Represent School Quotes

If you're ever feeling a lack of middle-aged white men, just pop into the Capitol. Not so much the House of Representatives, which has a bit more color and texture, but the Senate -- jeez. Yes, let's have more testosterone running the country. Maximum Ride, School's Out--Forever

A lot of kids think high school represents the best years of their lives, but others recognize that it's mostly irrelevant bullshit, and that life doesn't even begin until afterward.

We represent the true human condition, the one permanent victory over cruelty and chaos. . . . Our true home is the imagination, and our kingdom is the wide-open world.

You go on, I presume, with your latin Exercises: and I wish to hear of your beginning upon Sallust who is one of the most polished and perfect of the Roman Historians, every Period of whom, and I had almost said every Syllable and every Letter is worth Studying. In Company with Sallust, Cicero, Tacitus and Livy, you will learn Wisdom and Virtue. You will see them represented, with all the Charms which Language and Imagination can exhibit, and Vice and Folly painted in all their Deformity and Horror. You will ever remember that all the End of study is to make you a good Man and a useful Citizen.—This will ever be the Sum total of the Advice of your affectionate Father, John Adams

One of the disadwantages of school and learning, he thought dreamily, was that the mind seemed to have the tendency too see and represent all things as though they were flat and had only two dimensions. This, somehow, seemed to render all matters of intellect shallow and worthless...

Educators may bring upon themselves unnecessary travail by taking a tactless and unjustifiable position about the relation between scientific and religious narratives. We see this, of course, in the conflict concerning creation science. Some educators representing, as they think, the conscience of science act much like those legislators who in 1925 prohibited by law the teaching of evolution in Tennessee. In that case, anti-evolutionists were fearful that a scientific idea would undermine religious belief. Today, pro-evolutionists are fearful that a religious idea will undermine scientific belief. The former had insufficient confidence in religion; the latter insufficient confidence in science. The point is that profound but contradictory ideas may exist side by side, if they are constructed from different materials and methods and have different purposes. Each tells us something important about where we stand in the universe, and it is foolish to insist that they must despise each other.

We all sat there laughing and sipping tea peacefully, an infidel and representatives from three warring sects of Islam. And I thought if we can get along this well, we can accomplish anything. The British policy was ‘divide and conquer.’ But I say ‘unite and conquer.

What the fuck were you supposed to think about to take your mind off what was happening? Maybe stop signs. No, everybody knew stop signs were erotic. Red lights. But weren’t those supposed to represent hookers? Green lights. Green for go… wrong thing. The problem was, when you were nineteen, blessed to be healthy, a seriously good looking athlete, and had the hottest chick in the school working her magic, everything was a turn-on.

Taxation is the price we pay for failing to build a civilized society. The higher the tax level, the greater the failure. A centrally planned totalitarian state represents a complete defeat for the civilized world, while a totally voluntary society represents its ultimate success.

If an American, because his skin is dark, cannot eat lunch in a restaurant open to the public, if he cannot send his children to the best public school available, if he cannot vote for the public officials who represent him, if, in short, he cannot enjoy the full and free life which all of us want, then who among us would be content to have the color of his skin changed and stand in his place? Who among us would then be content with the counsels of patience and delay?” – President John F. Kennedy (June 11, 1963)

We believe in an aristocracy... Not an aristocracy of power, based on rank or wealth, but an aristocracy of the sensitive, the considerate, and the plucky. Our members are found in all nations and classes, and all through the ages, and there is a secret understanding between us when we meet... We represent the true human tradition, the one permanent victory over cruelty and chaos. We're an invincible army, but not a victorious one. We've had different names throughout history, but all the words that describe us are false and all attempts to organize us fail. Right now we're called V.F.D., but all our schisms and arguments might cause us to disappear. It won't matter. People like us always slip through the net. Our true home is the imagination, and our kingdom is the wide-open world.

Mari [Mary Magdalene] possessed a remarkably coherent understanding of what following The Way [Rahasya] meant. She believed that this spiritual philosophy taught that the world represented Man's mystic school from whence each person ultimately graduated by reaching the Enlightened State. Therefore, according to this spiritual discipline, human suffering is very subjective and manifested itself according to every person's personal karma or attitude to life. This meant that every life a person experienced imparted a certain number of spiritual lessons that may not have been experienced before in other lives. Ultimately, every experience could be relived and bring about spiritual growth, assisting the individual to move continually closer to the Enlightened State.

People who live in the last places-the people who are most neglected and least valued by the larger world- often represent the best of who we are and the finest standards of what we are to become.

When it came to choosing between education and religion, Albert said, he'd choose education every time. The school represented young people and the future - and the church didn't. If the school in Vestergade was bigger than the church, so much the better. Any town that believed in the future should take note.

the people who live in the last places - the people who are most neglected and least valued by the larger world - often represent the best of who we are and the finest standard of what we are meant to become. This is the power that last places hold over me, and why I have found it impossible to resist their pull.

Milton's learned vocabulary [...] and his distant perspectives, represent the authoritative unintelligibility of the parents' speech as heard by the child.

They are a testament not only to the Afghans' hunger for literacy, but also to their willingness to pour scarce resources into this effort, even during a time of war. I have seen children studying in classrooms set up inside animal sheds, windowless basements, garages, and even an abandoned public toilet. We ourselves have run schools out of refugee tents, shipping containers, and the shells of bombed-out Soviet armored personnel carriers. The thirst for education over there is limitless. The Afghans want their children to go to school because literacy represents what neither we not anyone else has so far managed to offer them: hope, progress, and the possibility of controlling their own destiny.

A wise man from my home once told me that these mountains have seen far too much suffering and killing, and that each rock and every boulder you see represents a mujahadeen who died fighting either the Russians or the Taliban. Then the man went on to say that now that the fighting is finished, it is time to build a new era of peace-and the first step in that process is to take up the stones and start turning them into schools.

Go into the London Stock Exchange – a more respectable place than many a court – and you will see representatives from all nations gathered together for the utility of men. Here Jew, Mohammedan and Christian deal with each other as though they were all of the same faith, and only apply the word infidel to people who go bankrupt. Here the Presbyterian trusts the Anabaptist and the Anglican accepts a promise from the Quaker. On leaving these peaceful and free assemblies some go to the Synagogue and others for a drink, this one goes to be baptized in a great bath in the name of Father, Son and Holy Ghost, that one has his son’s foreskin cut and has some Hebrew words he doesn’t understand mumbled over the child, others go to heir church and await the inspiration of God with their hats on, and everybody is happy.

Science seeks to understand complex processes by reducing them to their essential actions and studying the interplay of those actions--and this reductionist approach extends to art as well. Indeed, my focus on one school of art, consisting of only three major representatives, is an example of this. Some people are concerned that a reductionist analysis will diminish our fascination with art, that it will trivialize art and deprive it of its special force, thereby reducing the beholder's share to an ordinary brain function. I argue to the contrary, that be encouraging a focus on one mental process at a time, reductionism can expand our vision and give us new insights into the nature and creation of art. These new insights will enable us to perceive unexpected aspects of art that derive from the relationships between the biological and psychological phenomena.

Parents embraced “Sesame Street” for several reasons, among them that it assuaged their guilt over the fact that they could not or would not restrict their children’s access to television. “Sesame Street” appeared to justify allowing a four- or five-year-old to sit transfixed in front of a television screen for unnatural periods of time. Parents were eager to hope that television could teach their children something other than which breakfast cereal has the most crackle. At the same time, “Sesame Street” relieved them of the responsibility of teaching their pre-school children how to read—no small matter in a culture where children are apt to be considered a nuisance.... We now know that “Sesame Street” encourages children to love school only if school is like “Sesame Street.” Which is to say, we now know that “Sesame Street” undermines what the traditional idea of schooling represents.

I believe that the school must represent life - life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.

For Black girls, to be "ghetto" represents a certain resilience to how poverty has shaped racial and gender oppression. To be "loud" it to demand to be heard. To have an "attitude" is to reject a doctrine of invisibility and maltreatment. To be flamboyant--or "fabulous"--is to revise the idea that socioeconomic isolation is equated with not having access to materially desirable things. To be a ghetto Black girl, then, is to reinvent what it means to be Black, poor, and female.

If you’re ever feeling a lack of middle-aged white men, just pop into the Capitol. Not so much the House of Representatives, which has a bit more color and texture, but the Senate—jeez. Yes, let’s have more testosterone running the country. In

Since childhood, since her early school days, New Year’s Eve had possessed for her a mournful terror: she had elected it to represent the Nothingness which was her own life, the solid, cheerful festival which had seemed to be the lives of others.

