Presentation School Quotes

When it comes to dressing well, American culture is so self-fulfilled that it has not only disregarded this courtesy of self-presentation, but has turned that disregard into a virtue. "We are too superior/busy/cool/not-uptight to bother about how we look to other people, and so we can wear pajamas to school and underwear to the mall.

Forget about self-image and self-judgment. It's about self-love, and no one teaches you that at school. No one teaches you that if you accept and love yourself, nothing and no one can touch you. This is the only face and body you're ever going to get, so be comfortable and happy in it. Own it. Own every aspect of who you are and present it to the world with the utmost pride.

Again, the exercise begins. For me, the American in me, the city of Detroit comes to mind. A house, once within the bustling city, now lies on the outskirts. Industry has come and gone, and the car manufacturers have relocated. I recall images of the rough lifestyles south of 8 Mile. The city’s borders have changed. Post-apocalyptic, long grasses sway with the wind. The house is melancholy and lonely. The owners: maybe there, maybe not.

The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.

But I’ve been turning over in my mind the question of nostalgia, and whether I suffer from it. I certainly don’t get soggy at the memory of some childhood knickknack; nor do I want to deceive myself sentimentally about something that wasn’t even true at the time—love of the old school, and so on. But if nostalgia means the powerful recollection of strong emotions—and a regret that such feelings are no longer present in our lives—then I plead guilty.

Here, I stole it for you. Why don’t you tell me what it’s for.” “Aw, Sophronia, how thoughtful. You brought me a present!

To this day, I can never shake the connection between this boy, Peeta Mellark, and the bread that gave me hope, and the dandelion that reminded me that I was not doomed. And more than once, I have turned in the school hallway and caught his eyes trained on me, only to quickly flit away. I feel like I owe him something, and I hate owing people. Maybe if I had thanked him at some point, I'd be feeling less conflicted now. I thought about it a couple of times, but the opportunity never seemed to present itself. And now it never will. Because we're going to be thrown into an arena to fight to the death. Exactly how am I supposed to work in a thank-you in there? Somehow it just won't seem sincere if I'm trying to slit his throat.

You do not know me, but I am a juvenile delinquent. I do not trust authority figures, I probably will not graduate from high school, and statistics say my present rowdiness and vandalism will likely lead to more serious crimes. I am a dangerous fellow, and I am causing mayhem in this store. [...] There. I have now shamelessly destroyed the symmetry of this shelf, undoing hours of labor by underpaid store employees. If you could see me, you would be frightened.

If I gave my mother a knitted scarf she'd be worried I was wasting my time doing stupid stuff like knitting instead of school work. Presenting a homemade knitted object to my parents was actually like handing them a detailed backlog of my idleness.

To reiterate: not all things need to be finished, and free reading is a prime example of this. Writing – or the composition of words which are intended to be read – just like painting, sculpting, or composing music, is a form of art. Typically, not all art is able to resonate with each and every viewer – or, in this case, reader. If we walk through a museum and see a boring painting, or listen to an album we don’t enjoy, we won’t keep staring at said painting, nor will we listen to the album. So, if we don’t like a book, if we aren’t learning from it, dreaming about it, enjoying its descriptions, pondering its messages, or whatever else may be redeeming about a specific book, why would we waste our time to “just finish it?” Sure, we may add another book to the list of books read, but is more always better?

The American system is the most ingenious system of control in world history. With a country so rich in natural resources, talent, and labor power the system can afford to distribute just enough wealth to just enough people to limit discontent to a troublesome minority. It is a country so powerful, so big, so pleasing to so many of its citizens that it can afford to give freedom of dissent to the small number who are not pleased. There is no system of control with more openings, apertures, leeways, flexibilities, rewards for the chosen, winning tickets in lotteries. There is none that disperses its controls more complexly through the voting system, the work situation, the church, the family, the school, the mass media--none more successful in mollifying opposition with reforms, isolating people from one another, creating patriotic loyalty.

Though many non-Native Americans have learned very little about us, over time we have had to learn everything about them. We watch their films, read their literature, worship in their churches, and attend their schools. Every third-grade student in the United States is presented with the concept of Europeans discovering America as a "New World" with fertile soil, abundant gifts of nature, and glorious mountains and rivers. Only the most enlightened teachers will explain that this world certainly wasn't new to the millions of indigenous people who already lived here when Columbus arrived.

I was once asked if I had any ideas for a really scary reality TV show. I have one reality show that would really make your hair stand on end: "C-Students from Yale." George W. Bush has gathered around him upper-crust C-students who know no history or geography, plus not-so-closeted white supremacists, aka Christians, and plus, most frighteningly, psychopathic personalities, or PPs, the medical term for smart, personable people who have no consciences. To say somebody is a PP is to make a perfectly respectable diagnosis, like saying he or she has appendicitis or athlete's foot . . . PPs are presentable, they know full well the suffering their actions may cause others, but they do not care. They cannot care because they are nuts. They have a screw loose! . . . So many of these heartless PPs now hold big jobs in our federal government, as though they were leaders instead of sick. They have taken charge of communications and the schools, so we might as well be Poland under occupation. They might have felt that taking our country into an endless war was simply something decisive to do. What has allowed so many PPs to rise so high in corporations, and now in government, is that they are so decisive. They are going to do something every fuckin' day and they are not afraid. Unlike normal people, they are never filled with doubts, for the simple reasons that they don't give a fuck what happens next. Simply can't. Do this! Do that! Mobilize the reserves! Privatize the public schools! Attack Iraq! Cut health care! Tap everybody's telephone! Cut taxes on the rich! Build a trillion-dollar missile shield! Fuck habeas corpus and the Sierra Club and In These Times, and kiss my ass! There is a tragic flaw in our precious Constitution, and I don't know what can be done to fix it. This is it: Only nut cases want to be president.

No doubt there are some who, when confronted with a line of mathematical symbols, however simply presented, can only see the face of a stern parent or teacher who tried to force into them a non-comprehending parrot-like apparent competence--a duty and a duty alone--and no hint of magic or beauty of the subject might be allowed to come through.

When she realized that there are many kinds of love and not all of them are obvious. That some wait like presents in the back of the closet until you are able to open them.

Now, I have nothing against the public school system as it is presently organized, once you allow the humor of its basic assumption about how it is possible to teach things to children....

Whenever the need for some pretense of communication arises, those who profit from our oppression call upon us to share our knowledge with them. In other words, it is the responsibility of the oppressed to teach the oppressors their mistakes. I am responsible for educating teachers who dismiss my children’s culture in school. Black and Third World people are expected to educate white people as to our humanity. Women are expected to educate men. Lesbians and gay men are expected to educate the heterosexual world. The oppressors maintain their position and evade responsibility for their own actions. There is a constant drain of energy which might be better used in redefining ourselves and devising realistic scenarios for altering the present and constructing the future.

How skillful to tax the middle class to pay for the relief of the poor, building resentment on top of humiliation! How adroit to bus poor black youngsters into poor white neighborhoods, in a violent exchange of impoverished schools, while the schools of the rich remain untouched and the wealth of the nation, doled out carefully where children need free milk, is drained for billion-dollar aircraft carriers. How ingenious to meet the demands of blacks and women for equality by giving them small special benefits, and setting them in competition with everyone else for jobs made scares by an irrational, wasteful system. How wise to turn the fear and anger of the majority toward a class of criminals bred - by economic inequity - faster than they can be put away, deflecting attention from the huge thefts of national resources carried out within the law by men in executive offices.

I honestly can't remember much else about those years except a certain mood that permeated most of them, a melancholy feeling that I associate with watching 'The Wonderful World of Disney' on Sunday nights. Sunday was a sad day - early to bed, school the next morning, I was constantly worried my homework was wrong - but as I watched the fireworks go off in the night sky, over the floodlit castles of Disneyland, I was consumed by a more general sense of dread, of imprisonment within the dreary round of school and home: circumstances which, to me at least, presented sound empirical argument for gloom.

My best day ever. Got up. Had breakfast. Came to school. Bored, as usual. Wishing I wasn't there, like usual. Kids ignoring me, suits me fine. Sitting with the other retards—we’re so special. Wasting my time. Yesterday was the same, and it's gone, anyway. Tomorrow may never come. There is only today. This is the best day and the worst day. Actually it's crap.

One of the schools in Tlön has reached the point of denying time. It reasons that the present is undefined, that the future has no other reality than as present hope, that the past is no more than present memory.

I want a proper school, sir, to teach reading and writing, and most of all thinking, sir, so people can find out what they are good at, because someone doing what they really like is always an asset to any country, and too often people never find out until it is too late. There have been times, lately, when I dearly wished that I could change the past. Well, I can't, but I can change the present, so that when it becomes the past it will turn out to be a past worth having....Learning is about finding out who you are, what you are, where you are and what you are standing on and what you are good at and what's over the horizon and, well, everything. Its about finding the place where you fit. I found the place where I fit, and I would like everybody else to find theirs." - Tiffany Aching

Society functions in a way much more interesting than the multiple-choice pattern we have been rewarded for succeeding at in school. Success in life comes not from the ability to choose between the four presented answers, but from the rather more difficult and painfully acquired ability to formulate the questions.

