Necessary Education Quotes

[They] agreed that it was neither possible nor necessary to educate people who never questioned anything.

Educate the children and it won't be necessary to punish the men.

Because I trust in the ever-changing climate of the heart. (At least, today I feel that way.) I think it is necessary to have many experiences for the sake of feeling something; for the sake of being challenged, and for the sake of being expressive, to offer something to someone else, to learn what we are capable of.

It seems to me that the idea of a personal God is an anthropological concept which I cannot take seriously. I also cannot imagine some will or goal outside the human sphere... Science has been charged with undermining morality, but the charge is unjust. A man's ethical behavior should be based effectually on sympathy, education, and social ties and needs; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.

Children are living beings - more living than grown-up people who have built shells of habit around themselves. Therefore it is absolutely necessary for their mental health and development that they should not have mere schools for their lessons, but a world whose guiding spirit is personal love.

When the taste for physical gratifications among them has grown more rapidly than their education . . . the time will come when men are carried away and lose all self-restraint . . . . It is not necessary to do violence to such a people in order to strip them of the rights they enjoy; they themselves willingly loosen their hold. . . . they neglect their chief business which is to remain their own masters.

The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.

A man's ethical behaviour should be based effectually on sympathy, education, and social ties and needs; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.

When you control a man's thinking you do not have to worry about his actions. You do not have to tell him not to stand here or go yonder. He will find his 'proper place' and will stay in it. You do not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will cut one for his special benefit. His education makes it necessary.

Equality of opportunity is not enough. Unless we create an environment where everyone is guaranteed some minimum capabilities through some guarantee of minimum income, education, and healthcare, we cannot say that we have fair competition. When some people have to run a 100 metre race with sandbags on their legs, the fact that no one is allowed to have a head start does not make the race fair. Equality of opportunity is absolutely necessary but not sufficient in building a genuinely fair and efficient society.

We are not educated well enough to perform the necessary act of intelligently selecting our leaders.

Suffering must be obviously futile if it is to be 'educational'. It is for this reason that our history is so unintelligible, and indeed, nothing that was true has ever made sense. 'Why was so much pain necessary?' we foolishly ask. But it is precisely because history has made no sense that we have learnt from it, and the lesson remains a brutal one.

it was neither possible nor necessary to educate people who never questioned anything.

Over the last forty years, many educators, decision-makers, and even some parents have come to regard the arts as peripheral, and let’s face it, frivolous—especially the visual arts, with their connotation of ”the starving artist” and the mistaken concept of necessary talent

The job facing production managers focuses on how to help their team maintain hope while also addressing the sometimes brutal or dismal facts of their situation. If the truth of their position remains unseen, they will never grow the skills necessary to resolve it.

Under Colonel Korn's rule, the only people permitted to ask questions were those who never did. Soon the only people attending were those who never asked questions, and the sessions were discontinued altogether, since Clevinger, the corporal and Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything.

In Rome the statues, in Paris the paintings, and in Prague the buildings suggest that pleasure can be an education.

I believe there's something very salutary in, say, beating up a gay-bashing policeman. Preferably one fights through the courts, through the laws, through education, but if at a neighborhood level violence is necessary, I'm all for violence. It's the only thing Americans understand.

I hadn't even the necessary credentials for schoolmastering - that last refuge of the unsuccessful literary man

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.

If a boy finds he can make a few articles with his hands, it tends to make him rely on himself. And the planning that is necessary for the execution of the work is a discipline and an education of great value to him.

I’ve got quite well-developed willpower when it comes to doing necessary work. I just have very little willpower when it comes to indulging petty resentment:

You go deep enough or far out enough in consciousness and you will bump into the sacred. It’s not something we generate; it’s something out there waiting to be discovered. And this reliably happens to nonbelievers as well as believers.” Second, that, whether occasioned by drugs or other means, these experiences of mystical consciousness are in all likelihood the primal basis of religion. (Partly for this reason Richards believes that psychedelics should be part of a divinity student’s education.) And third, that consciousness is a property of the universe, not brains. On this question, he holds with Henri Bergson, the French philosopher, who conceived of the human mind as a kind of radio receiver, able to tune in to frequencies of energy and information that exist outside it. “If you wanted to find the blonde who delivered the news last night,” Richards offered by way of an analogy, “you wouldn’t look for her in the TV set.” The television set is, like the human brain, necessary but not sufficient.

Problems may be solved in the study which have baffled all those who have sought a solution by the aid of their senses. To carry the art, however, to its highest pitch, it is necessary that the reasoner should be able to use all the facts which have come to his knowledge; and this in itself implies, as you will readily see, a possession of all knowledge, which, even in these days of free education and encyclopaedias, is a somewhat rare accomplishment.

I do not see that it is necessary for any people to prove to another that they build cathedrals or pyramids before they can be entitled to peace and safety.

Science has therefore been charged with undermining morality, but the charge is unjust. A man’s ethical behavior should be based effectually on sympathy, education, and social ties and needs; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.

When Einstein had thought through a problem, he always found it necessary to formulate this subject in as many different ways as possible and to present it so that it would be comprehensible to people accustomed to different modes of thought and with different educational preparations.

What does education do, what does it have to offer, when deprived of its necessary partner, the future, and face instead with - no future at all?

In reality, freedom is aristocratic, not democratic. With sorrow we must recognize the fact that freedom is dear only to those men who think creatively. It is not very necessary to those who do not value thinking. In the so-called democracies, based on the principle of popular sovereignty, a considerable proportion of the people are those who have not yet become conscious of themselves as free beings, bearing within themselves the dignity of freedom. Education to freedom is something still ahead of us, and this will not be achieved in a hurry.

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.

When writing a novel a writer should create living people; people not characters. A character is a caricature. If a writer can make people live there may be no great characters in his book, but it is possible that his book will remain as a whole; as an entity; as a novel. If the people the writer is making talk of old masters; of music; of modern painting; of letters; or of science then they should talk of those subjects in the novel. If they do not talk of these subjects and the writer makes them talk of them he is a faker, and if he talks about them himself to show how much he knows then he is showing off. No matter how good a phrase or a simile he may have if he puts it in where it is not absolutely necessary and irreplaceable he is spoiling his work for egotism. Prose is architecture, not interior decoration, and the Baroque is over. For a writer to put his own intellectual musings, which he might sell for a low price as essays, into the mouths of artificially constructed characters which are more remunerative when issued as people in a novel is good economics, perhaps, but does not make literature. People in a novel, not skillfully constructed characters, must be projected from the writer’s assimilated experience, from his knowledge, from his head, from his heart and from all there is of him. If he ever has luck as well as seriousness and gets them out entire they will have more than one dimension and they will last a long time. A good writer should know as near everything as possible. Naturally he will not. A great enough writer seems to be born with knowledge. But he really is not; he has only been born with the ability to learn in a quicker ratio to the passage of time than other men and without conscious application, and with an intelligence to accept or reject what is already presented as knowledge. There are some things which cannot be learned quickly and time, which is all we have, must be paid heavily for their acquiring. They are the very simplest things and because it takes a man’s life to know them the little new that each man gets from life is very costly and the only heritage he has to leave. Every novel which is truly written contributes to the total of knowledge which is there at the disposal of the next writer who comes, but the next writer must pay, always, a certain nominal percentage in experience to be able to understand and assimilate what is available as his birthright and what he must, in turn, take his departure from. If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

[W]hat counts as ‘realistic’, what seems possible at any point in the social field, is defined by a series of political determinations. An ideological position can never be really successful until it is naturalized, and it cannot be naturalized while it is still thought of as a value rather than a fact. Accordingly, neoliberalism has sought to eliminate the very category of value in the ethical sense. Over the past thirty years, capitalist realism has successfully installed a ‘business ontology’ in which it is simply obvious that everything in society, including healthcare and education, should be run as a business. … [E]mancipatory politics must always destroy the appearance of a ‘natural order’, must reveal what is presented as necessary and inevitable to be a mere contingency, just as it must make what was previously deemed to be impossible seem attainable.

