Pleasures Of College Life Quotes

[The Old Astronomer to His Pupil] Reach me down my Tycho Brahe, I would know him when we meet, When I share my later science, sitting humbly at his feet; He may know the law of all things, yet be ignorant of how We are working to completion, working on from then to now. Pray remember that I leave you all my theory complete, Lacking only certain data for your adding, as is meet, And remember men will scorn it, 'tis original and true, And the obloquy of newness may fall bitterly on you. But, my pupil, as my pupil you have learned the worth of scorn, You have laughed with me at pity, we have joyed to be forlorn, What for us are all distractions of men's fellowship and smiles; What for us the Goddess Pleasure with her meretricious smiles. You may tell that German College that their honor comes too late, But they must not waste repentance on the grizzly savant's fate. Though my soul may set in darkness, it will rise in perfect light; I have loved the stars too fondly to be fearful of the night. What, my boy, you are not weeping? You should save your eyes for sight; You will need them, mine observer, yet for many another night. I leave none but you, my pupil, unto whom my plans are known. You 'have none but me,' you murmur, and I 'leave you quite alone'? Well then, kiss me, -- since my mother left her blessing on my brow, There has been a something wanting in my nature until now; I can dimly comprehend it, -- that I might have been more kind, Might have cherished you more wisely, as the one I leave behind. I 'have never failed in kindness'? No, we lived too high for strife,-- Calmest coldness was the error which has crept into our life; But your spirit is untainted, I can dedicate you still To the service of our science: you will further it? you will! There are certain calculations I should like to make with you, To be sure that your deductions will be logical and true; And remember, 'Patience, Patience,' is the watchword of a sage, Not to-day nor yet to-morrow can complete a perfect age. I have sown, like Tycho Brahe, that a greater man may reap; But if none should do my reaping, 'twill disturb me in my sleep So be careful and be faithful, though, like me, you leave no name; See, my boy, that nothing turn you to the mere pursuit of fame. I must say Good-bye, my pupil, for I cannot longer speak; Draw the curtain back for Venus, ere my vision grows too weak: It is strange the pearly planet should look red as fiery Mars,-- God will mercifully guide me on my way amongst the stars.

The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures--solitude, books and imagination--outside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day.

I began my studies with eagerness. Before me I saw a new world opening in beauty and light, and I felt within me the capacity to know all things. In the wonderland of Mind I should be as free as another [with sight and hearing]. Its people, scenery, manners, joys, and tragedies should be living tangible interpreters of the real world. The lecture halls seemed filled with the spirit of the great and wise, and I thought the professors were the embodiment of wisdom... But I soon discovered that college was not quite the romantic lyceum I had imagined. Many of the dreams that had delighted my young inexperience became beautifully less and "faded into the light of common day." Gradually I began to find that there were disadvantages in going to college. The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I. We would sit together of an evening and listen to the inner melodies of the spirit, which one hears only in leisure moments when the words of some loved poet touch a deep, sweet chord in the soul that until then had been silent. But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures – solitude, books and imagination – outside with the whispering pines. I suppose I ought to find some comfort in the thought that I am laying up treasures for future enjoyment, but I am improvident enough to prefer present joy to hoarding riches against a rainy day.