I’ve had librarians say to me, “People in my school don’t agree with homosexuality, so it’s difficult to have your book on the shelves.” Here’s the thing: Being gay is not an issue, it is an identity. It is not something that you can agree or disagree with. It is a fact, and must be defended and represented as a fact. To use another part of my identity as an example: if someone said to me, “I’m sorry, but we can’t carry that book because it’s so Jewish and some people in my school don’t agree with Jewish culture,” I would protest until I reached my last gasp. Prohibiting gay books is just as abhorrent… Discrimination is not a legitimate point of view. Silencing books silences the readers who need them most. And silencing these readers can have dire, tragic consequences. Never forget who these readers are. They are just as curious and anxious about life as any other teenager.

I didn't really spend much time with anyone my own age during high school because I believed my true calling would be representing New Jersey in the U.S. Senate, and if that didn't work out, I could always fall back on becoming an Olympic pole vaulter.

Wisdom, in short, whose lessons have been represented as so hard to learn by those who never were at her school, only teaches us to extend a simple maxim universally known and followed even in the lowest life, a little farther than that life carries it. And this is, not to buy at too dear a price. Now, whoever takes this maxim abroad with him into the grand market of the world, and constantly applies it to honours, to riches, to pleasures, and to every other commodity which that market affords, is, I will venture to affirm, a wise man.

There is something fundamentally antidemocratic about relinquishing control of the public education policy agenda to private foundations run by society's wealthiest people; when the wealthiest of these foundations are joined in common purpose, they represent an unusually powerful force that is beyond the reach of democratic institutions.

I believe that we are henceforth incapable of returning to an order of moral life which would take the form of a simple submission to commandments or to an alien or supreme will, even if this will were represented as divine. We must accept as a positive good the critique of ethics and religion that has been undertaken by the school of suspicion. From it we have learned to understand that the commandment that gives death, not life, is a product and projection of our own weakness.

We need feminism because girls are shot in the head for going to school. We need feminism because women are burned alive for refusing to submit to grotesque male desirs. We need feminism because women are aunder represented in every sphere of life except being wives and mothers. (...) We need feminism because women's bodies remain politicised, scrutinsed, fetishised. There are countless more reasons why we need feminism, infinitely more reasons; and this in itself is another reason that we need feminism.

Kalkbrenner has made me an offer; that I should study with him for three years, and he will make something really - really out of me. I answered that I know how much I lack; but that I cannot exploit him, and three years is too much. But he has convinced me that I can play admirably when I am in the mood, and badly when I am not; a thing which never happens to him. After close examination he told me that I have no school; that I am on an excellent road, but can slip off the track. That after his death, or when he finally stops playing, there will be no representative of the great piano-forte school. That even if I wish it, I cannot build up a new school without knowing the old one; in a word : that I am not a perfected machine, and that this hampers the flow of my thoughts. That I have a mark in composition; that it would be a pity not to become what I have the promise of being...

I've often told people that the greatness of this football program will emerge when The Streak ends. I hope you will all live up to that. It's all numbers. It's nothing. It's not what we're about. It's not what this school represents." -Coach Frank Allocco

Based on what he had overheard, one of his classmates had placed second in the Putnam Competition, as a high school junior. He knew for a fact that one of the girls had managed to take over the plenary session of the national model UN and push through a motion sanctioning the use of nuclear weapons to protect a critically endangered species of sea turtle. This while representing Lesotho.

The fundamental tension of the profession is the struggle between bold advocacy of the client's interests and the need to establish and hold to limits that prevent advocacy from leading to irrational and inequitable results; and thus the lawyer's job in practice is to be on one hand the impassioned representative of his client to the world, and on the other the wise representative to his client of the legal system, and the society, explaining and upholding the demands and restrictions which that system places on them both.

Many suburban legislators representing affluent school districts use terms such as "sinkhole" when opposing funding for Chicago's children. "We can't keep throwing money," said Governor Thompson in 1988, "into a black hole." The Chicago Tribune notes that, when this phrase is used, people hasten to explain that it is not intended as a slur against the race of many of Chicago's children. "But race," says the Tribune, "never is far from the surface...

My borrowed power insists that negative situations, too, assist me on the path to greater becoming. It's never about the circumstance(s); these are surface level 'symptomatics'. How we deal with the energy it brings, however, is telling of how we choose to respond. There's no escaping Earth-School lessons. Embrace that it's still about your development, and not the illusion of fear's representative attempting to lead you astray. Be conscious and see free.

As I look back on my own life, I recognize that some of the greatest gifts I received from my parents stemmed not from what they did for me—but rather from what they didn’t do for me. One such example: my mother never mended my clothes. I remember going to her when I was in the early grades of elementary school, with holes in both socks of my favorite pair. My mom had just had her sixth child and was deeply involved in our church activities. She was very, very busy. Our family had no extra money anywhere, so buying new socks was just out of the question. So she told me to go string thread through a needle, and to come back when I had done it. That accomplished—it took me about ten minutes, whereas I’m sure she could have done it in ten seconds—she took one of the socks and showed me how to run the needle in and out around the periphery of the hole, rather than back and forth across the hole, and then simply to draw the hole closed. This took her about thirty seconds. Finally, she showed me how to cut and knot the thread. She then handed me the second sock, and went on her way. A year or so later—I probably was in third grade—I fell down on the playground at school and ripped my Levi’s. This was serious, because I had the standard family ration of two pairs of school trousers. So I took them to my mom and asked if she could repair them. She showed me how to set up and operate her sewing machine, including switching it to a zigzag stitch; gave me an idea or two about how she might try to repair it if it were she who was going to do the repair, and then went on her way. I sat there clueless at first, but eventually figured it out. Although in retrospect these were very simple things, they represent a defining point in my life. They helped me to learn that I should solve my own problems whenever possible; they gave me the confidence that I could solve my own problems; and they helped me experience pride in that achievement. It’s funny, but every time I put those socks on until they were threadbare, I looked at that repair in the toe and thought, “I did that.” I have no memory now of what the repair to the knee of those Levi’s looked like, but I’m sure it wasn’t pretty. When I looked at it, however, it didn’t occur to me that I might not have done a perfect mending job. I only felt pride that I had done it. As for my mom, I have wondered what

I’m not dancing,” he said. “It is traditional,” said Professor McGonagall firmly. “You are a Hogwarts champion, and you will do what is expected of you as a representative of the school. So make sure you get yourself a partner, Potter.” “But — I don’t —” “You heard me, Potter,” said Professor McGonagall in a very final sort of way.

These men represent the blend of state-of-the-art technology and shrewd old-school intelligence that makes our city as safe as anyplace on the planet.

Some days I spent up to three hours in the arcade after school, dimly aware that we were the first people, ever, to be doing these things. We were feeling something they never had - a physical link into the world of the fictional - through the skeletal muscles of the arm to the joystick to the tiny person on the screen, a person in an imagined world. It was crude but real. We'd fashioned an outpost in the hostile, inaccessible world of the imagination, like dangling a bathysphere into the crushing dark of the deep ocean, a realm hitherto inaccessible to humankind. This is what games had become. Computers had their origin in military cryptography - in a sense, every computer game represents the commandeering of a military code-breaking apparatus for purposes of human expression. We'd done that, taken that idea and turned it into a thing its creators never imagined, our own incandescent mythology.

I had henna done once at a street fair outside the bookstore where I worked in high school," Zoey said. "Vines, all down my fingers, like that. Only not as pretty as yours." "Vines symbolize perseverance," Charlotte said. "Flowers mean joy. The sun represents eternal love. And the moon, here, is the power of change." She pointed to her knee. "Birds are supposed to be messengers between heaven and earth." She indicated a peacock on the other knee. Birds had always been her favorite to draw. Then she touched a circle on her leg at the hem of her cutoffs. "This is a mandala. It represents the universe." Zoey looked impressed. "I had no idea it all meant something." Charlotte put her hands back in her pockets. "In all my years, I've never encountered something that doesn't mean anything.

Places with banks, schools, stores, and county courthouses-let alone skyscrapers-represented to us a sort of power we were removed from, disenfranchisement not only by culture but by geographic distance.

This was when he first suspected that the kindly child-loving God extolled by his headmistress might not exist. As it turned out, most major world events suggested the same. But for Theo’s sincerely godless generation, the question hasn’t come up. No one in his bright, plate-glass, forward-looking school ever asked him to pray, or sing an impenetrable cheery hymn. There’s no entity for him to doubt. His initiation, in front of the TV, before the dissolving towers, was intense but he adapted quickly. These days he scans the papers for fresh developments the way he might a listings magazine. As long as there’s nothing new, his mind is free. International terror, security cordons, preparations for war — these represent the steady state, the weather. Emerging into adult consciousness, this is the world he finds.

We drove in a kind of wholesome silence, carrying our whole long marriage, all the hope and kindness that it represented, with us. What it felt like was sitting in Sunday school singing "Jesus loves me," sitting in the little chairs, surrounded by sunlight and bright drawings, and having those first inklings of doubt, except that doubt presents itself simply as added knowledge, something new, for the moment, to set beside what is already known.