A person of bourgeois origin goes through life with some expectation of getting what he wants, within reasonable limits. Hence the fact thjat in times of stress "educated" people tend to come to the front; they are no more gifted than the others and their "education" is generally quite useless in itself, but they are accustomed to a certain amount of deference and consequently have the cheek necessary to a commander.

Mortality is a school of suffering and trials. We are here that we may be educated in a school of suffering and of fiery trials, which school was necessary for Jesus, our Elder Brother, who, the scriptures tell us, ‘was made perfect through suffering.’ It is necessary that we suffer in all things, that we may be qualified and worthy to rule, and govern all things, even as our Father in Heaven and His eldest son, Jesus.

Persistence is a necessary ingredient for success.

Talk to her about sex, and start early. It will probably be a bit awkward, but it is necessary.

We have to make these young people (of the Depression) feel that they are necessary. (They should be given) "certain things for which youth craves – the chance for self-sacrifice for an ideal.

After ten whole minutes of painful silence, I finally raised my hand and told Mr. O'Hara I loved Miranda Blythe's romance novels, and I decided I liked him immediately when he didn't laugh or reassure me that we'd be reading real books. Like Mrs. Andrews had last year. He did say, 'I'm afraid Ms. Blythe is not on the curriculum this semester. We'll be starting your education with the epic poets—boring, I know, but necessary building blocks. However, an extra-credit book report is always welcome, and you're free to choose whatever topic you like.' Then Mr. O'Hara added, 'I think Ms. Blythe's works would be a particularly interesting topic for a report. In fact, if you want an example of the archetypal hero journey—' 'Wait, wait, wait.' Fred raised his hand. 'You read romance novels?' 'My dear boy,' Mr. O'Hara replied, 'I read everything.

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.

Abolitionist teaching is not just about tearing down and building up but also about the joy necessary to be in solidarity with others, knowing that your struggle for freedom is constant but that there is beauty in the camaraderie of creating a just world.

The American university has become the final stage of the most all encompassing initiation rite the world has ever known. No society in history has been able to survive without ritual or myth, but ours is the first which has needed such a dull, protracted, destructive, and expensive initiation into its myth. The contemporary world civilization is also the first one which has found it necessary to rationalize its fundamental initiation ritual in the name of education. We cannot begin a reform of education unless we first understand that neither individual learning nor social equality can be enhanced by the ritual of schooling. We cannot go beyond the consumer society unless we first understand that obligatory public schools inevitably reproduce such a society, no matter what is taught in them.

If I were the Devil . . . I mean, if I were the Prince of Darkness, I would of course, want to engulf the whole earth in darkness. I would have a third of its real estate and four-fifths of its population, but I would not be happy until I had seized the ripest apple on the tree, so I should set about however necessary to take over the United States. I would begin with a campaign of whispers. With the wisdom of a serpent, I would whisper to you as I whispered to Eve: “Do as you please.” “Do as you please.” To the young, I would whisper, “The Bible is a myth.” I would convince them that man created God instead of the other way around. I would confide that what is bad is good, and what is good is “square”. In the ears of the young marrieds, I would whisper that work is debasing, that cocktail parties are good for you. I would caution them not to be extreme in religion, in patriotism, in moral conduct. And the old, I would teach to pray. I would teach them to say after me: “Our Father, which art in Washington” . . . If I were the devil, I’d educate authors in how to make lurid literature exciting so that anything else would appear dull an uninteresting. I’d threaten T.V. with dirtier movies and vice versa. And then, if I were the devil, I’d get organized. I’d infiltrate unions and urge more loafing and less work, because idle hands usually work for me. I’d peddle narcotics to whom I could. I’d sell alcohol to ladies and gentlemen of distinction. And I’d tranquilize the rest with pills. If I were the devil, I would encourage schools to refine yound intellects but neglect to discipline emotions . . . let those run wild. I would designate an athiest to front for me before the highest courts in the land and I would get preachers to say “she’s right.” With flattery and promises of power, I could get the courts to rule what I construe as against God and in favor of pornography, and thus, I would evict God from the courthouse, and then from the school house, and then from the houses of Congress and then, in His own churches I would substitute psychology for religion, and I would deify science because that way men would become smart enough to create super weapons but not wise enough to control them. If I were Satan, I’d make the symbol of Easter an egg, and the symbol of Christmas, a bottle. If I were the devil, I would take from those who have and I would give to those who wanted, until I had killed the incentive of the ambitious. And then, my police state would force everybody back to work. Then, I could separate families, putting children in uniform, women in coal mines, and objectors in slave camps. In other words, if I were Satan, I’d just keep on doing what he’s doing. (Speech was broadcast by ABC Radio commentator Paul Harvey on April 3, 1965)

Do not wait for the boy to grow up before you begin to treat him as an equal. A proper amount of confidence, and words of encouragement and advice . . . give him to understand that you trust him in many ways, helps to make a man of him long before he is a man in either stature or years. . . . If a boy finds he can make a few articles with his hands, it tends to make him rely on himself. And the planning that is necessary for the execution of the work is a discipline and an education of great value to him.

Spend a few hours every week studying American history, human nature, and economic theory. Start with “Economics in One Lesson.” Then try Keynes. Then Hayek. Then Marx. Then Hegel. Develop a worldview that you can articulate as well as defend. Test your theory with people who disagree with you. Debate. Argue. Adjust your philosophy as necessary.

By making offers Modular, the business can create and improve each offer in isolation, then mix and match offers as necessary to better serve their customers. It’s like playing with LEGOS: once you have a set of pieces to work with, you can put them together in all sorts of interesting ways.

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

The church knows that an educated man is an unbeliever. That is why there is a continual struggle on the part of the clergy to adulterate education with superstition. To maintain their untenable position they must keep the people shackled to a form of mental slavery. Both fear and superstition are forms of a contagious disease. The ignorance of man produced natural fears of the elements of nature. What he could not understand he attributed to malevolent spirits whose primary purpose was to punish and harm him. Under this spell it seems almost incredible that he ever advanced from his state of primitive ignorance. His fears produced such fantastic monsters of the air that it was first necessary to relieve his tormented mind of these terrifying myths of ghosts and gods before he was able to acquire even the simplest rudiments of knowledge. Man's ignorance and fears made him an easy prey of priests. His gullibility was such that he believed everything he was told. He soon became a slave to these liars and hypocrites.