How are you coming with your home library? Do you need some good ammunition on why it's so important to read? The last time I checked the statistics...I think they indicated that only four percent of the adults in this country have bought a book within the past year. That's dangerous. It's extremely important that we keep ourselves in the top five or six percent. In one of the Monthly Letters from the Royal Bank of Canada it was pointed out that reading good books is not something to be indulged in as a luxury. It is a necessity for anyone who intends to give his life and work a touch of quality. The most real wealth is not what we put into our piggy banks but what we develop in our heads. Books instruct us without anger, threats and harsh discipline. They do not sneer at our ignorance or grumble at our mistakes. They ask only that we spend some time in the company of greatness so that we may absorb some of its attributes. You do not read a book for the book's sake, but for your own. You may read because in your high-pressure life, studded with problems and emergencies, you need periods of relief and yet recognize that peace of mind does not mean numbness of mind. You may read because you never had an opportunity to go to college, and books give you a chance to get something you missed. You may read because your job is routine, and books give you a feeling of depth in life. You may read because you did go to college. You may read because you see social, economic and philosophical problems which need solution, and you believe that the best thinking of all past ages may be useful in your age, too. You may read because you are tired of the shallowness of contemporary life, bored by the current conversational commonplaces, and wearied of shop talk and gossip about people. Whatever your dominant personal reason, you will find that reading gives knowledge, creative power, satisfaction and relaxation. It cultivates your mind by calling its faculties into exercise. Books are a source of pleasure - the purest and the most lasting. They enhance your sensation of the interestingness of life. Reading them is not a violent pleasure like the gross enjoyment of an uncultivated mind, but a subtle delight. Reading dispels prejudices which hem our minds within narrow spaces. One of the things that will surprise you as you read good books from all over the world and from all times of man is that human nature is much the same today as it has been ever since writing began to tell us about it. Some people act as if it were demeaning to their manhood to wish to be well-read but you can no more be a healthy person mentally without reading substantial books than you can be a vigorous person physically without eating solid food. Books should be chosen, not for their freedom from evil, but for their possession of good. Dr. Johnson said: "Whilst you stand deliberating which book your son shall read first, another boy has read both.

At the podium Faith said, "Whenever I give a talk at colleges I meet young women who say, 'I'm not a feminist, but...' By which they mean, 'I don't call myself a feminist, but I want equal pay, and I want to have equal relationships with men, and of course I want to have an equal right to sexual pleasure. I want to have a fair and good life. I don't want to be held back because I'm a woman.

He knows that a lot of the literary people in college see books primarily as a way of appearing cultured. ... Connell's initial assessment of the reading was not disproven. It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

I will not subscribe to the argument that ornament increases the pleasure of the life of a cultivated person, or the argument which covers itself with the words: “But if the ornament is beautiful! ...” To me, and to all the cultivated people, ornament does not increase the pleasures of life. If I want to eat a piece of gingerbread I will choose one that is completely plain and not a piece which represents a baby in arms of a horserider, a piece which is covered over and over with decoration. The man of the fifteenth century would not understand me. But modern people will. The supporter of ornament believes that the urge for simplicity is equivalent to self-denial. No, dear professor from the College of Applied Arts, I am not denying myself! To me, it tastes better this way.

when you become addict in to MATERIAL things in life then the TRUE natural life start to run away from you, YES! it's can give you certain pleasure in the society but in the same time it will sabotage your true HAPPINESS of life which we could have simply with GRATITUDE and FORGIVENESS

in college there is no time to commune with one’s thoughts. One goes to college to learn, it seems, not to think. When one enters the portals of learning, one leaves the dearest pleasures — solitude, books and imagination — outside with the whispering pines. I

Picture it. Nineteenth-century man with his horses, dogs, carts, slow motion. Then, in the twentieth century, speed up your camera. Books cut shorter. Condensations. Digests, Tabloids. Everything boils down to the gag, the snap ending.” “Snap ending.” Mildred nodded. “Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume. I exaggerate, of course. The dictionaries were for reference. But many were those whose sole knowledge of Hamlet (you know the title certainly, Montag; it is probably only a faint rumor of a title to you, Mrs. Montag), whose sole knowledge, as I say, of Hamlet was a one-page digest in a book that claimed: now at last you can read all the classics; keep up with your neighbors. Do you see? Out of the nursery into the college and back to the nursery; there’s your intellectual pattern for the past five centuries or more.” Mildred arose and began to move around the room, picking things up and putting them down. Beatty ignored her and continued: “Speed up the film, Montag, quick. Click, Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom! Digest-digests, digest-digest-digests. Politics? One column, two sentences, a headline! Then, in mid-air, all vanishes! Whirl man’s mind around about so fast under the pumping hands of publishers, exploiters, broadcasters that the centrifuge flings off all unnecessary, time-wasting thought!” Mildred smoothed the bedclothes. Montag felt his heart jump and jump again as she patted his pillow. Right now she was pulling at his shoulder to try to get him to move so she could take the pillow out and fix it nicely and put it back. And perhaps cry out and stare or simply reach down her hand and say, “What’s this?” and hold up the hidden book with touching innocence. “School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts?

