Ranking Education Quotes

People cited violation of the First Amendment when a New Jersey schoolteacher asserted that evolution and the Big Bang are not scientific and that Noah's ark carried dinosaurs. This case is not about the need to separate church and state; it's about the need to separate ignorant, scientifically illiterate people from the ranks of teachers.

A real democracy would be a meritocracy where those born in the lower ranks could rise as far as their natural talents and discipline might take them.

Countries with a high percentage of nonbelievers are among the freest, most stable, best-educated, and healthiest nations on earth. When nations are ranked according to a human-development index, which measures such factors as life expectancy, literacy rates, and educational attainment, the five highest-ranked countries -- Norway, Sweden, Australia, Canada, and the Netherlands -- all have high degrees of nonbelief. Of the fifty countires at the bottom of the index, all are intensly religious. The nations with the highest homicide rates tend to be more religious; those with the greatest levels of gender equality are the least religious. These associations say nothing about whether atheism leads to positive social indicators or the other way around. But the idea that atheists are somehow less moral, honest, or trustworthy have been disproven by study after study.

The green thumb is equable in the face of nature's uncertainties; he moves among her mysteries without feeling the need for control or explanations or once-and-for-all solutions. To garden well is to be happy amid the babble of the objective world, untroubled by its refusal to be reduced by our ideas of it, its indomitable rankness.

Judge: And what is your occupation in general? Brodsky: Poet, poet-translator. Judge: And who recognized you to be a poet? Who put you in the ranks of poet? Brodsky: No one. And who put me in the ranks of humanity? Judge: Did you study it?...How to be a poet? Did you attempt to finish an insitute of higher learning...where they prepare...teach Brodsky: I did not think that it is given to one by education. Judge: By what then? Brodsky: I think that it is from God.

Education which fails to clarify our central convictions is mere training or indulgence. For it is our central convictions that are in disorder, and, as long as the present anti-metaphysical temper persists, the disorder will grow worse. Education, far from ranking as man's greatest resource, will then be an agent of destruction.

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

Such is the trend of Nihilism. It occurs to no one to educate the masses to the level of true culture - that would be too much trouble, and possibly certain postulates for it are absent. On the contrary, the structure of society is to be levelled down to the standard of the populace. General equality is to reign, everything is to be equally vulgar. The same way of getting money and the same pleasures to spend it on: panem et circenses - no more is wanted, no more would be understood. Superiority, manners, taste, and every description of inward rank are crimes. Ethical, religious, national ideas, marriage for the sake of children, the family, State authority: all these are old-fashioned and reactionary.

An education is truly “fitted for freedom” only if it is such as to produce free citizens, citizens who are free not because of wealth or birth, but because they can call their minds their own. Male and female, slave-born and freeborn, rich and poor, they have looked into themselves and developed the ability to separate mere habit and convention from what they can defend by argument. They have ownership of their own thought and speech, and this imparts to them a dignity that is far beyond the outer dignity of class and rank.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

Augustus approved of Livia’s educative methods with Julia and of her domestic arrangements and economies. He had simple tastes himself. His palate was so insensitive that he did not notice the difference between virgin olive oil and the last rank squeezings when the olive-paste has gone a third time through the press.

Property taxes' rank right up there with 'income taxes' in terms of immorality and destructiveness. Where 'income taxes' are simply slavery using different words, 'property taxes' are just a Mafia turf racket using different words. For the former, if you earn a living on the gang's turf, they extort you. For the latter, if you own property in their territory, they extort you. The fact that most people still imagine both to be legitimate and acceptable shows just how powerful authoritarian indoctrination is. Meanwhile, even a brief objective examination of the concepts should make anyone see the lunacy of it. 'Wait, so every time I produce anything or trade with anyone, I have to give a cut to the local crime lord??' 'Wait, so I have to keep paying every year, for the privilege of keeping the property I already finished paying for??' And not only do most people not make such obvious observations, but if they hear someone else pointing out such things, the well-trained Stockholm Syndrome slaves usually make arguments condoning their own victimization. Thus is the power of the mind control that comes from repeated exposure to BS political mythology and propaganda.

Mr. Red Clay smiled; I had the impression it was meant to hide a smirk. "You'll forgive me for saying this," he said, "but I don't put much stock in this country's education system. There's a reason why American schools are ranked twenty-first in the entire world. Let me put it this way, Skylar. There are only three things you need to know in life. Who you are, how the world works, and how you can change it.

Norway, Iceland, Australia, Canada, Sweden, Switzerland, Belgium, Japan, the Netherlands, Denmark, and the United Kingdom are among the least religious societies on [E]arth. According to the United Nations' Human Development Report (2005) they are also the healthiest, as indicated by life expectancy, adult literacy, per capita income, educational attainment, gender equality, homicide rate, and infant mortality. Insofar as there is a crime problem in Western Europe, it is largely the product of immigration. Seventy percent of the inmates of France's jails, for instance, are Muslim. The Muslims of Western Europe are generally not atheists. Conversely, the fifty nations now ranked lowest in terms of the United Nations' [H]uman [D]evelopment [I]ndex are unwaveringly religious. Other analyses paint the same picture: the United States is unique among wealthy democracies in its level of religious adherence; it is also uniquely beleaguered by high rates of homicide, abortion, teen pregnancy, sexually transmitted disease, and infant mortality. The same comparison holds true within the United States itself: Southern and Midwestern states, characterized by the highest levels of religious literalism, are especially plagued by the above indicators of societal dysfunction, while the comparatively secular states of the Northeast conform to European norms.

In 1861, on the eve of the Civil War, Grant, aged thirty-nine, with four children at home and scarcely a penny in the bank, had made no mark on the world and looked unlikely to do so, for all the boom conditions of mid-century America. His Plymouth Rock ancestry, his specialist education, his military rank, which together must have ensured him a sheltered corner in the life of the Old World, counted for nothing in the New. He lacked the essential quality to be what Jacques Barzun has called a “booster,” one of those bustling, bonhomous, penny-counting, chance-grabbing optimists who, whether in the frenetic commercial activity of the Atlantic coast, in the emergent industries of New England and Pennsylvania or on the westward-moving frontier, were to make America’s fortune. Grant, in his introspective and undemonstrative style, was a gentleman, and was crippled by the quality.

But as soon as I had finished my course of study, at which time it is usual to be admitted to the ranks of the well educated, I completely changed my opinion, for I found myself bogged down in so many doubts and errors, that it seemed to me that having set out to become learned, I had derived no benefit from my studies, other than that of progressively revealing to myself how ignorant I was.

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

Bourdieu's interpretation was that tastes were serving as strategic tools. While working-class tastes seemed mainly a default (serving at best to express group belongingness and solidarity), for everyone else taste was not only a product of economic and educational background but, as it developed through life, a force mobilized as part of their quest for social status (or what Bourdieu called symbolic power). What we have agreed to call tastes, he said, is an array of symbolic associations we use to set ourselves apart from those whose social ranking is beneath us, and to take aim at the status we think we deserve. Taste is a means of distinguishing ourselves from others, the pursuit of distinction. And its end product is to perpetuate and reproduce the class structure.

Prewar education, reputation, influence, and rank matter little when the enemy is gaining ground and very few know how to turn him back.

But the secret of good writing is to strip every sentence to its cleanest components. Every words that serves no function, every long word that could be a short word, every adverb that carries the same meaning that's already in the verb, every passive construction that leaves the reader unsure of who is doing what--these are the thousand and one adulterants that weaken the strength of a sentence. And they usually occur in proportion to education and rank,

In all governments accordingly, even in monarchies, the highest offices are generally possessed, and the whole detail of the administration conducted, by men who were educated in the middle and inferior ranks of life, who have been carried forward by their own industry and abilities, though loaded with the jealousy, and opposed by the resentment, of all those who were born their superiors, and to whom the great, after having regarded them first with contempt, and afterwards with envy, are at last contented to truckle with the same abject meanness with which they desire that the rest of mankind should behave to themselves.

The guiding visionary behind Project Spectrum is Howard Gardner, a psychologist at the Harvard School of Education.7 “The time has come,” Gardner told me, “to broaden our notion of the spectrum of talents. The single most important contribution education can make to a child’s development is to help him toward a field where his talents best suit him, where he will be satisfied and competent. We’ve completely lost sight of that. Instead we subject everyone to an education where, if you succeed, you will be best suited to be a college professor. And we evaluate everyone along the way according to whether they meet that narrow standard of success. We should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those. There are hundreds and hundreds of ways to succeed, and many, many different abilities that will help you get there.

We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game.

