Regards Education Quotes

Teaching is not a lost art, but the regard for it is a lost tradition.

Doctors, professors, and scientists were unknowingly assimilating incorrect or half-true information in order to regurgitate it to the populace. Because the populace held these professions in the highest regard, their disseminated information was believed as if it was coming out of the mouth of gods.

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

The longer I live, the more I realize the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company...a church....a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past...we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude...I am convinced that life is 10% what happens to me and 90% how I react to it. And so it is with you...we are in charge of our attitudes.

Question: I am interested in so many things, and I have a terrible fear because my mother keeps telling me that I'm just going to be exploring the rest of my life and never get anything done. But I find it really hard to set my ways and say, "Well, do I want to do this, or should I try to exploit that, or should I escape and completely do one thing?" Anaïs Nin: One word I would banish from the dictionary is 'escape.' Just banish that and you'll be fine. Because that word has been misused regarding anybody who wanted to move away from a certain spot and wanted to grow. He was an escapist. You know if you forget that word you will have a much easier time. Also you're in the prime, the beginning of your life; you should experiment with everything, try everything.... We are taught all these dichotomies, and I only learned later that they could work in harmony. We have created false dichotomies; we create false ambivalences, and very painful one's sometimes -the feeling that we have to choose. But I think at one point we finally realize, sometimes subconsciously, whether or not we are really fitted for what we try and if it's what we want to do. You have a right to experiment with your life. You will make mistakes. And they are right too. No, I think there was too rigid a pattern. You came out of an education and are supposed to know your vocation. Your vocation is fixed, and maybe ten years later you find you are not a teacher anymore or you're not a painter anymore. It may happen. It has happened. I mean Gauguin decided at a certain point he wasn't a banker anymore; he was a painter. And so he walked away from banking. I think we have a right to change course. But society is the one that keeps demanding that we fit in and not disturb things. They would like you to fit in right away so that things work now.

Education doesn't change life much. It just lifts trouble to a higher plane of regard.

The longer I live, the more I realize the impact of attitude on life. Attitude, to me, is more important than facts. It is more important than the past, the education, the money, than circumstances, than failure, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company... a church... a home. The remarkable thing is we have a choice everyday regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% of how I react to it. And so it is with you... we are in charge of our attitudes.

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

It is here where education is championed and gratefully pursued as the human right which many in our world classify it to be. For although regarded as a human right, many entitled to education often dismiss its equal standing to other rights of a similar plane: water, food, shelter. Without water, many perish; with education, many complain.

Regard man as a mine rich in gems of inestimable value. Education can, alone, cause it to reveal its treasures, and enable mankind to benefit there from.

As regards moral courage, then, it is not so much that the public schools support it feebly, as that they suppress it firmly.

Veganism is an act of nonviolent defiance. It is our statement that we reject the notion that animals are things and that we regard sentient nonhumans as moral persons with the fundamental moral right not to be treated as the property or resources of humans.

It is my belief...that the talents every child has, regardless of his official 'I.Q,' could stay with him through life, to enrich him and everybody else, if these talents were not regarded as commodities with a value in the success-stakes.

If you teach the Negro that he has accomplished as much good as any other race he will aspire to equality and justice without regard to race. Such an effort would upset the program of the oppressor in Africa and America. Play up before the Negro, then, his crimes and shortcomings. Let him learn to admire the Hebrew, the Greek, the Latin and the Teuton. Lead the Negro to detest the man of African blood--to hate himself.

How little humane feeling after all was to be found in men's hearts; how much coarseness and cruelty was to be found even in the educated and those who were everywhere regarded as good and honorable men.

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

We abuse land because we regard it as a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect

The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. it opened my eyes to the horrible pit, but to no ladder upon which to get out. in moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

I regard monotheism as the greatest disaster ever to befall the human race. I see no good in Judaism, Christianity, or Islam -- good people, yes, but any religion based on a single, well, frenzied and virulent god, is not as useful to the human race as, say, Confucianism, which is not a religion but an ethical and educational system.

Respect is not the equivalent to 'liking' a student or teacher; it is the ability to have a high regard for the role of another. In order to receive respect, we should demonstrate it first...

Daydreaming does not enjoy tremendous prestige in our culture, which tends to regard it as unproductive thought. Writers perhaps appreciate its importance better than most, since a fair amount of what they call work consists of little more than daydreaming edited. Yet anyone who reads for pleasure should prize it too, for what is reading a good book but a daydream at second hand? Unlike any other form of thought, daydreaming is its own reward.

Good company requires only birth, manners and education and, with regard to education, I'm afraid it is not very particular

Parent power is not a sign of democracy, it is a sign of barbarism. We are to regard education as a service industry, like a laundry, parents are the customers, teachers the washers, children the dirty linen. Oh dear, oh dear, oh dear. And what in the name of boiling hell do parents know about education? How many educated people are there in the world? I could name seventeen or eighteen.

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

I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

And I'll close by saying this. Because anti-Semitism is the godfather of racism and the gateway to tyranny and fascism and war, it is to be regarded not as the enemy of the Jewish people, I learned, but as the common enemy of humanity and of civilisation, and has to be fought against very tenaciously for that reason, most especially in its current, most virulent form of Islamic Jihad. Daniel Pearl's revolting murderer was educated at the London School of Economics. Our Christmas bomber over Detroit was from a neighboring London college, the chair of the Islamic Students' Society. Many pogroms against Jewish people are being reported from all over Europe today as I'm talking, and we can only expect this to get worse, and we must make sure our own defenses are not neglected. Our task is to call this filthy thing, this plague, this—this pest, by its right name; to make unceasing resistance to it, knowing all the time that it's probably ultimately ineradicable, and bearing in mind that its hatred towards us is a compliment, and resolving (some of the time, at any rate) to do a bit more to deserve it. Thank you.

Most of the reforms we now regard as precious features of liberal society—universal suffrage, free universal education, freedom of the press, trade unions and so on—were won by popular struggle in the teeth of ferocious ruling-class resistance.

Instead of being regarded as intelligent or knowledgeable, many a woman would rather be regarded as beautiful or good in the kitchen; many a man, as handsome or good in bed.

Entitled ‘My Country and Its Appeal’, she commented on China’s cultural icon Confucius: ‘His grossest mistake was the failure to regard womankind with due respect. We learn from observation that no nation can rise to distinction unless her women are educated and considered as man’s equal morally, socially, and intellectually … China’s progress must come largely through her educated women.

The process of reforming the mental health system never includes the complaints that families and caregivers have regarding a need for increased access to resources, treatment, education, and financial support. Reform has continued to ignore the basic needs of families and suffering individuals with severe mental illness and special needs.

I shall try to persuade first the Rulers and soldiers, and then the rest of the community, that the upbringing and education we have given them was all something that happened to them only in a dream. In reality they were fashioned and reared, and their arms and equipment manufactured, in the depths of the earth, and Earth herself, their mother, brought them up, when they were complete, into the light of day; so now they must think of the land in which they live as their mother and protect her if she is attacked, while their fellow citizens they must regard as brothers born of the same mother earth…. That is the story. Do you know of any way of making them believe it?” “Not in the first generation,” he said, “but you might succeed with the second, and later generations.