Whenever I give a talk at colleges I meet young women who say, ‘I’m not a feminist, but . . .’ By which they mean, ‘I don’t call myself a feminist, but I want equal pay, and I want to have equal relationships with men, and of course I want to have an equal right to sexual pleasure. I want to have a fair and good life. I don’t want to be held back because I’m a woman.

What’s the difference? Happiness involves a victory for the self, an expansion of self. Happiness comes as we move toward our goals, when things go our way. You get a big promotion. You graduate from college. Your team wins the Super Bowl. You have a delicious meal. Happiness often has to do with some success, some new ability, or some heightened sensual pleasure. Joy tends to involve some transcendence of self. It’s when the skin barrier between you and some other person or entity fades away and you feel fused together. Joy is present when mother and baby are gazing adoringly into each other’s eyes, when a hiker is overwhelmed by beauty in the woods and feels at one with nature, when a gaggle of friends are dancing deliriously in unison. Joy often involves self-forgetting. Happiness is what we aim for on the first mountain. Joy is a by-product of living on the second mountain.

I would not have you think me regretful, or melancholy. Life has been good to me—and every age has its gifts for the man who is willing to work for them and use them temperately. And nothing is more ungraceful, more ludicrous, than the spectacle of one who attempts to linger over the pleasures of an age he had outlived, and ignore the advantages of his own time of life.

From my college courses and my reading I knew the various names that came at the end of a line of questions or were placed as periods to bafflement: the First Cause, the First Mover, the Life Force, the Universal Mind, the First Principle, the Unmoved Mover, even Providence. I too had used those names in arguing with others, and with myself, trying to explain the world to myself. And now I saw that those names explained nothing. They were of no more use than Evolution or Natural Selection or Nature or The Big Bang of these later days. All such names do is catch us within the length and breadth of our own thoughts and our own bewilderment. Though I knew the temptation of simple reason, to know nothing that can't be proved, still I supposed that those were not the right names. I imagined that the right name might be Father, and I imagined all that that name would imply: the love, the compassion, the taking offense, the disappointment, the anger, the bearing of wounds, the weeping of tears, the forgiveness, the suffering unto death. If love could force my own thoughts over the edge of the world and out of time, then could I not see how even divine omnipotence might by the force of its own love be swayed down into the world? Could I not see how it might, because it could know its creatures only by compassion, put on mortal flesh, become a man, and walk among us, assume our nature and our fate, suffer our faults and our death? Yes. I could imagine a Father who is yet like a mother hen spreading her wings before the storm or in the dusk before the dark night for the little ones of Port William to come in under, some of whom do, and some do not. I could imagine Port William riding its humble wave through time under the sky, its little flames of wakefulness lighting and going out, its lives passing through birth, pleasure, sufferning, and death. I could imagine God looking down upon it, its lives living by His spirit, breathing by His breath, knowing by His light, but each life living also (inescapably) by its own will--His own body given to be broken.

So we read books just because they make us happy or because they’re fun, because they will make us sound smart, because they’ll get us into college or a good job ahead of the others? Or should we use them as a practical guide to recognizing dragons? No, they show us that we have a purpose; that we can be useful in the world, and that is our pleasure. Education gives us minds more awake, and a life that is more than just passing time.

William O'Neill, another historian, observed wryly that many universities prior to the rise of student unrest had at least required hard work and discipline—training for life in the real world. In some of the post-protest universities, he lamented, "The Protestant ethic gave way to the pleasure principle in college but not in life."22 Reactions such as these reflected a widespread sense among Americans that the students were spoiled brats.23