Behold your future, Cavendish the Younger. You will not apply for membership, but the tribe of the elderly will claim you. Your present will not keep pace with the world's. This slippage will stretch your skin, sag your skeleton, erode your hair and memory, make your skin turn opaque so your twitching organs and blue-cheese veins will be semivisible. You will venture out only in daylight, avoiding weekends and school holidays. Language, too, will leave you behind, betraying your tribal affiliations whenever you speak. On escalators, on trunk roads, in supermarket aisles, the living will overtake you, incessantly. Elegant women will not see you. Store detectives will not see you. Salespeople will not see you, unless they sell stair lifts or fraudulent insurance policies. Only babies, cats, and drug addicts will acknowledge your existence. So do not fritter away your days. Sooner than you fear, you will stand before a mirror in a care home, look at your body, and think, E.T., locked in a ruddy cupboard for a fortnight.

If you are depressed, you are living in the past. If you are anxious, you are living in the future. If you are at peace, you are living in the present.

Learning, without any opportunities to share what we've learned, is a little like cooking for ourselves; we do it, but we probably won't do it as well.

Be present in this class. And then, when it's over, be present out there.

Moreover, in the system of criminal punishment in the libertarian world, the emphasis would never be, as it is now, on "society's" jailing the criminal; the emphasis would necessarily be on compelling the criminal to make restitution to the victim of his crime. The present system, in which the victim is not recompensed but instead has to pay taxes to support the incarceration of his own attacker — would be evident nonsense in a world that focuses on the defense of property rights and therefore on the victim of crime.

It is a great shame for anyone to listen to the accusation that Islam is a lie and that Muhammad was a fabricator and a deceiver. We saw that he remained steadfast upon his principles, with firm determination; kind and generous, compassionate, pious, virtuous, with real manhood, hardworking and sincere. Besides all these qualities, he was lenient with others, tolerant, kind, cheerful and praiseworthy and perhaps he would joke and tease his companions. He was just, truthful, smart, pure, magnanimous and present-minded; his face was radiant as if he had lights within him to illuminate the darkest of nights; he was a great man by nature who was not educated in a school nor nurtured by a teacher as he was not in need of any of this.

Remember: don't let uncertainty about your future paralyze your present.

We teach brilliance bias to children from an early age. A recent US study found that when girls start primary school at the age of five, they are as likely as five-year-old boys to think women could be 'really really smart'. But by the time they turn six, something changes. They start doubting their gender. So much so, in fact, that they start limiting themselves: if a game is presented to them as intended for 'children who are really, really smart', five-year-old girls are as likely to want to play it as boys - but six-year-old girls are suddenly uninterested. Schools are teaching little girls that brilliance doesn't belong to them. No wonder that by the time they're filling out university evaluation forms, students are primed to see their female teachers as less qualified.

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

At our present bad moment, we need above all to recover our sense of literary individuality and of poetic autonomy.

Tom Paine has almost no influence on present-day thinking in the United States because he is unknown to the average citizen. Perhaps I might say right here that this is a national loss and a deplorable lack of understanding concerning the man who first proposed and first wrote those impressive words, 'the United States of America.' But it is hardly strange. Paine's teachings have been debarred from schools everywhere and his views of life misrepresented until his memory is hidden in shadows, or he is looked upon as of unsound mind. We never had a sounder intelligence in this Republic. He was the equal of Washington in making American liberty possible. Where Washington performed Paine devised and wrote. The deeds of one in the Weld were matched by the deeds of the other with his pen. Washington himself appreciated Paine at his true worth. Franklin knew him for a great patriot and clear thinker. He was a friend and confidant of Jefferson, and the two must often have debated the academic and practical phases of liberty. I consider Paine our greatest political thinker. As we have not advanced, and perhaps never shall advance, beyond the Declaration and Constitution, so Paine has had no successors who extended his principles. Although the present generation knows little of Paine's writings, and although he has almost no influence upon contemporary thought, Americans of the future will justly appraise his work. I am certain of it. Truth is governed by natural laws and cannot be denied. Paine spoke truth with a peculiarly clear and forceful ring. Therefore time must balance the scales. The Declaration and the Constitution expressed in form Paine's theory of political rights. He worked in Philadelphia at the time that the first document was written, and occupied a position of intimate contact with the nation's leaders when they framed the Constitution. Certainly we may believe that Washington had a considerable voice in the Constitution. We know that Jefferson had much to do with the document. Franklin also had a hand and probably was responsible in even larger measure for the Declaration. But all of these men had communed with Paine. Their views were intimately understood and closely correlated. There is no doubt whatever that the two great documents of American liberty reflect the philosophy of Paine. ...Then Paine wrote 'Common Sense,' an anonymous tract which immediately stirred the fires of liberty. It flashed from hand to hand throughout the Colonies. One copy reached the New York Assembly, in session at Albany, and a night meeting was voted to answer this unknown writer with his clarion call to liberty. The Assembly met, but could find no suitable answer. Tom Paine had inscribed a document which never has been answered adversely, and never can be, so long as man esteems his priceless possession. In 'Common Sense' Paine flared forth with a document so powerful that the Revolution became inevitable. Washington recognized the difference, and in his calm way said that matters never could be the same again. It must be remembered that 'Common Sense' preceded the declaration and affirmed the very principles that went into the national doctrine of liberty. But that affirmation was made with more vigor, more of the fire of the patriot and was exactly suited to the hour... Certainly [the Revolution] could not be forestalled, once he had spoken. {The Philosophy of Paine, June 7, 1925}

It's never over. Not really. Not when you stay down there as long as I did, not when you've lived in the netherworld longer than you've lived in this material one, where things are very bright and large and make such strange noises. You never come back, not all the way. Always, there is an odd distance between you and the people you love and the people you meet, a barrier, thin as the glass of a mirror. You never come all the way out of the mirror; you stand, for the rest of your life, with one foot in this world and one in another, where everything is upside down and backward and sad. It is the distance of marred memory, of a twisted and shape-shifting past. When people talk about their childhood, their adolescence, their college days, I laugh along and try not to think: that was when I was throwing up in my elementary school bathroom, that was when I was sleeping with strangers to show off the sharp tips of my bones, that was when I lost sight of my soul and died. And it is the distance of the present, as well - the distance that lies between people in general because of the different lives we have lived. I don't know who I would be, now, if I had not lived the life I have, and so I cannot alter my need for distance - nor can I lessen the low and omnipresent pain that that distance creates. The entirety of my life is overshadowed by one singular and near-fatal obsession.

After it's all over, the early childhood, a chain of birthdays woven with candlelight, piles of presents, voices of relatives singing and praising your promise and future, after the years of schooling, fitting yourself into different size desks, memorizing, reciting, reporting, and performing for jury after jury of teachers, counselors, and administrators, you still feel inadequate, alone, vulnerable, and naked in a world that can be unforgiving and terribly demanding.

There are two schools of thought about the resilience of time. The first is that time is highly volatile, with every small event altering the possible outcome of the earth's future. The other view is that time is rigid, and no matter how hard you try, it will always spring back toward a determined present. Myself, I do not worry about such trivialities. I simply sell ties to anyone who wants to buy one...

I suppose there is no place in the world where snobbery is quite so ever-present or where it is cultivated in such refined and subtle forms as in an English public school. Here at least one cannot say that English ‘education’ fails to do its job. You forget your Latin and Greek within a few months of leaving school — I studied Greek for eight or ten years, and now, at thirty-three, I cannot even repeat the Greek alphabet — but your snobbishness, unless you persistently root it out like the bindweed it is, sticks by you till your grave.

One of the schools of Tlön goes so far as to negate time; it reasons that the present is indefinite, that the future has no reality other than as a present hope, that the past has no reality other than as a present memory. Another school declares that all time has already transpired and that our life is only the crepuscular and no doubt falsified an mutilated memory or reflection of an irrecoverable process. Another, that the history of the universe — and in it our lives and the most tenuous detail of our lives — is the scripture produced by a subordinate god in order to communicate with a demon. Another, that the universe is comparable to those cryptographs in which not all the symbols are valid and that only what happens every three hundred nights is true. Another, that while we sleep here, we are awake elsewhere and that in this way every man is two men.

How lucky country children are in these natural delights that lie ready to their hand! Every season and every plant offers changing joys. As they meander along the lane that leads to our school all kinds of natural toys present themselves for their diversion. The seedpods of stitchwort hang ready for delightful popping between thumb and finger, and later the bladder campion offers a larger, if less crisp, globe to burst. In the autumn, acorns, beechnuts, and conkers bedizen their path, with all their manifold possibilities of fun. In the summer, there is an assortment of honeys to be sucked from bindweed flowers, held fragile and fragrant to hungry lips, and the tiny funnels of honeysuckle and clover blossoms to taste.

