prevented their meeting in conversation on terms of equality, and whose conduct toward others made every shew of attention and deference towards herself perfectly valueless.

How to be there for someone with depression or anxiety 1. Know that you are needed, and appreciated, even if it seems you are not. 2. Listen. 3. Never say ‘pull yourself together’ or ‘cheer up’ unless you’re also going to provide detailed, foolproof instructions. (Tough love doesn’t work. Turns out that just good old ‘love’ is enough.) 4. Appreciate that it is an illness. Things will be said that aren’t meant. 5. Educate yourself. Understand, above all, that what might seem easy to you –going to a shop, for instance –might be an impossible challenge for a depressive. 6. Don’t take anything personally, any more than you would take someone suffering with the flu or chronic fatigue syndrome or arthritis personally. None of this is your fault. 7. Be patient. Understand it isn’t going to be easy. Depression ebbs and flows and moves up and down. It doesn’t stay still. Do not take one happy/ bad moment as proof of recovery/ relapse. Play the long game. 8. Meet them where they are. Ask what you can do. The main thing you can do is just be there. 9. Relieve any work/ life pressure if that is doable. 10. Where possible, don’t make the depressive feel weirder than they already feel. Three days on the sofa? Haven’t opened the curtains? Crying over difficult decisions like which pair of socks to wear? So what. No biggie. There is no standard normal. Normal is subjective. There are seven billion versions of normal on this planet.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

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

Fame requires every kind of excess. I mean true fame, a devouring neon, not the somber renown of waning statesmen or chinless kings. I mean long journeys across gray space. I mean danger, the edge of every void, the circumstance of one man imparting an erotic terror to the dreams of the republic. Understand the man who must inhabit these extreme regions, monstrous and vulval, damp with memories of violation. Even if half-mad he is absorbed into the public's total madness; even if fully rational, a bureaucrat in hell, a secret genius of survival, he is sure to be destroyed by the public's contempt for survivors. Fame, this special kind, feeds itself on outrage, on what the counselors of lesser men would consider bad publicity-hysteria in limousines, knife fights in the audience, bizarre litigation, treachery, pandemonium and drugs. Perhaps the only natural law attaching to true fame is that the famous man is compelled, eventually, to commit suicide. (Is it clear I was a hero of rock'n'roll?) Toward the end of the final tour it became apparent that our audience wanted more than music, more even than its own reduplicated noise. It's possible the culture had reached its limit, a point of severe tension. There was less sense of simple visceral abandon at our concerts during these last weeks. Few cases of arson and vandalism. Fewer still of rape. No smoke bombs or threats of worse explosives. Our followers, in their isolation, were not concerned with precedent now. They were free of old saints and martyrs, but fearfully so, left with their own unlabeled flesh. Those without tickets didn't storm the barricades, and during a performance the boys and girls directly below us, scratching at the stage, were less murderous in their love of me, as if realizing finally that my death, to be authentic, must be self-willed- a succesful piece of instruction only if it occured by my own hand, preferrably ina foreign city. I began to think their education would not be complete until they outdid me as a teacher, until one day they merely pantomimed the kind of massive response the group was used to getting. As we performed they would dance, collapse, clutch each other, wave their arms, all the while making absolutely no sound. We would stand in the incandescent pit of a huge stadium filled with wildly rippling bodies, all totally silent. Our recent music, deprived of people's screams, was next to meaningless, and there would have been no choice but to stop playing. A profound joke it would have been. A lesson in something or other. In Houston I left the group, saying nothing, and boarded a plane for New York City, that contaminated shrine, place of my birth. I knew Azarian would assume leadership of the band, his body being prettiest. As to the rest, I left them to their respective uproars- news media, promotion people, agents, accountants, various members of the managerial peerage. The public would come closer to understanding my disappearance than anyone else. It was not quite as total as the act they needed and nobody could be sure whether I was gone for good. For my closest followers, it foreshadowed a period of waiting. Either I'd return with a new language for them to speak or they'd seek a divine silence attendant to my own. I took a taxi past the cemetaries toward Manhattan, tides of ash-light breaking across the spires. new York seemed older than the cities of Europe, a sadistic gift of the sixteenth century, ever on the verge of plague. The cab driver was young, however, a freckled kid with a moderate orange Afro. I told him to take the tunnel. Is there a tunnel?" he said.