The value of Greek prose composition, he said, was not that it gave one any particular facility in the language that could not be gained as easily by other methods but that if done properly, off the top of one's head, it taught one to think in Greek. One's thought patterns become different, he said, when forced into the confines of a rigid and unfamiliar tongue. Certain common ideas become inexpressible; other, previously undreamt-of ones spring to life, finding miraculous new articulation. By necessity, I suppose, it is difficult for me to explain in English exactly what I mean. I can only say that an incendium is in its nature entirely different from the feu with which a Frenchman lights his cigarette, and both are very different from the stark, inhuman pur that the Greeks knew, the pur that roared from the towers of Ilion or leapt and screamed on that desolate, windy beach, from the funeral pyre of Patroklos. Pur: that one word contains for me the secret, the bright, terrible clarity of ancient Greek. How can I make you see it, this strange harsh light which pervades Homer's landscapes and illumines the dialogues of Plato, an alien light, inarticulable in our common tongue? Our shared language is a language of the intricate, the peculiar, the home of pumpkins and ragamuffins and bodkins and beer, the tongue of Ahab and Falstaff and Mrs. Gamp; and while I find it entirely suitable for reflections such as these, it fails me utterly when I attempt to describe in it what I love about Greek, that language innocent of all quirks and cranks; a language obsessed with action, and with the joy of seeing action multiply from action, action marching relentlessly ahead and with yet more actions filing in from either side to fall into neat step at the rear, in a long straight rank of cause and effect toward what will be inevitable, the only possible end. In a certain sense, this was why I felt so close to the other in the Greek class. They, too, knew this beautiful and harrowing landscape, centuries dead; they'd had the same experience of looking up from their books with fifth-century eyes and finding the world disconcertingly sluggish and alien, as if it were not their home. It was why I admired Julian, and Henry in particular. Their reason, their very eyes and ears were fixed irrevocably in the confines of those stern and ancient rhythms – the world, in fact, was not their home, at least the world as I knew it – and far from being occasional visitors to this land which I myself knew only as an admiring tourist, they were pretty much its permanent residents, as permanent as I suppose it was possible for them to be. Ancient Greek is a difficult language, a very difficult language indeed, and it is eminently possible to study it all one's life and never be able to speak a word; but it makes me smile, even today, to think of Henry's calculated, formal English, the English of a well-educated foreigner, as compared with the marvelous fluency and self-assurance of his Greek – quick, eloquent, remarkably witty. It was always a wonder to me when I happened to hear him and Julian conversing in Greek, arguing and joking, as I never once heard either of them do in English; many times, I've seen Henry pick up the telephone with an irritable, cautious 'Hello,' and may I never forget the harsh and irresistible delight of his 'Khairei!' when Julian happened to be at the other end.

As we’ve gone along, I’ve pointed out that a warm childhood relationship with his mother—not maternal education—was significantly related to a man’s verbal test scores, to high salary, to class rank at Harvard, and to military rank at the end of World War II. At the men’s twenty-fifth reunion, it looked, to my surprise, as though the quality of a man’s relationship with his mother had little effect on overall midlife adjustment. However, forty-five years later, to my surprise again, the data suggested that there was a significant positive correlation between the quality of one’s maternal relationship and the absence of cognitive decline. At age ninety, 33 percent of the men with poor maternal relationships, and only 13 percent of men with warm relationships, suffered from dementia.

They were rather handsome, had been educated in one of the first private seminaries in town, had a fortune of twenty thousand pounds, were in the habit of spending more than they ought, and of associating with people of rank, and were therefore in every respect entitled to think well of themselves, and meanly of others. T

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

When polled, Gen Z (born 1995-2012) women rank men 7th place behind travel, career, education, experiences, and (tellingly) “starting a family.”21.

Unspoiled by education, frank and unsuspecting as young an8imals, they came up to school from their meadows, their games, and their dreams. The simple law of life was alone valid for them; the most vital, the most forceful among them was leader; the rest followed him. But little by little, with the weekly portions of tuition, another, artificial set of values was foisted upon them: he who knew his lesson best was termed excellent and ranked foremost, and the rest must emulate him. Little wonder, indeed, if the more vital of them resist it! But they have to knuckle under, for the ideal of the school is the good scholar.--But what an ideal! What ever came of the good scholars in the world?--In the hothouse of the school they do enjoy a short semblance of life, but only the more surely to sink back afterward into mediocrity and insignificance. The world has been bettered only by the bad scholars.

This was a far cry from the meritocratic Ottoman period, when only by dint of an education could a man of humble background hope to rise through the ranks, get rich, and become a pasha.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

I wonder if you've ever considered how strange it is that the educational and character-shaping structures of our culture expose us but a single time in our lives to the ideas of Socrates, Plato, Euclid, Aristotle, Herodotus, Augustine, Machiavelli, Shakespeare, Descartes, Rousseau, Newton, Racine, Darwin, Kant, Kierkegaard, Tolstoy, Schopenhauer, Goethe, Freud, Marx, Einstein, and dozens of others of the same rank, but expose us annually, monthly, weekly, and even daily to the ideas of persons like Jesus, Moses, Muhammad, and Buddha. Why is it, do you think, that we need quarterly lectures on charity, while a single lecture on the laws of thermodynamics is presumed to last us a lifetime? Why is the meaning of Christmas judged to be so difficult of comprehension that we must hear a dozen explications of it, not once in a lifetime, but every single year, year after year after year?

But the secret of good writing is to strip every sentence to its cleanest components. Every word that serves no function, every long words that could be a short word, every adverb that carries the same meaning that's already in the verb. every passive construction that leaves the reader unsure of who is doing what-these are the thousand and one adulterants that weaken the strength of a sentence. And they usually occur in proportion to education and rank.

Edmondson has incisively discussed the ways college campuses have grown akin to upscale retirement homes for the very young, where the promise of intellectually demanding courses ranks far below the lure of new gymnastic facilities.

In our age I think it would be fair to say that the ease with which a scientific theory assumes the dignity and rigidity of fact varies inversely with the individual's scientific education. In discussion with wholly uneducated audiences I have sometimes found matter which real scientists would regard as highly speculative more firmly believed than many things within our real knowledge; the popular imago of the Cave Man ranked as hard fact, and the life of Caesar or Napoleon as doubtful rumor. ... The mass media which have in our time created a popular scientism, a caricature of the true sciences, did not then exist [in the middle ages]. The ignorant were more aware of their ignorance then than now.

And adab towards language means the recognition and acknowledgement of the rightful and proper place of every word in a written or uttered sentence so as not to produce a dissonance in meaning, sound and concept. Literature is called adabiyat in Islam precisely because it is seen as the keeper of civilization, the collector of teachings and statements that educate the self and society with adab such that both are elevated to the rank of the cultured man (insan adabi) and society.

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

We spend more per pupil than any other country, but among industrialized nations, American students rank near the bottom in science and math. Only 13 percent of high school seniors know what high school seniors should know about American history.

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

This, to be sure, is not the entire truth. For there were individuals in Germany who from the very beginning of the regime and without ever wavering were opposed to Hitler; no one knows how many there were of them—perhaps a hundred thousand, perhaps many more, perhaps many fewer—for their voices were never heard. They could be found everywhere, in all strata of society, among the simple people as well as among the educated, in all parties, perhaps even in the ranks of the N.S.D.A.P. Very few of them were known publicly, as were the aforementioned Reck-Malleczewen or the philosopher Karl Jaspers. Some of them were truly and deeply pious, like an artisan of whom I know, who preferred having his independent existence destroyed and becoming a simple worker in a factory to taking upon himself the “little formality” of entering the Nazi Party. A few still took an oath seriously and preferred, for example, to renounce an academic career rather than swear by Hitler’s name. A more numerous group were the workers, especially in Berlin, and Socialist intellectuals who tried to aid the Jews they knew. There were finally, the two peasant boys whose story is related in Günther Weisenborn’s Der lautlose Aufstand (1953), who were drafted into the S.S. at the end of the war and refused to sign; they were sentenced to death, and on the day of their execution they wrote in their last letter to their families: “We two would rather die than burden our conscience with such terrible things. We know what the S.S. must carry out.” The position of these people, who, practically speaking, did nothing, was altogether different from that of the conspirators. Their ability to tell right from wrong had remained intact, and they never suffered a “crisis of conscience.” There may also have been such persons among the members of the resistance, but they were hardly more numerous in the ranks of the conspirators than among the people at large. They were neither heroes nor saints, and they remained completely silent. Only on one occasion, in a single desperate gesture, did this wholly isolated and mute element manifest itself publicly: this was when the Scholls, two students at Munich University, brother and sister, under the influence of their teacher Kurt Huber distributed the famous leaflets in which Hitler was finally called what he was—a “mass murderer.

