Liberation Education Quotes

Women make up one half of society. Our society will remain backward and in chains unless its women are liberated, enlightened and educated.

Every empire, however, tells itself and the world that it is unlike all other empires, that its mission is not to plunder and control but to educate and liberate." (Los Angeles Times, July 20, 2003)

And just because you have colleges and universities doesn't mean you have education.

Why not spend that time on art: painting, sculpting, charcoal, pastel, oils? Are words or numbers more important than images? Who decides this? Does algebra move you to tears? Can plural possessives express the feelings in your heart? If you don't learn art now, you will never learn to breathe!

Teaching should be such that what is offered is perceived as a valuable gift and not as hard duty. Never regard study as duty but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.

We were keeping our eye on 1984. When the year came and the prophecy didn't, thoughtful Americans sang softly in praise of themselves. The roots of liberal democracy had held. Wherever else the terror had happened, we, at least, had not been visited by Orwellian nightmares. But we had forgotten that alongside Orwell's dark vision, there was another - slightly older, slightly less well known, equally chilling: Aldous Huxley's Brave New World. Contrary to common belief even among the educated, Huxley and Orwell did not prophesy the same thing. Orwell warns that we will be overcome by an externally imposed oppression. But in Huxley's vision, no Big Brother is required to deprive people of their autonomy, maturity and history. As he saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think. What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give us so much that we would be reduced to passivity and egoism. Orwell feared that the truth would be concealed from us. Huxley feared the truth would be drowned in a sea of irrelevance. Orwell feared we would become a captive culture. Huxley feared we would become a trivial culture, preoccupied with some equivalent of the feelies, the orgy porgy, and the centrifugal bumblepuppy. As Huxley remarked in Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny "failed to take into account man's almost infinite appetite for distractions." In 1984, Orwell added, people are controlled by inflicting pain. In Brave New World, they are controlled by inflicting pleasure. In short, Orwell feared that what we fear will ruin us. Huxley feared that what we desire will ruin us. This book is about the possibility that Huxley, not Orwell, was right.

Freedom of speech is unnecessary if the people to whom it is granted do not think for themselves.

And I submit that this is what the real, no-shit value of your liberal arts education is supposed to be about: How to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone, day in and day out.

Liberating education consists in acts of cognition, not transferals of information.

Segregation shaped me; education liberated me.

He said positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of one’s own mind; to be liberated from irrational fears and beliefs, from addictions, superstitions and all other forms of self-coercion.

Whereas it appeareth that however certain forms of government are better calculated than others to protect individuals in the free exercise of their natural rights, and are at the same time themselves better guarded against degeneracy, yet experience hath shewn, that even under the best forms, those entrusted with power have, in time, and by slow operations, perverted it into tyranny; and it is believed that the most effectual means of preventing this would be, to illuminate, as far as practicable, the minds of the people at large, ....whence it becomes expedient for promoting the publick happiness that those persons, whom nature hath endowed with genius and virtue, should be rendered by liberal education worthy to receive, and able to guard the sacred deposit of the rights and liberties of their fellow citizens, and that they should be called to that charge without regard to wealth, birth or accidental condition of circumstance.

Your educators can only be your liberators.

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.

A well-informed mind is the best security against the contagion of folly and vice. The vacant mind is ever on the watch for relief, and ready to plunge into error, to escape from the languor of idleness. Store it with ideas, teach it the pleasure of thinking; and the temptations of the world without, will be counteracted by the gratifications derived from the world within.

There are obviously two educations. One should teach us how to make a living and the other how to live. Surely these should never be confused in the mind of any man who has the slightest inkling of what culture is. For most of us it is essential that we should make a living...In the complications of modern life and with our increased accumulation of knowledge, it doubtless helps greatly to compress some years of experience into far fewer years by studying for a particular trade or profession in an institution; but that fact should not blind us to another—namely, that in so doing we are learning a trade or a profession, but are not getting a liberal education as human beings.

In a properly automated and educated world, then, machines may prove to be the true humanizing influence. It may be that machines will do the work that makes life possible and that human beings will do all the other things that make life pleasant and worthwhile

We have to grasp, as Marx and Adam Smith did, that corporations are not concerned with the common good. They exploit, pollute, impoverish, repress, kill, and lie to make money. They throw poor people out of homes, let the uninsured die, wage useless wars for profit, poison and pollute the ecosystem, slash social assistance programs, gut public education, trash the global economy, plunder the U.S. Treasury and crush all popular movements that seek justice for working men and women. They worship money and power.

We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.

Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family

An intelligent, energetic, educated woman cannot be kept in four walls — even satin-lined, diamond-studded walls — without discovering sooner or later that they are still a prison cell." (America's Medieval Women, Harper's Magazine, August 1938)

No school can supply an anti-liberal education, or a fascist education, as these terms are contradictory. Liberalism and education are one.

Nobody can decide for himself whether he is going to be a human being. The only question open to him is whether he will be an ignorant undeveloped one or one who has sought to reach the highest point he is capable of attaining.

The next time believers tell you that 'separation of church and state' does not appear in our founding document, tell them to stop using the word 'trinity.' The word 'trinity' appears nowhere in the bible. Neither does Rapture, or Second Coming, or Original Sin. If they are still unfazed (or unphrased), by this, then add Omniscience, Omnipresence, Supernatural,Transcendence, Afterlife, Deity, Divinity, Theology, Monotheism, Missionary, Immaculate Conception, Christmas, Christianity, Evangelical, Fundamentalist, Methodist, Catholic, Pope, Cardinal, Catechism, Purgatory, Penance, Transubstantiation, Excommunication, Dogma, Chastity, Unpardonable Sin, Infallibility, Inerrancy, Incarnation, Epiphany, Sermon, Eucharist, the Lord's Prayer, Good Friday, Doubting Thomas, Advent, Sunday School, Dead Sea, Golden Rule, Moral, Morality, Ethics, Patriotism, Education, Atheism, Apostasy, Conservative (Liberal is in), Capital Punishment, Monogamy, Abortion, Pornography, Homosexual, Lesbian, Fairness, Logic, Republic, Democracy, Capitalism, Funeral, Decalogue, or Bible.