The decisions we make regarding vocation, child rearing, education, civic and church involvement, and other areas of life create changes that affect our marriage relationships. The manner in which couples process these changes will determine the quality of their marriages.

The untutored egotist merely wants what he wants. Give him a religious education, and it becomes obvious to him, it becomes axiomatic, that what he wants is what God wants, that his cause is the cause of whatever he may happen to regard as the True Church and that any compromise is a metaphysical Munich, an appeasement of Radical Evil.

Fascism talks ideology, but it is really just marketing—marketing for power. It is recognizable by its need to purge, by the strategies it uses to purge, and by its terror of truly democratic agendas. It is recognizable by its determination to convert all public services to private entrepreneurship, all nonprofit organizations to profit-making ones—so that the narrow but protective chasm between governance and business disappears. It changes citizens into taxpayers—so individuals become angry at even the notion of the public good. It changes neighbors into consumers—so the measure of our value as humans is not our humanity or our compassion or our generosity but what we own. It changes parenting into panicking—so that we vote against the interests of our own children; against their health care, their education, their safety from weapons. And in effecting these changes it produces the perfect capitalist, one who is willing to kill a human being for a product (a pair of sneakers, a jacket, a car) or kill generations for control of products (oil, drugs, fruit, gold).

It is, however, the better part of wisdom to regard the mistake as experience which will help guide you in the future, a part, though a painful part, of your education.

It is the hallmark of an educated person to remain skeptical of accepted views and to regard even the most popular beliefs as working assumptions.

There was a sting in this arithmetic: in knowing that in the divine calculus of heaven, one man could balance the equation for countless women. (Regarding polygamy)

I don’t want him regarding women as some other species.” I pointed out that I had attended a co-educational public school and had ended up regarding the majority of the human race as another species.

...Everything I had learned or assimilated from my parents I now regarded as unreliable, and needing to be rethought from scratch. In fact, I probably went further-I felt that everything my parents believed was by definition wrong, and that if I ever felt myself in agreement with my parents I should immediately recant. Everything... needed to be jettisoned. But in a way what they said wasn't the problem: what I was more worried about was the attitudes, prejudices, beliefs I might have picked up from them subconsciously or before I was old enough to even know what I was learning. Effectively, I had to question everything I believed, and never accept my own instincts. It required constant vigilance; it was intellectually exhausting.

The prison population consists of heterogeneous elements; but, taking only those who are usually described as 'the criminals' proper, and of whom we have heard so much lately from Lombroso and his followers, what struck me most as regards them was that the prisons, which are considered as preventive of anti-social deeds, are exactly the institutions for breeding them. Every one knows that absence of education, dislike of regular work, physical incapability of sustained effort, misdirected love of adventure, gambling propensities, absence of energy, an untrained will, and carelessness about the happiness of others are the causes which bring this class of people before the courts. Now I was deeply impressed during my imprisonment by the fact that it is exactly these defects of human nature--each one of them--which the prison breeds in its inmates; and it is bound to breed them because it is a prison, and will breed them so long as it exists.

In our very democratic, or rather, very plebeian age, "education" and "culture" must be essentially the art of deceiving - deceiving with regard to origin, with regard to the inherited plebeianism in body and soul.

Characters should be interchangeable as between one book and another. The entire corpus of existing literature should be regarded as a limbo from which discerning authors could draw their characters as required, creating only when they failed to find a suitable existing puppet. The modern novel should be largely a work of reference. Most authors spend their time saying what has been said before – usually said much better. A wealth of references to existing works would acquaint the reader instantaneously with the nature of each character, would obviate tiresome explanations and would effectively preclude mountebanks, upstarts, thimble-riggers and persons of inferior education from an understanding of contemporary literature.

Changes in technology come along roughly every five to seven years, so no one can ever have any expectation of permanence in the workplace. People's skills will always need upgrading. But the right kind of education for the twenty-first century is the one that prepares us to weather these changes—and which does so equally, without regard to where we are from or what your parents do.

Well," he said with equanimity, "you see, in my opinion there is no point at all in talking about music. I never talk about music. What reply, then, was I to make to your very able and just remarks? You were perfectly right in all you said. But, you see, I am a musician, not a professor, and I don't believe that, as regards music, there is the least point in being right. Music does not depend on being right, on having good taste and education and all that." "Indeed. Then what does it depend on?" "On making music, Herr Haller, on making music as well and as much as possible and with all the intensity of which one is capable. That is the point, Monsieur. Though I carried the complete works of Bach and Haydn in my head and could say the cleverest things about them, not a soul would be the better for it. But when I take hold of my mouthpiece and play a lively shimmy, whether the shimmy be good or bad, it will give people pleasure. It gets into their legs and into their blood. That's the point and that alone. Look at the faces in a dance hall at the moment when the music strikes up after a longish pause, how eyes sparkle, legs twitch and faces begin to laugh. That is why one makes music.

Those ignorant "masters of our destinies" who regard humans as animals or as monstrous hybrids of natural and supernatural must be dethroned by scientific education. Humans can be literally poisoned by false ideas and false teachings. Many people have a just horror at the thought of putting poison into tea or coffee, but seem unable to realize that, when they teach false ideas and false doctrines, they are poisoning the time-binding capacity of their fellow men and women. One has to stop and think!

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

#TeamLightSkin vs. #TeamDarkSkin… REALLY, are you serious? To the black females that participate in this garbage, shame on you! Yes, I said it and I won’t take it back. After all that we’ve been through as a race regarding the light-skinned niggers versus the dark-skinned niggers, you’re actually keeping this garbage up? It’s time to wake up my Beautiful Black Queens! Educate yourself and know your history. This shouldn’t be something that we’re entertaining. WE are #TeamMelanin! Period. Enough of the foolishness! Respect yourself. Respect our race. We should be building one another up, not tearing each other down. Melanin is Exquisite Beauty in EVERY shade. Together, WE are strong, unstoppable, and powerful. Enough is enough! I encourage you to stop participating in things that keep us divided. Real Talk!

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 gospel of Satan is not a system of revolutionary principles, nor yet a program of anarchy. It does not promote strife and war, but aims at peace and unity. It seeks not to set the mother against her daughter nor the father against his son, but fosters the fraternal spirit whereby the human race is regarded as one great “brotherhood.” It does not seek to drag down the natural man, but to improve and uplift him. It advocates education and cultivation and appeals to “the best that is within us.” It aims to make this world such a comfortable and congenial habitat that Christ’s absence from it will not be felt and God will not be needed. It endeavors to occupy man so much with this world that he has no time or inclination to think of the world to come. It propagates the principles of self-sacrifice, charity and benevolence, and teaches us to live for the good of others, and to be kind to all. It appeals strongly to the carnal mind and is popular with the masses, because it ignores the solemn facts that by nature man is a fallen creature, alienated from the life of God, and dead in trespasses and sins, and that his only hope lies in being born again.