He sometimes thought that the real thing that distinguished him and Malcolm from Jude and Willem was not race or wealth, but Jude’s and Willem’s depthless capacity for wonderment: their childhoods had been so paltry, so gray, compared to his, that it seemed they were constantly being dazzled as adults. The June after they graduated, the Irvines had gotten them all tickets to Paris, where, it emerged, they had an apartment—“a tiny apartment,” Malcolm had clarified, defensively—in the seventh. He had been to Paris with his mother in junior high, and again with his class in high school, and between his sophomore and junior years of college, but it wasn’t until he had seen Jude’s and Willem’s faces that he was able to most vividly realize not just the beauty of the city but its promise of enchantments. He envied this in them, this ability they had (though he realized that in Jude’s case at least, it was a reward for a long and punitive childhood) to still be awestruck, the faith they maintained that life, adulthood, would keep presenting them with astonishing experiences, that their marvelous years were not behind them. He remembered too watching them try uni for the first time, and their reactions—like they were Helen Keller and were just comprehending that that cool splash on their hands had a name, and that they could know it—made him both impatient and intensely envious. What must it feel like to be an adult and still discovering the world’s pleasures?

At their best, old-fashioned military academies saved students from delinquency. At their worst, they drove boys to it by subjecting them to a culture that valued dominance, violence, and subversion of authorities. The experience is brilliantly told in Pat Conroy’s novel The Lords of Discipline, which depicts life at a military college similar to The Citadel in South Carolina. Although Conroy writes with both dismay and affection, others have offered a more scathing evaluation of these places. In his memoir, Breakshot, former mobster Kenny Gallo noted that his military boarding-school experience transformed him from “a disorderly brat into an orderly outlaw.” Recalling his career at Army and Navy Academy in California, Gallo writes, “I guess you could say my ‘normal’ social development stopped at military school when I was thirteen; I stopped developing as a healthy adult citizen and, first out of self defense and then out of pleasure, began honing my skills as a predator.”7 As

He knows that a lot of the literary people in college see books primarily as a way of appearing cultured. When someone mentioned the austerity protests that night in the Stag’s Head, Sadie threw her hands up and said: Not politics, please! Connell’s initial assessment of the reading was not disproven. It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

Once, books appealed to a few people, here, there, everywhere. They could afford to be different. The world was roomy. But then the world got full of eyes and elbows and mouths. Double, triple, quadruple population. Films and radios, magazines, books levelled down to a sort of paste pudding norm [...]. [...] Nineteenth-century man with his horses, dogs, carts, slow motion. Then, in the twentieth century, speed up your camera. Books cut shorter. Condensations, Digests. Tabloids. Everything boils down to the gag, the snap ending. [...] Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume. I exaggerate, of course. The dictionaries were for reference. But many were those whose sole knowledge of Hamlet [...] was a one-page digest in a book that claimed: "now at least you can read all the classics; keep up with your neighbors". Do you see? Out of the nursery into the college and back to the nursery; there's your intellectual pattern for the past five centuries or more. [...] Speed up the film, Montag, quick. Click? Pic, Look, Eye, Now, Flick, Here, There, Swift, Pace, Up, Down, In, Out, Why, How, Who, What, Where, Eh? Uh! Bang! Smack! Wallop, Bing, Bong, Boom! Digest-digests, digest-digest-digests. Politics? One column, two sentences, a headline! Then, in mid-air, all vanishes! Whirl man's mind around about so fast under the pumping hands of publishers, exploiters, broadcasters, that the centrifuge flings off all unnecessary, time-wasting thought! [...] School is shortened, discipline relaxed, philosophies, histories, languages dropped, English and spelling gradually neglected, finally almost completely ignored. Life is immediate, the job counts, pleasure lies all about after work. Why learn anything save pressing buttons, pulling switches, fitting nuts and bolts? [...] The zipper displaces the button and a man lacks just that much time to think while dressing at dawn, a philosophical hour, and thus a melancholy hour. [...] Life becomes one big pratfall, Montag; everything bang, boff, and wow!