I read, I wrote, I learned, and I fucked—it was a classic liberal arts education.

Fear of the mob is a superstitious fear. It is based on the idea that there is some mysterious, fundamental difference between rich and poor, as though they were two different races, like Negroes and white men. But in reality there is no such difference. The mass of the rich and the poor are differentiated by their incomes and nothing else, and the average millionaire is only the average dishwasher dressed in a new suit. Change places, and handy dandy, which is the justice, which is the thief? Everyone who has mixed on equal terms with the poor knows this quite well. But the trouble is that intelligent, cultivated people, the very people who might be expected to have liberal opinions, never do mix with the poor. For what do the majority of educated people know about poverty?

I read Shakespeare and the Bible, and I can shoot dice. That's what I call a liberal education.

Laws for the liberal education of youth, especially of the lower class of people, are so extremely wise and useful, that, to a humane and generous mind, no expense for this purpose would be thought extravagant.

If we mean to have Heroes, Statesmen and Philosophers, we should have learned women. The world perhaps would laugh at me, and accuse me of vanity, but you I know have a mind too enlarged and liberal to disregard the Sentiment. If much depends as is allowed upon the early Education of youth and the first principals which are instill'd take the deepest root, great benefit must arise from literary accomplishments in women.

The liberally educated person is one who is able to resist the easy and preferred answers, not because he is obstinate but because he knows others worthy of consideration.

Bryn Mawr had done what a four-year dose of liberal education was designed to do: unfit her for eighty percent of the useful work of the world.

I wanted to be an educated, liberated woman. And if the pursuit of knowledge meant getting cancer, so be it.

The crucial challenge is to learn how to read critically, analyze data, and formulate ideas—and most of all to enjoy the intellectual adventure enough to be able to do them easily and often.

The value of an education in a liberal arts college is not the learning of many facts, but the training of the mind to think something that cannot be learned from textbooks.

Even to see her walk across the room is a liberal education.

A public-school system, if it means the providing of free education for those who desire it, is a noteworthy and beneficent achievement of modern times; but when once it becomes monopolistic it is the most perfect instrument for tyranny which has yet been devised. Freedom of thought in the middle ages was combated by the Inquisition, but the modern method is far more effective.’ (1923)

Undergraduates today can select from a swathe of identity studies.... The shortcoming of all these para-academic programs is not that they concentrate on a given ethnic or geographical minority; it is that they encourage members of that minority to study themselves - thereby simultaneously negating the goals of a liberal education and reinforcing the sectarian and ghetto mentalities they purport to undermine.

Books won't stay banned. They won't burn. Ideas won't go to jail. In the long run of history, the censor and the inquisitor have always lost. The only sure weapon against bad ideas is better ideas. The source of better ideas is wisdom. The surest path to wisdom is a liberal education.

positive liberty is self-mastery—the rule of the self, by the self. To have positive liberty, he explained, is to take control of one’s own mind; to be liberated from irrational fears and beliefs, from addictions, superstitions and all other forms of self-coercion.

Being forced to write clearly means, first, you have to think clearly.

Knowledge is Power, Power provides Information; Information leads to Education, Education breeds Wisdom; Wisdom is Liberation. People are not liberated because of lack of knowledge.

Noa stared at her. She would always believe that he was someone else, that he wasn't himself but some fanciful idea of a foreign person; she would always feel like she was someone special because she had condescended to be with someone everyone else hated. His presence would prove to the world that she was a good person, an educated person, a liberal person. Noa didn't care about being Korean when he was with her; in fact, he didn't care about being Korean or Japanese with anyone. He wanted to be just himself, whatever that meant; he wanted to forget himself sometimes. But that wasn't possible. It would never be possible with her.

Members of the educated elite upheld open-mindedness as the supreme political virtue but refused to debate their own idea of the good life, perhaps because they suspected that it could not withstand exposure to more vigorous ideas.

We are drowning in information, while starving for wisdom. The world henceforth will be run by synthesizers, people able to put together the right information at the right time, think critically about it, and make important choices wisely. —E. O. Wilson

Youth was the time for happiness, its only season; young people, leading a lazy, carefree life, partially occupied by scarcely absorbing studies, were able to devote themselves unlimitedly to the liberated exultation of their bodies. They could play, dance, love, and multiply their pleasures. They could leave a party, in the early hours of the morning, in the company of sexual partners they had chosen, and contemplate the dreary line of employees going to work. They were the salt of the earth, and everything was given to them, everything was permitted for them, everything was possible. Later on, having started a family, having entered the adult world, they would be introduced to worry, work, responsibility, and the difficulties of existence; they would have to pay taxes, submit themselves to administrative formalities while ceaselessly bearing witness--powerless and shame-filled--to the irreversible degradation of their own bodies, which would be slow at first, then increasingly rapid; above all, they would have to look after children, mortal enemies, in their own homes, they would have to pamper them, feed them, worry about their illnesses, provide the means for their education and their pleasure, and unlike in the world of animals, this would last not just for a season, they would remain slaves of their offspring always, the time of joy was well and truly over for them, they would have to continue to suffer until the end, in pain and with increasing health problems, until they were no longer good for anything and were definitively thrown into the rubbish heap, cumbersome and useless. In return, their children would not be at all grateful, on the contrary their efforts, however strenuous, would never be considered enough, they would, until the bitter end, be considered guilty because of the simple fact of being parents. From this sad life, marked by shame, all joy would be pitilessly banished. When they wanted to draw near to young people's bodies, they would be chased away, rejected, ridiculed, insulted, and, more and more often nowadays, imprisoned. The physical bodies of young people, the only desirable possession the world has ever produced, were reserved for the exclusive use of the young, and the fate of the old was to work and to suffer. This was the true meaning of solidarity between generations; it was a pure and simple holocaust of each generation in favor of the one that replaced it, a cruel, prolonged holocaust that brought with it no consolation, no comfort, nor any material or emotional compensation.

liberal education should give people the skills “that will help them get ready for their sixth job, not their first job.