Love is a choice — not simply, or necessarily, a rational choice, but rather a willingness to be present to others without pretense or guide. Love is a conversion to humanity — a willingness to participate with others in the healing of a broken world and broken lives. Love is the choice to experience life as a member of the human family, a partner in the dance of life.

However, the majority of women are neither harlots nor courtesans; nor do they sit clasping pug dogs to dusty velvet all through the summer afternoon. But what do they do then? and there came to my mind’s eye one of those long streets somewhere south of the river whose infinite rows are innumerably populated. With the eye of the imagination I saw a very ancient lady crossing the street on the arm of a middle-aged woman, her daughter, perhaps, both so respectably booted and furred that their dressing in the afternoon must be a ritual, and the clothes themselves put away in cupboards with camphor, year after year, throughout the summer months. They cross the road when the lamps are being lit (for the dusk is their favourite hour), as they must have done year after year. The elder is close on eighty; but if one asked her what her life has meant to her, she would say that she remembered the streets lit for the battle of Balaclava, or had heard the guns fire in Hyde Park for the birth of King Edward the Seventh. And if one asked her, longing to pin down the moment with date and season, but what were you doing on the fifth of April 1868, or the second of November 1875, she would look vague and say that she could remember nothing. For all the dinners are cooked; the plates and cups washed; the children sent to school and gone out into the world. Nothing remains of it all. All has vanished. No biography or history has a word to say about it. And the novels, without meaning to, inevitably lie. All these infinitely obscure lives remain to be recorded, I said, addressing Mary Carmichael as if she were present; and went on in thought through the streets of London feeling in imagination the pressure of dumbness, the accumulation of unrecorded life, whether from the women at the street corners with their arms akimbo, and the rings embedded in their fat swollen fingers, talking with a gesticulation like the swing of Shakespeare’s words; or from the violet-sellers and match-sellers and old crones stationed under doorways; or from drifting girls whose faces, like waves in sun and cloud, signal the coming of men and women and the flickering lights of shop windows. All that you will have to explore, I said to Mary Carmichael, holding your torch firm in your hand.

The secret Order of Melchizedek can never appear in the physical world while humanity is constituted according to its present plan. It is the supreme Mystery School, and a few have reached the point where they have blended their divine and human natures so perfectly that they are symbolically two-headed. The heart and mind must be brought into perfect equilibrium before true thinking or true spirituality can be attained. The highest function of the mind is reason; the highest function of the heart is intuition, a sensing process not necessitating the normal working of the mind.

The cliche had it that kids were the future, but that wasn't it: they were the unreflective, active present. They were not themselves nostalgic, because they couldn't be, and they retarded nostalgia in their parents. Even as they were getting sick and being bullied and becoming addicted to heroin and getting pregnant, they were in the moment, and she wanted to be in it with them. She wanted to worry herself sick about schools and bullying and drugs.

I've been turning over in my mind the question of nostalgia, and whether I suffer from it. I certainly don't get soggy at the memory of some childhood knickknack; nor do I want to deceive myself sentimentally about something that wasn't even true at the time - love of the old school, and so on. But if nostalgia means the powerful recollection of strong emotions - and a regret that such feelings are no longer present in our lives - then I plead guilty.

I have always been interested in this man. My father had a set of Tom Paine's books on the shelf at home. I must have opened the covers about the time I was 13. And I can still remember the flash of enlightenment which shone from his pages. It was a revelation, indeed, to encounter his views on political and religious matters, so different from the views of many people around us. Of course I did not understand him very well, but his sincerity and ardor made an impression upon me that nothing has ever served to lessen. I have heard it said that Paine borrowed from Montesquieu and Rousseau. Maybe he had read them both and learned something from each. I do not know. But I doubt that Paine ever borrowed a line from any man... Many a person who could not comprehend Rousseau, and would be puzzled by Montesquieu, could understand Paine as an open book. He wrote with a clarity, a sharpness of outline and exactness of speech that even a schoolboy should be able to grasp. There is nothing false, little that is subtle, and an impressive lack of the negative in Paine. He literally cried to his reader for a comprehending hour, and then filled that hour with such sagacious reasoning as we find surpassed nowhere else in American letters - seldom in any school of writing. Paine would have been the last to look upon himself as a man of letters. Liberty was the dear companion of his heart; truth in all things his object. ...we, perhaps, remember him best for his declaration: 'The world is my country; to do good my religion.' Again we see the spontaneous genius at work in 'The Rights of Man', and that genius busy at his favorite task - liberty. Written hurriedly and in the heat of controversy, 'The Rights of Man' yet compares favorably with classical models, and in some places rises to vaulting heights. Its appearance outmatched events attending Burke's effort in his 'Reflections'. Instantly the English public caught hold of this new contribution. It was more than a defense of liberty; it was a world declaration of what Paine had declared before in the Colonies. His reasoning was so cogent, his command of the subject so broad, that his legion of enemies found it hard to answer him. 'Tom Paine is quite right,' said Pitt, the Prime Minister, 'but if I were to encourage his views we should have a bloody revolution.' Here we see the progressive quality of Paine's genius at its best. 'The Rights of Man' amplified and reasserted what already had been said in 'Common Sense', with now a greater force and the power of a maturing mind. Just when Paine was at the height of his renown, an indictment for treason confronted him. About the same time he was elected a member of the Revolutionary Assembly and escaped to France. So little did he know of the French tongue that addresses to his constituents had to be translated by an interpreter. But he sat in the assembly. Shrinking from the guillotine, he encountered Robespierre's enmity, and presently found himself in prison, facing that dread instrument. But his imprisonment was fertile. Already he had written the first part of 'The Age of Reason' and now turned his time to the latter part. Presently his second escape cheated Robespierre of vengeance, and in the course of events 'The Age of Reason' appeared. Instantly it became a source of contention which still endures. Paine returned to the United States a little broken, and went to live at his home in New Rochelle - a public gift. Many of his old companions in the struggle for liberty avoided him, and he was publicly condemned by the unthinking. {The Philosophy of Paine, June 7, 1925}

But I know I didn't love school for school's sake. I had never really been what people call an 'academic' person, nor did I see myself becoming one. Instead, I took pleasure in the fact that my work existed in a social setting, one that was based on the promise of a brighter future. I knew that what I adored about school was that each of my assignments - readings, essays, or in-class presentations - was inseparable from my relationships [...] If I loved school at all, I loved it for what it provided me access to: bonds with people I grew to cherish. And nothing was better than working toward my dreams alongside people I loved who were doing the same.

But Varya disagreed. She knew that stories did have the power to change things: the past and the future, even the present. She had been an agnostic since graduate school, but if there was one tenant of Judaism with which she agreed, it was this: the power of words. They weaseled under door cracks and through keyholes. They hooked into individuals and wormed through generations.

Not to find one’s way in a city may well be uninteresting and banal. It requires ignorance—nothing more," says the twentieth-century philosopher-essayist Walter Benjamin. “But to lose oneself in a city—as one loses oneself in a forest—that calls for quite a different schooling.” To lose yourself: a voluptuous surrender, lost in your arms, lost to the world, utterly immersed in what is present so that its surroundings fade away. In Benjamin’s terms, to be lost is to be fully present, and to be fully present is to be capable of being in uncertainty and mystery. And one does not get lost but loses oneself, with the implication that it is a conscious choice, a chosen surrender, a psychic state achievable through geography.

Ah." Ax nodded. "She does not understand how menacing we are." He tapped her on the shoulder. "You do not know me," he said, "but I am a juvenile delinquent. I do not trust authority figures, I probably will not graduate from high school, and statistics say my present rowdiness and vandalism will likely lead to more serious crimes. I am a dangerous fellow and I am causing mayhem in this store." He reached behind her and pulled three jars of baby food from the top shelf. Shoved them behind a box of macaroni. Shuffled the Chess Whizzed in front of the Marshmallow Fluff. Tossed a bag of lady's shavers onto a bag of hamburger buns. "There. I have now shamelessly destroyed the symmetry of this shelf, undoing hours of labor by underpaid store employees. If you could see me, you would be frightened." "If she could see you, she'd have you committed," Marco muttered.

We want you to write it down--to camouflage it. Only for the present, of course. Once the thing gets going we shan't have to bother about the great heart of the British public. We'll make the great heart what we want it to be. But in the meantime, it does make a difference how things are put. For instance, if it were even whispered that the N.I.C.E. wanted powers to experiment on criminals, you'd have all the old women of both sexes up in arms and yapping about humanity. Call it re-education of the mal-adjusted, and you have them all slobbering with delight that the brutal era of retributive punishment has at last come to and end. Odd thing it is--the word 'experiment' is unpopular, but not the word 'experimental.' You must'nt experiment on children; but offer the dear little kiddies free education in an experimental school attached to the N.I.C.E. and it's all correct!