Preparation for the future was necessary, and he was willing to admit that the great change would perhaps come in the upheaval of a revolution. But he argued that revolutionary propaganda was a delicate work of high conscience. It was the education of the masters of the world. It should be as careful as the education given to kings.

If someone is badly hurt at some point in life—traumatized—the dominance counter can transform in a manner that makes additional hurt more rather than less likely. This often happens in the case of people, now adults, who were viciously bullied during childhood or adolescence. They become anxious and easily upset. They shield themselves with a defensive crouch, and avoid the direct eye contact interpretable as a dominance challenge. This means that the damage caused by the bullying (the lowering of status and confidence) can continue, even after the bullying has ended.25 In the simplest of cases, the formerly lowly persons have matured and moved to new and more successful places in their lives. But they don’t fully notice. Their now-counterproductive physiological adaptations to earlier reality remain, and they are more stressed and uncertain than is necessary. In more complex cases, a habitual assumption of subordination renders the person more stressed and uncertain than necessary, and their habitually submissive posturing continues to attract genuine negative attention from one or more of the fewer and generally less successful bullies still extant in the adult world. In such situations, the psychological consequence of the previous bullying increases the likelihood of continued bullying in the present (even though, strictly speaking, it wouldn’t have to, because of maturation, or geographical relocation, or continued education, or improvement in objective status).

On the whole it is certainly not necessary. Nothing can better defend us than nature itself, which has let certain flowers and leaves grow in a particular color and shape. People who do not find them beneficial, suitable for their special needs, which cannot be known, can easily walk right by them. But they cannot demand that the flowers and leaves be colored and cut in another way.

Group headquarters was alarmed, for there is no telling what people might find out once they felt felt free to ask whatever questions they wanted to. Colonel Cathcart sent Colonel Korn to stop it, and Colonel Korn succeeded with a rule governing the asking of questions. Colonel Korn's rule was a stroke of genius, Colonel Korn explained in his report to Colonel Cathcart. Under Colonel Corn's rule the only people permitted to ask questions were those who never did. Soon the only people attending [sessions] were those who never asked questions, and the sessions were discontinued altogether, since Clevinger, the corporal and Colonel Korn agreed that it was neither possible nor necessary to educate people who never questioned anything.

Granma said everybody has two minds. One of the minds has to do with the necessaries for body living. You had to use it to figure out how to get shelter and eating and such like for the body... She said we had to have that mind so as we could carry on. But she said we had another mind that had nothing atall to do with such. She said it was the spirit mind. Granma said if you used the body-living mind to think greedy or mean; if you was always cuttin' at folks with it and figuring how to material profit off'n them ... then you would shrink up your spirit mind to a size no bigger 'n a hickor'nut. Granma said that when your body died, the body-living mind died with it, and if that's the way you had thought all your life there you was, stuck with a hickor'nut spirit, as the spirit mind was all that lived when everything else died... Granma said that the spirit mind was like any other muscle. If you used it it got bigger and stronger. She said the only way it could get that way was using it to understand, but you couldn't open the door to it until you quit being greedy and such with your body mind. Then understanding commenced to take up, and the more you tried to understand, the bigger it got. Natural, she said, understanding and love was the same thing; except folks went at it back'ards too many times, trying to pretend they loved things when they didn't understand them. Which can't be done. I see right out that I was going to commence trying to understand practical everybody, for I sure didn't want to come up with a hickor'nut spirit.

When prisons are privatized, issues of crime and justice are taken out of the realm of ethics or morality and placed squarely within the culture and logic of the free market. In doing so, the mission of rehabilitating or even punishing people is trumped by the market-driven goal of maximizing shareholder wealth. Further, market-based notions of “efficiency” prompt prisons to divest from everything but the crudest institutional resources. Healthful foods, mental health resources, and educational programs all become fiscal fat that must be trimmed by the prison in order to maximize the bottom line. In simple terms, we have created a world where there is profit in incarcerating as many individuals as possible for as little money as necessary.

A man's ethical behavior should be based effectually on sympathy, education, and social ties and needs; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.

Religion prevents our children from having a rational education; religion prevents us from removing the fundamental causes of war; religion prevents us from teaching the ethic of scientific co-operation in place of the old fierce doctrines of sin and punishment. It is possible that mankind is on the threshold of a golden age; but, if so, it will be necessary first to slay the dragon that guards the door, and this dragon is religion.

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.

Let education kindle only those which are truly beneficial to the human species; let it favour those alone which are really necessary to the maintenance of society. The passions of man are dangerous, only because every thing conspires to give them an evil direction.

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.

Oromis - What is the most important mental tool a person can possess? Eragon - Detrrmination. Oromis - [...] no. I meant the tool most necessary to choose the best course of action in any given situation. Determination is as common among men who are dull and foolish as it is among those who are brilliant intellects [...] Eragon - Wisdom, wisdom is the most important for a person to possess. Oromis- A fair guess, but, again, no. the answer is logic. Or, to put it another way, the ability to reason analytically.Applied properly it can overcome any lack of wisdom, which one only gains through age and experience. Eragon - yes but isn't having a good heart more important than logic. pure logic can lead you to conclusions that are ethically wrong, whereas if you are moral and righteous, that will ensure you don't act shamefully. Oromis - you confuse the issue. All I wanted to know isq what is the most useful 'tool'ma person can have [...] I agree that it is important to be of a virtous nature, but I would also conted that if you had to choose between giving a man a noble disposition or teaching him to think clearly, you'd do better to teach him to think clearly. Too many problems in this world are caused by men with noble dispositions and clouded minds.

I follow the course marked out by my principles and, what is more, enjoy a deep and noble pleasure in following it. You deeply despise the human race, at least our part of it; you think it not only fallen but incapable of ever rising again... For my part, as I feel neither the right nor the wish to entertain such opinions of my species and my country, I think it is not necessary to despair of them. In my opinion, human societies, like individuals, amount to something only in liberty...And God forbid that my mind should ever be crossed by the thought that it is necessary to despair of success... You will allow me to have less confidence in your teaching than in the goodness and justice of God.

Why has it been accepted as gospel for so long that homework is necessary? The answer, I think, lies not in the perceive virtues of homework but rather in the clear deficiencies of what happens in the classroom. Homework becomes necessary because not enough learning happens during the school day... The broadcast, one-pace-fits-all lecture... turns out to be a highly inefficient way to teach and learn.