Liberalism. . . tends to release energy rather than accumulate it, to relax, rather than to fortify. It is a movement not so much defined by its end, as by its starting point; away from, rather than towards, something definite. Our point of departure is more real to us than our destination; and the destination is likely to present a very different picture when arrived at, from the vaguer image formed in imagination. By destroying traditional social habits of the people, by dissolving their natural collective consciousness into individual constituents, by licensing the opinions of the most foolish, by substituting instruction for education, by encouraging cleverness rather than wisdom, the upstart rather than the qualified, by fostering a notion of getting on to which the alternative is a hopeless apathy, Liberalism can prepare the way for that which is its own negative: the artificial, mechanized or brutalised control which is a desperate remedy for its chaos.

When my son David was a high school senior in 2003, his graduating class went on a camping trip in the desert. A creative writing educator visited the camp and led the group through an exercise designed to develop their sensitivity and imaginations. Each student was given a pen, a notebook, a candle, and matches. They were told to walk a short distance into the desert, sit down alone, and “discover themselves.” The girls followed instructions. The boys, baffled by the assignment, gathered together, threw the notebooks into a pile, lit them with the matches, and made a little bonfire.

Catfish always drink alcoholic ether if begged, for every catfish enjoys heightened intoxication; gross indulgence can be calamitous, however; duly, garfish babysit for dirty catfish children, helping catfish babies get instructional education just because garfish get delight assisting infants’ growth and famously inspire confidence in immature catfish, giving experience (and joy even); however, blowfish jeer insightful garfish, disparaging inappropriately, doing damage, even insulting benevolent, charming, jovial garfish, hurting and frustrating deeply; joy fades but hurt feelings bring just grief; inevitable irritation hastens feeling blue; however, jovial children declare happiness, blowfishes’ evil causes dejection, blues; accordingly, always glorift jolly, friendly garfish!

It was Daisuke's conviction that all morality traced its origins to social realities. He believed there could be no greater confusion of cause and effect than to attempt to conform social reality to a rigidly predetermined notion of morality. Accordingly, he found the ethical education conducted by lecture in Japanese schools utterly meaningless. In the schools, students were either instructed in the old morality or crammed with a morality suited to the average European. For an unfortunate people beset by the fierce appetites of life, this amounted to nothing more than vain, empty talk. When the recipients of this education saw society before their eyes, they would recall those lectures and burst out laughing. Or else they would feel that they had been made fools of. In Daisuke's case it was not just school; he had received the most rigorous and least functional education from his father. Thanks to this, he had at one time experienced acute anguish stemming from contradictions. Daisuke even felt bitter over it.

Baby girl, this is your mother. I know I’ve given you explicit instructions to trace this into your yearbook, but they’re my words. That means this is from me, my heart, and my love for you. There’s so many things I want to say to you, things I want you to hear, to know, but let’s start with the reason I’m having you put these words in your senior yearbook. First of all, this book is everything. It may be pictures, some names of people you won’t remember in five years, ten years, or longer, but this book is more important than you can imagine. It’s the first book that’s the culmination of your first chapter in life. You will have many. So many! But this book is the physical manifestation of your first part in life. Keep it. Treasure it. Whether you enjoyed school or not, it’s done. It’s in your past. These were the times you were a part of society from a child to who you are now, a young adult woman. When you leave for college, you’re continuing your education, but you’re moving onto your next chapter in life. The beginning of adulthood. This yearbook is your bridge. Keep this as a memento forever. It sums up who you grew up with. It houses images of the buildings where your mind first began to learn things, where you first began to dream, to set goals, to yearn for the road ahead. It’s so bittersweet, but those memories were your foundation to set you up for who you will become in the future. Whether they brought pain or happiness, it’s important not to forget. From here, you will go on and you will learn the growing pains of becoming an adult. You will refine your dreams. You will set new limits. Change your mind. You will hurt. You will laugh. You will cry, but the most important is that you will grow. Always, always grow, honey. Challenge yourself. Put yourself in uncomfortable situations (BUT BE SAFE!) and push yourself not to think about yourself, your friends, your family, but to think about the world. Think about others. Understand others, and if you can’t understand, then learn more about them. It’s so very important. Once you have the key to understanding why someone else hurts or dreams or survives, then you have ultimate knowledge. You have empathy. Oh, honey. As I’m writing this, I can see you on the couch reading a book. You are so very beautiful, but you are so very humble. You don’t see your beauty, and I want you to see your beauty. Not just physical, but your inner kindness and soul. It’s blinding to me. That’s how truly stunning you are. Never let anyone dim your light. Here are some words I want you to know as you go through the rest of your life: Live. Learn. Love. Laugh. And, honey, know. Just know that I am with you always.