Something as superfluous as "play" is also an essential feature of our consciousness. If you ask children why they like to play, they will say, "Because it's fun." But that invites the next question: What is fun? Actually, when children play, they are often trying to reenact complex human interactions in simplified form. Human society is extremely sophisticated, much too involved for the developing brains of young children, so children run simplified simulations of adult society, playing games such as doctor, cops and robber, and school. Each game is a model that allows children to experiment with a small segment of adult behavior and then run simulations into the future. (Similarly, when adults engage in play, such as a game of poker, the brain constantly creates a model of what cards the various players possess, and then projects that model into the future, using previous data about people's personality, ability to bluff, etc. The key to games like chess, cards, and gambling is the ability to simulate the future. Animals, which live largely in the present, are not as good at games as humans are, especially if they involve planning. Infant mammals do engage in a form of play, but this is more for exercise, testing one another, practicing future battles, and establishing the coming social pecking order rather than simulating the future.)

I am a college-educated American. In all my years of formal schooling, I never read Plato or Aristotle, Homer or Virgil. I knew nothing of Greek and Roman history and barely grasped the meaning of the Middle Ages. Dante was a stranger to me, and so was Shakespeare. The fifteen hundred years of Christianity from the end of the New Testament to the Reformation were a blank page, and I knew only the barest facts about Luther's revolution. I was ignorant of Descartes and Newton. My understanding of Western history began with the Enlightenment. Everything that came before it was lost behind a misty curtain of forgetting. Nobody did this on purpose. Nobody tried to deprive me of my civilizational patrimony. But nobody felt any obligation to present it to me and my generation in an orderly, coherent fashion. Ideas have consequences - and so does their lack.

I'm a woman; in so many ways I've been programmed to please. I took the job and spent time hunkered over figures, budgets, charts, and fiscal-year projections. I tried, but I hated it. "Working at a job you don't like is the same as going to prison every day," my father used to say. He was right. I felt imprisoned by an impressive title, travel, perks, and a good salary. On the inside, I was miserable and lonely, and I felt as if I was losing myself. I spent weekends working on reports no one read, and I gave presentations that I didn't care about. It made me feel like a sellout and, worse, a fraud. Now set free, like any inmate I had to figure out what to do with the rest of my life.

The highest of all occult orders which exists only in the inner world may be called the "Order of Melchizedek," although among certain nations it has other names. This Order is composed entirely of the graduates of the other Mystery Schools who have actually reached the point where they can give birch to their present selves out of their own natures, like the mysterious phoenix bird which, breaking open at death, permits a new bird to fly forth.

I finished loading the dishwasher, and then circled the couch to make sure I hadn’t missed any visible empty condom wrappers. That was never fun to explain. The fact that I had bagged a good portion of beautiful coeds at this school was no secret, but I didn’t see a reason to remind them when they came to my apartment. It was all about presentation.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.

Fun is at the core of the way I like to do business and it has been key to everything I've done from the outset. More than any other element, fun is the secret of Virgin's success. I am aware that the ideas of business as being fun and creative goes right against the grain of convention, and it's certainly not how the they teach it at some of those business schools, where business means hard grind and lots of 'discounted cash flows' and net' present values'.

The universe is so very complicated," said Dr Dimble. "So you have said rather often before, dear," replied Mrs Dimble "Have I?" he said with a smile. "How often, I wonder? As often as you've told the story of the pony and trap at Dawlish?" "Cecil! I haven't told it for years." "My dear, I heard you telling it to Camilla the night before last." "Oh, Camilla! That was quite different. She'd never heard it before." "I don't know if we can even be certain about that...the universe being so complicated and all." For a few minutes there was silence between them. "But about Merlin?" asked Mrs Dimble presently. "Have you ever noticed," said Dimble," that the universe, and every little bit of the universe, is always hardening and narrowing and coming to a point?" His wife waited as those wait who know by long experience the mental processes of the person who is talking to them. "I mean this," said Dimble, answering the question she had not asked. "If you dip into any college, or school, or parish, or family—anything you like—at a given point in its history, you always find that there was a time before that point when there was more elbow room and contrasts weren't quite so sharp; and that there's going to be a time after that point when there is even less room for indecision and choices are even more momentous. Good is always getting better and bad is always getting worse: the possibilities of even apparent neutrality are always diminishing.

And so we know the satisfaction of hate. We know the sweet joy of revenge. How it feels good to get even. Oh, that was a nice idea Jesus had. That was a pretty notion, but you can't love people who do evil. It's neither sensible or practical. It's not wise to the world to love people who do such terrible wrong. There is no way on earth we can love our enemies. They'll only do wickedness and hatefulness again. And worse, they'll think they can get away with this wickedness and evil, because they'll think we're weak and afraid. What would the world come to? But I want to say to you here on this hot July morning in Holt, what if Jesus wasn't kidding? What if he wasn't talking about some never-never land? What if he really did mean what he said two thousand years ago? What if he was thoroughly wise to the world and knew firsthand cruelty and wickedness and evil and hate? Knew it all so well from personal firsthand experience? And what if in spite of all that he knew, he still said love your enemies? Turn your cheek. Pray for those who misuse you. What if he meant every word of what he said? What then would the world come to? And what if we tried it? What if we said to our enemies: We are the most powerful nation on earth. We can destroy you. We can kill your children. We can make ruins of your cities and villages and when we're finished you won't even know how to look for the places where they used to be. We have the power to take away your water and to scorch your earth, to rob you of the very fundamentals of life. We can change the actual day into actual night. We can do these things to you. And more. But what if we say, Listen: Instead of any of these, we are going to give willingly and generously to you. We are going to spend the great American national treasure and the will and the human lives that we would have spent on destruction, and instead we are going to turn them all toward creation. We'll mend your roads and highways, expand your schools, modernize your wells and water supplies, save your ancient artifacts and art and culture, preserve your temples and mosques. In fact, we are going to love you. And again we say, no matter what has gone before, no matter what you've done: We are going to love you. We have set our hearts to it. We will treat you like brothers and sisters. We are going to turn our collective national cheek and present it to be stricken a second time, if need be, and offer it to you. Listen, we-- But then he was abruptly halted.

Lady Linette has been teaching us seduction techniques.” She lowered her eyes and then looked off across the gray moor, presenting him with her profile, which was rather a nice one, or so Mademoiselle Geraldine told her. That statement successfully shocked Felix. He swallowed a few times before saying, his voice almost as high as it had been a year ago, “Really?

It must be remembered that a vast majority of mankind’s history has been spent living under the rule of tyrants and authoritarians. The ideas of Liberty are very new when you consider the big picture. By contrast, various forms of socialism and fascism have been adopted over and over again. Be wary of those who try to present these old and tired ideas as something new and exciting. Liberty and free markets are the way forward if we truly desire peace and prosperity.

Ponder this quote by John MacArthur until it is written in the corridors of your mind: “We need to adjust our presentation of the gospel. We cannot dismiss the fact that God hates sin and punishes sinners with eternal torment. How can we begin a gospel presentation by telling people on their way to hell that God has a wonderful plan for their lives?” It is true that God has a wonderful plan for their lives—but it is that they would repent and trust the Savior, and receive the righteousness of Christ.

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)

Sweetest of all is liberty. This we have chosen and this we pay for. We have embraced the laws of Lykurgus, and they are stern laws. They have schooled us to scorn the life of leisure, which this rich land of ours would bestow upon us if we wished, and instead to enroll ourselves in the academy of discipline and sacrifice. Guided by these laws, our fathers for twenty generations have breathed the blessed air of freedom and have paid the bill in full when it was presented. We, their sons, can do no less.

Educating ourselves and others is an essential step in the process of change. Few of us have been taught to think critically about issues of social injustice. We have been taught not to notice or to accept our present situation as a given, “the way it is.” But we can learn the history we were not taught, we can watch the documentaries we never saw in school, and we can read about the lives of change agents, past and present. We can discover another way. We are surrounded by a “cloud of witnesses” who will give us courage if we let them.

The world is the schoolroom of God. Our being in school does not make us learn, but within that school is the opportunity for all learning. It has its grades and its classes, its sciences and its arts, and admission to it is the birthright of man. Its graduates are its teachers, its pupils are all created things. Its examples are Mature, and its rules are God's laws. Those who would go into the greater colleges and universities must first, day by day, and year by year, work through the common school of life and present to their new teachers the diplomas they have won, upon which is written the name that none may read save those who have received it. The hours may be long, and the teachers cruel, but each of us must walk that path, and the only ones ready to go onward are those who have passed through the gateway of experience.