Yet like many other human traits that made sense in past ages but cause trouble in the modern age, the knowledge illusion has its downside. The world is becoming ever more complex, and people fail to realise just how ignorant they are of what’s going on. Consequently some who know next to nothing about meteorology or biology nevertheless propose policies regarding climate change and genetically modified crops, while others hold extremely strong views about what should be done in Iraq or Ukraine without being able to locate these countries on a map. People rarely appreciate their ignorance, because they lock themselves inside an echo chamber of like-minded friends and self-confirming newsfeeds, where their beliefs are constantly reinforced and seldom challenged. Providing people with more and better information is unlikely to improve matters. Scientists hope to dispel wrong views by better science education, and pundits hope to sway public opinion on issues such as Obamacare or global warming by presenting the public with accurate facts and expert reports. Such hopes are grounded in a misunderstanding of how humans actually think. Most of our views are shaped by communal groupthink rather than individual rationality, and we hold on to these views out of group loyalty. Bombarding people with facts and exposing their individual ignorance is likely to backfire. Most people don’t like too many facts, and they certainly don’t like to feel stupid. Don’t be so sure that you can convince Tea Party supporters of the truth of global warming by presenting them with sheets of statistical data.

...But Aunt Anne has encouraged me to continue. In many regards, life itself is a voyage, she says. We never know where its winds and currents will carry us, she says, or what adventures lie ahead, and surely it's worth keeping record of this journey as well.

One of the paradoxes of our time is that the War on Terror has served mainly to reinforce a collective belief that maintaining the right amount of fear and suspicion will earn one safety. Fear is promoted by the government as a kind of policy. Fear is accepted, even among the best-educated people in this country, even among the professors with whom I work, as a kind of intelligence. And inspiring fear in others is often seen as neighborly and kindly, instead of being regarded as what my cousin recognized it for - a violence.

To pay attention to the American political process, and what the candidates for this nation’s highest office have to say and not say about the issues that are of importance to them and thus we are to presume importance to the Nation, you would get the impression that the issue of race, that the issue of racism, that the issue of discrimination, and certainly that the issue of white racial privilege were non existent issues; that they were of really no importance, or that of very little importance, because you will not hear and have not heard any of the candidates for the presidency of the United States, in either party, of whatever political ideology, make this an issue. Yes,they talk about poverty and occasionally they talk about schooling and education. They talk about healthcare. They talk about all of those things, but not once have any of those candidates tried to directly connect the role that racism, the role that racial discrimination, the role that institutional racial oppression and white privilege play in regard to health care, in regard to housing, in regard to schooling. It is as if those issues exist in a vacuum and have no relationship to color, have no relationship to race, have no relationship to a history of racial subordination.

In a situation where flesh is consumed, vegetarians inevitably call attention to themselves. They have made something absent on their plates; perhaps a verbal demurral has been required as well. They then are drawn into a discussion regarding their vegetarianism. Frequently, there will be someone present who actually feels hostile to vegetarianism and regards it as a personal challenge. If this is the case, all sorts of outrageous issues are thrown out to see how the vegetarian will handle them. The vegetarian, enthusiastic reformer, sees the opportunity as one of education; but it is not. instead it is a teasing game of manipulation. At times, ludicrous questions are raised; they imply that the entire discussion is ludicrous.

I have always regarded Paine as one of the greatest of all Americans. Never have we had a sounder intelligence in this republic ... It was my good fortune to encounter Thomas Paine's works in my boyhood ... it was, indeed, a revelation to me to read that great thinker's views on political and theological subjects. Paine educated me, then, about many matters of which I had never before thought. I remember, very vividly, the flash of enlightenment that shone from Paine's writings, and I recall thinking, at that time, 'What a pity these works are not today the schoolbooks for all children!' My interest in Paine was not satisfied by my first reading of his works. I went back to them time and again, just as I have done since my boyhood days.

Similar reasoning has promoted educational policies which seek to create more equal outcomes for "special education" students with mental, physical, or psychological handicaps—again with little or no regard for the financial costs of this to the taxpayers or the educational costs to other children in whose classrooms they are to be "mainstreamed," often with little regard to the disruptive effects of their special needs. These financial costs can be several times what it costs to educate the average student, while the educational results for a severely retarded student may be imperceptible. The educational cost can also include a substantial part of a teacher's time being devoted to one or a few students, to the neglect of the majority.

Count Lev Nikolayevich Tolstoy, commonly referred to in English as Leo Tolstoy, was a Russian novelist, writer, essayist, philosopher, Christian anarchist, pacifist, educational reformer, moral thinker, and an influential member of the Tolstoy family. As a fiction writer Tolstoy is widely regarded as one of the greatest of all novelists, particularly noted for his masterpieces War and Peace and Anna Karenina; in their scope, breadth and realistic depiction of Russian life, the two books stand at the peak of realistic fiction. As a moral philosopher he was notable for his ideas on nonviolent resistance through his work The Kingdom of God is Within You, which in turn influenced such twentieth-century figures as Mohandas K. Gandhi and Martin Luther King, Jr. Source: Wikipedia

The vice of “verbalism” can be defined as the bad habit of using words without regard for the thoughts they should convey and without awareness of the experiences to which they should refer. It is playing with words. As the two tests we have suggested indicate, “verbalism” is the besetting sin of those who fail to read analytically. Such readers never get beyond the words. They possess what they read as a verbal memory that they can recite emptily. One of the charges made by certain modern educators against the liberal arts is that they tend to verbalism, but just the opposite seems to be the case. The failure in reading—the omnipresent verbalism—of those who have not been trained in the arts of grammar and logic shows how lack of such discipline results in slavery to words rather than mastery of them.

Let us educate the younger generation to be shy in and out of season: to edge behind the furniture: to say spasmodic and ill-digested things: to twist their feet round the protective feet of sofas and armchairs: to feel that their hands belong to someone else--that they are objects, which they long to put down on some table away from themselves. For shyness is the protective fluid within which our personalities are able to develop into natural shapes. Without this fluid the character becomes merely standardized or imitative: it is within the tender velvet sheath of shyness that the full flower of idiosyncrasy is nurtured: it is from this sheath alone that it can eventually unfold itself, coloured and undamaged. Let the shy understand, therefore, that their disability is not only an inconvenience, but also a privilege. Let them regard their shyness as a gift rather than as an affliction. Let them consider how intolerable are those of their contemporaries who are not also shy.

A person who peremptorily denies the existence of anything which is beyond the horizon of his understanding because he cannot make it harmonise with his accepted opinions is as credulous as he who believes everything without any discrimination. Either of these persons is not a freethinker, but a slave to the opinions which he has accepted from others, or which he may have formed in the course of his education, and by his special experiences in his (naturally limited) intercourse with the world. If such persons meet with any extraordinary fact that is beyond their own experience, they often either regard it with awe and wonder, and are ready to accept any wild and improbable theory that may be offered to them in regard to such facts, or they sometimes reject the testimony of credible witnesses, and frequently even that of their own senses. They often do not hesitate to impute the basest motives and the most silly puerilities to honourable persons, and are credulous enough to believe that serious and wise people had taken the trouble to play upon them “practical jokes,” and they are often willing to admit the most absurd theories rather than to use their own common sense.