It met its target, a remarkable accomplishment, but here’s the thing. According to the 2014 Times Higher Education world rankings (which are generally held to be the most exacting of their type), the University of Virginia ranks 130th among the world’s universities. Eighteen much more modestly funded British universities rank higher. On the world stage, according to the Times Higher, Virginia is about level with Britain’s Lancaster University, which has an endowment fund one-thousandth the size of Virginia’s. That is pretty extraordinary. And

others take me more seriously, because I am with such a successful person—because that means that I, too, must be successful if this successful person has me in his life. It doesn’t matter that I have been educating myself for 15 years and that I am actually successful in my own right. I must be a bit successful to be in this position. But every successful career woman knows that she has had to work like a horse for her success, a lot more than men who have reached the same position. And it is very hard to accept that in our time people first and foremost rank you on the scale of success with regards to the success of your partner.

Educational achievements of US students (or a lack thereof) are scrutinized with every new edition of the Organisation for Economic Co-operation and Development’s Program for International Student Assessment, or PISA. The latest results (2018) for 15-year-olds show that, in math, the United States ranks just below Russia, Slovakia, and Spain, but far

We have now reached a level in which many people are not merely unacquainted with the fundamentals of punctuation, but don’t evidently realize that there are fundamentals. Many people—people who make posters for leading publishers, write captions for the BBC, compose letters and advertisements for important institutions—seem to think that capitalization and marks of punctuation are condiments that you sprinkle through any collection of words as if from a salt shaker. Here is a headline, exactly as presented, from a magazine ad for a private school in York: “Ranked by the daily Telegraph the top Northern Co-Educational day and Boarding School for Academic results.” All those capital letters are just random. Does anyone really think that the correct rendering of the newspaper is “the daily Telegraph”? Is it really possible to be that unobservant? Well, yes, as a matter of fact. Not long ago, I received an e-mail from someone at the Department for Children, Schools and Families asking me to take part in a campaign to help raise appreciation for the quality of teaching in Great Britain. Here is the opening line of the message exactly as it was sent to me: “Hi Bill. Hope alls well. Here at the Department of Children Schools and Families…” In the space of one line, fourteen words, the author has made three elemental punctuation errors (two missing commas, one missing apostrophe; I am not telling you more than that) and gotten the name of her own department wrong—this from a person whose job is to promote education. In a similar spirit, I received a letter not long ago from a pediatric surgeon inviting me to speak at a conference. The writer used the word “children’s” twice in her invitation, spelling it two different ways and getting it wrong both times. This was a children’s specialist working in a children’s hospital. How long do you have to be exposed to a word, how central must it be to your working life, to notice how it is spelled?

Hitler wasn’t a senior officer – in four years of war, he rose no higher than the rank of corporal. He had no formal education, no professional skills and no political background. He wasn’t a successful businessman or a union activist, he didn’t have friends or relatives in high places, nor any money to speak of. At first, he didn’t even have German citizenship. He was a penniless immigrant.

these fond parents were not blind to the value of education it was that they realized only its external value. That is to say, they could not look beyond the fact that education enabled folk to get on in the world so far as the acquisition of rank, crosses, and money was concerned. Certain evil rumours had arisen regarding the necessity of learning not only one's letters, but also various branches of science which until now had remained unknown to the world of Oblomovka; but, as I say, the good folk of that place had only the dimmest, the remotest, comprehension of any internal demand for education, and therefore desired to secure for their little Ilya only certain showy advantages, and no more--to wit, a fine uniform, and the getting of him into the Civil Service (his mother even foresaw him become a provincial governor!).

In the absence of alternatives the State Department had taken up Unocal’s agenda as its own. Whatever the merits of the project, the sheer prominence it received by 1996 distorted the message and meaning of American power. American tolerance of the Taliban was publicly and inextricably linked to the financial goals of an oil corporation. There were by now about 1.5 million Afghan war dead, dating back to the Soviet invasion. The land was desolate, laced with mines. The average life expectancy for an Afghan was about forty-six years. The country ranked 173 out of 175 countries on the United Nations human development index.42 Yet the few American officials who paid attention to Afghanistan at all talked as if it was a tax-free zone ripe for industrial revival, a place where vocational education in metallurgy could lead to a political breakthrough.

lower than Canada, Germany, and Japan. In science, US schoolchildren place just below the mean PISA score (497 versus 501); in reading, they are barely above it (498 versus 496)—and they are far behind all the populous, affluent Western nations. PISA, like any such study, has its weaknesses, but large differences in relative rankings are clear: there is not even a remote indication of any exceptional US educational achievements.

The Measure of America, a report of the Social Science Research Council, ranks every state in the United States on its “human development.” Each rank is based on life expectancy, school enrollment, educational degree attainment, and median personal earnings. Out of the 50 states, Louisiana ranked 49th and in overall health ranked last. According to the 2015 National Report Card, Louisiana ranked 48th out of 50 in eighth-grade reading and 49th out of 50 in eighth-grade math. Only eight out of ten Louisianans have graduated from high school, and only 7 percent have graduate or professional degrees. According to the Kids Count Data Book, compiled by the Annie E. Casey Foundation, Louisiana ranked 49th out of 50 states for child well-being. And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are worse off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, and the state loses a football field–size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world’s top scientists connect to climate change.

Two days before we were "banished" from the town my father came to see me. He sat down and in a leisurely way, without looking at me, wiped his red face, then took out of his pocket our town Messenger, and deliberately, with emphasis on each word, read out the news that the son of the branch manager of the State Bank, a young man of my age, had been appointed head of a Department in the Exchequer. "And now look at you," he said, folding up the newspaper, "a beggar, in rags, good for nothing! Even working-class people and peasants obtain education in order to become men, while you, a Poloznev, with ancestors of rank and distinction, aspire to the gutter! But I have not come here to talk to you; I have washed my hands of you --" he added in a stifled voice, getting up. "I have come to find out where your sister is, you worthless fellow. She left home after dinner, and here it is nearly eight and she is not back. She has taken to going out frequently without telling me; she is less dutiful -- and I see in it your evil and degrading influence. Where is she?" In his hand he had the umbrella I knew so well, and I was already flustered and drew myself up like a schoolboy, expecting my father to begin hitting me with it, but he noticed my glance at the umbrella and most likely that restrained him. "Live as you please!" he said. "I shall not give you my blessing!

He joined the ranks of the great uprooted, but educated, English middle class. He suspected, rightly, that his old friends thought him a ‘snob’. But he made new friends, middle-class ones, who read books and did middle-class things like climbing, walking and daydreaming of adventures in foreign lands. But you can’t help feeling that he was always a little isolated in his new world, never quite fitting in – a little lonely, his cleverness like a millstone around his neck.

At least a dozen different so-called good institutions have been identified. Without attempting to rank them in order of importance, but just listing them alphabetically, they include: control of inflation, educational opportunities, effectiveness of government, enforcement of contracts, freedom from trade barriers, incentives and opportunities for investment of capital, lack of corruption, low risk of assassination, open currency exchange, protection of private property rights, rule of law,

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

In the United States, we spend more on public education (kindergarten through twelfth grade) than nearly any other country (more than $800 billion per year). And yet international comparisons suggest that our students are lagging behind most industrialized nations in math, science, and reading. Out of 34 comparison countries, U.S. students rank twenty-fifth in math, seventeenth in science, and fourteenth in reading. This means that as a country, we are getting a lousy return on our investment in education.

We have a lot more opportunities in Singapore now compared to the 1960s and 1970s. We have access to the same careers, receive the same education and compensation. Many also venture into industries that were formerly “men’s fields”. The last I checked we were ranked #55 out of 150 odd countries in terms of gender equality, according to World Economic Forum. We are still lagging behind Scandinavia and some European countries, but we are way above all the Asian countries. We are quite fortunate to be women in Singapore.

Andrew Ross makes sense of this sad artifice [decreasing academic pay] by explaining that academics of all ranks, along with artists, are uniquely willing to tolerate exploitation in the workplace. Ross claims that scholars' readiness "to accept a discounted wage out of 'love for their subject' has helped not only to sustain the cheap labor supply but also to magnify its strength and volume. Like artists and performers, academics are inclined by training to sacrifice earnings for the opportunity to exercise their craft." (p. 64)

The great Russian literature is above all a literature of pessimism, more accurately of passive pessimism.... Russian passive pessimism educated the cadre of "superfluous people," or to put it more simply, parasites, "dreamers," people "without any given responsibilities," "whimperers," "grey little people" of the "twentieth rank.".... In contemporary Russian ethnographic romanticism such an idealization of past Razins and Pugachevs fuses with a sense of Russian "imperial" patriotism and obscures dreams concerning the future. It is incapable of going beyond this. The great Russian literature has reached its limit and has halted at the crossroads.... And the illiterate advice to found our orientation upon Muscovite art sounds like a malicious irony directed at the same Russian literature. By the will of history entirely the opposite will come to pass: Russian literature can only find the magical balm for its revival beneath the luxuriant, vital tree of the renaissance of young national republics, in the atmosphere of the springtime of once oppressed nations.