Herbenick invited me to sit in on the Human Sexuality class she was about to teach, one of the most popular courses on Indiana’s campus. She was, on that day, delivering a lecture on gender disparities in sexual satisfaction. More than one hundred fifty students were already seated in the classroom when we arrived, nearly all of them female, most dressed in sweats, their hair pulled into haphazard ponytails. They listened raptly as Herbenick explained the vastly different language young men and young women use when describing “good sex.” “Men are more likely to talk about pleasure, about orgasm,” Herbenick said. “Women talk more about absence of pain. Thirty percent of female college students say they experience pain during their sexual encounters as opposed to five percent of men.” The rates of pain among women, she added, shoot up to 70 percent when anal sex is included. Until recently, anal sex was a relatively rare practice among young adults. But as it’s become disproportionately common in porn—and the big payoff in R-rated fare such as Kingsman and The To Do List—it’s also on the rise in real life. In 1992 only 16 percent of women aged eighteen to twenty-four said they had tried anal sex. Today 20 percent of women eighteen to nineteen have, and by ages twenty to twenty-four it’s up to 40 percent. A 2014 study of heterosexuals sixteen to eighteen years old—and can we pause for a moment to consider just how young that is?—found that it was mainly boys who pushed for “fifth base,” approaching it less as a form of intimacy with a partner (who they assumed would both need to be and could be coerced into it) than a competition with other boys. Girls were expected to endure the act, which they consistently reported as painful. Both sexes blamed that discomfort on the girls themselves, for being “naïve or flawed,” unable to “relax.” Deborah Tolman has bluntly called anal “the new oral.” “Since all girls are now presumed to have oral sex in their repertoire,” she said, “anal sex is becoming the new ‘Will she do it or not?’ behavior, the new ‘Prove you love me.’” And still, she added, “girls’ sexual pleasure is not part of the equation.” According to Herbenick, the rise of anal sex places new pressures on young women to perform or else be labeled a prude. “It’s a metaphor, a symbol in one concrete behavior for the lack of education about sex, the normalization of female pain, and the way what had once been stigmatized has, over the course of a decade, become expected. If you don’t want to do it you’re suddenly not good enough, you’re frigid, you’re missing out, you’re not exploring your sexuality, you’re not adventurous.

What would be the natural thing? A man goes to college. He works as he wants to work, he plays as he wants to play, he exercises for the fun of the game, he makes friends where he wants to make them, he is held in by no fear of criticism above, for the class ahead of him has nothing to do with his standing in his own class. Everything he does has the one vital quality: it is spontaneous. That is the flame of youth itself. Now, what really exists?" "...I say our colleges to-day are business colleges—Yale more so, perhaps, because it is more sensitively American. Let's take up any side of our life here. Begin with athletics. What has become of the natural, spontaneous joy of contest? Instead you have one of the most perfectly organized business systems for achieving a required result—success. Football is driving, slavish work; there isn't one man in twenty who gets any real pleasure out of it. Professional baseball is not more rigorously disciplined and driven than our 'amateur' teams. Add the crew and the track. Play, the fun of the thing itself, doesn't exist; and why? Because we have made a business out of it all, and the college is scoured for material, just as drummers are sent out to bring in business. "Take another case. A man has a knack at the banjo or guitar, or has a good voice. What is the spontaneous thing? To meet with other kindred spirits in informal gatherings in one another's rooms or at the fence, according to the whim of the moment. Instead what happens? You have our university musical clubs, thoroughly professional organizations. If you are material, you must get out and begin to work for them—coach with a professional coach, make the Apollo clubs, and, working on, some day in junior year reach the varsity organization and go out on a professional tour. Again an organization conceived on business lines. "The same is true with the competition for our papers: the struggle for existence outside in a business world is not one whit more intense than the struggle to win out in the News or Lit competition. We are like a beef trust, with every by-product organized, down to the last possibility. You come to Yale—what is said to you? 'Be natural, be spontaneous, revel in a certain freedom, enjoy a leisure you'll never get again, browse around, give your imagination a chance, see every one, rub wits with every one, get to know yourself.' "Is that what's said? No. What are you told, instead? 'Here are twenty great machines that need new bolts and wheels. Get out and work. Work harder than the next man, who is going to try to outwork you. And, in order to succeed, work at only one thing. You don't count—everything for the college.' Regan says the colleges don't represent the nation; I say they don't even represent the individual.