I lament the want of a liberal education. I feel the mist of ignorance to surround me - Nathanael Greene

A man is educated and turned out to work. But a woman is educated — and turned out to grass.

To the liberal class, every big economic problem is really an education problem, a failure by the losers to learn the right skills and get the credentials everyone knows you’ll need in the society of the future.

Education is a liberating force, and in our age it is also a democratizing force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances.

Africa! Africa! Africa! Africa my motherland! Africa, your people cries for you! Africans must educate their citizens. Africans must reach out to it's people and empower them to build the nation. Africans you are the only people who can liberated your citizens from poverty through education. Africans must pay the price to rebuild the continent.

So we might say that the most important thing one can acquire in college is a well-functioning bullshit meter.

The man or woman who proclaims devotion to the cause of liberation yet is unable to enter into communion with the people, whom he or she continues to regard as totally ignorant, is grievously self-deceived. The convert who approaches the people but feels alarm at each step they take, each doubt they express, and each suggestion they offer, and attempts to impose his "status," remains nostalgic towards his origins.

Hospitality is not to change people, but to offer them space where change can take place. It is not to bring men and women over to our side, but to offer freedom not disturbed by dividing lines. It is not to lead our neighbor into a corner where there are no alternatives left, but to open a wide spectrum of options for choice and commitment. It is not an educated intimidation with good books, good stories, and good works, but the liberation of fearful hearts so that words can find roots and bear ample fruit….The paradox of hospitality is that it wants to create emptiness, not a fearful emptiness, but a friendly emptiness where strangers can enter and discover themselves as created free….not a subtle invitation to adopt the life style of the host, but the gift of a chance for the guest to find his own.

In the final analysis, poverty means death: lack of food and housing, the inability to attend properly to health and education needs, the exploitation of workers, permanent unemployment, the lack of respect for one's human dignity, and unjust limitations placed on personal freedom in the areas of self-expression, politics, and religion.

Only bad religions depend on mysteries, just as bad governments depend on secret police. Truth, beauty and goodness are not mysterious, they are the commonest, most obvious, most essential facts of life, like sunlight, air and bread. Only folk whose heads are muddled by expensive educations think truth, beauty, goodness are rare private properties. Nature is more liberal. The universe keeps nothing essential from us — it is all present, all gift. God is the universe plus mind. Those who say God, or the universe, or nature is mysterious, are like those who call these things jealous or angry. They are announcing the state of their lonely, muddled minds.

I had to ask the burning question as we walked to the door. "How's it feel to throw a man off a building twenty stories up?" "Good. Kind of liberating actually. Educational too. I never knew a man could scream so loud. Or so long.

the central virtue of a liberal education is that it teaches you how to write, and writing makes you think. Whatever you do in life, the ability to write clearly, cleanly, and reasonably quickly will prove to be an invaluable skill.

No, really, Herr Nietzche, I have great admiration for you. Sympathy. You want to make us able to live with the void. Not lie ourselves into good-naturedness, trust, ordinary middling human considerations, but to question as has never been questioned before, relentlessly, with iron determination, into evil, through evil, past evil, accepting no abject comfort. The most absolute, the most piercing questions. Rejecting mankind as it is, that ordinary, practical, thieving, stinking, unilluminated, sodden rabble, not only the laboring rabble, but even worse the "educated" rabble with its books and concerts and lectures, its liberalism and its romantic theatrical "loves" and "passions"--it all deserves to die, it will die. Okay. Still, your extremists must survive. No survival, no Amor Fati. Your immoralists also eat meat. They ride the bus. They are only the most bus-sick travelers. Humankind lives mainly upon perverted ideas. Perverted, your ideas are no better than those the Christianity you condemn. Any philosopher who wants to keep his contact with mankind should pervert his own system in advance to see how it will really look a few decades after adoption. I send you greetings from this mere border of grassy temporal light, and wish you happiness, wherever you are. Yours, under the veil of Maya, M.E.H.

Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the humanities who know nothing of humanity, their own or anyone else’s.

A strange mood has seized the almost-educated young. They're on the march, angry at times, but mostly needful, longing for authority's blessing, its validation of their chosen identities. The decline of the West in new guise perhaps. Or the exaltation and liberation of the self. A social-media site famously proposes seventy-one gender options – neutrois, two spirit, bigender…any colour you like, Mr Ford. Biology is not destiny after all, and there's cause for celebration. A shrimp is neither limiting nor stable. I declare my undeniable feeling for who I am. If I turn out to be white, I may identify as black. And vice versa. I may announce myself as disabled, or disabled in context. If my identity is that of a believer, I'm easily wounded, my flesh torn to bleeding by any questioning of my faith. Offended, I enter a state of grace. Should inconvenient opinions hover near me like fallen angels or evil djinn (a mile being too near), I'll be in need of the special campus safe room equipped with Play-Doh and looped footage of gambolling puppies. Ah, the intellectual life! I may need advance warning if upsetting books or ideas threaten my very being by coming too close, breathing on my face, my brain, like unwholesome drugs.

Knowledge is humanistic in quality not because it is about human products in the past, but because of what it does in liberating human intelligence and human sympathy. Any subject matter which accomplishes this result is humane, and any subject matter which does not accomplish it is not even educational.

YOU ARE JUST You are not just for the right or left, but for what is right over the wrong. You are not just rich or poor, but always wealthy in the mind and heart. You are not perfect, but flawed. You are flawed, but you are just. You may just be conscious human, but you are also a magnificent reflection of God.