THE TRUTH ABOUT PUBLIC SCHOOL EDUCATION • American fifteen-year-olds rank thirty-fifth out of fifty-seven developed countries in math and literacy. • 30 percent of public school students don’t graduate from high school. • Every day, 7,000 kids drop out of high school. • Of the 50 million children currently in public school, 15 million of them will drop out. • 25 percent of all public school math teachers did not major in mathematics or a math-related subject at a college or university. • Less than two-thirds of high school graduates are accepted to college every year. • One half...

All deductions having been made, democracy has done less harm, and more good, than any other form of government. It gave to human existence a zest and camaraderie that outweighed its pitfalls and defects. It gave to thought and science and enterprise the freedom essential to their operation and growth. It broke down the walls of privilege and class, and in each generation it raised up ability from every rank and place. Under its stimulus Athens and Rome became the most creative cities in history, and America in two centuries has provided abundance for an unprecedentedly large proportion of its population. Democracy has now dedicated itself resolutely to the spread and lengthening of education, and to the maintenance of public health. If equality of educational opportunity can be established, democracy will be real and justified. For this is the vital truth beneath its catchwords: that though men cannot be equal, their access to education and opportunity can be made more nearly equal. The rights of man are not rights to office and power, but the rights of entry into every avenue that may nourish and test a man’s fitness for office and power. A right is not a gift of God or nature but a privilege which it is good for the group that the individual should have.

Oh, and just an aside here, but it drives me nuts when I hear the current federal education minister, Christopher Pyne, say that the people who benefited from free university education in the 1970s were almost all from the ranks of the better off. What he doesn’t say is that they were also mostly women who had been denied the chance of a university education by their fathers, who had preferred to pay the fees for their sons rather than their daughters. Whitlam’s higher education reforms were hugely important for women from the generations before mine and that has had equally important positive results for them, their daughters and our whole society. We should not forget that. Rant over. As

I, too, grew up in a place that could sometimes feel as limiting and final as being locked in an airtight closet, the air humid and rank with one’s own breath and panic. A place where for all the brilliant, sun-drenched summer days, there is sometimes only the absence of light: America, and the American South. A place where the old myths still hold a special place in many white hearts: the rebel flag, Confederate monuments, lovingly restored plantations, Gone with the Wind. A place where black people were bred and understood to be animals, a place where some feel that the Fourteenth Amendment and Brown v. Board of Education are only the more recent in a series of unfortunate events. A place where black life has been systematically devalued for hundreds of years.

a man named Dalton, a District 10 refugee who’d made it to 13 on foot a few years ago, leaked the real motive to me. “They need you. Me. They need us all. Awhile back, there was some sort of pox epidemic that killed a bunch of them and left a lot more infertile. New breeding stock. That’s how they see us.” Back in 10, he’d worked on one of the beef ranches, maintaining the genetic diversity of the herd with the implantation of long-frozen cow embryos. He’s very likely right about 13, because there don’t seem to be nearly enough kids around. But so what? We’re not being kept in pens, we’re being trained for work, the children are being educated. Those over fourteen have been given entry-level ranks in the military and are addressed respectfully as “Soldier.” Every single refugee was granted automatic citizenship by the authorities of 13.

In his rapid rise, talent, opportunity, and fortune converged improbably—to many, it seemed, providentially. Patton—who earlier in the year had told Eisenhower, “You are my oldest friend”—privately claimed the initials “D.D.” stood for “Divine Destiny.” Thirty months earlier, Eisenhower had been a lieutenant colonel who had never commanded even a platoon in combat. Young Ike, the third son of a failed Midwestern merchant turned creamery worker, had chosen a military career because West Point provided a free education. After an indifferent cadetship he embarked on an ordinary career as a staff officer, stalled at the middling rank of major for sixteen years. Even his first venture into the rarefied circles he would inhabit for two decades was inauspicious: the White House usher’s log for February 9, 1942, recorded the initial visit to the Oval Office of one “P. D. Eisenhauer.

He spoke a kind of ecclesiastical jargon; a debased rhetoric that explained nothing but brought the truth into disrepute. It begged all the questions and answered none. The massive structure of reason and revelation on which the church was founded was reduced to ritual incantation, formless, fruitless and essentially false. Peppermint piety. It deceived no one but the man who peddled it. It satisfied no one but old ladies and girls in green-sickness; yet it flourished most rankly where the Church was most firmly entrenched in the established order. It was the mark of accommodation, compromise, laxity among the clergy, who find it easier to preach devotion than to affront the moral and social problems of the time. It covered fatuity and lack of education. It left people naked and unarmed in the face of terrifying mysteries: pain, passion, death and the great perhaps of the hereafter.

Aristotle 1 divides the blessings of life into three classes — those which come to us from without, those of the soul, and those of the body. Keeping nothing of this division but the number, I observe that the fundamental differences in human lot may be reduced to three distinct classes: (1) What a man is: that is to say, personality, in the widest sense of the word; under which are included health, strength, beauty, temperament, moral character, intelligence, and education. (2) What a man has: that is, property and possessions of every kind. (3) How a man stands in the estimation of others: by which is to be understood, as everybody knows, what a man is in the eyes of his fellowmen, or, more strictly, the light in which they regard him. This is shown by their opinion of him; and their opinion is in its turn manifested by the honor in which he is held, and by his rank and reputation.

Gradually and reluctantly, however, I realized that the wrath directed at elitism has less to do with money than with populist, egalitarian scorn for the very kinds of intellectual distinction-making I hold most dear: respect and even deference toward leadership and position; esteem for accomplishment, especially when achieved through long labor and rigorous education; reverence for heritage, particularly in history, philosophy, and culture; commitment to rationalism and scientific investigation; upholding of objective standards; most important, the willingness to assert unyieldingly that one idea, contribution or attainment is better than another. The worst aspect of what gets called “political correctness” these days is the erosion of the intellectual confidence needed to sort out, and rank, competing values. It used to be that intellectual debate centered on the results of such assessment.

Mr. Collins was not a sensible man, and the deficiency of nature had been but little assisted by education or society; the greatest part of his life having been spent under the guidance of an illiterate and miserly father; and though he belonged to one of the universities, he had merely kept the necessary terms, without forming at it any useful acquaintance. The subjection in which his father had brought him up had given him originally great humility of manner; but it was now a good deal counteracted by the self-conceit of a weak head, living in retirement, and the consequential feelings of early and unexpected prosperity. A fortunate chance had recommended him to Lady Catherine de Bourgh when the living of Hunsford was vacant; and the respect which he felt for her high rank, and his veneration for her as his patroness, mingling with a very good opinion of himself, of his authority as a clergyman, and his right as a rector, made him altogether a mixture of pride and obsequiousness, self-importance and humility.

Man can only become man by education. He is merely what education makes of him. It is noticeable that man is only educated by man—that is, by men who have themselves been educated. Hence with some people it is want of discipline and instruction on their own part, which makes them in turn unfit educators of their pupils. Were some being of higher nature than man to undertake our education, we should then be able to see what man might become. It is, however, difficult for us accurately to estimate man’s natural capabilities, since some things are imparted to man by education, while other things are only developed by education. Were it possible, by the help of those in high rank, and through the united forces of many people, to make an experiment on this question, we might even by this means be able to gain some information as to the degree of eminence which it is possible for man to attain. But it is as important to the speculative mind, as it is sad to one who loves his fellow-men, to see how those in high rank generally care only for their own concerns, and take no part in the important experiments of education, which bring our nature one step nearer to perfection.

Now, I suggest four tests to judge whether the Government is progressive, and, further, whether it is continuously progressive. The first test that I would apply is what measures it adopts for the moral and material improvement of the mass of the people, and under these measures I do not include those appliances of modern Governments which the British Government has applied in this country, because they were appliances necessary for its very existence, though they have benefited the people, such as the construction of Railways, the introduction of Post and Telegraphs, and things of that kind. By measures for the moral and material improvement of the people, I mean what the Government does for education, what the Government does for sanitation, what the Government does for agricultural development, and so forth. That is my first test. The second test that I would apply is what steps the Government takes to give us a larger share in the administration of our local affairs—in municipalities and local boards. My third test is what voice the Government gives us in its Councils—in those deliberate assemblies, where policies are considered. And, lastly, we must consider how far Indians are admitted into the ranks of the public service. A