As science is more and more subject to grave misuse as well as to use for human benefit it has also become the scientist's responsibility to become aware of the social relations and applications of his subject, and to exert his influence in such a direction as will result in the best applications of the findings in his own and related fields. Thus he must help in educating the public, in the broad sense, and this means first educating himself, not only in science but in regard to the great issues confronting mankind today.

The world of conspiracy theories is one where stupid people dismiss the expertise of highly qualified people, and attribute to these experts a wicked desire to lie to and gull the masses. In other words, they portray experts as sinister enemies of the people. Conspiracy theories reflect the increasingly prevalent notion that the average, uneducated person is always right – can always see the real truth of a situation – while the educated experts are always wrong because they are deliberately lying to the people to further a conspiracy by the elite against the people. It is increasingly being perceived as a “sin”, a crime, to be smart, to be an expert. Average people do not like smart people, do not trust them, and are happy to regard them as nefarious conspirators. They are constructing a fantasy world where the idiot is always right and honest, and anyone who opposes the idiot always wrong and dishonest. A global Confederacy of Dunces is being established, whose cretinous values are transmitted by bizarre memes that crisscross the internet at a dizzying speed, and which are always accepted uncritically as the finest nuggets of truth. Woe betide anyone who challenges the Confederacy. They will be immediately trolled.

A generous intercourse of charity united the most distant provinces, and the smaller congregations were cheerfully assisted by the alms of their more opulent brethren. Such an institution, which paid less regard to the merit than to the distress of the object, very materially conduced to the progress of Christianity. The Pagans, who were actuated by a sense of humanity, while they derided the doctrines, acknowledged the benevolence of the new sect. The prospect of immediate relief and of future protection allured into its hospitable bosom many of those unhappy persons whom the neglect of the world would have abandonned to the miseries of want, of sickness, and of old age. There is some reason likewise to believe, that great numbers of infants, who, according to the inhuman practice of the times, had been exposed by their parents, were frequently rescued from death, baptised, educated, and maintained by the piety of the Christians, and at the expense of the public treasure.

A little later, when breakfast was over and I had not yet gone up-stairs to my room, I had my first interview with Doctor Brandon, the famous alienist who was in charge of the case. I had never seen him before, but from the first moment that I looked at him I took his measure, almost by intuition. He was, I suppose, honest enough -- I have always granted him that, bitterly as I have felt toward him. It wasn't his fault that he lacked red blood in his brain, or that he had formed the habit, from long association with abnormal phenomena, of regarding all life as a disease. He was the sort of physician -- every nurse will understand what I mean -- who deals instinctively with groups instead of with individuals. He was long and solemn and very round in the face; and I hadn't talked to him ten minutes before I knew he had been educated in Germany, and that he had learned over there to treat every emotion as a pathological manifestation. I used to wonder what he got out of life -- what any one got out of life who had analyzed away everything except the bare structure.

Finally, and even more seriously, I fear a return to the international climate that prevailed in the 1920s and '30s, when the United States withdrew from the global stage and countries everywhere pursued what they perceived to be their own interests without regard to larger and more enduring goals. When arguing that every age has its own Fascism, the Italian writer and Holocaust survivor Primo Levi added that the critical point can be reached “not just through the terror of police intimidation, but by denying and distorting information, by undermining systems of justice, by paralyzing the education system, and by spreading in a myriad subtle ways nostalgia for a world where order reigned.” If he is right (and I think he is), we have reason to be concerned by the gathering array of political and social currents buffeting us today—currents propelled by the dark underside of the technological revolution, the corroding effects of power, the American president’s disrespect for truth, and the widening acceptance of dehumanizing insults, Islamophobia, and anti-Semitism as being within the bounds of normal public debate. We are not there yet, but these feel like signposts on the road back to an era when Fascism found nourishment and individual tragedies were multiplied millions-fold.

The habit of doubt; of distrusting his own judgment and of totally rejecting the judgment of the world; the tendency to regard every question as open; the hesitation to act except as a choice of evils; the shirking of responsibility; the love of line, form, quality; the horror of ennui; the passion for companionship and the antipathy to society -- all these are well-known qualities of New England character in no way peculiar to individuals but in this instance they seemed to be stimulated by the fever, and Henry Adams could never make up his mind whether, on the whole, the change of character was morbid or healthy, good or bad for his purpose.

A cult is a group of people who share an obsessive devotion to a person or idea. The cults described in this book use violent tactics to recruit, indoctrinate, and keep members. Ritual abuse is defined as the emotionally, physically, and sexually abusive acts performed by violent cults. Most violent cults do not openly express their beliefs and practices, and they tend to live separately in noncommunal environments to avoid detection. Some victims of ritual abuse are children abused outside the home by nonfamily members, in public settings such as day care. Other victims are children and teenagers who are forced by their parents to witness and participate in violent rituals. Adult ritual abuse victims often include these grown children who were forced from childhood to be a member of the group. Other adult and teenage victims are people who unknowingly joined social groups or organizations that slowly manipulated and blackmailed them into becoming permanent members of the group. All cases of ritual abuse, no matter what the age of the victim, involve intense physical and emotional trauma. Violent cults may sacrifice humans and animals as part of religious rituals. They use torture to silence victims and other unwilling participants. Ritual abuse victims say they are degraded and humiliated and are often forced to torture, kill, and sexually violate other helpless victims. The purpose of the ritual abuse is usually indoctrination. The cults intend to destroy these victims' free will by undermining their sense of safety in the world and by forcing them to hurt others. In the last ten years, a number of people have been convicted on sexual abuse charges in cases where the abused children had reported elements of ritual child abuse. These children described being raped by groups of adults who wore costumes or masks and said they were forced to witness religious-type rituals in which animals and humans were tortured or killed. In one case, the defense introduced in court photographs of the children being abused by the defendants[.1] In another case, the police found tunnels etched with crosses and pentacles along with stone altars and candles in a cemetery where abuse had been reported. The defendants in this case pleaded guilty to charges of incest, cruelty, and indecent assault.[2] Ritual abuse allegations have been made in England, the United States, and Canada.[3] Many myths abound concerning the parents and children who report ritual abuse. Some people suggest that the tales of ritual abuse are "mass hysteria." They say the parents of these children who report ritual abuse are often overly zealous Christians on a "witch-hunt" to persecute satanists. These skeptics say the parents are fearful of satanism, and they use their knowledge of the Black Mass (a historically well-known, sexualized ritual in which animals and humans are sacrificed) to brainwash their children into saying they were abused by satanists.[4] In 1992 I conducted a study to separate fact from fiction in regard to the disclosures of children who report ritual abuse.[5] The study was conducted through Believe the Children, a national organization that provides support and educational sources for ritual abuse survivors and their families.