The value of the old liberal education was not that it made men “well-rounded,” like a ball bearing, but that it gave them the freedom of the height and breadth and depth of human experience, including man’s mysterious encounter with his Creator. To

...how can we live in the richest, most privileged country in the world, at the peak of its economic performance, and still hear the Republicans, and too many Democrats, that we cannot afford to provide a good education for every child, that we cannot afford to provide health security for all our citizens?

Conservatives, who have presumed that the key to preventing AIDS is abstinence-only education, and liberals, who have focused on distribution of condoms, should both note that the intervention that has tested most cost-effective in Africa is neither... Secular bleeding hearts and religious bleeding hearts will have to forge a common cause.

It is by no means enough that an officer should be capable. . . . He should be as well a gentleman of liberal education, refined manners, punctilious courtesy, and the nicest sense of personal honor. . . . No meritorious act of a subordinate should escape his attention, even if the reward be only one word of approval. Conversely, he should not be blind to a single fault in any subordinate.

In order to align your life choices with your values, you will need to inquire about the effects of your actions (and inactions) on yourself and others. Although we are always stumbling upon new knowledge that shifts our choices and life direction, bringing conscious inquiry to life means that we continually ask questions that lead us to the information we need to make thoughtful decisions. Asking questions is liberating because we develop great understanding and discover more choices with our new knowledge.

Probably the most dangerous thing about an academic education, at least in my own case, is that it enables my tendency to over-intellectualize stuff, to get lost in abstract thinking instead of simply paying attention to what's going on in front of me. Instead of paying attention to what's going on inside of me. As I'm sure you guys know by now, it is extremely difficult to stay alert and attentive instead of getting hypnotized by the constant monologue inside your head. What you don't yet know are the stakes of this struggle. In the twenty years since my own graduation, I have come gradually to understand these stakes, and to see that the liberal arts cliche about "teaching you how to think" was actually shorthand for a very deep and important truth. "Learning how to think" really means learning how to exercise some control over how and what you think.

The same philantropists who give millions for AIDS or education in tolerance have ruined the lives of thousands through financial speculation and thus created the conditions for the rise of the very intolerance that is being fought. In the 1960s and '70s it was possible to buy soft-porn postcards of a girl clad in a bikini or wearing an evening gown; however, when one moved the postcard a little bit or looked at it from a slightly different perspective, her clothes magically disappeared to reveal the girl's naked body. When we are bombarded by the heartwarming news of a debt cancellation or a big humanitarian campaign to eradicate a dangerous epidemic, just move the postcard a little to catch a glimpse of the obscene figure of the liberal communist at work beneath.

Contrary to what some folks would have us believe, it is not tragic, even if undesirable, for a person to leave a liberal arts education not having read major works from this canon. Their lives are not ending. And the exciting dimension of knowledge is that we can learn a work without formally studying it. If a student graduates without reading Shakespeare and then reads or studies this work later, it does not delegitimize whatever formal course of study that was completed.

If we listen to Satan, who may sound like a very progressive and likeable educator, we may feel initially that we are "liberated," but this impression does not last because Satan deprives us of everything that protects us from rivalistic imitation. Rather than warning us of the trap that awaits us, Satan makes us fall into it. He applauds the idea that prohibitions are of no use and that transgressing them contains no danger.

Slowly, even though I thought it would never happen, New York lost its charm for me. I remember arriving in the city for the first time, passing with my parents through the First World's Club bouncers at Immigration, getting into a massive cab that didn't have a moment to waste, and falling in love as soon as we shot onto the bridge and I saw Manhattan rise up through the looks of parental terror reflected in the window. I lost my virginity in New York, twice (the second one wanted to believe he was the first so badly). I had my mind blown open by the combination of a liberal arts education and a drug-popping international crowd. I became tough. I had fun. I learned so much. But now New York was starting to feel empty, a great party that had gone on too long and was showing no sign of ending soon. I had a headache, and I was tired. I'd danced enough. I wanted a quiet conversation with someone who knew what load-shedding was.

Although I am a political liberal, I believe that conservatives have a better understanding of moral development (although not of moral psychology in general—they are too committed to the myth of pure evil). Conservatives want schools to teach lessons that will create a positive and uniquely American identity, including a heavy dose of American history and civics, using English as the only national language. Liberals are justifiably wary of jingoism, nationalism, and the focus on books by “dead white males,” but I think everyone who cares about education should remember that the American motto of e pluribus, unum (from many, one) has two parts. The celebration of pluribus should be balanced by policies that strengthen the unum.

Because of the times we live in, all of us, young and old, do not spend enough time and effort thinking about the meaning of life. We do not look inside ourselves enough to understand our strengths and weaknesses, and we do not look around enough - a the world, in history - to ask the deepest and broadest questions. The solution surely is that, even now, we could all use a little bit more of a liberal education.

E-V-E-R-Y-T-H-I-N-G—is connected. The soil needs rain, organic matter, air, worms and life in order to do what it needs to do to give and receive life. Each element is an essential component. “Organizing takes humility and selflessness and patience and rhythm while our ultimate goal of liberation will take many expert components. Some of us build and fight for land, healthy bodies, healthy relationships, clean air, water, homes, safety, dignity, and humanizing education. Others of us fight for food and political prisoners and abolition and environmental justice. Our work is intersectional and multifaceted. Nature teaches us that our work has to be nuanced and steadfast. And more than anything, that we need each other—at our highest natural glory—in order to get free.