When I was ten years old, one of my friends brought a Shaleenian kangaroo-cat to school one day. I remember the way it hopped around with quick, nervous leaps, peering at everything with its large, almost circular golden eyes. One of the girls asked if it was a boy cat or a girl cat. Our instructor didn't know; neither did the boy who had brought it; but the teacher made the mistake of asking, 'How can we find out?' Someone piped up, 'We can vote on it!' The rest of the class chimed in with instant agreement and before I could voice my objection that some things can't be voted on, the election was held. It was decided that the Shaleenian kangaroo-cat was a boy, and forthwith, it was named Davy Crockett. Three months later, Davy Crockett had kittens. So much for democracy. It seems to me that if the electoral process can be so wrong about such a simple thing, isn't it possible for it to be very, very wrong on much more complex matters? We have this sacred cow in our society that what the majority of people want is right—but is it? Our populace can't really be informed, not the majority of them—most people vote the way they have been manipulated and by the way they have responded to that manipulation—they are working out their own patterns of wishful thinking on the social environment in which they live. It is most disturbing to me to realize that though a majority may choose a specific course of action or direction for itself, through the workings of a 'representative government,' they may be as mistaken about the correctness of such a choice as my classmates were about the sex of that Shaleenian kangaroo-cat. I'm not so sure than an electoral government is necessarily the best.

her tears of disappointment over the color of her car were really tears of disappointment over the bigger things in her life that hadn’t worked out the way she had hoped—a lonely marriage, a son who had been kicked out of yet another school, the aspirations for a career she had abandoned in order to be more available for her husband and child. Often, the little upsets in our lives are emblematic of the larger losses; the seemingly insignificant worries are representative of greater pain.

Desperation is an emotion I seldom feel, except in relation to education, for I believe very deeply that for most of our children, a solid school education represents the only means available for ending the cycle of family poverty. Skills come later. Economic growth even later. Social cohesion lies far in the distance. What matters is that children complete 12 years of schooling with the ability to read, write, reason, calculate and express confidence for purposes of further studies, skills training and higher education.

When I watched all the children, their copper, brown, and beige faces staring up at me as I taught Sunday school, I felt that I was committing a crime in talking about the gentle Jesus, in telling them to reconcile themselves to their misery on earth in order to gain the crown of eternal life. Were only Negroes to gain this crown? Was Heaven, then, to be merely another ghetto? Perhaps I might have been able to reconcile myself even to this if I had been able to believe that there was any loving-kindness to be found in the haven I represented. But I had been in the pulpit too long and I had seen too many monstrous things. I don’t refer merely to the glaring fact that the minister eventually acquires houses and Cadillacs while the faithful continue to scrub floors and drop their dimes and quarters and dollars into the plate. I really mean that there was no love in the church. It was a mask for hatred and self-hatred and despair. The transfiguring power of the Holy Ghost ended when the service ended, and salvation stopped at the church door.

Ummiye is currently working on a screenplay called "Footless on Her Own Feet." It tells the story of a handicapped girl whose fifty-year-old mother pushes her to school every day in a wheelbarrow. Eventually, she wins a national drawing contest, making a super-realistic picture of herself in the wheelbarrow. With the prize money, she buys a wheelchair. Like the Arslankoy theatre, the girl's drawing uses artistic representation to change the thing represented. By drawing a truthful picture of the humiliating wheelbarrow, she transforms it into a dignified wheelchair-- much as a theatre, by representing the injustice of village women's life, might make that life more just. Nabokov once claimed that the inspiration for Lolita was an art work produced by an ape in the Jardin des Plantes: a drawing of the bars of its cage. It's a good metaphor for artistic production. What else do we ever draw besides the bars of our cage, or the wheelbarrow we rode in as crippled children? How else do cages get smashed? How else will we stand on our own feet?

One thing in the school was captivating, lovely. Pictures of birds. Rose didn’t know if the teacher had climbed up and nailed them above the blackboard, too high for easy desecration, if they were her first and last hopeful effort, or if they dated from some earlier, easier time in the school’s history. Where had they come from, how had they arrived there, when nothing else did, in the way of decoration, illustration? A red-headed woodpecker; an oriole; a blue jay; a Canada goose. The colors clear and long-lasting. Backgrounds of pure snow, of blossoming branches, of heady summer sky. In an ordinary classroom they would not have seemed so extraordinary. Here they were bright and eloquent, so much at variance with everything else that what they seemed to represent was not the birds themselves, not those skies and snows, but some other world of hardy innocence, bounteous information, privileged lightheartedness. No stealing from lunch pails there; no slashing coats; no pulling down pants and probing with painful sticks; no fucking; no Franny.

Hazel sometimes had a fantasy daydream at school where the teacher walked into the classroom and yelled, ISN’T EVERYTHING HORRIBLE? DOESN’T THE PAIN OF THE WORLD OUTWEIGH THE JOY BY TRILLIONS? WOULD YOU LIKE TO PUSH ALL OF THE DESKS INTO THE CENTER OF THE ROOM AND BURN THEM IN A GIANT BONFIRE? THEN WE CAN RUN AROUND SCREAMING AND WEEPING AMIDST THE SMOKE IN A TRUTHFUL PARADE OF OUR HUMAN CONDITION. SINCE YOU ARE SMALL STATURED, CHILDREN, IT MIGHT HELP OTHERS TO FEEL THE FULL BRUNT OF YOUR AGITATION IF YOU WAVE STICKS AND SHRUBBERY OVER YOUR HEADS ALL THE WHILE. WE DON’T WANT TO KILL ANYTHING WE DON’T HAVE TO KILL; EVERYTHING LIVING THAT WE’VE EVER SEEN OR KNOWN WILL DIE WITHOUT OUR INTERVENTION, OURSELVES INCLUDED; THIS IS A PSYCHOLOGICAL LEAD BLANKET THAT EVEN OUR MOST PERVASIVE MOMENTS OF COMFORT CANNOT CRAWL OUT FROM UNDER AND ONE UNEXTINGUISHABLE SOURCE OF DESPAIR, SO WE WON’T BE PERFORMING ANY RITUALISTIC SACRIFICES; THAT’S NOT THE DIRECTION WE WILL GO IN JUST YET; HOWEVER, ASSISTANT PRINCIPAL LAWRENCE IS ON THE PROWL FOR A ROAD CARCASS WE MIGHT BE ABLE TO USE AS A REPRESENTATIVE PROP BECAUSE NOWHERE IN OUR AUTUMN-THEMED POSTER BOARD DéCOR IS MORBIDITY OR DECAY SYMBOLIZED. OUR SCHOOL BOARD MEMBERS CANNOT AGREE ON HOW BEST TO ACKNOWLEDGE THE BOUNDLESSNESS OF HUMAN CRUELTY. IN OUR SOCIETY SOME OF YOU ARE FAR SAFER AND MORE ADVANTAGED THAN OTHERS; AT HOME SOME OF YOU ARE FAR MORE LOVED; SOME OF YOU WILL FIND THAT CONCEPTS LIKE FAIRNESS AND JUSTICE WILL BE THIN, FLICKERING HOLOGRAMS ON THE PERIPHERY OF YOUR LIVES. OH, LOOK, CHILDREN—I SEE MR. LAWRENCE IN THE DISTANCE DRAGGING A PORTION OF A HIGHWAY-SLAUGHTERED DEER. LET’S GO HELP HIM LUG IT INSIDE AND BE REMINDED THAT WE TOO INHABIT BODIES MADE OF MEAT-WRAPPED BONES; LET’S MEDITATE ON THIS CORPOREAL TERROR. Whenever her mother had asked, Hazel always told her, School is great.

When you watch a TV show or a movie, what you see looks like what it physically represents. A man looks like a man, a man with a large bicep looks like a man with a large bicep, and a man with a large bicep bearing the tattoo "Mama" looks like a man with a large bicep bearing the tattoo "Mama." But when you read a book, what you see are black squiggles on pulped wood or, increasingly, dark pixels on a pale screen. To transform these icons into characters and events, you must imagine. And when you imagine, you create. It's in being read that a book becomes a book, and in each of a million different readings a book become one of a million different books, just as an egg becomes one of potentially a million different people when it's approached by a hard-swimming and frisky school of sperm.