Control in modern times requires more than force, more than law. It requires that a population dangerously concentrated in cities and factories, whose lives are filled with cause for rebellion, be taught that all is right as it is. And so, the schools, the churches, the popular literature taught that to be rich was a sign of superiority, to be poor a sign of personal failure, and that the only way upward for a poor person was to climb into the ranks of the rich by extraordinary effort and extraordinary luck.

Consider a white ninth-grade student taking American history in a predominantly middle-class town in Vermont. Her father tapes Sheetrock, earning an income that in slow construction seasons leaves the family quite poor. Her mother helps out by driving a school bus part-time, in addition to taking care of her two younger siblings. The girl lives with her family in a small house, a winterized former summer cabin, while most of her classmates live in large suburban homes. How is this girl to understand her poverty? Since history textbooks present the American past as four hundred years of progress and portray our society as a land of opportunity in which folks get what they deserve and deserve what they get, the failures of working-class Americans to transcend their class origin inevitably get laid at their own doorsteps.

Their world is governed by children, little despots whose needs—school and camp and activities and tutors—dictate every decision, and will for the next ten, fifteen, eighteen years. Having children has provided their adulthood with an instant and nonnegotiable sense of purpose and direction: they decide the length and location of that year’s vacation; they determine if there will be any leftover money, and if so, how it might be spent; they give shape to a day, a week, a year, a life. Children are a kind of cartography, and all one has to do is obey the map they present to you on the day they are born.

Outside and inside, life and soul, appear as parallels in “case history” and “soul history.” A case history is a biography of historical events in which one took part: family, school, work, illness, war, love. The soul history often neglects entirely some or many of these events, and spontaneously invents fictions and “inscapes” without major outer correlations. The biography of the soul concerns experience. It seems not to follow the one-way direction of the flow of time, and it is reported best by emotions, dreams, and fantasies … The experiences arising from major dreams, crises, and insights give definition to the personality. They too have “names” and “dates” like the outer events of case history; they are like boundary stones, which mark out one’s own individual ground. These marks can be less denied than can the outer facts of life, for nationality, marriage, religion, occupation, and even one’s own name can all be altered … Case history reports on the achievements and failures of life with the world of facts. But the soul has neither achieved nor failed in the same way … The soul imagines and plays – and play is not chronicled by report. What remains of the years of our childhood play that could be set down in a case history? … Where a case history presents a sequence of facts leading to diagnosis, soul history shows rather a concentric helter-skelter pointing always beyond itself … We cannot get a soul history through a case history.

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

I'd won our school science fair in the fourth grade, my "Phases of an Egg" presentation eclipsing the dozen or so baking-soda-and-vinegar volcanoes presented by the rest of our class. I'd taken gold in our town's Junior Olympics when I was ten, and got to stand up on the top of a three-tiered pedestal after placing first in the Fifty Yard Dash. One time when I was fourteen, I'd received a Presidential Physical Fitness certificate from Ronald Reagan, when I logged a record-breaking eighty-two situps in the span of a minute. But nothing compared to the sense of accomplishment I felt - no award, no ribbon, no trophy - no achievement lived up to the unfathomable triumph of having won the heart of Terrence C. Wilmington III.

It’s a blur—dense, raucous, exhausting—feelings and thoughts all jumbled together into days and semesters, routines and first times, rolling along, rambling along, summer nights with all the windows open, lying on top of the covers, and darkening autumn mornings when no one wants to get out of bed, getting ready, getting better at things, wins and losses and days when it doesn’t go anyone’s way at all, and then, just as chaos begins to take some kind of shape, present itself not as a random series of emergencies and things you could have done better, the calendar, the months and years and year after year, stacked up in a messy pile starts to make sense, the sweetness of it all, right at that moment, the first times start turning into last times, as in, last first day of school, last time he crawls into bed with us, last time you’ll all sleep together like this, the three of you. There are a few years when you make almost all of your important memories. And then you spend the next few decades reliving them.

Words present us with little pictures, clear and familiar, like those that are hung on the walls of schools to give children an example of what a workbench is, a bird, an anthill, things conceived of as similar to all others of the same sort. But names present a confused image of people--and of towns, which they accustom us to believe are individual, unique like people--an image which derives from them, from the brightness or darkness of their tone, the color with which it is painted uniformly, like one of those posters, entirely blue or entirely red, in which, because of the limitations of the process used or by a whim of the designer, not only the sky and the sea are blue or red, but the boats, the church, the people in the streets.

Hi there, cutie." Ash turned his head to find an extremely attractive college student by his side. With black curly hair, she was dressed in jeans and a tight green top that displayed her curves to perfection. "Hi." "You want to go inside for a drink? It's on me." Ash paused as he saw her past, present, and future simultaneously in his mind. Her name was Tracy Phillips. A political science major, she was going to end up at Harvard Med School and then be one of the leading researchers to help isolate a mutated genome that the human race didn't even know existed yet. The discovery of that genome would save the life of her youngest daughter and cause her daughter to go on to medical school herself. That daughter, with the help and guidance of her mother, would one day lobby for medical reforms that would change the way the medical world and governments treated health care. The two of them would shape generations of doctors and save thousands of lives by allowing people to have groundbreaking medical treatments that they wouldn't have otherwise been able to afford. And right now, all Tracy could think about was how cute his ass was in leather pants, and how much she'd like to peel them off him. In a few seconds, she'd head into the coffee shop and meet a waitress named Gina Torres. Gina's dream was to go to college herself to be a doctor and save the lives of the working poor who couldn't afford health care, but because of family problems she wasn't able to take classes this year. Still Gina would tell Tracy how she planned to go next year on a scholarship. Late tonight, after most of the college students were headed off, the two of them would be chatting about Gina's plans and dreams. And a month from now, Gina would be dead from a freak car accident that Tracy would see on the news. That one tragic event combined with the happenstance meeting tonight would lead Tracy to her destiny. In one instant, she'd realize how shallow her life had been, and she'd seek to change that and be more aware of the people around her and of their needs. Her youngest daughter would be named Gina Tory in honor of the Gina who was currently busy wiping down tables while she imagined a better life for everyone. So in effect, Gina would achieve her dream. By dying she'd save thousands of lives and she'd bring health care to those who couldn't afford it... The human race was an amazing thing. So few people ever realized just how many lives they inadvertently touched. How the right or wrong word spoken casually could empower or destroy another's life. If Ash were to accept Tracy's invitation for coffee, her destiny would be changed and she would end up working as a well-paid bank officer. She'd decide that marriage wasn't for her and go on to live her life with a partner and never have children. Everything would change. All the lives that would have been saved would be lost. And knowing the nuance of every word spoken and every gesture made was the heaviest of all the burdens Ash carried. Smiling gently, he shook his head. "Thanks for asking, but I have to head off. You have a good night." She gave him a hot once-over. "Okay, but if you change your mind, I'll be in here studying for the next few hours." Ash watched as she left him and entered the shop. She set her backpack down at a table and started unpacking her books. Sighing from exhaustion, Gina grabbed a glass of water and made her way over to her... And as he observed them through the painted glass, the two women struck up a conversation and set their destined futures into motion. His heart heavy, he glanced in the direction Cael had vanished and hated the future that awaited his friend. But it was Cael's destiny. His fate... "Imora thea mi savur," Ash whispered under his breath in Atlantean. God save me from love.

Does God exist? Unlike many people, this had not been the great inner debate of her life. Under the old Communist regime, the official line in schools had been that life ended with death, and she had gotten used to the idea. On the other hand, her parents’ generation and her grandparents’ generation still went to church, said prayers, and went on pilgrimages, and were utterly convinced that God listened to what they said. At twenty-four, having experienced everything she could experience—and that was no small achievement—Veronika was almost certain that everything ended with death. That is why she had chosen suicide: freedom at last. Eternal oblivion. In her heart of hearts, though, there was still a doubt: What if God did exist? Thousands of years of civilization had made of suicide a taboo, an affront to all religious codes: Man struggles to survive, not to succumb. The human race must procreate. Society needs workers. A couple has to have a reason to stay together, even when love has ceased to exist, and a country needs soldiers, politicians and artists. If God exists, and I truly don’t believe he does, he will know that there are limits to human understanding. He was the one who created this confusion in which there is poverty, injustice, greed, and loneliness. He doubtless had the best of intentions, but the results have proved disastrous; if God exists, he will be generous with those creatures who chose to leave this Earth early, and he might even apologize for having made us spend time here. To hell with taboos and superstitions. Her devout mother would say: “God knows the past, the present, and the future.” In that case, he had placed her in this world in the full knowledge that she would end up killing herself, and he would not be shocked by her actions. Veronika began to feel a slight nausea, which became rapidly more intense.