For example, my choice of career. You generously and patiently gave me complete freedom.  Though this followed the habits, or at least the values, of the Jewish middle class concerning their sons.  And here your misunder-standing of my character worked its effect, which – together with your father’s pride – blinded you to my real nature: to my weakness.  In your opinion, I was always studying as a child, and  later I was always writing.  Looking back that      is certainly not true.  I can say with very little exaggeration, I barely studied and I learnt nothing; to have retained something after so many years of education wasn’t remarkable for a man with a memory and some intelligence;  but given the vast expenditure of time and money, and my outwardly easy, unburdened life, what I achieved with regard to knowledge, especially sound knowledge, was nothing – certainly when compared to what others managed.  It is lamentable, but for me understandable.  I always had such a deep concern about the continued existence of my mind and spirit, that I was indifferent to everything else.  Jewish schoolboys have a reputation, for amongst them one finds the most improbable things; but my cold, barely disguised, permanent, childish, ridiculous, animal, self-satisfied indifference, and my cold and fantastical mind, are not things that I have ever met again – though admittedly they were just a defence against nervous destruction through fear and guilt.  And I was worried about myself in all manner of ways.  For example, I was worried about my health: I was worried about my hair falling out, my digestion, and my back – for it was stooped.  And my worries turned to fear and it all ended in true sickness.  But what was all that?  Not actual bodily sickness.  I was sick because I was a disinherited son, who needed constant reassurance about his own peculiar existence, who in the most profound sense never owned anything, and who was even insecure about the thing which was next to him: his own body. 

This preoccupation with the classics was the happiest thing that could have befallen me. It gave me a standard of values. To live for a time close to great minds is the best kind of education. ... Faulty though my own practice has always been, I learned sound doctrine - the virtue of a clean, bare style, of simplicity, of a hard substance and an austere pattern. Above all the Calvinism of my boyhood was broadened, mellowed, and also confirmed. For if the classics widened my sense of the joy of life they also taught its littleness and transience; if they exalted the dignity of human nature they insisted upon its frailties and the aidos with which the temporal must regard the eternal. I lost then any chance of being a rebel, for I became profoundly conscious of the dominion of unalterable law. ... Indeed, I cannot imagine a more precious viaticum than the classics of Greece and Rome, or a happier fate than that one's youth should be intertwined with their world of clear, mellow lights, gracious images, and fruitful thoughts. They are especially valuable to those who believe that Time enshrines and does not destroy, and who do what I am attempting to do in these pages, and go back upon and interpret the past. No science or philosophy can give that colouring, for such provide a schematic, and not a living, breathing universe. And I do not think that the mastery of other literatures can give it in a like degree, for they do not furnish the same totality of life - a complete world recognisable as such, a humane world, yet one untouchable by decay and death...

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

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.

The most tragic error into which older people can fall is one that is common among educators and politicians. It is to use youth as scapegoats for the sins of their elders. Is the nation wasting its young men and its honor in an unjust war? Never mind — direct your frustration at the long-haired young people who are shouting in the streets that the war must end. Curse them as hippies and immoral, dirty fanatics; after all, we older Americans could not have been wrong about anything important, because our hearts are all in the right place and God is always on our side, so anyone who opposes us must be insane, and probably in the pay of the godless Communists. Youth is in the process of being classed with the dark- skinned minorities as the object of popular scorn and hatred. It    is   as  if  Americans  have  to  have  a  "nigger,"  a  target                             for its hidden frustrations and guilt. Without someone to blame, like the Communists abroad and the young and black at home, middle America would be forced to consider whether all the problems of our time were in any way its own fault. That is the one thing it could never stand to do. Hence, it finds scapegoats. Few adults, I am afraid, will ever break free of the crippling attitudes that have been programmed into their personalities – racism, self-righteousness, lack of concern for the losers of the world, and an excessive regard for property. One reason, as I have noted, is that they do not know they are like this, and that they proclaim ideals that are the reverse of many of their actions. Such hypocrisy, even if it is unconscious, is the real barrier between them and their children.

The imported discovery, that human nature is too good to be made better by discipline, that children are enticed from the right way by religious instruction, and driven from it by the rod, and kept in thraldom by the conspiracy of priests and legislators, has united not a few in the noble experiment of emancipating the world by the help of an irreligious, ungoverned progeny. The indolent have rejoiced in the discovery that our fathers were fools and bigots, and have cheerfully let loose their children to help on the glorious work; while thousands of families, having heard from their teachers, or believing, in spite of them, that morality will suffice both for earth and heaven, and not doubting that morality will flourish without religion, have either not reared the family altar, or have put out the sacred fire, and laid aside together the rod and the Bible, as superfluous auxiliaries in the education of children. From the school, too, with pious regard for its sacred honors, the Bible, by some, has been withdrawn, lest, by a too familiar knowledge of its contents, children should learn to despise it; as if ignorance were the mother of devotion, and the efficacy of laws depended upon their not being understood.

Immediate reality is conditional upon individual consciousness. Thus the individual real existence of man also lies first and foremost in his consciousness. But this is as such necessarily ideational, and thus conditioned by the intellect and by the sphere and substance of the intellect's activity. The degree of clarity of consciousness, and consequently of thought, can therefore be regarded as the degree of reality of existence. But this degree of thought, or of clear consciousness of ones own existence and that of others, varies very greatly within the human race itself according to the measure of natural intellectual power, the extent to which this is developed, and the amount of leisure available for reflection. - On Psychology

An abolitionist is, as I have developed that notion, one who (1) maintains that we cannot justify animal use, however “humane” it may be; (2) rejects welfare campaigns that seek more “humane” exploitation, or single-issue campaigns that seek to portray one form of animal exploitation as morally worse than other forms of animal exploitation (e.g., a campaign that seeks to distinguish fur from wool or leather); and (3) regards veganism, or the complete rejection of the consumption or use of any animal products, as a moral baseline. An abolitionist regards creative, nonviolent vegan education as the primary form of activism, because she understands that the paradigm will not shift until we address demand and educate people to stop thinking of animals as things we eat, wear, or use as our resources.

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

As delightful as Dr. Gibson is, she doesn't have the makings of a farmwife." Ethan's brows lifted. "Are you thinking about taking a wife?" West shrugged. "The nights can be long and quiet in the country," he admitted. "If I found a woman who was an interesting companion and attractive enough to bed... yes, I'd consider marrying her." He paused. "Better yet if she were educated. A sense of humor would be icing on the cake. Red hair isn't a requirement, but I do have a fatal weakness for it." West's mouth twisted with a self-mocking grin. "Of course, she'd have to be willing to overlook the fact that I was an undisciplined and obnoxious swill-tub until about three years ago." A nearly imperceptible look of bitterness flashed across his face before he masked it. "Who is she?" Ethan asked softly. "No one. An imaginary woman." Averting his gaze, West used the toe of his boot to flick a loose pebble to the side of the drive. "Who happens to despise me," he muttered. Ethan regarded him with sympathetic amusement. "You might be able to change her opinion." "Only if I could travel back in time and beat my former self to a pulp.