The assault on education began more than a century ago by industrialists and capitalists such as Andrew Carnegie. In 1891, Carnegie congratulated the graduates of the Pierce College of Business for being “fully occupied in obtaining a knowledge of shorthand and typewriting” rather than wasting time “upon dead languages.” The industrialist Richard Teller Crane was even more pointed in his 1911 dismissal of what humanists call the “life of the mind.” No one who has “a taste for literature has a right to be happy” because “the only men entitled to happiness… is those who are useful.” The arrival of industrialists on university boards of trustees began as early as the 1870s and the University of Pennsylvania’s Wharton School of Business offered the first academic credential in business administration in 1881. The capitalists, from the start, complained that universities were unprofitable. These early twentieth century capitalists, like heads of investment houses and hedge-fund managers, were, as Donoghue writes “motivated by an ethically based anti-intellectualism that transcended interest in the financial bottom line. Their distrust of the ideal of intellectual inquiry for its own sake, led them to insist that if universities were to be preserved at all, they must operate on a different set of principles from those governing the liberal arts.

There is no such thing as liberalism — or progressivism, etc. There is only conservatism. No other political philosophy actually exists; by the political analogue of Gresham’s Law, conservatism has driven every other idea out of circulation. There might be, and should be, anti-conservatism; but it does not yet exist. What would it be? In order to answer that question, it is necessary and sufficient to characterize conservatism. Fortunately, this can be done very concisely. Conservatism consists of exactly one proposition, to wit: There must be in-groups whom the law protectes but does not bind, alongside out-groups whom the law binds but does not protect. There is nothing more or else to it, and there never has been, in any place or time. For millenia, conservatism had no name, because no other model of polity had ever been proposed. “The king can do no wrong.” In practice, this immunity was always extended to the king’s friends, however fungible a group they might have been. Today, we still have the king’s friends even where there is no king (dictator, etc.). Another way to look at this is that the king is a faction, rather than an individual. As the core proposition of conservatism is indefensible if stated baldly, it has always been surrounded by an elaborate backwash of pseudophilosophy, amounting over time to millions of pages. All such is axiomatically dishonest and undeserving of serious scrutiny. Today, the accelerating de-education of humanity has reached a point where the market for pseudophilosophy is vanishing; it is, as The Kids Say These Days, tl;dr . All that is left is the core proposition itself — backed up, no longer by misdirection and sophistry, but by violence. So this tells us what anti-conservatism must be: the proposition that the law cannot protect anyone unless it binds everyone, and cannot bind anyone unless it protects everyone. Then the appearance arises that the task is to map “liberalism”, or “progressivism”, or “socialism”, or whateverthefuckkindofstupidnoise-ism, onto the core proposition of anti-conservatism. No, it a’n’t. The task is to throw all those things on the exact same burn pile as the collected works of all the apologists for conservatism, and start fresh. The core proposition of anti-conservatism requires no supplementation and no exegesis. It is as sufficient as it is necessary. What you see is what you get: The law cannot protect anyone unless it binds everyone; and it cannot bind anyone unless it protects everyone.

Few boys have been as fortunate as I, raised into manhood with only the gentlest of words and blandishments in my ears and the kindest of caresses upon my person, by a mother who sheltered us from everything that is harsh and ugly in this world. I was spoiled, utterly unprepared for cruelty, and perhaps this sounds like I'm complaining, but I'm not! You mustn't think I blame you. I'm afraid I must sound like the most ungrateful son in the world, when in fact the opposite is true. I am more grateful now than ever for the way you raised us, teaching us the value of kindness, of education, of independent thinking and liberal ideals, in the face of the fascism that is sweeping our country. The cruelest punishments now fail to bring even a tear to my eye, but the thought of the hardship you've suffered on behalf of your ideals makes me weep like a baby.

As John Adams famously wrote during the American Revolution, “I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.” So maybe today they’re writing apps rather than studying poetry, but that’s an adjustment for the age.

the problem of life was as simple as it was classic. Politics offered no difficulties, for there the moral law was a sure guide. Social perfection was also sure, because human nature worked for Good, and three instruments were all she asked — Suffrage, Common Schools, and Press. On these points doubt was forbidden. Education was divine, and man needed only a correct knowledge of facts to reach perfection: "Were half the power that fills the world with terror, Were half the wealth bestowed on camps and courts, Given to redeem the human mind from error, There were no need of arsenals nor forts.

They were and are children of privilege... the privilege taught, learned, and imbibed, in a "liberal arts education" is the privilege to indict. These children have, in the main, never worked, learned to obey, command, construct, amend, or complete - to actually contribute to the society. They have learned to be shrill, and that their indictment, on the economy, on sex, on race, on the environment, though based on no experience other than hearsay, must trump any discourse, let alone opposition. It occurred to me that I had seen this behavior elsewhere, where it was called developmental difficulty.

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.

No intelligent radical can fail to realize the need of the rational education of the young. The rearing of the child must become a process of liberation by methods which shall not impose ready-made ideas, but which should aid the child's natural self-unfoldment. The purpose of such an education is not to force the child's adaptation to accepted concepts. but to give free play to his [and her] originality, initiative, and individuality. Only by freeing education from compulsion and restraint can we create the environment for the manifestation of the spontaneous interest and inner incentives on the part of the child. Only thus can we supply rational conditions favorable to the development of the child's natural tendencies and his latent emotional and mental faculties. Such methods of education, essentially aiding the child's imitative quality and ardor for knowledge, will develop a generation of healthy intellectual independence. It will produce men and women capable, in the words of Francisco Ferrer, “of evolving without stopping, of destroying and renewing their environment without cessation; of renewing themselves also; always ready to accept what is best, happy in the triumph of new ideas, aspiring to live multiple lives in one life.

The computer is usually seen as a solely beneficial invention, which liberates human fantasy and facilitates efficient design work. I wish to express my serious concern in this respect, at least considering the current role of the computer in education and the design process. Computer imaging tends to flatten our magnificent, multi-sensory, simultaneous and synchronic capacities of imagination by turning the design process into a passive visual manipulation, a retinal journey. The computer creates a distance between the maker and the object, whereas drawing by hand as well as working with models put the designer in a haptic contact with the object, or space. In our imagination, the object is simultaneously held in the hand and inside the head, and the imagined and projected physical image is modelled by our embodied imagination. We are inside and outside of the conceived object at the same time.