Animals are property. There are laws that supposedly protect animal interests in being treated “humanely,” but that term is interpreted in large part to mean that we cannot impose “unnecessary” harm on animals, and that is measured by what treatment is considered as necessary within particular industries, and according to customs of use, to exploit animals. The bottom line is that animals do not have any respect-based rights in the way that humans have, because we do not regard animals as having any moral value. They have only economic value. We value their interests economically, and we ignore their interests when it is economically beneficial for us to do so. At this point in time, it makes no sense to focus on the law, because as long as we regard animals as things, as a moral matter, the laws will necessarily reflect that absence of moral value and continue to do nothing to protect animals. We need to change social and moral thinking about animals before the law is going to do anything more.

You know, Daddy, I think that the most necessary quality for any person to have is imagination. It makes people able to put themselves in other people's places. It makes them kind and sympathetic and understanding. It ought to be cultivated in children. But the John Grier Home instantly stamped out the slightest flicker that appeared. Duty was the one quality that was encouraged. I don't think children ought to know the meaning of the word; it's odious, detestable. They ought to do everything from love.

I had a pupil who turned in a couple of well-crafted essays on Descartes, subjecting "cogito ergo sum" to effective and damaging criticism...This was the sort of thing the best students did, and it was thought to be Oxford intellectual training at its most sophistocated. But I said to him, "If all the criticisms you've made of Descartes are valid-- and on the whole I think they are-- why are we spending our time here now discussing him? Why have you just devoted a fortnight of your life to reading his main works and writing two essays about them? ...More to the point: if all these things are wrong with his ideas--and I think they are-- why is his name known to every educated person in the Western world today, three and a half centuries after his death? ...[text].. The pupil saw my point straight away but was at a loss to answer...[text].. Along such lines as these I made it a conscious principle of my teaching, whatever the subject, to get the pupil first of all to do the necessary learning, and the detailed work of analysis and criticism, and then to raise "Yes, but what is the point of all this-- why are we doing it?" questions. And students almost invariably found that it was only when that stage was reached that the really exciting interest and importantance of what it was they were doing opened up before their eyes.

Extrapolations are useful, particularly in that form of soothsaying called forecasting trends. But in looking at the figures or charts made from them, it is necessary to remember one thing constantly: The trend-to-now may be a fact, but the future trend represents no more than an educated guess. Implicit in it is "everything else being equal" and "present trends continuing." And somehow everything else refuses to remain equal, else life would be dull indeed.

As humans, we have invented lots of useful kinds of lie. As well as lies-to-children ('as much as they can understand') there are lies-to-bosses ('as much as they need to know') lies-to-patients ('they won't worry about what they don't know') and, for all sorts of reasons, lies-to-ourselves. Lies-to-children is simply a prevalent and necessary kind of lie. Universities are very familiar with bright, qualified school-leavers who arrive and then go into shock on finding that biology or physics isn't quite what they've been taught so far. 'Yes, but you needed to understand that,' they are told, 'so that now we can tell you why it isn't exactly true.' Discworld teachers know this, and use it to demonstrate why universities are truly storehouses of knowledge: students arrive from school confident that they know very nearly everything, and they leave years later certain that they know practically nothing. Where did the knowledge go in the meantime? Into the university, of course, where it is carefully dried and stored.

Nothing succeeds like success; children who opt out of school have had a continued record of failure, and it would be difficult to blame the children themselves for voting with their feet and playing truant as much as possible. This failure is not necessary; it is imposed on the children by inappropriate methods of teaching which do not take into account the innate patterns of abilities of these children. A return to sanity is long overdue; we must pay close attention to the genetic basis of our children`s abilities.

A Christian goes to college to discover his vocation - and to develop skills necessary to occupy a section of cultural, intellectual domain in a manner worthy of the kingdom of God. A believer also goes to college to gain general information and habits of thought necessary for developing a well-structured soul suitable for a well-informed, good citizen of both earthly and heavenly kingdoms.

Martin Latsis, writing for the newspaper Red Terror, November 1, 1918: “We are not fighting against single individuals. We are exterminating the bourgeoisie as a class. It is not necessary during the interrogation to look for evidence proving that the accused opposed the Soviets by word or action. The first question you should ask him is what class does he belong to, what is his origin, his education and his profession. These are the questions that will determine the fate of the accused. Such is the sense and essence of red terror.

All the beliefs, habits, tastes, emotions, mental attitudes that characterize our time are really designed to sustain the mystique of the party and prevent the true nature of present-day society from being perceived. Physical rebellion, or any preliminary move toward rebellion, is at present not possible. From the proletarians nothing is to be feared. Left to themselves, they will continue from generation to generation and century to century, working, breeding, and dying, not only without the power of grasping that the world could be other than it is. They could only become dangerous if the advance of industrial technique made it necessary to educate them more highly; but since military and commercial rivalry are no longer important, the level of popular education is actually declining. What opinions the masses hold,or do not hold, is looked on as matter of indifference. They can me granted intellectual liberty because they have no intellect.

The political merchandisers appeal only to the weak­nesses of voters, never to their potential strength. They make no attempt to educate the masses into becoming fit for self-government; they are content merely to manipulate and exploit them. For this pur­pose all the resources of psychology and the social sciences are mobilized and set to work. Carefully se­lected samples of the electorate are given "interviews in depth." These interviews in depth reveal the uncon­scious fears and wishes most prevalent in a given so­ciety at the time of an election. Phrases and images aimed at allaying or, if necessary, enhancing these fears, at satisfying these wishes, at least symbolically, are then chosen by the experts, tried out on readers and audiences, changed or improved in the light of the information thus obtained. After which the political campaign is ready for the mass communicators. All that is now needed is money and a candidate who can be coached to look "sincere." Under the new dispen­sation, political principles and plans for specific action have come to lose most of their importance. The person­ality of the candidate and the way he is projected by the advertising experts are the things that really mat­ter. In one way or another, as vigorous he-man or kindly father, the candidate must be glamorous. He must also be an entertainer who never bores his audience. Inured to television and radio, that audience is accustomed to being distracted and does not like to be asked to con­centrate or make a prolonged intellectual effort. All speeches by the entertainer-candidate must therefore be short and snappy. The great issues of the day must be dealt with in five minutes at the most -- and prefera­bly (since the audience will be eager to pass on to something a little livelier than inflation or the H-bomb) in sixty seconds flat. The nature of oratory is such that there has always been a tendency among politicians and clergymen to over-simplify complex is­sues. From a pulpit or a platform even the most con­scientious of speakers finds it very difficult to tell the whole truth. The methods now being used to merchan­dise the political candidate as though he were a deo­dorant positively guarantee the electorate against ever hearing the truth about anything.

When I had attained the age of seventeen my parents resolved that I should become a student at the university of Ingolstadt. I had hitherto attended the schools of Geneva, but my father thought it necessary for the completion of my education that I should be made acquainted with other customs than those of my native country. My departure was therefore fixed at an early date, but before the day solved upon could arrive, the first misfortune of my life occurred—an omen, as it were, of my future misery.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.

I do must decidedly object, and have a most invincible and powerful repugnance to that frequent reference to the Almighty in small matters, which so many excellent persons consider necessary in the education of children. I think it monstrous to hold the source of inconceivable mercy and goodness perpetually up to them as an avenging and wrathful God who - making them in His wisdom children before they are men and women - is to punish them awfully for every little venial offence which is almost a necessary part of that stage of life.