The second thing that can be said with regard to life expectancy is that it is not a good idea to be an American. Compared with your peers in the rest of the industrialized world, even being well-off doesn’t help you here. A randomly selected American aged forty-five to fifty-four is more than twice as likely to die, from any cause, as someone from the same age-group in Sweden. Just consider that. If you are a middle-aged American, your risk of dying before your time is more than double that of a person picked at random off the streets of Uppsala or Stockholm or Linköping. It is much the same when other nationalities are brought in for comparison. For every 400 middle-aged Americans who die each year, just 220 die in Australia, 230 in Britain, 290 in Germany, and 300 in France. These health deficits begin at birth and go right on through life. Children in the United States are 70 percent more likely to die in childhood than children in the rest of the wealthy world. Among rich countries, America is at or near the bottom for virtually every measure of medical well-being—for chronic disease, depression, drug abuse, homicide, teenage pregnancies, HIV prevalence. Even sufferers of cystic fibrosis live ten years longer on average in Canada than in the United States. What is perhaps most surprising is that all these poorer outcomes apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad.

Every human being asks pertinent questions regarding how to live, what to believe in, and what we aspire to become. Throughout life, we question what desires and principles to value and prioritize – love, friendship, freedom, happiness, creativity, wealth, security. We make difficult decisions based upon what we trust constitutes ethical behavior. We balance out work and play by considering what a person’s time is worth. We encounter both joyful and unpleasant physical experiences. As we age, we modify some of our youthful assumptions and question the existence of a mystical and divine world. We engage in formal and informal educational activities, which edifying foundation support modest or dramatic shifts in our instinctive and learned behavior patterns, and alter our intellectual and emotional perspective. Each person aspires to live honorably and age gracefully despite encountering physical adversity, financial hardships, sickness, or injury.

the Reformed Christian has never believed that America is a Christian nation and that, accordingly, our social institutions and formations, though blemished here and there, are fundamentally in accord with God's will. But neither has she agreed with those Christians who hold that our social institutions and formations are fundamentally corrupt and that the duty of the Christian is to withdraw. Normative discrimination is what she has always regarded as the appropriate stance, coupled with the attempt, once the discrimination has been made, to change what is wrong when that proves possible, to keep discontent alive when change proves not possible, and always to be grateful for what is good. In short, to act redemptively. While praying the prayer, "Thy kingdom come," to join God's cause of struggling against all that resists and falls short of God's will and longing for creation, thus to acknowledge the rightful, and ultimately effective, rule of Jesus Christ over every square inch of creation.

In this regard, it is important to realize that the classroom and the educational system, in general, is a coercive environment. This means that the environment is imposed upon children as opposed to allowing to develop or choose it. Essentially, we judge students based upon on how well they fit into this coercive environment. A broader perspective suggests that when a child finds that she is an environment that is not suited to her, her natural response is to try to change that environment. In the case of a child that is overwhelmed by an overly complex environment, this kind of response is less likely because of the challenge she faces in dealing with the environment, but it could occur. In the case of the child that finds herself in an environment that is too simple, the natural response is apparent: an attempt to make the environment more interesting, more stimulating – so-call disruptive behavior. Therefore, the disruptive classroom behavior is actually quite a reasonable consequence of a coercive environment.

The idea of freedom is complex and it is all-encompassing. It’s the idea that the economy must remain free of government persuasion. It’s the idea that the press must operate without government intrusion. And it’s the idea that the emails and phone records of Americans should remain free from government search and seizure. It’s the idea that parents must be the decision makers in regards to their children's education — not some government bureaucrat. But most importantly, it is the idea that the individual must be free to pursue his or her own happiness free from government dependence and free from government control. Because to be truly free is to be reliant on no one other than the author of our destiny. These are the ideas at the core of the Republican Party, and it is why I am a Republican. So my brothers and sisters of the American community, please join with me today in abandoning the government plantation and the Party of disappointment. So that we may all echo the words of one Republican leader who famously said, "Free at last, free at last, thank God Almighty, we are free at last.

When leaders confront you, allow them. When leaders criticize you, permit them. When leaders annoy you, tolerate them. When leaders oppose you, debate them. When leaders provoke you, challenge them. When leaders encourage you, appreciate them. When leaders protect you, value them. When leaders help you, cherish them. When leaders guide you, treasure them. When leaders inspire you, revere them. When leaders fail you, pardon them. When leaders disappoint you, forgive them. When leaders exploit you, defy them. When leaders abandon you, disregard them. When leaders betray you, discipline them. When leaders regard you, acknowledge them. When leaders accommodate you, embrace them. When leaders favor you, esteem them. When leaders bless you, honor them. When leaders reward you, promote them. When your leaders are weak, uphold them. When your leaders are discouraged, comfort them. When your leaders are disappointed, strengthen them. When your leaders are defeated, encourage them. When your leaders are dejected, revitalize them. When your leaders are strong, approve them. When your leaders are brave, applaud them. When your leaders are determined, extol them. When your leaders are persevering, endorse them. When your leaders are fierce, exalt them. When your leaders are abusive, rebuke them. When your leaders are manipulative, chastise them. When your leaders are corrupt, punish them. When your leaders are evil, imprison them. When your leaders are tyrannical, overthrow them. When your leaders are considerate, receive them. When your leaders are compassionate, welcome them. When your leaders are appreciative, love them. When your leaders are generous, praise them. When your leaders are kind, venerate them. When your leaders are clever, keep them. When your leaders are prudent, trust them. When your leaders are shrewd, observe them. When your leaders are wise, believe them. When your leaders are enlightened, follow them. When your leaders are naive, caution them. When your leaders are shallow, teach them. When your leaders are unschooled, educate them. When your leaders are stupid, impeach them. When your leaders are foolish, depose them. When your leaders are able, empower them. When your leaders are open, engage them. When your leaders are honest, support them. When your leaders are impartial, respect them. When your leaders are noble, serve them. When your leaders are incompetent, train them. When your leaders are unqualified, develop them. When your leaders are dishonest, admonish them. When your leaders are partial, demote them. When your leaders are useless, remove them.

I am as firmly convinced that religions do harm as I am that they are untrue. The harm that is done by a religion is of two sorts, the one depending on the kind of belief which it is thought ought to be given to it, and the other upon the particular tenets believed. As regards the kind of belief: it is thought virtuous to have faith - that is to say, to have a conviction which cannot be shaken by contrary evidence. Or, if contrary evidence might induce doubt, it is held that contrary evidence must be suppressed. On such grounds the young are not allowed to hear arguments, in Russia, in favour of Capitalism, or, in America, in favour of Communism. This keeps the faith of both intact and ready for internecine war. The conviction that it is important to believe this or that, even if a free inquiry would not support the belief, is one which is common to almost all religions and which inspires all systems of State education. The consequence is that the minds of the young are stunted and are filled with fanatical hostility both to those who have other fanaticisms, and, even more virulently, to those who object to all fanaticisms.