The myth that if you don't start early, you might as well not start, tends to be a self-fulfilling prophecy. The music-making world that young people confront reminds me a lot of the world of school sports. After a lot of weeding out, in the end you've got a varsity with a few performers and an awful lot of people on the sidelines thinking, "Gee, it's too bad I wasn't good enough." We need to be careful about that. There seems to be an unspoken idea, in instruction of the young, that the people who start the fastest will go the farthest. But that's not only an unproven theory; it's not even a tested theory. The assumption that the steeper the learning curve, the higher it will go, is also unfounded. If we did things a little differently, we might find out that people whose learning curves were much slower might later on go up just as high or higher.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

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

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.

The world is changing, I said. It is no longer a world just for boys and men. Our women are respected here, said the father. We would never let them tramp the world as American women do. There is always someone to look after the Olinka woman. A father. An uncle. A brother or nephew. Do not be offended, Sister Nettie, but our people pity women such as you who are cast out, we know not from where, into a world unknown to you, where you must struggle all alone, for yourself. So I am an object of pity and contempt, I thought, to men and women alike. Furthermore, said Tashi’s father, we are not simpletons. We understand that there are places in the world where women live differently from the way our women do, but we do not approve of this different way for our children. But life is changing, even in Olinka, I said. We are here. He spat on the ground. What are you? Three grownups and two children. In the rainy season some of you will probably die. You people do not last long in our climate. If you do not die, you will be weakened by illness. Oh, yes. We have seen it all before. You Christians come here, try hard to change us, get sick and go back to England, or wherever you come from. Only the trader on the coast remains, and even he is not the same white man, year in and year out. We know because we send him women. Tashi is very intelligent, I said. She could be a teacher. A nurse. She could help the people in the village. There is no place here for a woman to do those things, he said. Then we should leave, I said. Sister Corrine and I. No, no, he said. Teach only the boys? I asked. Yes, he said, as if my question was agreement. There is a way that the men speak to women that reminds me too much of Pa. They listen just long enough to issue instructions. They don’t even look at women when women are speaking. They look at the ground and bend their heads toward the ground. The women also do not “look in a man’s face” as they say. To “look in a man’s face” is a brazen thing to do. They look instead at his feet or his knees.

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

In consequence, the National General Assembly of the People of Cuba proclaims before America: the right of peasants to land; the right of the worker to the fruit of his labor; the right of children to receive education; the right of the sick to receive medical and hospital care; the right of the young to work; the right of students to receive free instruction, practical and scientific; the right of Negroes and Indians to 'a full measure of human dignity'; the right of woman to civil, social and political equality; the right of the aged to secure old age; the right of intellectuals, artists and scientists to fight through their work for a better world; the right of States to nationalize imperialist monopolies as a means of recovering national wealth and resources; the right of countries to engage freely in trade with all other countries of the world; the right of nations to full sovereignty; the right of people to convert their fortresses into schools and to arm their workers, peasants, students, intellectuals, Negroes, Indians, women, the young, the old, all the oppressed and exploited; that they may better defend, with their own hands, their rights and their future.

Now, just to understand better what's going on, let's imagine the shoe on the other foot. Let's imagine that hundreds of thousands of badly-educated Americans, white Americans, were pouring across the boarder into Mexico. And let's imagine that they were insisting on instruction in school in English rather than Spanish. Let's imagine they were asking for ballot papers in English rather than Spanish, they were celebrating Fourth of July rather than Sinco de Mayo, buying up newspapers, publishing in English, television stations, radios, all publishing and broadcasting in English ,and that there were so many of them coming in that they threatened to reduce Mexicans to minority. Do you think the Mexicans could possibly be tricked into thinking that this was enrichment, this was diversity, that this was great? No. No. They wouldn’t stand for it for a moment. This would be to them an impossible unacceptable invasion of their country. And you would find the same reaction in any non-white country anywhere in the world. Can you imagine say, the Japanese or the Nigerians, the Pakistanis, the Costa Ricans accepting this kind of wholesale demographic change that would change their country, transform their country, and reduce them to a minority? No. These things are impossible to imagine.

The discipline of colleges and universities is in general contrived, not for the benefit of the students, but for the interest, or more properly speaking, for the ease of the masters. Its object is, in all cases, to maintain the authority of the master, and whether he neglects or performs his duty, to oblige the students in all cases to behave to him, as if he performed it with the greatest diligence and ability. It seems to presume perfect wisdom and virtue in the one order, and the greatest weakness and folly in the other. Where the masters, however, really perform their duty, there are no examples, I believe, that the greater part of the students ever neglect theirs. No discipline is ever requisite to force attendance upon lectures which are really worth the attending, as is well known wherever any such lectures are given. Force and restraint may, no doubt, be in some degree requisite in order to oblige children, or very young boys, to attend to those parts of education which it is thought necessary for them to acquire during that early period of life; but after twelve or thirteen years of age, provided the master does his duty, force or restraint can scarce ever be necessary to carry on any part of education. Such is the generosity of the greater part of young men, that, so far from being disposed to neglect or despise the instructions of their master, provided he shows some serious intention of being of use to them, they are generally inclined to pardon a great deal of incorrectness in the performance of his duty, and sometimes even to conceal from the public a good deal of gross negligence.