The Enchanted Broccoli Forest. Oh, what a pleasure that was! Mollie Katzen's handwritten and illustrated recipes that recalled some glorious time in upstate New York when a girl with an appetite could work at a funky vegetarian restaurant and jot down some tasty favorites between shifts. That one had the Pumpkin Tureen soup that Margo had made so many times when she first got the book. She loved the cheesy onion soup served from a pumpkin with a hot dash of horseradish and rye croutons. And the Cardamom Coffee Cake, full of butter, real vanilla, and rich brown sugar, said to be a favorite at the restaurant, where Margo loved to imagine the patrons picking up extras to take back to their green, grassy, shady farmhouses dotted along winding country roads. Linda's Kitchen by Linda McCartney, Paul's first wife, the vegetarian cookbook that had initially spurred her yearlong attempt at vegetarianism (with cheese and eggs, thank you very much) right after college. Margo used to have to drag Calvin into such phases and had finally lured him in by saying that surely anything Paul would eat was good enough for them. Because of Linda's Kitchen, Margo had dived into the world of textured vegetable protein instead of meat, and tons of soups, including a very good watercress, which she never would have tried without Linda's inspiration. It had also inspired her to get a gorgeous, long marble-topped island for prep work. Sometimes she only cooked for the aesthetic pleasure of the gleaming marble topped with rustic pottery containing bright fresh veggies, chopped to perfection. Then Bistro Cooking by Patricia Wells caught her eye, and she took it down. Some pages were stuck together from previous cooking nights, but the one she turned to, the most splattered of all, was the one for Onion Soup au Gratin, the recipe that had taught her the importance of cheese quality. No mozzarella or broken string cheeses with- maybe- a little lacy Swiss thrown on. And definitely none of the "fat-free" cheese that she'd tried in order to give Calvin a rich dish without the cholesterol. No, for this to be great, you needed a good, aged, nutty Gruyère from what you couldn't help but imagine as the green grassy Alps of Switzerland, where the cows grazed lazily under a cheerful children's-book blue sky with puffy white clouds. Good Gruyère was blocked into rind-covered rounds and aged in caves before being shipped fresh to the USA with a whisper of fairy-tale clouds still lingering over it. There was a cheese shop downtown that sold the best she'd ever had. She'd tried it one afternoon when she was avoiding returning home. A spunky girl in a visor and an apron had perked up as she walked by the counter, saying, "Cheese can change your life!" The charm of her youthful innocence would have been enough to be cheered by, but the sample she handed out really did it. The taste was beyond delicious. It was good alone, but it cried out for ham or turkey or a rich beefy broth with deep caramelized onions for soup.

Thomas Goodwin (1600–1679), one of the English Puritan pastors and, for a time, president of Magdalen College, Oxford, expressed this wonderful mutual benefit of serious thinking and spiritual affections: Indeed, thoughts and affections are sibi mutuo causae—the mutual causes of each other: “Whilst I mused, the fire burned” (Psalm 39:3); so that thoughts are the bellows that kindle and inflame affections; and then if they are inflamed, they cause thoughts to boil; therefore men newly converted to God, having new and strong affections, can with more pleasure think of God than any.3

It is a disgrace to our system of higher education that person-to-person teaching belongs only to a handful of liberal arts colleges and to elite doctoral programs. Our campuses burgeon with new buildings, food courts, and climbing walls; as class sizes become larger, the distance between teacher and student becomes wider, and the quality of the education less and less serious. Somehow learning is imagined as something that could be boiled down to the mastery of a set of sentences. There are useful subjects that can be learned this way, but nothing that would justify the expense or the inconvenience of a modern university.

priests in the seminary were no strangers to physical abuse. Punching, slapping, and beatings were not unusual. I remember one priest in particular who taught Latin. He used to walk up and down the aisles cracking kids with his belt the way that someone would slap another guy with a towel at the gym. You could hear his footsteps walking up and down the aisle, never knowing whether this would be your day to feel the belt on your back. You could actually see on his face the great pleasure that he got from abusing these young boys in this way. He was really a sick person. Some of these priests had not completed any formal training in teaching and had no real desire to help children learn. Years later when I was in college, I saw this same priest in the parking lot. He told me that he was there to take a few teaching courses. I can only hope that someone stepped in to discipline this man and change the way that he treated his students. But it’s difficult to imagine that he was capable of that kind of dramatic change.