Well, take e-mail for example. People don’t write to each other anymore, do they? Once my generation’s gone, the written letter will be consigned to social history. Tell me, Jefferson. When did you last write a letter?’ Tayte had to think about it. When the occasion came to him, he smiled, wide and cheesy. ‘It was to you,’ he said. ‘I wrote you on your sixtieth birthday.’ ‘That was five years ago.’ ‘I still wrote you.’ Marcus looked sympathetic. ‘It was an e-mail.’ ‘Was it?’ Marcus nodded. ‘You see my point? Letters are key to genealogical research, and they’re becoming obsolete. Photographs are going the same way.’ He looked genuinely saddened by the thought. ‘How many connections have you made going through boxes of old letters and faded sepia photographs? How many assignments would have fallen flat without them?’ ‘Too many,’ Tayte agreed. ‘I can’t see genealogists of the future fervently poring over their clients’ old e-mails, can you? Where’s the fun in that? Where’s the excitement and the scent of time that so often accompanies the discovery?’ He had Tayte there, too. Tayte’s methods were straight out of the ‘Marcus Brown School of Family History.’ Tripping back into the past through an old letter and a few photographs represented everything he loved about his work. It wouldn’t be the same without the sensory triggers he currently took for granted.

Pendennis, sir," he said, "your idleness is incorrigible and your stupidity beyond example. You are a disgrace to your school, and to your family, and I have no doubt will prove so in after-life to your country. If that vice, sir, which is described to us as the root of all evil, be really what moralists have represented (and I have no doubt of the correctness of their opinion), for what a prodigious quantity of future crime and wickedness are you, unhappy boy, laying the seed! Miserable trifler! A boy who construes de and, instead of de but, at sixteen years of age is guilty not merely of folly, and ignorance, and dulness inconceivable, but of crime, of deadly crime, of filial ingratitude, which I tremble to contemplate. A boy, sir, who does not learn his Greek play cheats the parent who spends money for his education. A boy who cheats his parent is not very far from robbing or forging upon his neighbour. A man who forges on his neighbour pays the penalty of his crime at the gallows. And it is not such a one that I pity (for he will be deservedly cut off), but his maddened and heart-broken parents, who are driven to a premature grave by his crimes, or, if they live, drag on a wretched and dishonoured old age. Go on, sir, and I warn you that the very next mistake that you make shall subject you to the punishment of the rod. Who's that laughing? What ill-conditioned boy is there that dares to laugh?" shouted the Doctor.

I want you to know I have never loved anyone like I love you. More than Darcy loved Elizabeth or Heathcliff loved Cathy. I just don’t want to make you a widow.” “I never really understood why Brontë is considered to be a romance writer. We were required to read Wuthering Heights in high school and I always believed that her novel showcased the bleakest aspects of human nature. The story provided readers with a small yet unforgettable glimpse into the depths of human cruelty. Personally, I never considered the story romantic because the love shared between Cathy and Heathcliff was fatal, not just for themselves but for those around them. Their souls were incompatible, and they were a toxic pairing. Despite their love, passion, jealousy, and desire for connection, they were unable to recognize this fact.” “I was never a fan of Victorian romance novels.” “It was never one of my favorites. It’s often viewed as one of the great romance novels of all time, but I think it represents something darker: the fatal, selfish side of love, obsession, and abuse. To this day, I have not encountered a more accurate depiction of how love can become selfish.” “Why do you say that?” Xuan asked. “Because I think you have to love someone in the way that I love you to truly understand what love means... and to understand how wrong the story is. My soul and yours are the same in a way that Catherine and Heathcliff’s could never be. Widow or not, I will never stop loving you, Xuan. You have mesmerized me. My very soul has been entangled completely by you over these past three years. If Brontë or Austen could write the greatest love story of all time they’d write our story. And whether you marry me or not, how I feel about you will never change.

What is a price? It is a proposed point of agreement between a buyer and seller. The proposal is the key. It is not a marching order. Past prices represent deals done in history. Current prices represent possible deals in the future. Prices embed vast information about perceived realities: resource availability, consumer demand, cultural biases and habits, speculations about the future. The price is also an amazing tool. It provides an objective basis for accounting and the assessment of profit and loss. Without prices, real prices rooted in real market experience, we’d been lost.

But St. Mary's was still a prison. Those boys who entered with reasonably secure psyches might receive some valuable training and survive well enough. But for the others -- the neglected, sick, half-wild incorrigibles who had been thrown in as a last resort -- it represented nothing less than a death camp of the spirit. If you could meet them halfway, the brothers probably wouldn't hurt you, and conceivably might help. But if you were unable to meet them halfway -- if you didn't even know where halfway was or how to get there -- only a miracle could allow you to emerge a whole person.

The younger generation of today has grown up in a world in which in school and press the spirit of commercial enterprise has been represented as disreputable and the making of profit as immoral, where to employ a hundred people is represented as exploitation but to command the same number as honorable.

The Christian church, the Christian form of worship, was not invented by the fathers of the church. It was all taken in a ready-made form from Egypt, only not from the Egypt that we know but from one which we do not know. This Egypt was in the same place as the other but it existed much earlier. Only small bits of it survived in historical times, and these bits have been preserved in secret and so well that we do not even know where they have been preserved. It will seem strange to many people when I say that this prehistoric Egypt was Christian many thousands of years before the birth of Christ, that is to say, that its religion was composed of the same principles and ideas that constitute true Christianity. Special schools existed in this prehistoric Egypt which were called 'schools of repetition.' In these schools a public repetition was given on definite days, and in some schools perhaps even every day, of the entire course in a condensed form of the sciences that could be learned at these schools. Sometimes this repetition lasted a week or a month. Thanks to these repetitions people who had passed through this course did not lose their connection with the school and retained in their memory all they had learned. Sometimes they came from very far away simply in order to listen to the repetition and went away feeling their connection with the school. There were special days of the year when the repetitions were particularly complete, when they were carried out with particular solemnity—and these days themselves possessed a symbolical meaning. These 'schools of repetition' were taken as a model for Christian churches—the form of worship in Christian churches almost entirely represents the course of repetition of the science dealing with the universe and man. Individual prayers, hymns, responses, all had their own meaning in this repetition as well as holidays and all religious symbols, though their meaning has been forgotten long ago.

The lives that you admire, the attitudes that seem noble to you are not the result of training at home, by a father, or by masters at school, they have sprung from beginnings of a very different order, by reaction from the influence of everything evil or commonplace that prevailed round about them. They represent a struggle and a victory.

There is no man,’ he began, ‘however wise, who has not at some period of his youth said things, or lived in a way the consciousness of which is so unpleasant to him in later life that he would gladly, if he could, expunge it from his memory. And yet he ought not entirely to regret it, because he cannot be certain that he has indeed become a wise man—so far as it is possible for any of us to be wise—unless he has passed through all the fatuous or unwholesome incarnations by which that ultimate stage must be preceded. I know that there are young fellows, the sons and grand sons of famous men, whose masters have instilled into them nobility of mind and moral refinement in their schooldays. They have, perhaps, when they look back upon their past lives, nothing to retract; they can, if they choose, publish a signed account of everything they have ever said or done; but they are poor creatures, feeble descendants of doctrinaires, and their wisdom is negative and sterile. We are not provided with wisdom, we must discover it for ourselves, after a journey through the wilderness which no one else can take for us, an effort which no one can spare us, for our wisdom is the point of view from which we come at last to regard the world. The lives that you admire, the attitudes that seem noble to you are not the result of training at home, by a father, or by masters at school, they have sprung from beginnings of a very different order, by reaction from the influence of everything evil or commonplace that prevailed round about them. They represent a struggle and a victory. I can see that the picture of what we once were, in early youth, may not be recognisable and cannot, certainly, be pleasing to contemplate in later life. But we must not deny the truth of it, for it is evidence that we have really lived, that it is in accordance with the laws of life and of the mind that we have, from the common elements of life, of the life of studios, of artistic groups—assuming that one is a painter—extracted something that goes beyond them.

Thus the Citizens’ Foundation, the most widespread and effective educational charity in Pakistan (with more than 600 schools and 85,000 pupils), is a non-religious organization, but a majority of its founding members from the business community are practising Muslims – though they come from all the different branches of Islam represented in

showed that even with the considerable increase in the average level of education over the course of the twentieth century, earned income inequality did not decrease. Qualification levels shifted upward: a high school diploma now represents what a grade school certificate used to mean, a college degree what a high school diploma used to stand for, and so on.

In matters of affection, the rules of engagement at Empire High were detailed yet unambiguous, an extension of procedures established in junior high, a set of guidelines that couldn't have been clearer if they'd been posted on the schoolhouse door. If you were a girl and your heart inclined toward a particular boy, you had one of your girlfriends make inquiries from one of that boy's friends. Such contact represented the commencement of a series of complex negotiations, the opening rounds of which were handled by friends. Boy's friend A might report to Girl's friend B that the boy in question considered her a fox, or, if he felt particularly strongly, a major fox. Those experienced in these matters knew that it was wise to proceed cautiously, since too much ardor could delay things for weeks. The girl in question might be in negotiations with other parties, and no boy wanted to be on record as considering a girl a major fox only to discover that she considered him merely cool. Friends had to be instructed carefully about how much emotional currency they could spend, since rogue emotions led to inflation, lessening the value of everyone's feelings. Once a level of affection within the comfort zone of both parties was agreed upon, the principals could then meet for the exchange of mementos - rings, jackets, photos, key chains - to seal the deal, always assuming that seconds had properly represented the lovers to begin with.