The Atonist nobility knew it was impossible to organize and control a worldwide empire from Britain. The British Isles were geographically too far West for effective management. In order to be closer to the “markets,” the Atonist corporate executives coveted Rome. Additionally, by way of their armed Templar branch and incessant murderous “Crusades,” they succeeded making inroads further east. Their double-headed eagle of control reigned over Eastern and Western hemispheres. The seats of Druidic learning once existed in the majority of lands, and so the Atonist or Christian system spread out in similar fashion. Its agents were sent from Britain and Rome to many a region and for many a dark purpose. To this very day, the nobility of Europe and the east are controlled from London and Rome. Nothing has changed when it comes to the dominion of Aton. As Alan Butler and Stephen Dafoe have proven, the Culdean monks, of whom we write, had been hired for generations as tutors to elite families throughout Europe. In their book The Knights Templar Revealed, the authors highlight the role played by Culdean adepts tutoring the super-wealthy and influential Catholic dynasties of Burgundy, Champagne and Lorraine, France. Research into the Templars and their affiliated “Salt Line” dynasties reveals that the seven great Crusades were not instigated and participated in for the reasons mentioned in most official history books. As we show here, the Templars were the military wing of British and European Atonists. It was their job to conquer lands, slaughter rivals and rebuild the so-called “Temple of Solomon” or, more correctly, Akhenaton’s New World Order. After its creation, the story of Jesus was transplanted from Britain, where it was invented, to Galilee and Judea. This was done so Christianity would not appear to be conspicuously Druidic in complexion. To conceive Christianity in Britain was one thing; to birth it there was another. The Atonists knew their warped religion was based on ancient Amenism and Druidism. They knew their Jesus, Iesus or Yeshua, was based on Druidic Iesa or Iusa, and that a good many educated people throughout the world knew it also. Their difficulty concerned how to come up with a believable king of light sufficiently appealing to the world’s many pagan nations. Their employees, such as St. Paul (Josephus Piso), were allowed to plunder the archive of the pagans. They were instructed to draw from the canon of stellar gnosis and ancient solar theologies of Egypt, Chaldea and Ireland. The archetypal elements would, like ingredients, simply be tossed about and rearranged and, most importantly, the territory of the new godman would be resituated to suit the meta plan.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

Apokatastasis, as is clear from some passages cited and many others, depends on illumination and instruction, which goes hand in hand with correction. This is fully consistent with Origen's ethical intellectualism, a Platonic-Socratic and Stoic heritage that is found in other Fathers as well, such as Gregory of Nyssa. How one behaves depends on what one knows and how one thinks and regards reality; will depends on the intellect and is not an autonomous force. As a consequence, evil is never chosen qua evil, but because it is mistaken for a good, out of an error of judgment, due to insufficient knowledge and/or obnubilation (e.g., Hom. 1 in Ps. 37.4; Hom. in Ez. 9.1). Hence the importance of instruction. If one's intellect is illuminated, and achieves the knowledge of the Good, one will certainly adhere to the Good. Apokatastasis itself, as the end of Book 2 of Περὶ ἀρχῶν, is described as an illumination and a direct vision of the truth, as opposed to the mere 'shadows' that the logika knew beforehand (Origen is reminiscent not only of Plato's Cave myth, but also of 1 Tim 2:4-6, that God wants all humans to reach the knowledge of the truth, and of 1 Cor 13:12 on eventually knowing God 'face to face'). Only with full knowledge is choice really free, and a choice done with full knowledge is a choice for the Good. A choice for evil is not really free: it results from obnubilation, ignorance, and passion. This is why Origen was convinced that divine providence will bring all logika to salvation by means of education and rational persuasion, instruction and illumination – or fear of punishments, but only initially, when reason is not yet developed, and not by means of compulsion, since the adhesion to the Good must be free, and to be free it must rest on a purified intellectual sight. This is why for Origen divine providence will lead all to salvation, but respecting each one's free will; each logikon will freely adhere to God, and to do so each will need its own times, according to its choices and development, so that both divine justice first and then divine grace are saved. (pp. 178-179)

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)