Sherlock Holmes closed his eyes and placed his elbows upon the arms of his chair, with his finger-tips together. “The ideal reasoner,” he remarked, “would, when he had once been shown a single fact in all its bearings, deduce from it not only all the chain of events which led up to it but also all the results which would follow from it. As Cuvier could correctly describe a whole animal by the contemplation of a single bone, so the observer who has thoroughly understood one link in a series of incidents should be able to accurately state all the other ones, both before and after. We have not yet grasped the results which the reason alone can attain to. Problems may be solved in the study which have baffled all those who have sought a solution by the aid of their senses. To carry the art, however, to its highest pitch, it is necessary that the reasoner should be able to utilise all the facts which have come to his knowledge; and this in itself implies, as you will readily see, a possession of all knowledge, which, even in these days of free education and encyclopaedias, is a somewhat rare accomplishment. It is not so impossible, however, that a man should possess all knowledge which is likely to be useful to him in his work, and this I have endeavoured in my case to do.

Like most Americans I am no lover of cops, and the consistent investigation of city forces for bribery, brutality, and a long and picturesque list of malfeasances is not designed to reassure me. However, my hostility does not extend to the state troopers now maintained in most parts of the country. By the simple expedient of recruiting intelligent and educated men, paying them adequately, and setting them beyond political coercion, many states have succeeded in creating elite corps of men, secure in their dignity and proud of their service. Eventually our cities may find it necessary to reorganize their police on the pattern of the state police. But this will never happen while political organizations retain the slightest power to reward or to punish.

Information on dissociative disorders, trauma, and mind control had been deliberately suppressed from the American psychiatric and psychological associations for so-called “reasons of national security.” The founder of the APA, Dr. Ewen Cameron, had been caught using CIA mind control methods at the Allen Memorial Institute in Montreal, Canada. The CIA was forced to compensate the victims, yet it took years2. In the meantime, educational institutions for mental health professionals lacked the facts necessary for treating the vast number of victims/survivors who were filling their offices in search of help and understanding.

It is necessary for the oppressors to approach the people in order, via subjugation, to keep them passive. This approximation, however, does not involve being with the people, or require true communication. It is accomplished by the oppressors' depositing myths indispensable to the preservation of the status quo: for example, the myth that the oppressive order is a "free society"; the myth that all persons are free to work where they wish, that if they don't like their boss they can leave him and look for another job; the myth that this order respects human rights and is therefore worthy of esteem; the myth that anyone who is industrious can become an entrepreneur--worse yet, the myth that the street vendor is as much an entrepreneur as the owner of a large factory; the myth of the universal right of education, when of all the Brazilian children who enter primary schools only a tiny fraction ever reach the university; the myth of the equality of all individuals, when the question: "Do you know who you're talking to?" is still current among us; the myth of the heroism of the oppressor classes as defenders of "Western Christian civilization" against "materialist barbarism"; the myth of the charity and generosity of the elites, when what they really do as a class is to foster selective "good deeds" (subsequently elaborated into the myth of "disinterested aid," which on the international level was severely criticized by Pope John XXIII); the myth that the dominant elites, "recognizing their duties," promote the advancement of the people, so that the people, in a gesture of gratitude, should accept the words of the elites and be conformed to them; the myth of private property as fundamental to personal human development (so long as oppressors are the only true human beings); the myth of the industriousness of the oppressors and the laziness and dishonesty of the oppressed as well as the myth of the natural inferiority of the latter and the superiority of the former.

There are some animal advocates who say that to maintain that veganism is the moral baseline is objectionable because it is “judgmental,” or constitutes a judgment that veganism is morally preferable to vegetarianism and a condemnation that vegetarians (or other consumers of animal products) are “bad” people. Yes to the first part; no to the second. There is no coherent distinction between flesh and other animal products. They are all the same and we cannot justify consuming any of them. To say that you do not eat flesh but that you eat dairy or eggs or whatever, or that you don’t wear fur but you wear leather or wool, is like saying that you eat the meat from spotted cows but not from brown cows; it makers no sense whatsoever. The supposed “line” between meat and everything else is just a fantasy–an arbitrary distinction that is made to enable some exploitation to be segmented off and regarded as “better” or as morally acceptable. This is not a condemnation of vegetarians who are not vegans; it is, however, a plea to those people to recognize their actions do not conform with a moral principle that they claim to accept and that all animal products are the result of imposing suffering and death on sentient beings. It is not a matter of judging individuals; it is, however, a matter of judging practices and institutions. And that is a necessary component of ethical living.

I have seen in Japan the voluntary submission of the whole people to the trimming of their minds and clipping of their freedom by their government, which through various educational agencies regulates their thoughts, manufactures their feelings, becomes suspiciously watchful when they show signs of inclining toward the spiritual, leading them through a narrow path not toward what is true but what is necessary for the complete welding of them into one uniform mass according to its own recipe. The people accept this all-pervading mental slavery with cheerfulness and pride because of their nervous desire to turn themselves into a machine of power, called the Nation, and emulate other machines in their collective worldliness.

I believe we can be serious and optimistic. I believe we can recognize the overwhelming odds against us and forge coalitions that overcome the odds. The point of beginning is not political strategy. It is a shared sense of necessity, an understanding that we must act. I believe that Americans, battered by job losses and wage stagnation, angered by inequality and injustice, have come to this understanding. I hear Americans saying loudly and clearly: enough is enough [. . .] When we declare, "Enough is enough," we are demanding a country and a future that meets the needs of the vast majority of Americans: a country and a future where it is hard to buy elections and easy to vote in them; a country and a future where tax dollars are invested in jobs and infrastructure instead of jails and incarceration; a country and a future where we have he best educated workforce and the widest range of opportunities for every child and every adult; a country and future where we take the steps necessary to ending systemic racism; a country and a future where we assure once and for all that no one who works forty hours a week will live in poverty [. . .] When we stand together there is nothing, nothing, nothing we cannot accomplish.

Let us imagine a coming generation with such intrepidity of vision, with such a heroic penchant for the tremendous; let us imagine the bold stride of these dragon-slayers, the proud audacity with which they turn their back on all the weakling's doctrines of optimism in order to 'live resolutely' in wholeness and fullness: would it not be necessary for the tragic man of such a culture, in view of his self-education for seriousness and terror, to desire a new art, the art of metaphysical comfort, to desire tragedy as his own proper Helen, and to exclaim with Faust: Should not my longing overleap the distance And draw the fairest form into existence?" "Would it not be necessary?"--No, thrice no! O you young romantics: it would not be necessary! But it is highly probably that it will end that way, that you end that way--namely, "comforted," as it is written, in spite of all self-education for seriousness and terror, "comforted metaphysically"--in sum, as romantics end, as Christians.