When I was in London in 2008, I spent a couple hours hanging out at a pub with a couple of blokes who were drinking away the afternoon in preparation for going to that evening's Arsenal game/riot. Take away their Cockney accents, and these working-class guys might as well have been a couple of Bubbas gearing up for the Alabama-Auburn game. They were, in a phrase, British rednecks. And this is who soccer fans are, everywhere in the world except among the college-educated American elite. In Rio or Rome, the soccer fan is a Regular José or a Regular Giuseppe. [...] By contrast, if an American is that kind of Regular Joe, he doesn't watch soccer. He watches the NFL or bass fishing tournaments or Ultimate Fighting. In an American context, avid soccer fandom is almost exclusively located among two groups of people (a) foreigners—God bless 'em—and (b) pretentious yuppie snobs. Which is to say, conservatives don't hate soccer because we hate brown people. We hate soccer because we hate liberals.

Unfortunately we find systems of education today that have departed so far from the plain truth that they now teach us to be proud of what we know and ashamed of ignorance. This is doubly corrupt. It is corrupt not only because pride is in itself a mortal sin, but also because to teach pride in knowledge is to put an effective barrier against any advance upon what is already known, since it makes one ashamed to look beyond the bounds imposed by one’s ignorance. To any person prepared to enter with respect into the realm of this great and universal ignorance, the secrets of being will eventually unfold, and they will do so in a measure according to his freedom from natural and indoctrinated shame in his respect of their revelation.

the former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed. Conditioned by the experience of oppressing others, any situation other than their former seems to them like oppression. Formerly, they could eat, dress, wear shoes, be educated, travel, and hear Beethoven; while millions did not eat, had no clothes or shoes, neither studied nor travelled, much less listened to Beethoven. Any restriction on this way of life, in the name of the rights of the community, appears to the former oppressors as a profound violation of their individual rights – although they had no respect for the millions who suffered and died of hunger, pain, sorrow, and despair. For the oppressors, 'human beings' refers only to themselves; other people are 'things'.

People succumb to fear, no matter the government. The everyday person doesn’t want war, but it’s remarkably easy to convince them. It’s the government that determines political priorities, and it’s easy to drag people along with you by tapping into that fear. I don’t care if you have a communist mecca, a fascist regime, or a representative democracy, even some monarchy with a gutless parliament. People can always be convinced to turn on one another. All you have to do is convince them that their way of life is being attacked. Denounce all the pacifist liberal bleeding hearts and feel-good heretics, the social outcasts, the educated. Call them elites and snobs. Say they’re out of touch with real patriots. Call these rabble-rousers terrorists. Say their very existence weakens the state. In the end, the government need not do anything to silence dissent. Their neighbors will do it for them.

The more we live as 'free individuals' . . . the more we are effectively non-free, caught within the existing frame of possibilities--we have to be impelled or disturbed into freedom. . . . This paradox thoroughly pervades the form of subjectivity that characterizes 'permissive' liberal society. Since permissiveness and free choice are elevated into a supreme value, social control and domination can no longer appear as infringing on subjects' freedom: they have to appear as (and be sustained by) individuals experiencing themselves as free. There is a multitude of forms of this appearing of un-freedom in the guise of its opposite: in being deprived of universal healthcare, we are told that we are being given a new freedom of choice (to choose our healthcare provider); when we can no longer rely on long-term employment and are compelled to search for a new precarious job every couple of years, we are told that we are being given the opportunity to reinvent ourselves and discover our creative potential; when we have to pay for the education of our children, we are told that we are now able to become 'entrepreneurs of the self," acting like a capitalist freely choosing how to invest the resources he possesses (or has borrowed). In education, health, travel . . . we are constantly bombarded by imposed 'free choices'; forced to make decisions for which we are mostly not qualified (or do not possess enough information), we increasingly experience our freedom as a burden that causes unbearable anxiety. Unable to break out of this vicious cycle alone, as isolated individuals--since the more we act freely the more we become enslaved by the system--we need to be 'awakened' from this 'dogmatic slumber' of fake freedom.

In the United States I saw how the market liberates the individual and allows people to be free to make personal choices. But the biggest drawback was that the market always pushes things to the side of the powerful. I thought the poor should be able to take advantage of the system in order to improve their lot. Grameen is a private-sector self-help bank, and as its members gain personal wealth they acquire water-pumps, latrines, housing, education, access to health care, and so on. Another way to achieve this is to let abusiness earn profit that is then txed by the government, and the tax can be used to provide services to the poor. But in practice it never works that way. In real life, taxes only pay for a government bureaucracy that collects the tax and provides little or nothing to the poor. And since most government bureaucracies are not profit motivated, they have little incentive to increase their efficiency. In fact, they have a disincentive: governments often cannot cut social services without a public outcry, so the behemoth continues, blind and inefficient, year after year.

The effect of education on political attitudes is complicated, for democratic society. The self-professed aim of modern education is to "liberate" people from prejudices and traditional forms of authority. Educated people are said not to obey authority blindly, but rather learn to think for themselves. Even if this doesn't happen on a mass basis, people can be taught to see their own self-interest more clearly, and over a longer time horizon. Education also makes people demand more of themselves and for themselves; in other words, they acquire a certain sense of dignity which they want to have respected by their fellow citizens and by the state. In a traditional peasant society, it is possible for a local landlord (or, for that matter, a communist commissar) to recruit peasants to kill other peasants and dispossess them of their land. They do so not because it is in their interest, but because they are used to obeying authority. Urban professionals in developed countries, on the other hand, can be recruited to a lot of nutty causes like liquid diets and marathon running, but they tend not to volunteer for private armies or death squads simply because someone in a uniform tells them to do so