And this time as the lashes come, try to think about the pain, instead of against it, because there is not one single aspect of life, past, present, or future, that does not tear your reason from you, to think on it. So think about the pain. This pain after all has its limits. You can chart its passage through your body. It has a beginning, middle, end. Imagine if it had a color. The first cut of the lash is what, red? Red, spreading into a brilliant yellow. And this one again, red, red, no yellow, and then white, white, white, white. . .Why have you incarcerated yourself in this palazzo of torture chambers, why do you not leave this place? Because you are a monster and this is a school for monsters, and if you leave here, then you will be completely, completely alone! Alone with this! Don't weep in front of these strangers. Swallow it down. Don't weep in front of these strangers! Cry to heaven, cry to heaven, cry to heaven.

The majority of people spoil their lives by an unhealthy and exaggerated altruism – are forced, indeed, so to spoil them. They find themselves surrounded by hideous poverty, by hideous ugliness, by hideous starvation. It is inevitable that they should be strongly moved by all this. The emotions of man are stirred more quickly than man’s intelligence; and, as I pointed out some time ago in an article on the function of criticism, it is much more easy to have sympathy with suffering than it is to have sympathy with thought. Accordingly, with admirable, though misdirected intentions, they very seriously and very sentimentally set themselves to the task of remedying the evils that they see. But their remedies do not cure the disease: they merely prolong it. Indeed, their remedies are part of the disease. They try to solve the problem of poverty, for instance, by keeping the poor alive; or, in the case of a very advanced school, by amusing the poor. But this is not a solution: it is an aggravation of the difficulty. The proper aim is to try and reconstruct society on such a basis that poverty will be impossible. And the altruistic virtues have really prevented the carrying out of this aim. Just as the worst slave-owners were those who were kind to their slaves, and so prevented the horror of the system being realised by those who suffered from it, and understood by those who contemplated it, so, in the present state of things in England, the people who do most harm are the people who try to do most good; and at last we have had the spectacle of men who have really studied the problem and know the life – educated men who live in the East End – coming forward and imploring the community to restrain its altruistic impulses of charity, benevolence, and the like. They do so on the ground that such charity degrades and demoralises. They are perfectly right. Charity creates a multitude of sins.

In a universe where all life is in movement, where ever fact seen in perspective is totally engaging, we impose stillness on lively young bodies, distort reality to dullness, make action drudgery. Those who submit - as the majority does - are conditioned to a life lived without their human birthright: work done with the joy and creativity of love. But what are schools for if not to make children fall so deeply in love with the world that they really want to learn about it? That is the true business of schools. And if they succeed in it, all other desirable developments follow of themselves. In a proper school, no fact would ever be presented as a soulless one, for the simple reason that there is no such thing. Every facet of reality, discovered where it lives, startles with its wonder, beauty, meaning.

How do people get to this clandestine Archipelago? Hour by hour planes fly there, ships steer their course there, and trains thunder off to it--but all with nary a mark on them to tell of their destination. And at ticket windows or at travel bureaus for Soviet or foreign tourists the employees would be astounded if you were to ask for a ticket to go there. They know nothing and they've never heard of the Archipelago as a whole or any one of its innumerable islands. Those who go to the Archipelago to administer it get there via the training schools of the Ministry of Internal Affairs. Those who go there to be guards are conscripted via the military conscription centers. And those who, like you and me, dear reader, go there to die, must get there solely and compulsorily via arrest. Arrest! Need it be said that it is a breaking point in your life, a bolt of lightning which has scored a direct hit on you? That it is an unassimilable spiritual earthquake not every person can cope with, as a result of which people often slip into insanity? The Universe has as many different centers as there are living beings in it. Each of us is a center of the Universe, and that Universe is shattered when they hiss at you: "You are under arrest." If you are arrested, can anything else remain unshattered by this cataclysm? But the darkened mind is incapable of embracing these dis­placements in our universe, and both the most sophisticated and the veriest simpleton among us, drawing on all life's experience, can gasp out only: "Me? What for?" And this is a question which, though repeated millions and millions of times before, has yet to receive an answer. Arrest is an instantaneous, shattering thrust, expulsion, somer­sault from one state into another. We have been happily borne—or perhaps have unhappily dragged our weary way—down the long and crooked streets of our lives, past all kinds of walls and fences made of rotting wood, rammed earth, brick, concrete, iron railings. We have never given a thought to what lies behind them. We have never tried to pene­trate them with our vision or our understanding. But there is where the Gulag country begins, right next to us, two yards away from us. In addition, we have failed to notice an enormous num­ber of closely fitted, well-disguised doors and gates in these fences. All those gates were prepared for us, every last one! And all of a sudden the fateful gate swings quickly open, and four white male hands, unaccustomed to physical labor but none­theless strong and tenacious, grab us by the leg, arm, collar, cap, ear, and drag us in like a sack, and the gate behind us, the gate to our past life, is slammed shut once and for all. That's all there is to it! You are arrested! And you'll find nothing better to respond with than a lamblike bleat: "Me? What for?" That's what arrest is: it's a blinding flash and a blow which shifts the present instantly into the past and the impossible into omnipotent actuality. That's all. And neither for the first hour nor for the first day will you be able to grasp anything else.

One day in my pharmacology class, we were discussing the possibility of legalizing marijuana. The class was pretty evenly divided between those that advocated legalizing marijuana and those that did not. The professor said he wanted to hear from a few people on both sides of the argument. A couple students had the opportunity to stand in front of the class and present their arguments. One student got up and spoke about how any kind of marijuana use was morally wrong and how nobody in the class could give him any example of someone who needed marijuana. A small girl in the back of the classroom raised her hand and said that she didn’t want to get up, but just wanted to comment that there are SOME situations in which people might need marijuana. The same boy from before spoke up and said that she needed to back up her statements and that he still stood by the fact that there wasn’t anyone who truly needed marijuana. The same girl in the back of the classroom slowly stood up. As she raised her head to look at the boy, I could physically see her calling on every drop of confidence in her body. She told us that her husband had cancer. She started to tear up, as she related how he couldn’t take any of the painkillers to deal with the radiation and chemotherapy treatments. His body was allergic and would have violent reactions to them. She told us how he had finally given in and tried marijuana. Not only did it help him to feel better, but it allowed him to have enough of an appetite to get the nutrients he so desperately needed. She started to sob as she told us that for the past month she had to meet with drug dealers to buy her husband the only medicine that would take the pain away. She struggled every day because according to society, she was a criminal, but she was willing to do anything she could to help her sick husband. Sobbing uncontrollably now, she ran out of the classroom. The whole classroom sat there in silence for a few minutes. Eventually, my professor asked, “Is there anyone that thinks this girl is doing something wrong?” Not one person raised their hand.

Whether white, black, Asian, or Latino, American students rarely arrive at college as habitual readers, which means that few of them have more than a nominal connection to the past. It is absurd to speak, as does the academic left, of classic Western texts dominating and silencing everyone but a ruling elite or white males. The vast majority of white students do not know the intellectual tradition that is allegedly theirs any better than black or brown ones do. They have not read its books, and when they do read them, they may respond well, but they will not respond in the way that the academic left supposes. For there is only one ‘hegemonic discourse’ in the lives of American undergraduates, and that is the mass media. Most high schools can't begin to compete against a torrent of imagery and sound that makes every moment but the present seem quaint, bloodless, or dead.

A critical analysis of the present global constellation-one which offers no clear solution, no “practical” advice on what to do, and provides no light at the end of the tunnel, since one is well aware that this light might belong to a train crashing towards us-usually meets with reproach: “Do you mean we should do nothing? Just sit and wait?” One should gather the courage to answer: “YES, precisely that!” There are situations when the only true “practical” thing to do is to resist the temptation to engage immediately and to “wait and see” by means of a patient, critical analysis. Engagement seems to exert its pressure on us from all directions. In a well-known passage from his ‘Existentialism and Humanism’, Sartre deployed the dilemma of a young man in France in 1942, torn between the duty to help his lone, ill mother and the duty to enter the war and fight the Germans; Sartre’s point is, of course, that there is no a priori answer to this dilemma. The young man needs to make a decision grounded only in his own abyssal freedom and assume full responsibility for it. An obscene third way out of this dilemma would have been to advise the young man to tell his mother that he will join the Resistance, and to tell his Resistance friends that he will take care of his mother, while, in reality, withdrawing to a secluded place and studying. There is more than cheap cynicism in this advice. It brings to mind a well-known Soviet joke about Lenin. Under socialism; Lenin’s advice to young people, his answer to what they should do, was “Learn, learn, and learn.” This was evoked all the time and displayed on the school walls. The joke goes: Marx, Engels, and Lenin are asked whether they would prefer to have a wife or a mistress. As expected, Marx, rather conservative in private matters, answers, “A wife!” while Engels, more of a bon vivant, opts for a mistress. To everyone’s surprise, Lenin says, “I’d like to have both!” Why? Is there a hidden stripe of decadent jouisseur behind his austere revolutionary image? No-he explains: “So that I can tell my wife that I am going to my mistress and my mistress that I am going to my wife. . .” “And then, what do you do?” “I go to a solitary place to learn, learn, and learn!” Is this not exactly what Lenin did after the catastrophe in 1914? He withdrew to a lonely place in Switzerland, where he “learned, learned, and learned,” reading Hegel’s logic. And this is what we should do today when we find ourselves bombarded with mediatic images of violence. We need to “learn, learn, and learn” what causes this violence.