In our civilized societies we are rich. Why then are the many poor? Why this painful drudgery for the masses? Why, even to the best-paid workman, this uncertainty for the morrow, in the midst of all the wealth inherited from the past, and in spite of the powerful means of production, which could ensure comfort to all, in return for a few hours of daily toil? The socialists have said it and repeated it unwearyingly. Daily they reiterate it, demonstrating it by arguments taken from all the sciences. It is because all that is necessary for production — the land, the mines, the highways, machinery, food, shelter, education, knowledge — all have been seized by the few in the course of that long story of robbery, enforced migration and wars, of ignorance and oppression, which has been the life of the human race before it had learned to subdue the forces of Nature. It is because, taking advantage of alleged rights acquired in the past, these few appropriate today two-thirds of the products of human labour, and then squander them in the most stupid and shameful way. It is because, having reduced the masses to a point at which they have not the means of subsistence for a month, or even for a week in advance, the few can allow the many to work, only on the condition of themselves receiving the lion’s share. It is because these few prevent the remainder of men from producing the things they need, and force them to produce, not the necessaries of life for all, but whatever offers the greatest profits to the monopolists. In this is the substance of all socialism.

He told me his story, a South African story that was all too familiar to me: The man grows up under apartheid, working on a farm, part of what’s essentially a slave labor force. It’s a living hell but it’s at least something. He’s paid a pittance but at least he’s paid. He’s told where to be and what to do every waking minute of his day. Then apartheid ends and he doesn’t even have that anymore. He finds his way to Johannesburg, looking for work, trying to feed his children back home. But he’s lost. He has no education. He has no skills. He doesn’t know what to do, doesn’t know where to be. The world has been taught to be scared of him, but the reality is that he is scared of the world because he has none of the tools necessary to cope with it. So what does he do? He takes shit. He becomes a petty thief. He’s in and out of jail. He gets lucky and finds some construction work, but then he gets laid off from that, and a few days later he’s in a shop and he sees some PlayStation games and he grabs them, but he doesn’t even know enough to know that he’s stolen something of no value.

Edmond persuasively described a future where technology had become so inexpensive and ubiquitous that it erased the gap between the haves and the have-nots. A future where environmental technologies provided billions of people with drinking water, nutritious food, and access to clean energy. A future where diseases like Edmond’s cancer were eradicated, thanks to genomic medicine. A future where the awesome power of the Internet was finally harnessed for education, even in the most remote corners of the world. A future where assembly-line robotics would free workers from mind-numbing jobs so they could pursue more rewarding fields that would open up in areas not yet imagined. And, above all, a future in which breakthrough technologies began creating such an abundance of humankind’s critical resources that warring over them would no longer be necessary.

Socrates tried to soothe us, true enough. He said there were only two possibilities. Either the soul is immortal or, after death, things would be again as blank as they were before we were born. This is not absolutely comforting either. Anyway it was natural that theology and philosophy should take the deepest interest in this. They owe it to us not to be boring themselves. On this obligation they don’t always make good. However, Kierkegaard was not a bore. I planned to examine his contribution in my master essay. In his view the primacy of the ethical over the esthetic mode was necessary to restore the balance. But enough of that. In myself I could observe the following sources of tedium: 1) The lack of a personal connection with the external world. Earlier I noted that when I was riding through France in a train last spring I looked out of the window and thought that the veil of Maya was wearing thin. And why was this? I wasn’t seeing what was there but only what everyone sees under a common directive. By this is implied that our worldview has used up nature. The rule of this view is that I, a subject, see the phenomena, the world of objects. They, however, are not necessarily in themselves objects as modern rationality defines objects. For in spirit, says Steiner, a man can step out of himself and let things speak to him about themselves, to speak about what has meaning not for him alone but also for them. Thus the sun the moon the stars will speak to nonastronomers in spite of their ignorance of science. In fact it’s high time that this happened. Ignorance of science should not keep one imprisoned in the lowest and weariest sector of being, prohibited from entering into independent relations with the creation as a whole. The educated speak of the disenchanted (a boring) world. But it is not the world, it is my own head that is disenchanted. The world cannot be disenchanted. 2) For me the self-conscious ego is the seat of boredom. This increasing, swelling, domineering, painful self-consciousness is the only rival of the political and social powers that run my life (business, technological-bureaucratic powers, the state). You have a great organized movement of life, and you have the single self, independently conscious, proud of its detachment and its absolute immunity, its stability and its power to remain unaffected by anything whatsoever — by the sufferings of others or by society or by politics or by external chaos. In a way it doesn’t give a damn. It is asked to give a damn, and we often urge it to give a damn but the curse of noncaring lies upon this painfully free consciousness. It is free from attachment to beliefs and to other souls. Cosmologies, ethical systems? It can run through them by the dozens. For to be fully conscious of oneself as an individual is also to be separated from all else. This is Hamlet’s kingdom of infinite space in a nutshell, of “words, words, words,” of “Denmark’s a prison.

With the fate of Roe v. Wade now hanging in the balance, I'm calling for a special 'pro-life tax.' If the fervent prayers of the religious right are answered and abortion is banned, let's take it a step further. All good Christians should legally be required to pony up; share the financial burden of raising an unwanted child. That's right: put your money where your Bible is. I'm not just talking about paying for food and shelter or even a college education. All those who advocate for driving a stake through the heart of a woman's right to choose must help bear the financial burden of that child's upbringing. They must be legally as well as morally bound to provide the child brought into this world at their insistence with decent clothes to wear; a toy to play with; a bicycle to ride -- even if they don't consider these things 'necessities.' Pro-lifers must be required to provide each child with all those things they would consider 'necessary' for their own children. Once the kid is out of the womb, don't wash your hands and declare 'Mission Accomplished!' It doesn't end there. If you insist that every pregnancy be carried to term, then you'd better be willing to pay the freight for the biological parents who can't afford to. And -- like the good Christians that you are -- should do so without complaint.

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

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

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.

WE THE PEOPLE PULL THE CORD . . . there is no one who understands; there is no one who seeks God. Romans 3:11 The Founding Fathers didn’t think too highly of human nature, so they created three branches of government to keep power-hungry officials in check. They also slipped another “check” on these politicians into the Constitution. Remember learning how the Constitution can be amended through Congress? Well, even better, there’s a lesser-known way to change it when necessary, without Congress or the president stopping “We the People.” Our Founders knew government could grow so drunk on its own power that it wouldn’t ever voluntarily restrict itself, so constitutionalist George Mason allowed for a “Convention of States” in Article V to give the power back to the people. My friend Mark Levin describes this: “By giving the state legislatures the ultimate say on major federal laws, on major federal regulations, on major Supreme Court decisions, should 3/5 of state legislatures act to override them within a two year period, it doesn’t much matter what Washington does or doesn’t do. It matters what you do . . . the goal is to limit the entrenchment of Washington’s ruling class.” Keep educating the people, Mark!