My conception of freedom. -- The value of a thing sometimes does not lie in that which one attains by it, but in what one pays for it -- what it costs us. I shall give an example. Liberal institutions cease to be liberal as soon as they are attained: later on, there are no worse and no more thorough injurers of freedom than liberal institutions. Their effects are known well enough: they undermine the will to power; they level mountain and valley, and call that morality; they make men small, cowardly, and hedonistic -- every time it is the herd animal that triumphs with them. Liberalism: in other words, herd-animalization. These same institutions produce quite different effects while they are still being fought for; then they really promote freedom in a powerful way. On closer inspection it is war that produces these effects, the war for liberal institutions, which, as a war, permits illiberal instincts to continue. And war educates for freedom. For what is freedom? That one has the will to assume responsibility for oneself. That one maintains the distance which separates us. That one becomes more indifferent to difficulties, hardships, privation, even to life itself. That one is prepared to sacrifice human beings for one's cause, not excluding oneself. Freedom means that the manly instincts which delight in war and victory dominate over other instincts, for example, over those of "pleasure." The human being who has become free -- and how much more the spirit who has become free -- spits on the contemptible type of well-being dreamed of by shopkeepers, Christians, cows, females, Englishmen, and other democrats. The free man is a warrior. How is freedom measured in individuals and peoples? According to the resistance which must be overcome, according to the exertion required, to remain on top. The highest type of free men should be sought where the highest resistance is constantly overcome: five steps from tyranny, close to the threshold of the danger of servitude. This is true psychologically if by "tyrants" are meant inexorable and fearful instincts that provoke the maximum of authority and discipline against themselves; most beautiful type: Julius Caesar. This is true politically too; one need only go through history. The peoples who had some value, who attained some value, never attained it under liberal institutions: it was great danger that made something of them that merits respect. Danger alone acquaints us with our own resources, our virtues, our armor and weapons, our spirit, and forces us to be strong. First principle: one must need to be strong -- otherwise one will never become strong. Those large hothouses for the strong -- for the strongest kind of human being that has so far been known -- the aristocratic commonwealths of the type of Rome or Venice, understood freedom exactly in the sense in which I understand it: as something one has and does not have, something one wants, something one conquers

[L]iberals insist that children should be given the right to remain part of their particular community, but on condition that they are given a choice. But for, say, Amish children to really have a free choice of which way of life to choose, either their parents’ life or that of the “English,” they would have to be properly informed on all the options, educated in them, and the only way to do what would be to extract them from their embeddedness in the Amish community, in other words, to effectively render them “English.” This also clearly demonstrates the limitations of the standard liberal attitude towards Muslim women wearing a veil: it is deemed acceptable if it is their free choice and not an option imposed on them by their husbands or family. However, the moment a woman wears a veil as the result of her free individual choice, the meaning of her act changes completely: it is no longer a sign of her direct substantial belongingness to the Muslim community, but an expression of her idiosyncratic individuality, of her spiritual quest and her protest against the vulgarity of the commodification of sexuality, or else a political gesture of protest against the West. A choice is always a meta-choice, a choice of the modality of choice itself: it is one thing to wear a veil because of one’s immediate immersion in a tradition; it is quite another to refuse to wear a veil; and yet another to wear one not out of a sense of belonging, but as an ethico-political choice. This is why, in our secular societies based on “choice,” people who maintain a substantial religious belonging are in a subordinate position: even if they are allowed to practice their beliefs, these beliefs are “tolerated” as their idiosyncratic personal choice or opinion; they moment they present them publicly as what they really are for them, they are accused of “fundamentalism.” What this means is that the “subject of free choice” (in the Western “tolerant” multicultural sense) can only emerge as the result of an extremely violent process of being torn away from one’s particular lifeworld, of being cut off from one’s roots.

Among us English-speaking peoples especially do the praises of poverty need once more to be boldly sung. We have grown literally afraid to be poor. We despise any one who elects to be poor in order to simplify and save his inner life. If he does not join the general scramble and pant with the money-making street, we deem him spiritless and lacking in ambition. We have lost the power even of imagining what the ancient idealization of poverty could have meant: the liberation from material attachments, the unbribed soul, the manlier indifference, the paying our way by what we are or do and not by what we have, the right to fling away our life at any moment irresponsibly—the more athletic trim, in short, the moral fighting shape. When we of the so-called better classes are scared as men were never scared in history at material ugliness and hardship; when we put off marriage until our house can be artistic, and quake at the thought of having a child without a bank-account and doomed to manual labor, it is time for thinking men to protest against so unmanly and irreligious a state of opinion. It is true that so far as wealth gives time for ideal ends and exercise to ideal energies, wealth is better than poverty and ought to be chosen. But wealth does this in only a portion of the actual cases. Elsewhere the desire to gain wealth and the fear to lose it are our chief breeders of cowardice and propagators of corruption. There are thousands of conjunctures in which a wealth-bound man must be a slave, whilst a man for whom poverty has no terrors becomes a freeman. Think of the strength which personal indifference to poverty would give us if we were devoted to unpopular causes. We need no longer hold our tongues or fear to vote the revolutionary or reformatory ticket. Our stocks might fall, our hopes of promotion vanish, our salaries stop, our club doors close in our faces; yet, while we lived, we would imperturbably bear witness to the spirit, and our example would help to set free our generation. The cause would need its funds, but we its servants would be potent in proportion as we personally were contented with our poverty. I recommend this matter to your serious pondering, for it is certain that the prevalent fear of poverty among the educated classes is the worst moral disease from which our civilization suffers.