The thought of the Gita is not pure Monism although it sees in one unchanging, pure, eternal Self the foundation of all cosmic existence, nor Mayavada although it speaks of the Maya of the three modes of Prakriti omnipresent in the created world; nor is it qualified Monism although it places in the One his eternal supreme Prakriti manifested in the form of the Jiva and lays most stress on dwelling in God rather than dissolution as the supreme state of spiritual consciousness; nor is it Sankhya although it explains the created world by the double principle of Purusha and Prakriti; nor is it Vaishnava Theism although it presents to us Krishna, who is the Avatara of Vishnu according to the Puranas, as the supreme Deity and allows no essential difference nor any actual superiority of the status of the indefinable relationless Brahman over that of this Lord of beings who is the Master of the universe and the Friend of all creatures. Like the earlier spiritual synthesis of the Upanishads this later synthesis at once spiritual and intellectual avoids naturally every such rigid determination as would injure its universal comprehensiveness. Its aim is precisely the opposite to that of the polemist commentators who found this Scripture established as one of the three highest Vedantic authorities and attempted to turn it into a weapon of offence and defence against other schools and systems. The Gita is not a weapon for dialectical warfare; it is a gate opening on the whole world of spiritual truth and experience and the view it gives us embraces all the provinces of that supreme region. It maps out, but it does not cut up or build walls or hedges to confine our vision.

Positively, the delinquent behavior seems to speak clearly enough. It asks for what we can’t give, but it is in this direction we must go. It asks for manly opportunities to work, make a little money, and have self-esteem; to have some space to bang around in, that is not always somebody’s property; to have better schools to open for them horizons of interest; to have more and better sex without fear or shame; to share somehow in the symbolic goods (like the cars) that are made so much of; to have a community and a country to be loyal to; to claim attention and have a voice. These are not outlandish demands. Certainly they cannot be satisfied directly in our present system; they are baffling. That is why the problem is baffling, and the final recourse is to a curfew, to ordinances against carrying knives, to threatening the parents, to reformatories with newfangled names, and to 1,100 more police on the street.

The first twenty years of the young person’s life are spent functioning as a subordinate element in an authority system, and upon leaving school, the male usually moves into either a civilian job or military service. On the job, he learns that although some discreetly expressed dissent is allowable, an underlying posture of submission is required for harmonious functioning with superiors. However much freedom of detail is allowed the individual, the situation is defined as one in which he is to do a job prescribed by someone else. While structures of authority are of necessity present in all societies, advanced or primitive, modern society has the added characteristic of teaching individuals to respond to impersonal authorities. Whereas submission to authority is probably no less for an Ashanti than for an American factory worker, the range of persons who constitute authorities for the native are all personally known to him, while the modern industrial world forces individuals to submit to impersonal authorities, so that responses are made to abstract rank, indicated by an insignia, uniform or title.

The world is so big, so complicated, so replete with marvels and surprises that it takes years for most people to begin to notice that it is, also, irretrievably broken. We call this period of research “childhood.” There follows a program of renewed inquiry, often involuntary, into the nature and effects of mortality, entropy, heartbreak, violence, failure, cowardice, duplicity, cruelty, and grief; the researcher learns their histories, and their bitter lessons, by heart. Along the way, he or she discovers that the world has been broken for as long as anyone can remember, and struggles to reconcile this fact with the ache of cosmic nostalgia that arises, from time to time, in the researcher’s heart: an intimation of vanished glory, of lost wholeness, a memory of the world unbroken. We call the moment at which this ache first arises “adolescence.” The feeling haunts people all their lives. Everyone, sooner or later, gets a thorough schooling in brokenness. The question becomes: What to do with the pieces? Some people hunker down atop the local pile of ruins and make do, Bedouin tending their goats in the shade of shattered giants. Others set about breaking what remains of the world into bits ever smaller and more jagged, kicking through the rubble like kids running through piles of leaves. And some people, passing among the scattered pieces of that great overturned jigsaw puzzle, start to pick up a piece here, a piece there, with a vague yet irresistible notion that perhaps something might be done about putting the thing back together again. Two difficulties with this latter scheme at once present themselves. First of all, we have only ever glimpsed, as if through half-closed lids, the picture on the lid of the jigsaw puzzle box. Second, no matter how diligent we have been about picking up pieces along the way, we will never have anywhere near enough of them to finish the job. The most we can hope to accomplish with our handful of salvaged bits—the bittersweet harvest of observation and experience—is to build a little world of our own. A scale model of that mysterious original, unbroken, half—remembered. Of course the worlds we build out of our store of fragments can be only approximations, partial and inaccurate. As representations of the vanished whole that haunts us, they must be accounted failures. And yet in that very failure, in their gaps and inaccuracies, they may yet be faithful maps, accurate scale models, of this beautiful and broken world. We call these scale models “works of art.

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

Irresponsibility. Maria’s never been irresponsible. When she was little, she was responsible for protecting everybody else from her own shit around her gender—responsible for making sure her parents didn’t have to have a weird kid. Of course, then they had a weird, sad kid anyway, right? Whatever. That’s when responsibility at the expense of self became a habit: she did not care about school, but she knew her parents would be sad if she didn’t go to college, since certain things are expected from you when you do well on standardized tests, so she scraped by and paid attention. Then, with drugs, it’s like, she took them all, but always in such moderation that it wasn’t really dangerous. Even when she was throwing up or incoherent, it was in a controlled situation. She never went to jail, never had the police bring her home, never got caught breaking curfew or went to the hospital or anything. And then she came to New York, paid her rent, had a job, kept her head down, had relationships with people where making the relationship run smoothly was more important than being present in it. Which did not work. It’s clear that being responsible has not been a positive force in her life. It has been fucking everything up.

At present, a good many men engaged in scientific pursuits, and who have signally failed in gaining recognition among their fellows, are endeavoring to make reputations among the churches by delivering weak and vapid lectures upon the 'harmony of Genesis and Geology.' Like all hypocrites, these men overstate the case to such a degree, and so turn and pervert facts and words that they succeed only in gaining the applause of other hypocrites like themselves. Among the great scientists they are regarded as generals regard sutlers who trade with both armies. Surely the time must come when the wealth of the world will not be wasted in the propagation of ignorant creeds and miraculous mistakes. The time must come when churches and cathedrals will be dedicated to the use of man; when minister and priest will deem the discoveries of the living of more importance than the errors of the dead; when the truths of Nature will outrank the 'sacred' falsehoods of the past, and when a single fact will outweigh all the miracles of Holy Writ. Who can over estimate the progress of the world if all the money wasted in superstition could be used to enlighten, elevate and civilize mankind? When every church becomes a school, every cathedral a university, every clergyman a teacher, and all their hearers brave and honest thinkers, then, and not until then, will the dream of poet, patriot, philanthropist and philosopher, become a real and blessed truth.

At the point where he, today's Ivan Ilyich, began to emerge, all the pleasures that had seemed so real melted away now before his eyes and turned into something trivial and often disgusting. And the further he was from childhood, the nearer he got to the present day, the more trivial and dubious his pleasures appeared. It started with law school. That had retained a little something that was really good: there was fun, there was friendship, there was hope. But in the last years the good times had become more exceptional. Then, at the beginning of his service with the governor, some good times came again: memories of making love to a woman. Then it became all confused, and the good times were not so many. After that there were fewer still; the further he went the fewer there were. Marriage. . .an accident and such a disappointment, and his wife's bad breath, and all that sensuality and hypocrisy! And the deadlines of his working life, and those money worries, going on for a year, two years, ten, twenty - always the same old story. And the longer it went on the deadlier it became. 'It's as if I had been going downhill when I thought I was going uphill. That's how it was. In society's opinion I was heading uphill, but in equal measure life was slipping away from me...And now it's all over. Nothing left but to die!