And I wonder, therefore, how James Atlas can have been so indulgent in his recent essay ‘The Changing World of New York Intellectuals.’ This rather shallow piece appeared in the New York Times magazine, and took us over the usual jumps. Gone are the days of Partisan Review, Delmore Schwartz, Dwight MacDonald etc etc. No longer the tempest of debate over Trotsky, The Waste Land, Orwell, blah, blah. Today the assimilation of the Jewish American, the rise of rents in midtown Manhattan, the erosion of Village life, yawn, yawn. The drift to the right, the rediscovery of patriotism, the gruesome maturity of the once iconoclastic Norman Podhoretz, okay, okay! I have one question which Atlas in his much-ballyhooed article did not even discuss. The old gang may have had regrettable flirtations. Their political compromises, endlessly reviewed, may have exhibited naivety or self-regard. But much of that record is still educative, and the argument did take place under real pressure from anti-semitic and authoritarian enemies. Today, the alleged ‘neo-conservative’ movement around Jeane Kirkpatrick, Commentary and the New Criterion can be found in unforced alliance with openly obscurantist, fundamentalist and above all anti-intellectual forces. In the old days, there would at least have been a debate on the proprieties of such a united front, with many fine distinctions made and brave attitudes struck. As I write, nearness to power seems the only excuse, and the subject is changed as soon it is raised. I wait for the agonised, self-justifying neo-conservative essay about necessary and contingent alliances. Do I linger in vain?

It is in Keats that the artistic spirit of this century first found its absolute incarnation. And these pre-Raphaelites, what were they? If you ask nine-tenths of the British public what is the meaning of the word aesthetics, they will tell you it is the French for affectation or the German for a dado; and if you inquire about the pre-Raphaelites you will hear something about an eccentric lot of young men to whom a sort of divine crookedness and holy awkwardness in drawing were the chief objects of art. To know nothing about their great men is one of the necessary elements of English education. As regards the pre-Raphaelites the story is simple enough. In the year 1847 a number of young men in London, poets and painters, passionate admirers of Keats all of them, formed the habit of meeting together for discussions on art, the result of such discussions being that the English Philistine public was roused suddenly from its ordinary apathy by hearing that there was in its midst a body of young men who had determined to revolutionise English painting and poetry. They called themselves the pre- Raphaelite Brotherhood. In England, then as now, it was enough for a man to try and produce any serious beautiful work to lose all his rights as a citizen; and besides this, the pre-Raphaelite Brotherhood - among whom the names of Dante Rossetti, Holman Hunt and Millais will be familiar to you - had on their side three things that the English public never forgives: youth, power and enthusiasm.

One of them is a very familiar personage. Her name is “Mother Church.” She is, in many ways, an admirable and dedicated person, deeply concerned about her children, endlessly and tirelessly careful for every detail of their welfare. Her long experience has taught her to understand her family very well. She knows their capabilities and she knows their weakness even better. She is patient and imperturbable, quite unshockable (she has witnessed all of the considerable range of human wickedness in her time) and there are no lengths to which she ill not go to educate her family. She has a huge fund of stories, maxims and advice, all of them time-tested, and usually interesting as well. She is very talented, skilled din creating a beautiful home for her children; she can show them how to enrich their lives with the glory of music and art. And there is no doubt that she loves God, and wishes to guide her children according to his will. On the other hand, she is extremely inclined to feel that her will and God's are identical. In her eyes there can be no better, no other, way than hers. If she is unshockable, she is frequently cynical. She is shrewd, with a thoroughly earthy and often humorous shrewdness. She knows her children's limitations so well that she will not allow them to outgrow them. She will lie and cheat if she feels it is necessary to keep her charges safe; she uses her authority 'for their own good' but if it seems to be questioned she is ruthless in suppressing revolt. She is hugely self-satisfied, and her judgement, while experienced, is often insensitive and therefore cruel. She is suspicious of eccentricity and new ideas, since her own are so clearly effective, and non-conformists get a rough time, though after they are dead she often feels differently about them. This is Mother Church, a crude, domineering, violent, loving, deceitful, compassionate old lady, a person to whom one cannot be indifferent, whom may one may love much and yet fight against, whom one may hate and yet respect.

There is a change underway, however. Our society used to be a ladder on which people generally climbed upward. More and more now we are going to a planetary structure, in which the great dominant lower middle class, the class that determines our prevailing values and organizational structures in education, government, and most of society, are providing recruits for the other groups — sideways, up, and even down, although the movement downward is relatively small. As the workers become increasingly petty bourgeois and as middle-class bureaucratic and organizational structures increasingly govern all aspects of our society, our society is increasingly taking on the characteristics of the lower middle class, although the poverty culture is also growing. The working class is not growing. Increasingly we are doing things with engineers sitting at consoles, rather than with workers screwing nuts on wheels. The workers are a diminishing, segment of society, contrary to Marx’s prediction that the proletariat would grow and grow. I have argued elsewhere that many people today are frustrated because we are surrounded by organizational structures and artifacts. Only the petty bourgeoisie can find security and emotional satisfaction in an organizational structure, and only a middle-class person can find them in artifacts, things that men have made, such as houses, yachts, and swimming pools. But human beings who are growing up crave sensation and experience. They want contact with other people, moment-to-moment, intimate contact. I’ve discovered, however, that the intimacy really isn’t there. Young people touch each other, often in an almost ritual way; they sleep together, eat together, have sex together. But I don’t see the intimacy. There is a lot of action, of course, but not so much more than in the old days, I believe, because now there is a great deal more talk than action. This group, the lower middle class, it seems to me, holds the key to the future. I think probably they will win out. If they do, they will resolutely defend our organizational structures and artifacts. They will cling to the automobile, for instance; they will not permit us to adopt more efficient methods of moving people around. They will defend the system very much as it is and, if necessary, they will use all the force they can command. Eventually they will stop dissent altogether, whether from the intellectuals, the religious, the poor, the people who run the foundations, the Ivy League colleges, all the rest. The colleges are already becoming bureaucratized, anyway. I can’t see the big universities or the foundations as a strong progressive force. The people who run Harvard and the Ford Foundation look more and more like lower-middle-class bureaucrats who pose no threat to the established order because they are prepared to do anything to defend the system.

There used to be a saying “In individuals, insanity is rare; but in groups, parties, nations and epochs, it is the rule.” But as the world became networked first through newspapers, then radio, television and then the Internet mass neurosis spread more and more rapidly until a generation into the internet the average neurosis level of young adults was the same as mental patients had been in their grandparents time. The popular consensus was that knowledge was available for all, but the trade-off had become that intellectual rigour was lost and all knowledge regardless of veracity become regarded as the same worth. What was more, in the West a concept came about that knowledge should be free. This rapidly eliminated the resources which would have allow talented individuals to generate intellectual property rather than be wage slaves. The anti-intellectual trend which stemmed from the origins of universal free education expanded and insulting terms were applied to intellectuals confabulating intelligence and knowledge with poor social skills and inadequate emotional development. While this was attractive to the masses who felt that everyone had a right to equal intelligence and that any tests purporting to show differences were by definition false this offset any benefits that broader access to knowledge might have brought deterring many of the more able from high levels of attainment in a purely intellectual sphere. Combined with a belief that internalization of knowledge was no longer necessary – that it was all there on the Internet reduced the possible impact substantially as ideas on an external network could never cross pollinate and form a network of concepts in the minds of those whose primary skill was to search rather than to link concepts already internalized.