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

There is an instinct for rank which, more than anything, is already an indication of a high rank. There is a delight in the nuances of respect which permits us to surmise a noble origin and habits. The refinement, good, and loftiness of a soul are put to a dangerous test when something goes past in front of it which is of the first rank, but which is not yet protected by the shudders of authority from prying clutches and crudities: something that goes its way unmarked, undiscovered, tempting, perhaps arbitrarily disguised and hidden, like a living touchstone. The man whose task and practice is to investigate souls will use precisely this art in a number of different forms in order to establish the ultimate value of a soul, the unalterable innate order of rank to which it belongs: he will put it to the test for its instinct of reverence. Différence engendre haine [difference engenders hatred]: the nastiness of some natures suddenly spurts out like dirty water when some sacred container, some precious object from a locked shrine, some book with marks of a great destiny is carried by. On the other hand, there is an involuntary falling silent, a hesitation in the eye, an end to all gestures, things which express that a soul feels close to something most worthy of reverence. The way in which reverence for the Bible in Europe has, on the whole, been maintained so far is perhaps the best piece of discipline and refinement of tradition for which Europe owes a debt of thanks to Christianity: such books of profundity and ultimate significance need for their protection an externally imposed tyranny of authority in order to last for those thousands of years which are necessary to exhaust them and sort out what they mean. Much has been achieved when in the great mass of people (the shallow ones and all sorts of people with diarrhoea) that feeling has finally been cultivated that they are not permitted to touch everything, that there are sacred experiences before which they have to pull off their shoes and which they must keep their dirty hands off - this is almost the highest intensification of their humanity. By contrast, perhaps nothing makes the so-called educated people, those who have faith in "modern ideas," so nauseating as their lack of shame, the comfortable impudence in their eyes and hands, with which they touch, lick, and grope everything, and it is possible that these days among a people, one still finds in the common folk, particularly among the peasants, more relative nobility of taste and tactful reverence than among the newspaper-reading demi-monde of the spirit, among the educated. Friedrich Nietzsche - Beyond Good and Evil

Maxims’ ought to originate in the human being as such. In moral training we should seek early to infuse into children ideas as to what is right and wrong. If we wish to establish morality, we must abolish punishment. Morality is something so sacred and sublime that we must not degrade it by placing it in the same rank as discipline. The first endeavour in moral education is the formation of character. Character consists in readiness to act in accordance with ‘maxims.’ At first they are school ‘maxims,’ and later ‘maxims’ of mankind. At first the child obeys rules. ‘Maxims’ are also rules, but subjective rules. They proceed from the understanding of man. No infringement of school discipline must be allowed to go unpunished, although the punishment must always fit the offence. If we wish to form the characters of children, it is of the greatest importance to point out to them a certain plan, and certain rules, in everything; and these must be strictly adhered to. For instance, they must have set times for sleep, for work, and for pleasure; and these times must be neither shortened nor lengthened. With indifferent matters children might be allowed to choose for themselves, but having once made a rule they must always follow it. We must, however, form in children the character of a child, and not the character of a citizen.

Fascist politicians justify their ideas by breaking down a common sense of history in creating a mythic past to support their vision for the present. They rewrite the population’s shared understanding of reality by twisting the language of ideals through propaganda and promoting anti-intellectualism, attacking universities and educational systems that might challenge their ideas. Eventually, with these techniques, fascist politics creates a state of unreality, in which conspiracy theories and fake news replace reasoned debate. As the common understanding of reality crumbles, fascist politics makes room for dangerous and false beliefs to take root. First, fascist ideology seeks to naturalize group difference, thereby giving the appearance of natural, scientific support for a hierarchy of human worth. When social rankings and divisions solidify, fear fills in for understanding between groups. Any progress for a minority group stokes feelings of victimhood among the dominant population. Law and order politics has mass appeal, casting “us” as lawful citizens and “them,” by contrast, as lawless criminals whose behavior poses an existential threat to the manhood of the nation. Sexual anxiety is also typical of fascist politics as the patriarchal hierarchy is threatened by growing gender equity. As the fear of “them” grows, “we” come to represent everything virtuous.

Naturally, at first, one is inclined to regard such differences as mere individual idiosyncrasies. But anyone with the opportunity of gaining a fundamental knowledge of many men will soon discover that such a far-reaching contrast does not merely concern the individual case, but is a question of typical attitudes, with a universality far greater than a limited psychological experience would at first assume. In reality, as the preceding chapters will have shown, it is a question of a fundamental opposition; at times clear and at times obscure, but always emerging whenever we are dealing with individuals whose personality is in any way pronounced. Such men are found not only among the educated classes, but in every rank of society; with equal distinctness, therefore, our types can be demonstrated among labourers and peasants as among the most differentiated members of a nation. Furthermore, these types over-ride the distinctions of sex, since one finds the same contrasts amongst women of all classes. Such a universal distribution could hardly arise at the instigation of consciousness, ie. as the result of a conscious and deliberate choice of attitude. If this were the case, a definite level of society, linked together by a similar education and environment and, therefore, correspondingly localized, would surely have a majority representation of such an attitude. But the actual facts are just the reverse, for the types have, apparently, quite a random distribution. In the same family one child is introverted, and another extraverted.

The reformers believe that scores will go up if it is easy to fire teachers and if unions are weakened. But is this true? No. The only test scores that can be used comparatively are those of the National Assessment of Educational Progress, because it is a no-stakes test. No one knows who will take it, no one knows what will be on the test, no student takes the full test, and the results are not reported for individuals or for schools. There is no way to prepare for NAEP, so there is no test prep. There are no rewards or punishments attached to it, so there is no reason to cheat, to teach to the test, or to game the system. So, let’s examine the issues at hand using NAEP scores as a measure. The states that consistently have the highest test scores are Massachusetts, New Jersey, and Connecticut. Consistently ranking at the bottom are states in the South and the District of Columbia. The highest-ranking states have strong teachers’ unions and until recently had strong tenure protections for teachers. The lowest-ranking states do not have strong teachers’ unions, and their teachers have few or no job protections. There seems to be no correlation between having a strong union and having low test scores; if anything, it appears that the states with the strongest unions have the highest test scores. The lowest-performing states have one thing in common, and that is high poverty. The District of Columbia has a strong union and high poverty; it also has intense racial isolation in its schools. It has very low test scores. Most of the cities that rank at the very bottom on NAEP have teachers’ unions, and they have two things in common: high poverty and racial isolation.

Secondly," he went on, "a Chief Magistrate is about as far beneath a marquess's daughter as a tree is beneath the moon." A mutinous look crossed his aunt's face. "Sir Richard started out as a saddler's apprentice. He got himself a knighthood partly because he married a wife with good connections." "A wealthy baker's daughter. That's a far cry from a lady of rank." "That doesn't mean it can't happen. You're a fine man, a handsome man, if I do say so myself. You're young and strong, with a good education and gentlemanly manners-better manners than Sir Richard, anyway. And now that you own this house-" "She lives in a mansion!" Snatching his arm free, he rose. "Do you really think she'd be happy here in Cheapside, with the butchers and merchants and tradesmen?" Her aunt looked wounded. "I thought you liked this neighborhood." Damn. "I do, but..." There was nothing for it but to tell her the truth. "She can't stand me, all right? I'd be the last person on earth she'd want to marry." Snatching up the report, he headed for the door. "I have to go." "Jackson?" "What?" he barked. "If that's true, she's a fool." Lady Celia was no fool. She simply knew better than to take up with a man who didn't know the identity of his own father. He managed a curt nod. "I'll see you tonight, Aunt." As he left the house, an age-old anger weighed him down. He wouldn't hurt Aunt Ada for the world, but she didn't understand. Ever since he'd started working for the Sharpes, she'd hoped that his association with them would raise him up in the world, and nothing he said dampened that hope. No doubt she believed that his father's supposedly noble blood made him somehow superior to every other bastard. But one day she would learn. An unclaimed bastard was an unclaimed bastard, no matter who his father was.

I have fallen in love within the last month with a Romagnuola Countess from Ravenna--the Spouse of a year of Count Guiccioli--who is sixty--the Girl twenty--he has eighty thousand ducats of rent--and has had two wives before--but he is Sixty--he is the first of Ravenna Nobles--but he is sixty--She is fair as Sunrise--and warm as Noon--we had but ten days--to manage all our little matters in beginning middle and end. & we managed them;--and I have done my duty--with the proper consummation.--But She is young--and was not content with what she had done--unless it was to be turned to the advantage of the public--and so She made an eclat which rather astonished even the Venetians--and electrified the Conversazioni of the Benzone--the Albrizzi--& the Michelli--and made her husband look embarrassed.--They have been gone back to Ravenna--some time--but they return in the Winter.--She is the queerest woman I ever met with--for in general they cost one something in one way or other--whereas by an odd combination of circumstances--I have proved an experience to HER--which is not my custom,--but an accident--however it don't mater.--She is a sort of an Italian Caroline Lamb, except that She is much prettier, and not so savage.--But She has the same red-hot head--the same noble disdain of public opinion--with the superstructure of all that Italy can add to such natural dispositions.--To by sure they may go much further here with impunity--as her husband's rank ensured their reception at all societies including the Court--and as it was her first outbreak since Marriage--the Sympathizing world was liberal.--She is also of the Ravenna noblesse--educated in a convent--sacrifice to Wealth--filial duty and all that.--I am damnably in love--but they are gone--gone--for many months--and nothing but Hope--keeps me alive seriously.