There is a parallel in this to arguments that we have heard in New York City in regard to health facilities that serve the rich and poor. There, too, we were told by doctors that the more exhaustive services provided to rich patients may not represent superior health care but a form of “overutilization”—again the theory of “diminishing returns.” But here again it is not argued that the rich should therefore be denied this luxury, if that is what it is, but only that it shouldn’t be extended to poor people. Affluent people, it has often been observed, seldom lack for arguments to deny to others the advantages that they enjoy. But it is going a step further for the Wall Street Journal to pretend that they are not advantages.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

Let us be quite clear that the ideal is a paradox. Most of us, having grown up among the ruins of the chivalrous tradition, were taught in our youth that a bully is always a coward. Our first week at school refuted this lie, along with its corollary that a truly brave man is always gentle. It is a pernicious lie because it misses the real novelty and originality of the medieval demand upon human nature. Worse still, it represents as a natural fact something which is really a human ideal, nowhere fully attained, and nowhere attained at all without arduous discipline. It is refuted by history and Experience. Homer’s Achilles knows nothing of the demand that the brave should also be the modest and the merciful. He kills men as they cry for quarter or takes them prisoner to kill them at leisure.

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

My impressions were this: There is an insect called the hunting wasp. The female hunts for spiders and other insects and preys on them in an unusual way. She stings them in the large nerve ganglion on the underside of the thorax so that they are not killed but only paralyzed. She then lays an egg on the paralyzed victim (or within it’s body) and seals the prey up in a nest. When the egg hatches, the wasp larva commences to eat the prey, slowly, gradually, in a highly systemized way. The nonvital tissues and organs are eaten first, so that the paralyzed creature remains alive for a good many days. Eventually, of course, its guest eats away so much of it that it dies. During the whole long process of consumption, the prey cannot move, cry out or resist in any way.” “Now, suppose we view the Church as the hunting wasp, it’s stinger being represented by the nuns and priests who teach in the schools. And let us view the pupils as the paralyzed prey. The egg that is injected into them is the dogma, which in time must hatch into the larva-personal philosophy or religious attitude. This larva, as that of the wasp eats away from within, slowly and in a specialized manner, until the victim in destroyed. That is my impression of parochial education.

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

Genghis Khan’s ability to manipulate people and technology represented the experienced knowledge of more than four decades of nearly constant warfare. At no single, crucial moment in his life did he suddenly acquire his genius at warfare, his ability to inspire the loyalty of his followers, or his unprecedented skill for organizing on a global scale. These derived not from epiphanic enlightenment or formal schooling but from a persistent cycle of pragmatic learning, experimental adaptation, and constant revision driven by his uniquely disciplined mind and focused will. His fighting career began long before most of his warriors at Bukhara had been born, and in every battle he learned something new. In every skirmish, he acquired more followers and additional fighting techniques. In each struggle, he combined the new ideas into a constantly changing set of military tactics, strategies, and weapons. He never fought the same war twice.

Argument 4: Affirmative action is unfair to white men because it causes them to lose opportunities to less qualified women and people of color. As with argument 3, remember that these are representational goals, of which we are falling far short. When you say that a representational number of women or people of color cuts out more deserving white men, you are saying that women and people of color deserve to be less represented in our schools and our companies and that white men are deserving of an over-representational majority of these spots. We see the disparities in jobs and education among race and gender lines. Either you believe these disparities exist because you believe that people of color and women are less intelligent, less hard working, and less talented than white men, or you believe that there are systemic issues keeping women and people of color from being hired into jobs, prompted, paid a fair wage, and accepted into college.

In the modern era, teachers and scholarship have traditionally laid strenuous emphasis on the fact that Briseis, the woman taken from Achilles in Book One, was his géras, his war prize, the implication being that her loss for Achilles meant only loss of honor, an emphasis that may be a legacy of the homoerotic culture in which the classics and the Iliad were so strenuously taught—namely, the British public-school system: handsome and glamorous Achilles didn’t really like women, he was only upset because he’d lost his prize! Homer’s Achilles, however, above all else, is spectacularly adept at articulating his own feelings, and in the Embassy he says, “‘Are the sons of Atreus alone among mortal men the ones / who love their wives? Since any who is a good man, and careful, / loves her who is his own and cares for her, even as I now / loved this one from my heart, though it was my spear that won her’ ” (9.340ff.). The Iliad ’s depiction of both Achilles and Patroklos is nonchalantly heterosexual. At the conclusion of the Embassy, when Agamemnon’s ambassadors have departed, “Achilles slept in the inward corner of the strong-built shelter, / and a woman lay beside him, one he had taken from Lesbos, / Phorbas’ daughter, Diomede of the fair colouring. / In the other corner Patroklos went to bed; with him also / was a girl, Iphis the fair-girdled, whom brilliant Achilles / gave him, when he took sheer Skyros” (9.663ff.). The nature of the relationship between Achilles and Patroklos played an unlikely role in a lawsuit of the mid-fourth century B.C., brought by the orator Aeschines against one Timarchus, a prominent politician in Athens who had charged him with treason. Hoping to discredit Timarchus prior to the treason trial, Aeschines attacked Timarchus’ morality, charging him with pederasty. Since the same charge could have been brought against Aeschines, the orator takes pains to differentiate between his impulses and those of the plaintiff: “The distinction which I draw is this—to be in love with those who are beautiful and chaste is the experience of a kind-hearted and generous soul”; Aeschines, Contra Timarchus 137, in C. D. Adams, trans., The Speeches of Aeschines (Cambridge, MA, 1958), 111. For proof of such love, Aeschines cited the relationship between Achilles and Patroklos; his citation is of great interest for representing the longest extant quotation of Homer by an ancient author. 32

There are two schools of thought about Chappaquiddick: liberals generally tend to ignore the subject and resent any mention of it, and conservatives believe that Teddy was directly responsible for the death of Mary Jo Kopechne and lied about it, and the “liberal” media helped to cover up his crime. The facts suggest a third alternative: Chappaquiddick represented the political assassination of Edward Kennedy, orchestrated by the same forces responsible for the deaths of John and Robert Kennedy.

How is forex traded? The main idea of forex is that you’re buying one currency and at the same time, selling another. Currencies are normally quoted in pairs, like EUR/USD or USD/SGD. The exchange rate represents the purchase price between the two currencies. In EUR/USD ratio, This represents the number of US Dollars in every Euro you have. If you think the Euro will increase in value against the US Dollar from the last exchange rate, you buy Euros with US Dollars and you cash in profit from that.

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")

The effective, identity-safe practices "avoid cues that might instantiate a sense of stereotype threat in students and are, instead, aimed at making everyone in the class feel...as valued and contributive...regardless of their ethnic group or gender." [Dorothy Steele] ...The cohering principle is straightforward: they foster a threat-mitigating narrative about one's susceptibility to being stereotyped in the schooling context. And though no single, one-size-fits-all strategy has evolved, the research offers an expanding set of strategies for doing this: establishing trust through demanding but supportive relationships, fostering hopeful narratives about belonging in the setting, arranging informal cross-group conversations to reveal that one's identity is not the sole cause of one's negative experiences in the setting, representing critical abilities as learnable, and using child-centered teaching techniques. More will be known in the years ahead. But what we know now can make a life-affecting difference for many people in many important places.

Tradition has it that late in life Epictetus retired from teaching introduction and withdrew to the peace and quiet of family life, under conditions imposed by old age: that is, he became a parent by adopting rather than fathering a child, and took into his home a female servant to serve as a kind of surrogate mother to the child and domestic servant for himself. That he had absented himself from family life for so long shows that he regarded philosophy as a jealous mistress who demanded practically all his time and attention, which family life would not allow. That this renunciation of family life represented a real sacrifice is suggested by the fact that he took to it immediately upon retiring. He evidently thought he had earned the comforts of home after devoting most of his life to improving the lives of others – the successive generations of students who had passed through his school. We have no more news of Epictetus beyond this. After creating this version of a family he was evidently content to settle into it and live out the balance of his years in obscurity.

The only real enemy humans have is death. Every other enemy like a kid who slags you off at school or a cop who pulls you over you think they're enemies but they're not really. They're just I don't know irritations. But death that's the serious one because you know he'll win eventually. And that makes you like you've got to try to beat him. The bigger the challenge the harder you try. That's true of anything. In a way our enemies aren't these soldiers themselves our enemy is death and the soldiers are just his little local representatives." -Homer

This was a school that didn’t just teach history — no, it wore the past like a comfortable jacket, beloved for all of its frayed ends. Gansey II described students — comrades, really — forming bonds of brotherhood that would last for the rest of their lives. It was C. S. Lewis and the Inklings, Yeats and the Abbey Theatre, Tolkien and his Kolbítar, Glendower and his poet Iolo Goch, Arthur and his knights. It was a community of scholars just outside of adolescence, a sort of Marvel comic where every hero represented a different arm of the humanities.