He looks up. Our eyes lock,and he breaks into a slow smile. My heart beats faster and faster. Almost there.He sets down his book and stands.And then this-the moment he calls my name-is the real moment everything changes. He is no longer St. Clair, everyone's pal, everyone's friend. He is Etienne. Etienne,like the night we met. He is Etienne,he is my friend. He is so much more. Etienne.My feet trip in three syllables. E-ti-enne. E-ti-enne, E-ti-enne. His name coats my tongue like melting chocolate. He is so beautiful, so perfect. My throat catches as he opens his arms and wraps me in a hug.My heart pounds furiously,and I'm embarrassed,because I know he feels it. We break apart, and I stagger backward. He catches me before I fall down the stairs. "Whoa," he says. But I don't think he means me falling. I blush and blame it on clumsiness. "Yeesh,that could've been bad." Phew.A steady voice. He looks dazed. "Are you all right?" I realize his hands are still on my shoulders,and my entire body stiffens underneath his touch. "Yeah.Great. Super!" "Hey,Anna. How was your break?" John.I forget he was here.Etienne lets go of me carefully as I acknowledge Josh,but the whole time we're chatting, I wish he'd return to drawing and leave us alone. After a minute, he glances behind me-to where Etienne is standing-and gets a funny expression on hs face. His speech trails off,and he buries his nose in his sketchbook. I look back, but Etienne's own face has been wiped blank. We sit on the steps together. I haven't been this nervous around him since the first week of school. My mind is tangled, my tongue tied,my stomach in knots. "Well," he says, after an excruciating minute. "Did we use up all our conversation over the holiday?" The pressure inside me eases enough to speak. "Guess I'll go back to the dorm." I pretend to stand, and he laughs. "I have something for you." He pulls me back down by my sleeve. "A late Christmas present." "For me? But I didn't get you anything!" He reaches into a coat pocket and brings out his hand in a fist, closed around something very small. "It's not much,so don't get excited." "Ooo,what is it?" "I saw it when I was out with Mum, and it made me think of you-" "Etienne! Come on!" He blinks at hearing his first name. My face turns red, and I'm filled with the overwhelming sensation that he knows exactly what I'm thinking. His expression turns to amazement as he says, "Close your eyes and hold out your hand." Still blushing,I hold one out. His fingers brush against my palm, and my hand jerks back as if he were electrified. Something goes flying and lands with a faith dink behind us. I open my eyes. He's staring at me, equally stunned. "Whoops," I say. He tilts his head at me. "I think...I think it landed back here." I scramble to my feet, but I don't even know what I'm looking for. I never felt what he placed in my hands. I only felt him. "I don't see anything! Just pebbles and pigeon droppings," I add,trying to act normal. Where is it? What is it? "Here." He plucks something tiny and yellow from the steps above him. I fumble back and hold out my hand again, bracing myself for the contact. Etienne pauses and then drops it from a few inches above my hand.As if he's avoiding me,too. It's a glass bead.A banana. He clears his throat. "I know you said Bridgette was the only one who could call you "Banana," but Mum was feeling better last weekend,so I took her to her favorite bead shop. I saw that and thought of you.I hope you don't mind someone else adding to your collection. Especially since you and Bridgette...you know..." I close my hand around the bead. "Thank you." "Mum wondered why I wanted it." "What did you tell her?" "That it was for you,of course." He says this like, duh. I beam.The bead is so lightweight I hardly feel it, except for the teeny cold patch it leaves in my palm.

In the car inching its way down Fifth Avenue, toward Bergdorf Goodman and this glamorous party, I looked back on my past with a new understanding. This sickness, the “endo-whatever,” had stained so much—my sense of self, my womanhood, my marriage, my ability to be present. I had effectively missed one week of each month every year of my life since I was thirteen, because of the chronic pain and hormonal fluctuations I suffered during my period. I had lain in bed, with heating pads and hot-water bottles, using acupuncture, drinking teas, taking various pain medications and suffering the collateral effects of them. I thought of all the many tests I missed in various classes throughout my education, the school dances, the jobs I knew I couldn’t take as a model, because of the bleeding and bloating as well as the pain (especially the bathing suit and lingerie shoots, which paid the most). How many family occasions was I absent from? How many second or third dates did I not go on? How many times had I not been able to be there for others or for myself? How many of my reactions to stress or emotional strife had been colored through the lens of chronic pain? My sense of self was defined by this handicap. The impediment of expected pain would shackle my days and any plans I made. I did not see my own womanhood as something positive or to be celebrated, but as a curse that I had to constantly make room for and muddle through. Like the scar on my arm, my reproductive system was a liability. The disease, developing part and parcel with my womanhood starting at puberty with my menses, affected my own self-esteem and the way I felt about my body. No one likes to get her period, but when your femininity carries with it such pain and consistent physical and emotional strife, it’s hard not to feel that your body is betraying you. The very relationship you have with yourself and your person is tainted by these ever-present problems. I now finally knew my struggles were due to this condition. I wasn’t high-strung or fickle and I wasn’t overreacting.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

There's one big difference between the poor and the rich,' Kite says, taking a drag from his cigarette. We are in a pub, at lunch-time. John Kite is always, unless stated otherwise, smoking a fag, in a pub, at lunch-time. 'The rich aren't evil, as so many of my brothers would tell you. I've known rich people -- I have played on their yachts -- and they are not unkind, or malign, and they do not hate the poor, as many would tell you. And they are not stupid -- or at least, not any more than the poor are. Much as I find amusing the idea of a ruling class of honking toffs, unable to put their socks on without Nanny helping them, it is not true. They build banks, and broker deals, and formulate policy, all with perfect competency. 'No -- the big difference between the rich and the poor is that the rich are blithe. They believe nothing can ever really be so bad, They are born with the lovely, velvety coating of blitheness -- like lanugo, on a baby -- and it is never rubbed off by a bill that can't be paid; a child that can't be educated; a home that must be left for a hostel, when the rent becomes too much. 'Their lives are the same for generations. There is no social upheaval that will really affect them. If you're comfortably middle-class, what's the worst a government policy could do? Ever? Tax you at 90 per cent and leave your bins, unemptied, on the pavement. But you and everyone you know will continue to drink wine -- but maybe cheaper -- go on holiday -- but somewhere nearer -- and pay off your mortgage -- although maybe later. 'Consider, now, then, the poor. What's the worst a government policy can do to them? It can cancel their operation, with no recourse to private care. It can run down their school -- with no escape route to a prep. It can have you out of your house and into a B&B by the end of the year. When the middle-classes get passionate about politics, they're arguing about their treats -- their tax breaks and their investments. When the poor get passionate about politics, they're fighting for their lives. 'Politics will always mean more to the poor. Always. That's why we strike and march, and despair when our young say they won't vote. That's why the poor are seen as more vital, and animalistic. No classical music for us -- no walking around National Trust properties, or buying reclaimed flooring. We don't have nostalgia. We don't do yesterday. We can't bear it. We don't want to be reminded of our past, because it was awful; dying in mines, and slums, without literacy, or the vote. Without dignity. It was all so desperate, then. That's why the present and the future is for the poor -- that's the place in time for us: surviving now, hoping for better, later. We live now -- for our instant, hot, fast treats, to prep us up: sugar, a cigarette, a new fast song on the radio. 'You must never, never forget, when you talk to someone poor, that it takes ten times the effort to get anywhere from a bad postcode, It's a miracle when someone from a bad postcode gets anywhere, son. A miracle they do anything at all.

Romantic literature often presents the individual as somebody caught in a struggle against the state and the market. Nothing could be further from the truth. The state and the market are the mother and father of the individual, and the individual can survive only thanks to them. The market provides us with work, insurance and a pension. If we want to study a profession, the government’s schools are there to teach us. If we want to open a business, the bank loans us money. If we want to build a house, a construction company builds it and the bank gives us a mortgage, in some cases subsidised or insured by the state. If violence flares up, the police protect us. If we are sick for a few days, our health insurance takes care of us. If we are debilitated for months, social security steps in. If we need around-the-clock assistance, we can go to the market and hire a nurse – usually some stranger from the other side of the world who takes care of us with the kind of devotion that we no longer expect from our own children. If we have the means, we can spend our golden years at a senior citizens’ home. The tax authorities treat us as individuals, and do not expect us to pay the neighbours’ taxes. The courts, too, see us as individuals, and never punish us for the crimes of our cousins. Not only adult men, but also women and children, are recognised as individuals. Throughout most of history, women were often seen as the property of family or community. Modern states, on the other hand, see women as individuals, enjoying economic and legal rights independently of their family and community. They may hold their own bank accounts, decide whom to marry, and even choose to divorce or live on their own. But the liberation of the individual comes at a cost. Many of us now bewail the loss of strong families and communities and feel alienated and threatened by the power the impersonal state and market wield over our lives. States and markets composed of alienated individuals can intervene in the lives of their members much more easily than states and markets composed of strong families and communities. When neighbours in a high-rise apartment building cannot even agree on how much to pay their janitor, how can we expect them to resist the state? The deal between states, markets and individuals is an uneasy one. The state and the market disagree about their mutual rights and obligations, and individuals complain that both demand too much and provide too little. In many cases individuals are exploited by markets, and states employ their armies, police forces and bureaucracies to persecute individuals instead of defending them. Yet it is amazing that this deal works at all – however imperfectly. For it breaches countless generations of human social arrangements. Millions of years of evolution have designed us to live and think as community members. Within a mere two centuries we have become alienated individuals. Nothing testifies better to the awesome power of culture.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

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