But I am pondering over the skill with which you have presented the whole argument in support of your proposition, Ischomachus. For you stated that husbandry is the easiest of all arts to learn, and after hearing all that you have said, I am quite convinced that this is so. Of course it is, cried Ischomachus; but I grant you, Socrates, that in respect of aptitude for command, which is common to all forms of business alike—agriculture, politics, estate-management, warfare—in that respect the intelligence shown by different classes of men varies greatly. [...]Just as a love of work may spring up in the mind of a private soldier here and there, so a whole army under the influence of a good leader is inspired with love of work and ambition to distinguish itself under the commander’s eye. Let this be the feeling of the rank and file for their commander; and I tell you, he is the strong leader, he, and not the sturdiest soldier, not the best with bow and javelin, not the man who rides the best horse and is foremost in facing danger, not the ideal of knight or targeteer, but he who can make his soldiers feel that they are bound to follow him through fire and in any adventure. [...]And this, in my judgment, is the greatest thing in every operation that makes any demand on the labour of men, and therefore in agriculture. Mind you, I do not go so far as to say that this can be learnt at sight or at a single hearing. On the contrary, to acquire these powers a man needs education; he must be possessed of great natural gifts; above all, he must be a genius. For I reckon this gift is not altogether human, but divine—this power to win willing obedience: it is manifestly a gift of the gods to the true votaries of prudence. Despotic rule over unwilling subjects they give, I fancy, to those whom they judge worthy to live the life of Tantalus, of whom it is said that in hell he spends eternity, dreading a second death.

When the time comes, & I hope it comes soon, to bury this era of moral rot & the defiling of our communal, social, & democratic norms, the perfect epitaph for the gravestone of this age of unreason should be Iowa Senator Chuck Grassley's already infamous quote: "I think not having the estate tax recognizes the people that are investing... as opposed to those that are just spending every darn penny they have, whether it’s on booze or women or movies.” Grassley's vision of America, quite frankly, is one I do not recognize. I thought the heart of this great nation was not limited to the ranks of the plutocrats who are whisked through life in chauffeured cars & private jets, whose often inherited riches are passed along to children, many of whom no sacrifice or service is asked. I do not begrudge wealth, but it must come with a humility that money never is completely free of luck. And more importantly, wealth can never be a measure of worth. I have seen the waitress working the overnight shift at a diner to give her children a better life, & yes maybe even take them to a movie once in awhile - and in her, I see America. I have seen the public school teachers spending extra time with students who need help & who get no extra pay for their efforts, & in them I see America. I have seen parents sitting around kitchen tables with stacks of pressing bills & wondering if they can afford a Christmas gift for their children, & in them I see America. I have seen the young diplomat in a distant foreign capital & the young soldier in a battlefield foxhole, & in them I see America. I have seen the brilliant graduates of the best law schools who forgo the riches of a corporate firm for the often thankless slog of a district attorney or public defender's office, & in them I see America. I have seen the librarian reshelving books, the firefighter, police officer, & paramedic in service in trying times, the social worker helping the elderly & infirm, the youth sports coaches, the PTA presidents, & in them I see America. I have seen the immigrants working a cash register at a gas station or trimming hedges in the frost of an early fall morning, or driving a cab through rush hour traffic to make better lives for their families, & in them I see America. I have seen the science students unlocking the mysteries of life late at night in university laboratories for little or no pay, & in them I see America. I have seen the families struggling with a cancer diagnosis, or dementia in a parent or spouse. Amid the struggles of mortality & dignity, in them I see America. These, & so many other Americans, have every bit as much claim to a government working for them as the lobbyists & moneyed classes. And yet, the power brokers in Washington today seem deaf to these voices. It is a national disgrace of historic proportions. And finally, what is so wrong about those who must worry about the cost of a drink with friends, or a date, or a little entertainment, to rephrase Senator Grassley's demeaning phrasings? Those who can't afford not to worry about food, shelter, healthcare, education for their children, & all the other costs of modern life, surely they too deserve to be able to spend some of their “darn pennies” on the simple joys of life. Never mind that almost every reputable economist has called this tax bill a sham of handouts for the rich at the expense of the vast majority of Americans & the future economic health of this nation. Never mind that it is filled with loopholes written by lobbyists. Never mind that the wealthiest already speak with the loudest voices in Washington, & always have. Grassley’s comments open a window to the soul of the current national Republican Party & it it is not pretty. This is not a view of America that I think President Ronald Reagan let alone President Dwight Eisenhower or Teddy Roosevelt would have recognized. This is unadulterated cynicism & a version of top-down class warfare run amok. ~Facebook 12/4/17

What exogenous causes are shifting the allocation of moral intuitions away from community, authority, and purity and toward fairness, autonomy, and rationality? One obvious force is geographic and social mobility. People are no longer confined to the small worlds of family, village, and tribe, in which conformity and solidarity are essential to daily life, and ostracism and exile are a form of social death. They can seek their fortunes in other circles, which expose them to alternative worldviews and lead them into a more ecumenical morality, which gravitates to the rights of individuals rather than chauvinistic veneration of the group. By the same token, open societies, where talent, ambition, or luck can dislodge people from the station in which they were born, are less likely to see an Authority Ranking as an inviolable law of nature, and more likely to see it as a historical artifact or a legacy of injustice. When diverse individuals mingle, engage in commerce, and find themselves on professional or social teams that cooperate to attain a superordinate goal, their intuitions of purity can be diluted. One example, mentioned in chapter 7, is the greater tolerance of homosexuality among people who personally know homosexuals. Haidt observes that when one zooms in on an electoral map of the United States, from the coarse division into red and blue states to a finer-grained division into red and blue counties, one finds that the blue counties, representing the regions that voted for the more liberal presidential candidate, cluster along the coasts and major waterways. Before the advent of jet airplanes and interstate highways, these were the places where people and their ideas most easily mixed. That early advantage installed them as hubs of transportation, commerce, media, research, and education, and they continue to be pluralistic—and liberal—zones today. Though American political liberalism is by no means the same as classical liberalism, the two overlap in their weighting of the moral spheres. The micro-geography of liberalism suggests that the moral trend away from community, authority, and purity is indeed an effect of mobility and cosmopolitanism.202

[I]n the years that followed the persecutions, Christianity came to see itself, with great pride, as a persecuted Church. Its greatest heroes were not those who did good deeds but those who died in the most painful way. If you were willing to die an excruciating end in the arena then, whatever your previous holiness or lack thereof, you went straight to heaven: martyrdom wiped out all sins on the point of death. As well as getting there faster, martyrs enjoyed preferential terms in paradise, getting to wear the much-desired martyr’s crown. Tempting celestial terms were offered: it was said that the scripture promised ‘multiplication, even to a hundred times, of brothers, children, parents, land and homes’. Precisely how this celestial sum had been calculated is not clear but the general principle was: those who died early, publicly and painfully would be best rewarded. In many of the martyr tales the driving force is less that the Romans want to kill – and more that the Christians want to die. Why wouldn’t they? Paradoxically, martyrdom held considerable benefits for those willing to take it on. One was its egalitarian entry qualifications. As George Bernard Shaw acidly observed over a millennium later, martyrdom is the only way a man can become famous without ability. More than that, in a socially and sexually unequal era it was a way in which women and even slaves might shine. Unlike most positions of power in the highly socially stratified late Roman Empire, this was a glory that was open to all, regardless of rank, education, wealth or sex. The sociologist Rodney Stark has pointed out that – provided you believe in its promised rewards – martyrdom is a perfectly rational choice. A martyr could begin the day of their death as one of the lowliest people in the empire and end it as one of the most exalted in heaven. So tempting were these rewards that pious Christians born outside times of persecution were wont to express disappointment at being denied the opportunity of an agonizing death. When the later Emperor Julian pointedly avoided executing Christians in his reign, one Christian writer far from being grateful, sourly recorded that Julian had ‘begrudged the honour of martyrdom to our combatants’.