I beg your pardon, Mrs. Graham - but you get on too fast. I have not yet said that a boy should be taught to rush into the snares of life, - or even wilfully to seek temptation for the sake of exercising his virtue by overcoming it; - I only say that it is better to arm and strengthen your hero, than to disarm and enfeeble the foe; - and if you were to rear an oak sapling in a hothouse, tending it carefully night and day, and shielding it from every breath of wind, you could not expect it to become a hardy tree, like that which has grown up on the mountain-side, exposed to all the action of the elements, and not even sheltered from the shock of the tempest.' 'Granted; - but would you use the same argument with regard to a girl?' 'Certainly not.' 'No; you would have her to be tenderly and delicately nurtured, like a hot-house plant - taught to cling to others for direction and support, and guarded, as much as possible, from the very knowledge of evil. But will you be so good as to inform me why you make this distinction? Is it that you think she has no virtue?' 'Assuredly not.' 'Well, but you affirm that virtue is only elicited by temptation; - and you think that a woman cannot be too little exposed to temptation, or too little acquainted with vice, or anything connected therewith. It must be either that you think she is essentially so vicious, or so feeble-minded, that she cannot withstand temptation, - and though she may be pure and innocent as long as she is kept in ignorance and restraint, yet, being destitute of real virtue, to teach her how to sin is at once to make her a sinner, and the greater her knowledge, the wider her liberty, the deeper will be her depravity, - whereas, in the nobler sex, there is a natural tendency to goodness, guarded by a superior fortitude, which, the more it is exercised by trials and dangers, is only the further developed - ' 'Heaven forbid that I should think so!' I interrupted her at last." 'Well, then, it must be that you think they are both weak and prone to err, and the slightest error, the merest shadow of pollution, will ruin the one, while the character of the other will be strengthened and embellished - his education properly finished by a little practical acquaintance with forbidden things. Such experience, to him (to use a trite simile), will be like the storm to the oak, which, though it may scatter the leaves, and snap the smaller branches, serves but to rivet the roots, and to harden and condense the fibres of the tree. You would have us encourage our sons to prove all things by their own experience, while our daughters must not even profit by the experience of others. Now I would have both so to benefit by the experience of others, and the precepts of a higher authority, that they should know beforehand to refuse the evil and choose the good, and require no experimental proofs to teach them the evil of transgression. I would not send a poor girl into the world, unarmed against her foes, and ignorant of the snares that beset her path; nor would I watch and guard her, till, deprived of self-respect and self-reliance, she lost the power or the will to watch and guard herself; - and as for my son - if I thought he would grow up to be what you call a man of the world - one that has "seen life," and glories in his experience, even though he should so far profit by it as to sober down, at length, into a useful and respected member of society - I would rather that he died to-morrow! - rather a thousand times!' she earnestly repeated, pressing her darling to her side and kissing his forehead with intense affection. He had already left his new companion, and been standing for some time beside his mother's knee, looking up into her face, and listening in silent wonder to her incomprehensible discourse. Anne Bronte, "The Tenant of Wildfell Hall" (24,25)

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

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

It is quite impossible for a man not to have the qualities and predilections of his parents and ancestors in his constitution, whatever appearances may suggest to the contrary. This is the problem of race. Granted that one knows something of the parents, it is admissible to draw a conclusion about the child: any kind of offensive incontinence, any kind of sordid envy, or of clumsy self-vaunting—the three things which together have constituted the genuine plebeian type in all times—such must pass over to the child, as surely as bad blood; and with the help of the best education and culture one will only succeed in deceiving with regard to such heredity.—And what else does education and culture try to do nowadays! In our very democratic, or rather, very plebeian age, “education” and “culture” must be essentially the art of deceiving—deceiving with regard to origin, with regard to the inherited plebeianism in body and soul. An educator who nowadays preached truthfulness above everything else, and called out constantly to his pupils: “Be true! Be natural! Show yourselves as you are!”—even such a virtuous and sincere ass would learn in a short time to have recourse to the furca of Horace, naturam expellere: with what results? “Plebeianism” usque recurret.6

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")

Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.

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

Throughout the Middle Ages, Jews had no part in the culture of Christian countries, and were too severely persecuted to be able to make contributions to civilization, beyond supplying capital for the building of cathedrals and such enterprises. It was only among the Mohammedans, at that period, that Jews were treated humanely, and were able to pursue philosophy and enlightened speculation. Throughout the Middle Ages, the Mohammedans were more civilized and more humane than the Christians. Christians persecuted Jews, especially at times of religious excitement; the Crusades were associated with appalling pogroms. In Mohammedan countries, on the contrary, Jews at most times were not in any way ill treated. Especially in Moorish Spain, they contributed to learning; Maimonides (1135–1204), who was born at Cordova, is regarded by some as the source of much of Spinoza’s philosophy.Mohammedan civilization in its great days was admirable in the arts and in many technical ways, but it showed no capacity for independent speculation in theoretical matters. Its importance, which must not be under-rated, is as a transmitter. Between ancient and modern European civilization, the dark ages intervened. The Mohammedans and the Byzantines, while lacking the intellectual energy required for innovation, preserved the apparatus of civilization—education, books, and learned leisure. Both stimulated the West when it emerged from barbarism—the Mohammedans chiefly in the thirteenth century, the Byzantines chiefly in the fifteenth.

The capitalist-imperialist governments, even though they themselves are about to be plundered, will not fight with any conviction against Fascism as such. Our rulers, those of them who understand the issue, would probably prefer to hand over every square inch of the British Empire to Italy, Germany, and Japan than to see Socialism triumphant. It was easy to laugh at Fascism when we imagined that it was based on hysterical nationalism, because it seemed obvious that the Fascist states, each regarding itself as the chosen people and patriotic contra mundum, would clash with one another. But nothing of the kind is happening. Fascism is now an international movement, which means not only that the Fascist nations can combine for the purposes of loot, but that they are groping, perhaps only half consciously as yet, toward a world-system. For the vision of the totalitarian state there is being substituted the vision of the totalitarian world. As I pointed out earlier, the advance of machine-technique must lead ultimately to some form of collectivism, but that form need not necessarily be equalitarian; that is, it need not be Socialism. Pace the economists, it is quite possible to imagine a world-society, economically collectivist–that is, with the profit principle eliminated–but will all political, military, and educational power in the hands of a small caste of rulers and their bravos. That or something like it is the objective of Fascism. And that, of course, is the slave-state, or rather the slave-world; it would probably be a stable form of society, and the chances are, considering the enormous wealth of the world if scientifically exploited, that the slaves would be well-fed and contented.