[R]esitance is by nature reactive; it is not forward-looking. And anti-Trumpism is not a politics. My worry is that liberals will get so caught up in countering his every move, essentially playing his game, that they will fail to seize -- or even recognize -- the opportunity he has given them. Now that he has destroyed conventional Republicanism and what was left of principled conservatism, the playing field is empty. For the first time in living memory, we liberals have no ideological adversary worthy of the name. So it is crucial that we look beyond Trump. The only adversary left is ourselves. And we have mastered the art of self-sabotage. At a time when we liberals need to speak in a way that convinces people from very different walks of life, in every part of the country, that they share a common destiny and need to stand together, our rhetoric encourages self-righteous narcissism. At a moment when political consciousness and strategizing need to be developed, we are expending our energies on symbolic drama over identity. At a time when it is crucial to direct our efforts into seizing institutional power by winning elections, we dissipate them in expressive movements indifferent to the effects they may have on the voting public. In an age when we need to educate young people to think of themselves as citizens with duties toward each other, we encourage them instead to descend into the rabbit hole of the self. The frustrating truth is that we have no political vision to offer the nation, and we are thinking and speaking and acting in ways guaranteed to prevent one from emerging.

The average person wastes his life. He has a great deal of energy but he wastes it. The life of an average person seems at the end utterly meaningless…without significance. When he looks back…what has he done? MIND The mind creates routine for its own safety and convenience. Tradition becomes our security. But when the mind is secure it is in decay. We all want to be famous people…and the moment we want to be something…we are no longer free. Intelligence is the capacity to perceive the essential…the what is. It is only when the mind is free from the old that it meets everything new…and in that there’s joy. To awaken this capacity in oneself and in others is real education. SOCIETY It is no measure of health to be well adjusted to a profoundly sick society. Nature is busy creating absolutely unique individuals…whereas culture has invented a single mold to which we must conform. A consistent thinker is a thoughtless person because he conforms to a pattern. He repeats phrases and thinks in a groove. What happens to your heart and your mind when you are merely imitative, naturally they wither, do they not? The great enemy of mankind is superstition and belief which is the same thing. When you separate yourself by belief tradition by nationally it breeds violence. Despots are only the spokesmen for the attitude of domination and craving for power which is in the heart of almost everyone. Until the source is cleared there will be confusion and classes…hate and wars. A man who is seeking to understand violence does not belong to any country to any religion to any political party. He is concerned with the understanding of mankind. FEAR You have religion. Yet the constant assertion of belief is an indication of fear. You can only be afraid of what you think you know. One is never afraid of the unknown…one is afraid of the known coming to an end. A man who is not afraid is not aggressive. A man who has no sense of fear of any kind is really a free and peaceful mind. You want to be loved because you do not love…but the moment you really love, it is finished. You are no longer inquiring whether someone loves you or not. MEDITATION The ability to observe without evaluating is the highest form of intelligence. In meditation you will discover the whisperings of your own prejudices…your own noises…the monkey mind. You have to be your own teacher…truth is a pathless land. The beauty of meditation is that you never know where you are…where you are going…what the end is. Down deep we all understand that it is truth that liberates…not your effort to be free. The idea of ourselves…our real selves…is your escape from the fact of what you really are. Here we are talking of something entirely different….not of self improvement…but the cessation of self. ADVICE Take a break with the past and see what happens. Release attachment to outcomes…inside you will feel good no matter what. Eventually you will find that you don’t mind what happens. That is the essence of inner freedom…it is timeless spiritual truth. If you can really understand the problem the answer will come out of it. The answer is not separate from the problem. Suffer and understand…for all of that is part of life. Understanding and detachment…this is the secret. DEATH There is hope in people…not in societies not in systems but only in you and me. The man who lives without conflict…who lives with beauty and love…is not frightened by death…because to love is to die.

There are certain prejudices attached to the human mind which it requires all our wisdom to keep from interfering with our happiness; certain set notions, acquired in infancy, and cherished involuntarily by age, which grow up and assume a gloss so plausible, that few minds, in what is called a civilized country, can afterwards overcome them. Truth is often perverted by education. While the refined Europeans boast a standard of honour, and a sublimity of virtue, which often leads them from pleasure to misery, and from nature to error, the simple, uninformed American follows the impulse of his heart, and obeys the inspiration of wisdom. Nature, uncontaminated by false refinement, every where acts alike in the great occurrences of life. The Indian discovers his friend to be perfidious, and he kills him; the wild Asiatic does the same; the Turk, when ambition fires, or revenge provokes, gratifies his passion at the expence of life, and does not call it murder. Even the polished Italian, distracted by jealousy, or tempted by a strong circumstance of advantage, draws his stiletto, and accomplishes his purpose. It is the first proof of a superior mind to liberate itself from the prejudices of country, or of education… Self-preservation is the great law of nature; when a reptile hurts us, or an animal of prey threatens us, we think no farther, but endeavour to annihilate it. When my life, or what may be essential to my life, requires the sacrifice of another, or even if some passion, wholly unconquerable, requires it, I should be a madman to hesitate.

I use “anticapitalist” because conservative defenders of capitalism regularly say their liberal and socialist opponents are against capitalism. They say efforts to provide a safety net for all people are “anticapitalist.” They say attempts to prevent monopolies are “anticapitalist.” They say efforts that strengthen weak unions and weaken exploitative owners are “anticapitalist.” They say plans to normalize worker ownership and regulations protecting consumers, workers, and environments from big business are “anticapitalist.” They say laws taxing the richest more than the middle class, redistributing pilfered wealth, and guaranteeing basic incomes are “anticapitalist.” They say wars to end poverty are “anticapitalist.” They say campaigns to remove the profit motive from essential life sectors like education, healthcare, utilities, mass media, and incarceration are “anticapitalist.” In doing so, these conservative defenders are defining capitalism. They define capitalism as the freedom to exploit people into economic ruin; the freedom to assassinate unions; the freedom to prey on unprotected consumers, workers, and environments; the freedom to value quarterly profits over climate change; the freedom to undermine small businesses and cushion corporations; the freedom from competition; the freedom not to pay taxes; the freedom to heave the tax burden onto the middle and lower classes; the freedom to commodify everything and everyone; the freedom to keep poor people poor and middle-income people struggling to stay middle income, and make rich people richer. The history of capitalism—of world warring, classing, slave trading, enslaving, colonizing, depressing wages, and dispossessing land and labor and resources and rights—bears out the conservative definition of capitalism.

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