Mandal vs Mandir The V.P. Singh government was the biggest casualty of this confrontation. Within the BJP and its mentor, the RSS, the debate on whether or not to oppose V.P. Singh and OBC reservations reached a high pitch. Inder Malhotra | 981 words It was a blunder on V.P. Singh’s part to announce his acceptance of the Mandal Commission’s report recommending 27 per cent reservations in government jobs for what are called Other Backward Classes but are, in fact, specified castes — economically well-off, politically powerful but socially and educationally backward — in such hot haste. He knew that the issue was highly controversial, deeply emotive and potentially explosive, which it proved to be instantly. But his top priority was to outsmart his former deputy and present adversary, Devi Lal. He even annoyed those whose support “from outside” was sustaining him in power. BJP leaders were peeved that they were informed of what was afoot practically at the last minute in a terse telephone call. What annoyed them even more was that the prime minister’s decision would divide Hindu society. The BJP’s ranks demanded that the plug be pulled on V.P. Singh but the top leadership advised restraint, because it was also important to keep the Congress out of power. The party leadership was aware of the electoral clout of the OBCs, who added up to 52 per cent of the population. As for Rajiv Gandhi, he was totally and vehemently opposed to the Mandal Commission and its report. He eloquently condemned V.P. Singh’s decision when it was eventually discussed in Parliament. This can be better understood in the perspective of the Mandal Commission’s history. Having acquired wealth during the Green Revolution and political power through elections, the OBCs realised that they had little share in the country’s administrative apparatus, especially in the higher rungs of the bureaucracy. So they started clamouring for reservations in government jobs. Throughout the Congress rule until 1977, this demand fell on deaf ears. It was the Janata government, headed by Morarji Desai, that appointed the Mandal Commission in 1978. Ironically, by the time the commission submitted its report, the Janata was history and Indira Gandhi was back in power. She quietly consigned the document to the deep freeze. In Rajiv’s time, one of his cabinet ministers, Shiv Shanker, once asked about the Mandal report.

There is an instinct for rank which, more than anything, is already an indication of a high rank. There is a delight in the nuances of respect which permits us to surmise a noble origin and habits. The refinement, goodness, and loftiness of a soul are put to a dangerous test when something goes past in front of it which is of the first rank, but which is not yet protected by the fear of authority from prying clutches and crudities: something that goes its way unmarked, undiscovered, tentative, perhaps arbitrarily disguised and hidden, like a living touchstone. The man whose task and practice is to investigate souls will use precisely this art in a number of different forms in order to establish the ultimate value of a soul, the unalterable innate order of rank to which it belongs: he will put it to the test for its instinct of reverence. Différence engendre haine [Difference engenders hatred]: the nastiness of some natures suddenly spurts out like dirty water when some sacred container, some precious object from a locked shrine, or some book with marks of a great destiny is carried by. On the other hand, there is an involuntary falling silent, a hesitation in the eye, an end to all gestures, things which express that a soul feels close to something most worthy of reverence. The way in which reverence for the Bible in Europe has, on the whole, been maintained so far is perhaps the best piece of discipline and refinement of habits for which Europe owes a debt of thanks to Christianity: such books of profundity and ultimate significance need for their protection an externally imposed tyranny of authority in order to last for those thousands of years necessary to exhaust them and sort out what they mean. Much has been achieved when in the great mass of people (the shallow ones and all sorts of people with diarrhoea) the feeling has finally been cultivated that they are not permitted to touch everything, that there are sacred experiences before which they have to pull off their shoes and which they must keep their dirty hands off—this is almost the highest intensification of their humanity. By contrast, perhaps nothing makes the so-called educated people, those who have faith in “modern ideas,” so nauseating as their lack of shame, the comfortable impudence in their eyes and hands, with which they touch, lick, and grope everything, and it is possible that these days among a people, one still finds in the common folk, particularly among the peasants, more relative nobility of taste and tactful reverence than among the newspaper-reading demi-monde of the spirit, among the educated.

Traditionally, in the system that Augustus inherited from the Republic, the Roman command structure was class-based. As mentioned earlier, the officer class came from the narrow aristocracy of senators and equestrians. The great armies of the Republic were commanded by senators who had attained the rank of consul, the pinnacle of their society. Their training in military science came mainly from experience: until the later second century B.C., aspiring senators were required to serve in ten campaigns before they could hold political office 49 Intellectual education was brought to Rome by the Greeks and began to take hold in the Roman aristocracy sometime in the second century B.C.; thus it is the Greek Polybius who advocates a formal training for generals in tactics, astronomy, geometry, and history.50 And in fact some basic education in astronomy and geometry-which Polybius suggests would be useful for calculating, for example, the lengths of days and nights or the height of a city wall-was normal for a Roman aristocrat of the late Republic or the Principate. Aratus' verse composition on astronomy, several times translated into Latin, was especially popular.51 But by the late Republic the law requiring military service for office was long defunct; and Roman education as described by Seneca the Elder or Quintilian was designed mainly to produce orators. The emphasis was overwhelmingly on literature and rhetoric;52 one did not take courses, for example, on "modern Parthia" or military theory. Details of grammar and rhetorical style were considered appropriate subjects for the attention of the empire's most responsible individuals; this is attested in the letters of Pliny the Younger, the musings ofAulus Gellius, and the correspondence of Fronto with Lucius Verus and Marcus Aurelius.53

Simple Regression   CHAPTER OBJECTIVES After reading this chapter, you should be able to Use simple regression to test the statistical significance of a bivariate relationship involving one dependent and one independent variable Use Pearson’s correlation coefficient as a measure of association between two continuous variables Interpret statistics associated with regression analysis Write up the model of simple regression Assess assumptions of simple regression This chapter completes our discussion of statistical techniques for studying relationships between two variables by focusing on those that are continuous. Several approaches are examined: simple regression; the Pearson’s correlation coefficient; and a nonparametric alterative, Spearman’s rank correlation coefficient. Although all three techniques can be used, we focus particularly on simple regression. Regression allows us to predict outcomes based on knowledge of an independent variable. It is also the foundation for studying relationships among three or more variables, including control variables mentioned in Chapter 2 on research design (and also in Appendix 10.1). Regression can also be used in time series analysis, discussed in Chapter 17. We begin with simple regression. SIMPLE REGRESSION Let’s first look at an example. Say that you are a manager or analyst involved with a regional consortium of 15 local public agencies (in cities and counties) that provide low-income adults with health education about cardiovascular diseases, in an effort to reduce such diseases. The funding for this health education comes from a federal grant that requires annual analysis and performance outcome reporting. In Chapter 4, we used a logic model to specify that a performance outcome is the result of inputs, activities, and outputs. Following the development of such a model, you decide to conduct a survey among participants who attend such training events to collect data about the number of events they attended, their knowledge of cardiovascular disease, and a variety of habits such as smoking that are linked to cardiovascular disease. Some things that you might want to know are whether attending workshops increases

The recklessness of the governments of two terrestrial countries has been obvious, when they have ordered their combat pilots to attack our space and scout ships, as soon as they are detected on their radar. This is highly dangerous for the crew members of your airplanes, because if they approach our gravitational field, their engines and controls become inoperative. In this way, several have lost their lives . . . They do not seem to understand that our orders are clear, not to harm their craft. Otherwise, at least 50 of their planes would have been destroyed. We are aware that many high-ranking military personnel and scientists have been silenced under the pretense of endangering the security of their countries, if public statements were to be made. This is another serious mistake of those governments. If we had any ambition or desire to conquer this planet, we would have done it 300 years ago, when the population could not have opposed any resistance. Even now, it would not be difficult to do. This phase is alternative: we shall continue making appearances, landings, contacts, all over the world, more and more frequently, as planned. You will be responsible for the education of the people in the different countries . . . using all means available. This is a difficult task, because you will be left to your own means [and] you will have against you those who do not take you seriously, and the dark machinations of the great established powers on your planet, hampering, creating doubts, and attacking you as promoters of this knowledge . . . After many years of observation and analysis of your world . . . the conclusion was that humankind, with few exceptions, were a barbarian horde . . . from the deepest levels of their spirit, and utterly incorrigible. Nevertheless, because of the merit of the few, [we are giving] direct help to many men, instructing them. It requires in many cases their evacuation from this planet, to a special place where they will be provided with a new conscience, to be transmitted afterwards to their fellow men . . . The disappearances of such people from Earth have already begun . . . This procedure holds the key to the future of your planet.

Reading is a red-brick university which ranks in the top 20 per cent of UK higher education institutions. Not numbered among Britain’s elite “Russell Group” — equivalent to the US Ivy League — it has nevertheless risen steadily through the rankings and is now rated third in the country for research on environmental sciences.

The most recent edition of the test—called the Programme for International Student Assessment (PISA)—was conducted in 2012, and it found that among the OECD’s thirty-four members, the United States ranked twenty-seventh, twentieth, and seventeenth in math, science, and reading, respectively.

The Map of Choices The first, called the Map of Choices, is designed to enable you to reflect on where you’ve come from, before you focus on where you’re going. You start by spending ten minutes drawing a map of your career path so far. It can take any form – a zigzagging line, a branching tree or maybe a labyrinth. On this map you should indicate not only the jobs you have done, but the different motivations and forces that have shaped your route. If a major career decision was influenced by the prospect of more money or status, show it on your map – similarly if you were driven by your talents, passions or values. You should also add other factors that might have guided you, such as the role played by your educational choices, parental expectations, professional career advice or chance. Even if you’ve only ever held one job, try mapping out what drew you into it. Having created your artwork, now spend another ten minutes looking at it and thinking about these three questions. • What does your map reveal about your overall approach to your working life so far? There may be general patterns you can see, such as the way you never stay in a position for more than a couple of years, or that you seem to have fallen into most jobs rather than really choosing them. • Which of the following motivations have you given greatest priority to in your career choices: money, status, respect, passions, talents or making a difference? (rank them from greatest to least priority) • Which two of the motivations mentioned above do you most want to shape your career choices in the future, and why? Make a note of your responses, ready for the next activity.