Funny. The blazer, skirt and tie become automatically sexy the minute you leave school when you're eighteen or nineteen and pull it out for fancy-dress parties. But whilst you're still there, stewing through Math, unable to find anyone who'll let you sit next to them in the cafeteria, crying in the toilet stalls, you know what it represents and you can't bring yourself to make it look alluring. That would be traitorous and phoney. I knew I looked like shit and I was glad I did because that's how the twenty pounds of gray polyester and itchy navy wool made me feel.

At a law school in Canada, we are in deep discussion of the law as a universal instrument that feminists should expect to be flexible. I am arguing that this is what judges are for - otherwise, justice could be meted out by a computer. The mostly male law students are arguing that any exception is dangerous and creates a "slippery slope." Make one exception, and the number will grow until the law will be overturned de facto. I am not a lawyer. I am stuck. Those young men may or may not represent the common-sense majority in the audience, but they have triumphed. Then a tall young woman in jeans rises from the back of the room. "Well," she says calmly, "I have a boa constrictor." This quiets the audience right down. "Once a month," she continues, "I go to the dissection lab on campus to get frozen mice to feed my boa constrictor. But this month, there is a new professor in charge, and he said to me 'I can't give you frozen mice. If I give you frozen mice, everyone will want frozen mice." There is such an explosion of laughter that even the argumentative young men can't resist. She has made her point: not everyone wants the same thing. A just law can be flexible. To be just, a law has to be flexible. She has saved the day.

As long as this imitation-thinking continues to be recognised by the state, the lasting effect of a true philosophy will be destroyed, or at any rate circumscribed; nothing does this so well as the curse of ridicule that the representatives of the great cause have drawn on them, for it attacks that cause itself. And so I think it will encourage culture to deprive philosophy of its political and academic standing, and relieve state and university of the task, impossible for them, of deciding between true and false philosophy. Let the philosophers run wild, forbid them any thoughts of office or civic position, hold them out no more bribes,—nay, rather persecute them and treat them ill,—you will see a wonderful result. They will flee in terror and seek a roof where they can, these poor phantasms; one will become a parson, another a schoolmaster, another will creep into an editorship, another write school-books for young ladies' colleges, the wisest of them will plough the fields, the vainest go to court. Everything will be left suddenly empty, the birds flown: for it is easy to get rid of bad philosophers,—one only has to cease paying them. And that is a better plan than the open patronage of any philosophy, whatever it be, for state reasons.

Free speech must be replaced by hate speech regulations, with hate itself left undefined. Freedom of religion must be replaced by secular universalism. Freedom of association and contract must be prohibited, so long as that freedom cuts against the appropriate standards of ethnic, racial, or sexual diversity (under this standard, for example, an all-black school is considered diverse, while a police department that doesn’t represent ethnic populations proportionately is considered discriminatory, even if that police department staffs based on meritocratic concerns). Due process must be supplanted with mob rule, private property with public need.

Martin, perceiving some shelves filled with English books, said to the senator, “I fancy that a republican must be highly delighted with those books, which are most of them written with a noble spirit of freedom.” “It is noble to write as we think,” said Pococurante; “it is the privilege of humanity. Throughout Italy we write only what we do not think; and the present inhabitants of the country of the Caesars and Antonines dare not acquire a single idea without the permission of a Dominican father. I should be enamored of the spirit of the English nation, did it not utterly frustrate the good effects it would produce by passion and the spirit of party.” Candide, seeing a Milton, asked the senator if he did not think that author a great man. “Who?” said Pococurante sharply; “that barbarian who writes a tedious commentary in ten books of rumbling verse, on the first chapter of Genesis? that slovenly imitator of the Greeks, who disfigures the creation, by making the Messiah take a pair of compasses from Heaven’s armory to plan the world; whereas Moses represented the Diety as producing the whole universe by his fiat? Can I think you have any esteem for a writer who has spoiled Tasso’s Hell and the Devil; who transforms Lucifer sometimes into a toad, and at others into a pygmy; who makes him say the same thing over again a hundred times; who metamorphoses him into a school–divine; and who, by an absurdly serious imitation of Ariosto’s comic invention of firearms, represents the devils and angels cannonading each other in Heaven? Neither I nor any other Italian can possibly take pleasure in such melancholy reveries; but the marriage of Sin and Death, and snakes issuing from the womb of the former, are enough to make any person sick that is not lost to all sense of delicacy. This obscene, whimsical, and disagreeable poem met with the neglect it deserved at its first publication; and I only treat the author now as he was treated in his own country by his contemporaries.

Returning to ourselves is confusing at first. It’s not as simple as listening for the voices inside of us. Because sometimes the voices inside of us, which we’ve assumed speak Truth, are just the voices of human beings who told us what to believe. Often the internal voice telling us who God is and what God approves of is not God; it’s our indoctrination. It’s an echo of the voice of a teacher, a parent, a preacher—someone who has claimed to represent God to us. Many of those people have been well meaning, and others have only sought to control us. Either way, not a single one of them has been God’s appointed spokesperson. Not a single one of them has more God in her than you do. There is no church that owns God. There is no religion that owns God. There are no gatekeepers. None of this is that easy. There is no outsourcing your faith. There is just you and God. Some of the hardest and most important work of our lives is learning to separate the voices of teachers from wisdom, propaganda from truth, fear from love and in this case: the voices of God’s self-appointed representatives from the voice of God Herself. When choosing between something you Know and something other people taught you to believe, choose what you Know. As Whitman said, “Re-examine all you have been told in school or church or in any book, and dismiss whatever insults your own soul.” Having the courage to dismiss what insults your soul is a matter of life or death.

Jiang was not Han Chinese. She was a Turkic Uighur, a Muslim minority which emanated from the westernmost province of Xinjiang. Jiang’s family came from the desert capital Urumqi; her family had moved to Beijing when she was a child when Jiang’s father, a mid-ranking Party cadre, was posted to the Minorities Institute in the capital in the 1970s. Since her father was both an official and a Uighur, the family had been treated with a special deference reserved for select representatives of minority groups who served as symbols for the Party’s efforts to build ‘socialist solidarity’ between central China and the non-Han regions. In Beijing, Jiang had attended a special ‘experimental’ school reserved for the children of the Party élite.

Comparing marriage to football is no insult. I come from the South where football is sacred. I would never belittle marriage by saying it is like soccer, bowling, or playing bridge, never. Those images would never work, only football is passionate enough to be compared to marriage. In other sports, players walk onto the field, in football they run onto the field, in high school ripping through some paper, in college (for those who are fortunate enough) they touch the rock and run down the hill onto the field in the middle of the band. In other sports, fans cheer, in football they scream. In other sports, players ‘high five’, in football they chest, smash shoulder pads, and pat your rear. Football is a passionate sport, and marriage is about passion. In football, two teams send players onto the field to determine which athletes will win and which will lose, in marriage two families send their representatives forward to see which family will survive and which family will be lost into oblivion with their traditions, patterns, and values lost and forgotten. Preparing for this struggle for survival, the bride and groom are each set up. Each has been led to believe that their family’s patterns are all ‘normal,’ and anyone who differs is dense, naïve, or stupid because, no matter what the issue, the way their family has always done it is the ‘right’ way. For the premarital bride and groom in their twenties, as soon as they say, “I do,” these ‘right’ ways of doing things are about to collide like two three hundred and fifty pound linemen at the hiking of the ball. From “I do” forward, if not before, every decision, every action, every goal will be like the line of scrimmage. Where will the family patterns collide? In the kitchen. Here the new couple will be faced with the difficult decision of “Where do the cereal bowls go?” Likely, one family’s is high, and the others is low. Where will they go now? In the bathroom. The bathroom is a battleground unmatched in the potential conflicts. Will the toilet paper roll over the top or underneath? Will the acceptable residing position for the lid be up or down? And, of course, what about the toothpaste? Squeeze it from the middle or the end? But the skirmishes don’t stop in the rooms of the house, they are not only locational they are seasonal. The classic battles come home for the holidays. Thanksgiving. Which family will they spend the noon meal with and which family, if close enough, will have to wait until the nighttime meal, or just dessert if at all? Christmas. Whose home will they visit first, if at all? How much money will they spend on gifts for his family? for hers? Then comes for many couples an even bigger challenge – children of their own! At the wedding, many couples take two candles and light just one often extinguishing their candle as a sign of devotion. The image is Biblical. The Bible is quoted a man shall leave his father and mother and be joined to his wife, and the two shall become one. What few prepare them for is the upcoming struggle, the conflict over the unanswered question: the two shall become one, but which one? Two families, two patterns, two ways of doing things, which family’s patterns will survive to play another day, in another generation, and which will be lost forever? Let the games begin.