Susan Engel, the Williams College psychologist and education expert, encapsulates the breadth of harm done in her new book, The End of the Rainbow: By allowing the pursuit of money to guide our educational practices, we have miseducated everyone. We are so hell-bent on teaching disadvantaged children skills (both academic ones, such as reading, and social ones, such as obeying rules) that will lead to a job that we fail to teach them the pleasure of being part of a literate community, how to make their work meaningful, or how to draw strength from the group—skills that might offer them a satisfying life. Just as bad is that middle-class and privileged children are pushed to view every stage of their schooling as a platform for some future accomplishment ending in wealth. This deprives them of the chance to figure out what they really care about, how to think about complex topics with open minds, and how to find a sense of purpose in life. Blessedly,

A researcher at the university of michigan found that, when asked to talk about good sex, college men are more likely than women to talk about pleasure while the women are more likely to use their partner's satisfaction to measure their own. It's not suprising that young women feel powerful when they feel 'hot'. It's presented to them over and over as a precondition to success. But the truth is that 'hot' tells girls that appearing sexually confident is more important than actually being confident. And because of that, as often as not, the confidence that hot confers comes off with their clothes.

The farm, unlike the highway, was a community, with the only intimation that it might not survive coming in the arrival of a college-educated daughter, “smart, well-dressed, confident, blooming with health and energy, . . . a breath of air from another world.” It seemed unlikely that she would wind up on the farm: the city, “at once so menacing and so promising,” had claimed her for its own. George saw the future himself when he spent the next night in a college town where the streets were empty except for automobiles, each containing a couple or two “bent on pleasure—usually vicarious pleasure—in the form of a movie or a dance or a petting party.” Anyone unlucky enough not to be among these “private, mathematically correct companies” would be alone. “There was no place where strangers would come together freely—as in a Bavarian beer hall or a Russian amusement park—for the mere purpose of being together and enjoying new acquaintances. Even the saloons were nearly empty.” All of this convinced George that the technology industrialization had made possible—automobiles, movies, radio, mass-circulation magazines, the advertising that paid for them—was creating an exaggerated desire for privacy. It was making an English upper-class evil a vice of American society. This was the sad climax of individualism, the blind-alley of a generation which had forgotten how to think or live collectively, of a people whose private lives were so brittle, so insecure that they dared not subject them to the slightest social contact with the casual stranger, of people who felt neither curiosity nor responsibility for the mass of those who shared their community life and their community problems. Americans

For me, Coates’s words contain relief in that they were spoken aloud, in public, with the forcefulness history demands. But talking about race in America is not usually a hopeful experience if you’re Black. It brings no pleasure to speak of the hatred inflicted on our souls, the stories of discrimination and pain and injustices large and small that populate our lives. At the same time, we are barraged by society’s reinforcement that we are less than. I may be grieving the murder of Trayvon Martin and at the same time dodging the inquisitive fingers of a white woman reaching to touch my hair. I may be angry over the events in Ferguson and in the same moment attempting to respond with dignity to a white man who treats me as his verbal punching bag. I may have just heard about the latest racist words spewed by a white talk-show host, actor, or politician on the same day when I’m trying to claim my space in the classroom or on my college campus. The persistence of racism in America—individual and societal—is altogether overwhelming. It doesn’t lay the best fertilizer for hope to grow. And so hope for me has died one thousand deaths. I hoped that friend would get it, but hope died. I hoped that person would be an ally for life, but hope died. I hoped that my organization really desired change, but hope died. I hoped I’d be treated with the full respect I deserve at my job, but hope died. I hoped that racist policies would change, and just policies would never be reversed, but hope died. I hoped the perpetrator in uniform would be brought to justice this time, but hope died. I hoped history would stop repeating itself, but hope died. I hoped things would be better for my children, but hope died.