Most of them [the soldiers—Warriors in New Pentagon Speak—of the all-volunteer military] come from small towns in the South or the rustbelt of the Midwest or the big city ghettoes. Many are following a family heritage of military service that has made veterans of past wars a relatively privileged class, enjoying special access to higher education, jobs, and a nationwide system of socialized medicine. But so many of them are so very young, enticed or strong-armed by smartly uniformed recruiters who work the corridors and classrooms of America's most impoverished and thoroughly militarized high schools. So many are badly educated, knowing nothing of the world and how it operates. So many are immigrants, risking their lives for a fast track to citizenship. So many are poor and short on promise. So many have such a slim chance of another job, another line of work [like the one who tells the author "where else can I get a job doing the stuff I love? . . . Shootin' people. Blowin' shit up. It's fuckin' fun. I fuckin' love it."], let alone a decent wage or a promotion. And because the Pentagon lowered standards to fill the ranks of the volunteer army, so many are high school dropouts, or gangbangers, or neo-Nazi white supremacists, or drug addicts, or convicted felons with violent crimes on their record. In just three years following the invasion of Iraq, the military issued free passes—so called "moral waivers"—to one of every five recruits, including more than 58,000 convicted drug users and 1,605 with "serious" felony convictions for offenses including rape, kidnapping, and murder. When the number of free passes rose in the fourth year, the Pentagon changed the label to "conduct waiver.

Whether the army was capable of carrying out such an operation was a question never asked. The officer corps had been repeatedly purged, those ousted replaced by some 2,000 Ba’thist-indoctrinated ‘educators.’ “I worked as a teacher in the staff college,” remembered Ibrahim Isma’il Khahya who, in 1966, became commander of the 8th Infantry Brigade. “My officers were mostly teachers, too. They weren’t ready for war.” The head of intelligence for the Golan district, Col. Nash’at Habash, had been kicked out and replaced by a mere captain, brother of a high-ranking Ba’th official. Ahmad Suweidani, the former military attaché in Beijing, had been boosted from colonel to lieutenant general and chief of staff. Though Syria’s 250 tanks and 250 artillery pieces were generally of more recent vintage than Israel’s, their maintenance was minimal. Supply, too, could be erratic; deprived of food, front-line troops had been known to desert their posts. The air force was particularly substandard. An internal army report rated only 45 percent of Syria’s pilots as “good,” 32 percent as “average,”‘ and the remainder “below average.” Only thirty-four of the forty-two jets at the Dmair and Saiqal airfields were operational. Yet, within the ranks, morale had never been higher. Capt. Muhammad ‘Ammar, an infantry officer serving in the fortress of Tel Fakhr, recalled: “We thought we were stronger, that we could cling to our land, and that the Golan was impenetrable. We were especially heartened by the unity between Syria, Egypt, and Jordan.” Another captain, Marwan Hamdan al-Khuli, heard that “we were much stronger and would defeat the enemy easily.

The simplest description is that Unschooling means a way of bringing up children using free play and child-directed activity to develop the child's own individual talents and creativity by supportively following up the child's own interests – without coercion, compulsion, manipulation, regimentation, constant testing and grading and rank-ordering, or top-down authoritarianism.

Next to the education of the child,” he wrote, road building ranked as “the greatest public responsibility.” It contributed to the common good and did more to increase the “possibilities of enjoyment and happiness of life than any other public undertaking.” Good roads could improve the living standards of all, but especially rural Americans. For decades, agrarian life had been on the decline as young men and women on farms, unable to tolerate their isolation, abandoned their parents’ land and succumbed to the lure of the city. It was only a matter of time before people living in cities would outnumber those living on farms. Surely, MacDonald and others believed naively, roads connecting the country with the city could reverse this decline.

The Far Right is less interested in Burkean immunities from government power than it is in putting a maximum of governmental power in the hands of those who can be trusted. It is control of power, not diminution of power, that ranks high. Thus when Reagan was elected conservatives hoped for the quick abolition of such government ‘monstrosities’ as the Department of Energy, the Department of Education, and the two National Endowments of the Arts and Humanities, all creations of the political left. The Far Right in the Reagan Phenomenon saw it differently, however; they saw it as an opportunity for retaining and enjoying the powers. And the Far Right prevailed. It seeks to prevail also in the establishment of a ‘national industrial strategy,’ a government corporation structure in which the conservative dream of free private enterprise would be extinguished.

With unparalleled rapidity, the Igbos advanced fastest in the shortest period of time of all Nigeria’s ethnic groups. Like the Jews, to whom they have frequently been likened, they progressed despite being a minority in the country, filling the ranks of the nation’s educated, prosperous upper classes.

There are thousands today echoing the same rebellious complaint against God. They do not see that to deprive man of the freedom of choice would be to rob him of his prerogative as an intelligent being, and make him a mere automaton. It is not God’s purpose to coerce the will. Man was created a free moral [332] agent. Like the inhabitants of all other worlds, he must be subjected to the test of obedience; but he is never brought into such a position that yielding to evil becomes a matter of necessity. No temptation or trial is permitted to come to him which he is unable to resist. God made such ample provision that man need never have been defeated in the conflict with Satan. As men increased upon the earth, almost the whole world joined the ranks of rebellion. Once more Satan seemed to have gained the victory. But omnipotent power again cut short the working of iniquity, and the earth was cleansed by the Flood from its moral pollution. Says the prophet, “When Thy judgments are in the earth, the inhabitants of the world will learn righteousness. Let favor be showed to the wicked, yet will he not learn righteousness, ...and will not behold the majesty of Jehovah.” Isaiah 26:9, 10. Thus it was after the Flood. Released from his judgments, the inhabitants of the earth again rebelled against the Lord. Twice God’s covenant and his statutes had been rejected by the world. Both the people before the Flood and the descendants of Noah cast off the divine authority. Then God entered into covenant with Abraham, and took to himself a people to become the depositaries of his law. To seduce and destroy this people, Satan began at once to lay his snares. The children of Jacob were tempted to contract marriages with the heathen and to worship their idols. But Joseph was faithful to God, and his fidelity was a constant testimony to the true faith. It was to quench this light that Satan worked through the envy of Joseph’s brothers to cause him to be sold as a slave in a heathen land. God overruled events, however, so that the knowledge of himself should be given to the people of Egypt. Both in the house of Potiphar and in the prison Joseph received an education and training that, with the fear of God, prepared him for his high position as prime minister of the nation. From the palace of the Pharaohs his influence was felt throughout the land, and the knowledge of God spread far and wide. The Israelites in Egypt also became prosperous and wealthy, and such as were true to God exerted a widespread influence. The idolatrous priests were filled with alarm as they saw the new religion finding favor. Inspired by Satan with his own enmity toward the God of heaven, they set themselves to quench the light. To the priests was committed [333] the education of the heir to the throne, and it was this spirit of determined opposition to God and zeal for idolatry that molded the character of the future monarch, and led to cruelty and oppression toward the hebrews.

How Effectively Are We Preparing Students for These Future Challenges? Because our traditional educational system was designed to prepare students for an economy driven by farms and factories, it was assumed that only a small percentage of students would learn beyond high school. Consequently, schools did not expect all students to learn at high levels, but instead ranked and sorted kids along a bell-shaped curve, identifying those few expected to reach higher education.

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

In 1973, 29 percent of all U.S. jobs required postsecondary education. In 1992, 52 percent did. And in 2018, a projected 62 percent of all jobs will require postsecondary education. At the same time, many students and their families came to believe that a college’s cost directly reflected the quality of the education it offered and the long-term value of the degrees it granted. Rankings like those in U.S. News & World Report reflected this biased perception and encouraged the public to think that way as well.

To all Ethiopians – Black men at home and abroad who desire to live on equality with all men: Know the truth and the truth will make you free. Then, take your place in the ranks of all men – Brown, Yellow, White and Black. This is your God-given Right. Nothing more, nothing less. A Race without the knowledge of its history is like a tree without roots. It is the inspiring influence of that knowledge which makes men want to go forward. The whole future of man is bound up in the doings of the past. Know it well and no one will be able to deceive or make you afraid. Your historic records prove that you are the greatest benefactors of the whole human race; this knowledge should encourage you and cause you to put the mighty force within you to work. Then no man will have need to call you to labour. Come! Beloved, take up your cross, take your place in the ranks once more, you are delaying the caravan.