I begin this chapter with President Ronald Reagan’s Farewell Speech on January 11, 1989. President Reagan encouraged the rising generation to “let ’em know and nail ’em on it”—that is, to push back against teachers, professors, journalists, politicians, and others in the governing generation who manipulate and deceive them: An informed patriotism is what we want. And are we doing a good enough job teaching our children what America is and what she represents in the long history of the world? Those of us who are over 35 or so years of age grew up in a different America. We were taught, very directly, what it means to be an American. And we absorbed, almost in the air, a love of country and an appreciation of its institutions. If you didn’t get these things from your family, you got them from the neighborhood, from the father down the street who fought in Korea or the family who lost someone at Anzio. Or you could get a sense of patriotism from school. And if all else failed, you could get a sense of patriotism from the popular culture. The movies celebrated democratic values and implicitly reinforced the idea that America was special. TV was like that, too, through the mid-sixties. But now, we’re about to enter the nineties, and some things have changed. Younger parents aren’t sure that an unambivalent appreciation of America is the right thing to teach modern children. And as for those who create the popular culture, well-grounded patriotism is no longer the style. Our spirit is back, but we haven’t reinstitutionalized it. We’ve got to do a better job of getting across that America is freedom—freedom of speech, freedom of religion, freedom of enterprise. And freedom is special and rare. It’s fragile; it needs [protection]. So, we’ve got to teach history based not on what’s in fashion but what’s important—why the Pilgrims came here, who Jimmy Doolittle was, and what those 30 seconds over Tokyo meant. You know, 4 years ago on the 40th anniversary of D-Day, I read a letter from a young woman writing to her late father, who’d fought on Omaha Beach. Her name was Lisa Zanatta Henn, and she said, “We will always remember, we will never forget what the boys of Normandy did.” Well, let’s help her keep her word. If we forget what we did, we won’t know who we are. I’m warning of an eradication of the American memory that could result, ultimately, in an erosion of the American spirit. Let’s start with some basics: more attention to American history and a greater emphasis on civic ritual. And let me offer lesson number one about America: All great change in America begins at the dinner table. So, tomorrow night in the kitchen, I hope the talking begins. And children, if your parents haven’t been teaching you what it means to be an American, let ’em know and nail ’em on it. That would be a very American thing to do.1

We have blinded ourselves to the connection between the abuse of sex and the dissolution of the American family, which can be seen in these results: as of 2010 those with children now represent only 20 percent of American households, according to the US Census Bureau;19 35 percent of children are in single-parent families; sexual crime is up more than 200 percent in public schools since 1994; there has been a precipitous rise in illegitimate births (now 40 percent of all births); 60 percent of African-American children are born out of wedlock; some 50 percent of marriages end in divorce;20 there are some one million abortions per year on average, or 55 million since 1973; and our culture has coarsened in brutal ways. Yet the misuse of sex has so corrupted our society that no one dares mention it as a principal cause of our debasement. As Justice Kennedy teaches, unassailable “private conduct between consenting adults” made under the inviolable “autonomy of self” is at the heart of liberty. But this cannot be right, particularly if it leads to self-destruction.

The publication of the Gospel of Judas within Codex Tchacos represents a significant moment for the study of religion and culture. It is a rare occurrence that a previously unknown gospel manuscript is discovered, particularly one that was mentioned in early Christian sources, and that is precisely what is the case with the Gospel of Judas. The Gospel of Judas can be dated, with some certainty, to around the middle of the second century, or perhaps even a bit before, and the materials included within it are even older. The gospel is thus an early source for our knowledge of an important mystical movement within early Christianity and Judaism, namely the Sethian gnostic school of religious thought. Further, the text provides the opportunity to evaluate, and perhaps reevaluate, the historical role of a figure—Judas Iscariot—who has been much maligned within Christianity and has been a prominent figure in the development of anti-Semitism. All in all, the Gospel of Judas sheds important light on the character of developing Christianity, and reminds us again of the rich diversity of the early church.

... The influence of the Pre-Raphaelites was felt less through their paintings than through a book, The Poems of Tennyson, edited by Moxon and wonderfully illustrated by Rossetti and Millais. The influence on Maeterlinck stems less from the poems themselves than from the illustrations. The revival of illustrated books in the last two years of the century derives from this Tennyson, the books printed at William Morris' press, the albums of Walter Crane. These last two and the ravishing little books for children by Kate Greenaway were heralded by Huysmans as early as 1881. Generally speaking, it is the English Aesthetic Movement rather than the Pre-Raphaelites which influenced the Symbolists, a new life-style rather than a school of painting. The Continent, passing through the Industrial Revolution some fifty years after England, found valuable advice on how to escape from materialism on the other side of the Channel. Everything that one heard about the refinements practised in Chelsea enchanted Frenchmen of taste: furniture by Godwin, open-air theatricals by Lady Archibald Campbell, the Peacock Room by Whistler, Liberty prints. As the pressure of morality was much less pronounced in France than in England, the ideal of Aestheticism was not a revolt but a retreat towards an exquisite world which left hearty good living to the readers of the magazine La Vie Parisienne ('Paris Life') and success to the readers of Zola. If one could not write a beautiful poem or paint a beautiful picture, one could always choose materials or arrange bouquets of flowers. Aesthetic ardour smothered the anglophobia in the Symbolist circle. The ideal of a harmonious life suggested in Baudelaire's poem L' Invitation au Voyage seemed capable of realization in England, whose fashions were brought back by celebrated travellers: Mallarmé after 1862, Verlaine in 1872. Carrière spent a long time in London, as did Khnopff later on. People read books by Gabriel Mourey on Swinburne, and his Passé le Détroit ('Beyond the Channel') is particularly important for the artistic way of life ... Thus England is represented in this hall of visual influences by the works of Burne-Jones and Watts, by illustrated books, and by objets d'art ...

The men who had inhabited prehistoric Egypt, who had carved the Sphinx and founded the world‘s oldest civilization, were men who had made their exodus from Atlantis to settle on this strip of land that bordered the Nile. And they had left before their ill-fated continent sank to the bottom of the Atlantic Ocean, a catastrophe which had drained the Sahara and turned it into a desert. The shells which to-day litter the surface of the Sahara in places, as well as the fossil fish which are found among its sands, prove that it was once covered by the waters of a vast ocean. It was a tremendous and astonishing thought that the Sphinx provided a solid, visible and enduring link between the people of to-day and the people of a lost world, the unknown Atlanteans. This great symbol has lost its meaning for the modern world, for whom it is now but an object of local curiosity. What did it mean to the Atlanteans? We must look for some hint of an answer in the few remnants of culture still surviving from peoples whose own histories claimed Atlantean origin. We must probe behind the degenerate rituals of races like the Incas and the Mayas, mounting to the purer worship of their distant ancestors, and we shall find that the loftiest object of their worship was Light, represented by the Sun. Hence they build pyramidal Temples of the Sun throughout ancient America. Such temples were either variants or slightly distorted copies of similar temples which had existed in Atlantis. After Plato went to Egypt and settled for a while in the ancient School of Heliopolis, where he lived and studied during thirteen years, the priest-teachers, usually very guarded with foreigners, favoured the earnest young Greek enquirer with information drawn from their well-preserved secret records. Among other things they told him that a great flat-topped pyramid had stood in the centre of the island of Atlantis, and that on this top there had been build the chief temple of the continent – a sun temple. […] The Sphinx was the revered emblem in stone of a race which looked upon Light as the nearest thing to God in this dense material world. Light is the subtlest, most intangible of things which man can register by means of one of his five senses. It is the most ethereal kind of matter which he knows. It is the most ethereal element science can handle, and even the various kind of invisible rays are but variants of light which vibrate beyond the power of our retinas to grasp. So in the Book of Genesis the first created element was Light, without which nothing else could be created. „The Spirit of God moved upon the face of the Deep,“ wrote Egyptian-trained Moses. „And God said, Let there be Light: and there was Light.“ Not only that, it is also a perfect symbol of that heavenly Light which dawns within the deep places of man‘s soul when he yields heart and mind to God; it is a magnificent memorial to that divine illumination which awaits him secretly even amid the blackest despairs. Man, in turning instinctively to the face and presence of the Sun, turns to the body of his Creator. And from the sun, light is born: from the sun it comes streaming into our world. Without the sun we should remain perpetually in horrible darkness; crops would not grow: mankind would starve, die, and disappear from the face of this planet. If this reverence for Light and for its agent, the sun, was the central tenet of Atlantean religion, so also was it the central tenet of early Egyptian religion. Ra, the sun-god, was first, the father and creator of all the other gods, the Maker of all things, the One, the self-born [...] If the Sphinx were connected with this religion of Light, it would surely have some relationship with the sun.