TOWARD THE END of his life, broke and broken, F. Scott Fitzgerald wrote a letter to his daughter, who was about to go to college, in which he advised her “to form what, for lack of a better phrase, I might call the wise and tragic sense of life. . . . By this I mean the thing that lies behind all great careers, from Shakespeare’s to Abraham Lincoln’s, and as far back as there are books to read—the sense that life is essentially a cheat and its conditions are those of defeat, and that the redeeming things are not ‘happiness and pleasure’ but the deeper satisfactions that come out of struggle.

If Tristen and I did date and it ended, I wouldn’t be able to sleep with someone else the next day. It would be messy. If he walked out of my life now, there would be a gap. A hole. And that prospect was frightening.

If people believe the government is giving them AIDS and blowing up levees, and that white-owned companies are trying to sterilize them, they would be lacking in normal human emotions if they did not—to put it bluntly—hate the people they believed responsible. Indeed, vigorous expressions of hatred go back to at least the time of W.E.B. Du Bois, who once wrote, “It takes extraordinary training, gift and opportunity to make the average white man anything but an overbearing hog, but the most ordinary Negro is an instinctive gentleman.” On another occasion he expressed himself in verse: 'I hate them, Oh! I hate them well, I hate them, Christ! As I hate hell! If I were God, I’d sound their knell This day!' Such sentiments are still common. Amiri Baraka, originally known as LeRoi Jones, is one of America’s most famous and well-regarded black poets, but his work is brimming with anti-white vitriol. These lines are from “Black Dada Nihilismus:” 'Come up, black dada nihilismus. Rape the white girls. Rape their fathers. Cut the mothers’ throats.' Here are more of his lines: 'You cant steal nothin from a white man, he’s already stole it he owes you anything you want, even his life. All the stores will open up if you will say the magic words. The magic words are: Up against the wall motherfucker this is a stick up!' In “Leroy” he wrote: “When I die, the consciousness I carry I will to black people. May they pick me apart and take the useful parts, the sweet meat of my feelings. And leave the bitter bullshit rotten white parts alone.” When he was asked by a white woman what white people could do to help the race problem, he replied, “You can help by dying. You are a cancer. You can help the world’s people with your death.” In July, 2002, Mr. Baraka was appointed poet laureate of New Jersey. The celebrated black author James Baldwin once said: “[T]here is, I should think, no Negro living in America who has not felt, briefly or for long periods, . . . simple, naked and unanswerable hatred; who has not wanted to smash any white face he may encounter in a day, to violate, out of motives of the cruelest vengeance, their women, to break the bodies of all white people and bring them low.” Toni Morrison is a highly-regarded black author who has won the Nobel Prize. “With very few exceptions,” she has written, “I feel that White people will betray me; that in the final analysis they’ll give me up.” Author Randall Robinson concluded after years of activism that “in the autumn of my life, I am left regarding white people, before knowing them individually, with irreducible mistrust and dull dislike.” He wrote that it gave him pleasure when his dying father slapped a white nurse, telling her not “to put her white hands on him.” Leonard Jeffries is the chairman of the African-American studies department of the City College of New York and is famous for his hatred of whites. Once in answer to the question, “What kind of world do you want to leave to your children?” he replied, “A world in which there aren’t any white people.

When Dan had bartered his soul to the devil for material prosperity, he knew it would cost him his life. ...Ironically, he recalled a play written by Christopher Marlowe that he had read during college days. Little did he know he would agonize like Dr. Faustus in his last hours awaiting Mephistophilis’ arrival to claim his soul, which was the prize for all the pleasures he had savoured.

The diminishment of intellectual life caused by the opinionization of everything also demeans our students. If we cultivate our college campuses either as echo chambers or as chocolate-box assortments of viewpoints, we think of young people first and foremost as receptacles of opinions, as consumers of content, and as subjects whose experiences must be carefully managed. The difference is only whether the selection of opinions is curated by concerned officials or left to the open market, where gimmicky appeals or social pressures might draw in fresh consumers. Either way, we deny the rational agency and inbuilt love of learning of our students. We seek to control the reactions of beings viewed as inferior to us rather than to undertake an open-ended inquiry with fellow free adults.