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

Apokatastasis, as is clear from some passages cited and many others, depends on illumination and instruction, which goes hand in hand with correction. This is fully consistent with Origen's ethical intellectualism, a Platonic-Socratic and Stoic heritage that is found in other Fathers as well, such as Gregory of Nyssa. How one behaves depends on what one knows and how one thinks and regards reality; will depends on the intellect and is not an autonomous force. As a consequence, evil is never chosen qua evil, but because it is mistaken for a good, out of an error of judgment, due to insufficient knowledge and/or obnubilation (e.g., Hom. 1 in Ps. 37.4; Hom. in Ez. 9.1). Hence the importance of instruction. If one's intellect is illuminated, and achieves the knowledge of the Good, one will certainly adhere to the Good. Apokatastasis itself, as the end of Book 2 of Περὶ ἀρχῶν, is described as an illumination and a direct vision of the truth, as opposed to the mere 'shadows' that the logika knew beforehand (Origen is reminiscent not only of Plato's Cave myth, but also of 1 Tim 2:4-6, that God wants all humans to reach the knowledge of the truth, and of 1 Cor 13:12 on eventually knowing God 'face to face'). Only with full knowledge is choice really free, and a choice done with full knowledge is a choice for the Good. A choice for evil is not really free: it results from obnubilation, ignorance, and passion. This is why Origen was convinced that divine providence will bring all logika to salvation by means of education and rational persuasion, instruction and illumination – or fear of punishments, but only initially, when reason is not yet developed, and not by means of compulsion, since the adhesion to the Good must be free, and to be free it must rest on a purified intellectual sight. This is why for Origen divine providence will lead all to salvation, but respecting each one's free will; each logikon will freely adhere to God, and to do so each will need its own times, according to its choices and development, so that both divine justice first and then divine grace are saved. (pp. 178-179)

From an interview with Susie Bright: SB: You were recently reviewed by the New York Times. How do you think the mainstream media regards sex museums, schools and cultural centers these days? What's their spin versus your own observations? [Note: Here's the article Susie mentions: http://www.nytimes.com/2005/12/05/nat... ] CQ: Lots of people have seen the little NY Times article, which was about an event we did, the Belle Bizarre Bazaar -- a holiday shopping fair where most of the vendors were sex workers selling sexy stuff. Proceeds went to our Exotic Dancers' Education Project, providing dancers with skills that will help them maximize their potential and choices. This event got into the Times despite the worries of its author, a journalist who'd been posted over by her editor. She thought the Times was way too conservative for the likes of us, which may be true, except they now have so many column inches to fill with distracting stuff that isn't about Judith Miller! The one thing the Times article does not do is present the spectrum of the Center for Sex & Culture's work, especially the academic and serious side of what we do. This, I think, points to the real answer to your question: mainstream media culture remains quite nervous and touchy about sex-related issues, especially those that take sex really seriously. A frivolous take (or a good, juicy, shocking angle) on a sex story works for the mainstream press: a sex-positive and serious take, not so much. When the San Francisco Chronicle did its article about us a year ago, the writer focused just on our porn collection. Now, we very much value that, but we also collect academic journals and sex education materials, and not a word about those! I think this is one really essential linchpin of sex-negative or erotophobic culture, that sex is only allowed to be either light or heavy, and when it's heavy, it's about really heavy issues like abuse. Recently I gave some quotes about something-or-other for a Cosmo story and the editors didn't want to use the term "sexologist" to describe me, saying that it wasn't a real word! You know, stuff like that from the Times would not be all that surprising, but Cosmo is now policing the language? Please!

The key point here is Macaulay’s belief that “knowledge and reflection” on the part of the Hindus, especially the Brahmanas, would cause them to give up their age-old belief in anything Vedic in favor of Christianity. The purpose was to turn the strength of Hindu intellectuals against their own kind by utilizing their commitment to scholarship in uprooting their own tradition, which Macaulay viewed as nothing more than superstitions. His plan was to educate the Hindus to become Christians and turn them into collaborators. He persisted with this idea for fifteen years until he found the money and the right man for turning his utopian idea into reality. He needed someone who would translate and interpret the Vedic texts in such a way that the newly educated Indian elite would see the superiority of the Bible and choose that over everything else. Upon his return to England, after a good deal of effort he found a talented but impoverished young German Vedic scholar by name Friedrich Max Muller who was willing to take on the arduous job. Macaulay used his influence with the East India Company to find funds for Max Muller’s translation of the Rig Veda. Though an ardent German nationalist, Max Muller agreed for the sake of Christianity to work for the East India Company, which in reality meant the British Government of India. He also badly needed a major sponsor for his ambitious plans, which he felt he had at last found. The fact is that Max Muller was paid by the East India Company to further its colonial aims, and worked in cooperation with others who were motivated by the superiority of the German race through the white Aryan race theory. This was the genesis of his great enterprise, translating the Rig Veda with Sayana's commentary and the editing of the fifty-volume Sacred Books of the East. In this way, there can be no doubt regarding Max Muller’s initial aim and commitment to converting Indians to Christianity. Writing to his wife in 1866 he observed: “It [the Rig Veda] is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has sprung from it during the last three thousand years.” Two years later he also wrote the Duke of Argyle, then acting Secretary of State for India: “The ancient religion of India is doomed. And if Christianity does not take its place, whose fault will it be?” This makes it very clear that Max Muller was an agent of the British government paid to advance its colonial interests. Nonetheless, he still remained an ardent German nationalist even while working in England. This helps explain why he used his position as a recognized Vedic and Sanskrit scholar to promote the idea of the “Aryan race” and the “Aryan nation,” a theory amongst a certain class of so-called scholars, which has maintained its influence even until today.

[There is] no direct relationship between IQ and economic opportunity. In the supposed interests of fairness and “social justice”, the natural relationship has been all but obliterated. Consider the first necessity of employment, filling out a job application. A generic job application does not ask for information on IQ. If such information is volunteered, this is likely to be interpreted as boastful exaggeration, narcissism, excessive entitlement, exceptionalism [...] and/or a lack of team spirit. None of these interpretations is likely to get you hired. Instead, the application contains questions about job experience and educational background, neither of which necessarily has anything to do with IQ. Universities are in business for profit; they are run like companies, seek as many paying clients as they can get, and therefore routinely accept people with lukewarm IQ’s, especially if they fill a slot in some quota system (in which case they will often be allowed to stay despite substandard performance). Regarding the quotas themselves, these may in fact turn the tables, advantaging members of groups with lower mean IQ’s than other groups [...] sometimes, people with lower IQ’s are expressly advantaged in more ways than one. These days, most decent jobs require a college education. Academia has worked relentlessly to bring this about, as it gains money and power by monopolizing the employment market across the spectrum. Because there is a glut of college-educated applicants for high-paying jobs, there is usually no need for an employer to deviate from general policy and hire an applicant with no degree. What about the civil service? While the civil service was once mostly open to people without college educations, this is no longer the case, and quotas make a very big difference in who gets hired. Back when I was in the New York job market, “minorities” (actually, worldwide majorities) were being spotted 30 (thirty) points on the civil service exam; for example, a Black person with a score as low as 70 was hired ahead of a White person with a score of 100. Obviously, any prior positive correlation between IQ and civil service employment has been reversed. Add to this the fact that many people, including employers, resent or feel threatened by intelligent people [...] and the IQ-parameterized employment function is no longer what it was once cracked up to be. If you doubt it, just look at the people running things these days. They may run a little above average, but you’d better not be expecting to find any Aristotles or Newtons among them. Intelligence has been replaced in the job market with an increasingly poor substitute, possession of a college degree, and given that education has steadily given way to indoctrination and socialization as academic priorities, it would be naive to suppose that this is not dragging down the overall efficiency of society. In short, there are presently many highly intelligent people working very “dumb” jobs, and conversely, many less intelligent people working jobs that would once have been filled by their intellectual superiors. Those sad stories about physics PhD’s flipping burgers at McDonald's are no longer so exceptional. Sorry, folks, but this is not your grandfather’s meritocracy any more.