From working with black males for more than a dozen years, I can say with confidence that many black males are both lazy and irresponsible. This view isn't popular with problem profiteers who blame all black woes upon white racism or poverty, but it is true, nonetheless. The young men I work with represent just the tip of the iceberg of a far larger laziness problem within the black male population. The typical black male I work with has no work ethic, has little sense of direction in his life, is hostile toward whites and women, has an attitude of entitlement, and has an amoral outlook on life. He has no strong male role model in his life to teach him the value of hard work, patience, self-control, and character. He is emotionally adrift and is nearly illiterate-either because he dropped out of school or because he's just not motivated enough to learn. Many of the black males I've worked with have had a "don't give a damn" attitude toward work and life and believe that "white America" owes them a living. They have no shame about going on welfare because they believe whites owe them for past discrimination and slavery. This absurd thinking results in a lifetime of laziness and blaming, while taxpayers pick up the tab for individuals who lack character and a strong work ethic. Frequently, blacks who attempt to enter the workforce often become problems for their employers. This is because they also have an entitlement mentality that puts little emphasis on working hard to get ahead. They expect to be paid for doing little work, often show up late, and have bad attitudes while on the job. They're so sensitized to "racism" that they feel abused by every slight, no matter if it's intentional, unconscious, or even based in reality.

Questions surround nearly every aspect of the assassination. The chain of possession regarding each piece of evidence was tainted beyond repair. The presidential limousine, which represented the literal crime scene, was taken over by officials immediately after JFK’s body was carried into Parkland Hospital and tampered with. The Secret Service apparently cleaned up the limousine, washing away crucial evidence in the process. Obviously, whatever bullet fragments or other material that was purportedly found there became immediately suspect because of this. On November 26, the windshield on the presidential limo was replaced. The supposed murder weapon—a cheap, Italian Mannlicher-Carcano rifle with a defective scope, allegedly ordered by Oswald through a post office box registered to his purported alias, Alex Hidell—is similarly troublesome. The two Dallas officers who discovered the rifle on the sixth floor of the Texas School Book Depository building, Seymour Weitzman and Eugene Boone, both swore in separate affidavits that the weapon was a German Mauser. As was to become all too common in this case, they would later each claim to be “mistaken” in a curiously identical manner. In fact, as late as midnight on November 22, Dallas District Attorney Henry Wade would refer to the rifle as a Mauser when speaking to the press. Local WFAA television reported the weapon found as both a German Mauser and an Argentine Mauser. NBC, meanwhile, described the weapon as a British Enfield. In an honest court, the Carcano would not even have been permitted into the record, because no reliable chain of possession for it existed. Legally speaking, the rifle found on the sixth floor was a German Mauser, and no one claimed Oswald owned a weapon of that kind.

The Jewel in Her Crown, which showed the old Queen (whose image the children now no doubt confused with the person of Miss Crane) surrounded by representative figures of her Indian Empire: princes, landowners, merchants, moneylenders, sepoys, farmers, servants, children, mothers, and remarkably clean and tidy beggars. The Queen was sitting on a golden throne, under a crimson canopy, attended by her temporal and spiritual aides: soldiers, statesmen and clergy. The canopied throne was apparently in the open air because there were palm trees and a sky showing a radiant sun bursting out of bulgy clouds such as, in India, heralded the wet monsoon. Above the clouds flew the prayerful figures of the angels who were the benevolent spectators of the scene below. Among the statesmen who stood behind the throne one was painted in the likeness of Mr. Disraeli holding up a parchment map of India to which he pointed with obvious pride but tactful humility. An Indian prince, attended by native servants, was approaching the throne bearing a velvet cushion on which he offered a large and sparkling gem. The children in the school thought that this gem was the jewel referred to in the title. Miss Crane had been bound to explain that the gem was simply representative of tribute, and that the jewel of the title was India herself, which had been transferred from the rule of the British East India Company to the rule of the British Crown in 1858, the year after the Mutiny when the sepoys in the service of the Company (that first set foot in India in the seventeenth century) had risen in rebellion, and attempts had been made to declare an old Moghul prince king in Delhi, and that the picture had been painted after 1877, the year in which Victoria was persuaded by Mr. Disraeli to adopt the title Empress of India.

A just society would be one in which liberty for one person is constrained only by the demands created by equal liberty for another. Such a society requires as a precondition an agreement excluding tools that by their very nature prevent such liberty. This is true for tools that are fundamentally purely social arrangements, such as the school system, as well as for tools that are physical machines. In a convivial society compulsory and open-ended schooling would have to be excluded for the sake of justice. Age-specific, compulsory competition on an unending ladder for lifelong privileges cannot increase equality but must favor those who start earlier, or who are healthier, or who are better equipped outside the classroom. Inevitably, it organizes society into many layers of failure, with each layer inhabited by dropouts schooled to believe that those who have consumed more education deserve more privilege because they are more valuable assets to society as a whole. A society constructed so that education by means of schools is a necessity for its functioning cannot be a just society. Power tools having certain Tools for Conviviality Page 18 Document developed using Purplestructural characteristics are inevitably manipulative and must also be eliminated for the sake of justice. In a modern society, energy inputs represent one of the major new liberties. Each man's ability to produce change depends on his ability to control low-entropy energy. On this control of energy depends his right to give his meaning to the physical environment. His ability to act toward the future lie chooses depends on his control of the energy that gives shape to that future. Equal freedom in a society that uses large amounts of environmental energy means equal control over the transformation of that energy and not just an equal claim to what has been done with it. 5

One day Billy’s kindergarten teacher phoned me at work. In a grave tone of voice she informed me Billy had been involved in a serious incident at school. She refused to elaborate but insisted I come to the school for a disciplinary meeting. My mind raced as I drove to the school. I wondered what type of behavior could possibly land a five-year-old in such hot water. When I arrived at the school, the teacher ushered me into a private office. Billy sat next to me—he looked scared. We both faced the grim faced teacher. She reminded me of the woman in the famous painting, “American Gothic.” She sat rigidly behind her desk, her eyes unblinking. The atmosphere was reminiscent of a criminal court proceeding. “Maybe Billy had accidentally killed someone.” I thought. There was a moment of uncomfortable silence. The teacher’s face was stiff and emotionless. Finally, her lips moved and she intoned, “Billy, tell your father what you did.” Under the disapproving gaze of his teacher, Billy began his confession. “Well, I was eating lunch next to Suzy. We had green Jell-O. It was jiggling around. Suzy bent down to look at her Jell-O real close, and I … pushed her face into it.” I barely choked off a belly laugh and quickly looked away, struggling for control. Somehow I sensed that Billy’s straitlaced teacher would frown upon me laughing uncontrollably about this issue. With Zenlike concentration, I mastered my emotions and turned to face my son. My expression was serious, my tone was stern, my acting was impeccable, “Billy, how do you think that made Suzy feel?” “Bad.” said Billy. “That’s right.” I said. “I don’t want you to ever do such a thing again. Do you understand?” “Yes.” Billy meekly replied. I looked at the teacher. She seemed disappointed I hadn’t tortured my son with hot irons. Reluctantly, the she allowed us to leave. This incident was representative of many child-rearing situations I dealt with over the years.

De Villiers was shortlisted for the South African national hockey squad,’ the article says. True or false? False. In truth, I played hockey for one year at high school and was a member of the Afrikaanse Hoër Seunskool Under-16A team that beat our near neighbours and rivals at Pretoria Boys’ High for the first time, but I was never shortlisted for the national hockey squad, or ever came remotely close to that level. ‘De Villiers was shortlisted for the South African national football squad,’ the article says. True or false? False. I have never played any organised football (soccer). We used to kick a ball around during break at school and the game has become part of the Proteas’ warm-up routine. That is all. ‘De Villiers was the captain of South Africa junior rugby,’ the article says. True or false? False. I played rugby at primary school and high school, and enjoyed every minute, but I never represented South Africa at any level, either at SA Schools or SA Under-20, and was never captain. ‘De Villiers is still the holder of six national school swimming records,’ the article says. True or false? False. As far as I recall, I did set an Under-9 breaststroke record at Warmbaths Primary School but I have never held any national school swimming records, not even for a day. ‘De Villiers has the record fastest 100 metres time among South African junior sprinters,’ the article says. True or false? False. I did not sprint at all at school. Elsewhere on the Internet, to my embarrassment, there are articles in which the great sprinter Usain Bolt is asked which cricketer could beat him in a sprint and he replies ‘AB de Villiers’. Maybe, just maybe, I would beat him if I were riding a motorbike. ‘De Villiers was a member of the national junior Davis Cup tennis team,’ the article says. True or false? Almost true. As far as I know, there was no such entity as the national junior Davis Cup team, but I did play tennis as a youngster, loved the game and was occasionally ranked as the national No. 1 in my age group. ‘De Villiers was a national Under-19 badminton