To take an example, therefore, from a very trifling manufacture; but one in which the division of labour has been very often taken notice of, the trade of the pin-maker; a workman not educated to this business (which the division of labour has rendered a distinct trade), nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on, not only the whole work is a peculiar trade, but it is divided into a number of branches, of which the greater part are likewise peculiar trades. One man draws out the wire, another straights it, a third cuts it, a fourth points it, a fifth grinds it at the top for receiving, the head; to make the head requires two or three distinct operations; to put it on is a peculiar business, to whiten the pins is another; it is even a trade by itself to put them into the paper; and the important business of making a pin is, in this manner, divided into about eighteen distinct operations, which, in some manufactories, are all performed by distinct hands, though in others the same man will sometimes perform two or three of them. I have seen a small manufactory of this kind where ten men only were employed, and where some of them consequently performed two or three distinct operations. But though they were very poor, and therefore but indifferently accommodated with the necessary machinery, they could, when they exerted themselves, make among them about twelve pounds of pins in a day. There are in a pound upwards of four thousand pins of a middling size. Those ten persons, therefore, could make among them upwards of forty-eight thousand pins in a day. Each person, therefore, making a tenth part of forty-eight thousand pins, might be considered as making four thousand eight hundred pins in a day. But if they had all wrought separately and independently, and without any of them having been educated to this peculiar business, they certainly could not each of them have made twenty, perhaps not one pin in a day; that is, certainly, not the two hundred and fortieth, perhaps not the four thousand eight hundredth part of what they are at present capable of performing, in consequence of a proper division and combination of their different operations.

A slave, Marcus Cato said, should be working when he is not sleeping. It does not matter whether his work in itself is good in itself—for slaves, at least. This sentiment still survives, and it has piled up mountains of useless drudgery. I believe that this instinct to perpetuate useless work is, at bottom, simply fear of the mob. The mob (the thought runs) are such low animals that they would be dangerous if they had leisure; it is safer to keep them too busy to think. A rich man who happens to be intellectually honest, if he is questioned about the improvement of working conditions, usually says something like this: "We know that poverty is unpleasant; in fact, since it is so remote, we rather enjoy harrowing ourselves with the thought of its unpleasantness. But don’t expect us to do anything about it. We are sorry fort you lower classes, just as we are sorry for a cat with the mange, of your condition. We feel that you are much safer as you are. The present state of affairs suits us, and we are not going to take the risk of setting you free, even by an extra hour a day. So, dear brothers, since evidently you must sweat to pay for our trips to Italy, sweat and be damned to you.” This is particularly the attitude of intelligent, cultivated people; one can read the substance if it in a hundred essays. Very few cultivated people have less than (say) four hundred pounds a year, and naturally they side with the rich, because they imagine that any liberty conceded to the poor is a threat to their own liberty. foreseeing some dismal Marxian Utopia as the alternative, the educated man prefers to keep things as they are. Possibly he does not like his fellow-rich very much, but he supposes that even the vulgarest of them are less inimical to his pleasures, more his kind of people, than the poor, and that he had better stand by them. It is this fear of a supposedly dangerous mob that makes nearly all intelligent people conservative in their opinions. 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 nothings 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? In my copy of Villon’s poems the editor has actually thought it necessary to explain the line “Ne pain ne voyent qu'aux fenestres” by a footnote; so remote is even hunger from the educated man’s experience. From this ignorance a superstitious fear of the mob results quite naturally. The educated man pictures a horde of submen, wanting only a day’s liberty to loot his house, burn his books, and set him to work minding a machine or sweeping out a lavatory. “Anything,” he thinks, “any injustice, sooner than let that mob loose.

She gives just enough hints about him to make you wonder why he became so villainous. And if he dies, I’ll never learnt the answer.” Oliver eyes her closely. “Perhaps he was born villainous.” “No one is born villainous.” “Oh?” he said with raised eyebrow. “So we’re all born good?” “Neither. We start as animals, with an animal’s needs and desires. It takes parents and teachers and other good examples to show us how to restrain those needs and desires, when necessary, for the greater good. But it’s still our choice whether to heed that education or to do as we please.” “For a woman who loves murder and mayhem, you’re quite the philosopher.” “I like to understand how things work. Why people behave as they do.” He digested that for a moment. “I happen to think that some of us, like Rockton, are born with a wicked bent.” She chose her words carefully. “That certainly provides Rockton with a convenient excuse for his behavior.” His features turned stony. “What do you mean?” “Being moral and disciplined is hard work. Being wicked requires no effort at all-one merely indulges every desire and impulse, no matter how hurtful or immoral. By claiming to be born wicked, Rockton ensures that he doesn’t have to struggle to be god. He can just protest that he can’t help himself.” “Perhaps he can’t,” he clipped out. “Or maybe he’s simply unwilling to fight his impulses. And I want to know the reason for that. That’s why I keep reading Minerva’s books.” Did Oliver actually believe he’d been born irredeemably wicked? How tragic! It lent a hopelessness to his life that helped to explain his mindless pursuit of pleasure. “I can tell you the reason for Rockton’s villainy.” Oliver rose to round the desk. Propping his hip on the edge near her, he reached out to tuck a tendril of hair behind her ear. A sweet shudder swept over her. Why must he have this effect on her? It simply wasn’t fair. “Oh?” she managed. “Rockton knows he can’t have everything he wants,” he said hoarsely, his hand drifting to her cheek. “He can’t have the heroine, for example. She would never tolerate his…wicked impulses. Yet he still wants her. And his wanting consumes him.” Her breath lodged in her throat. It had been days since he’d touched her, and she hadn’t forgotten what it was like for one minute. To have him this near, saying such things… She fought for control over her volatile emotions. “His wanting consumes him precisely because he can’t have her. If he thought he could, he wouldn’t want her after all.” “Not true.” His voice deepening, he stroked the line of her jaw with a tenderness that roused an ache in her chest. “Even Rockton recognizes when a woman is unlike any other. Her very goodness in the face of his villainy bewitches him. He thinks if he can just possess that goodness, then the dark cloud lying on his soul will lift, and he’ll have something other than villainy to sustain him.” “Then he’s mistaken.” Her pulse trebled as his finger swept the hollow of her throat. “The only person who can lift the dark cloud on his soul is himself.” He paused in his caress. “So he’s doomed, then?” “No!” Her gaze flew to his. “No one is doomed, and certainly not Rockton. There’s still hope for him. There is always hope.” His eyes burned with a feverish light, and before she could look away, he bent to kiss her. It was soft, tender…delicious. Someone moaned, she wasn’t sure who. All she knew was that his mouth was on hers again, molding it, tasting it, making her hungry in the way that only he seemed able to do. “Maria…” he breathed. Seizing her by the arms, he drew her up into his embrace. “My God, I’ve thought of nothing but you since that day in the carriage.